Abstract
Cataloging librarianship has a tradition of innovation. Currently, professional and instructional innovations must be considered in a new Cataloging curriculum. Using as a framework Rogers’ Diffusion of Innovation, this reflective study explores one solution being considered at the University of Missouri while revising the Cataloging curriculum. A balance between theory and practice is suggested through the establishment of a set of core theoretical topics to be covered in the first part of the Cataloging class; Web-based modular elements to be covered in the second part will focus on cataloging practice in specific kinds of libraries.
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