Click to increase image sizeClick to decrease image size Notes 1. Margaret E. Dull and Bonnie Parks, “Cataloging Education and Cataloging Futures: An Interview with Allyson Carlyle,” Serials Review 37, no. 2 (June 2011): 116–119; Daniel N. Joudrey, “Another Look at Graduate Education for Cataloging and the Organization of Information,” Cataloging & Classification Quarterly 46, no. 2 (2008): 137–181; Robert L. Bothmann, “Meeting the Needs of Special Format Catalogers: Ideas for Professional Organizations, Library Schools, and Professional Catalogers,” Cataloging & Classification Quarterly 44, no. 3/4 (2007): 221–232; Jerry D. Saye and Alenka Šauperl, “Cataloging Education on the Sunny Side of the Alps,” Cataloging & Classification Quarterly 41, no. 3/4 (2006): 269–289; Janet Swan Hill, ed., “Education for Cataloging and the Organization of Information: Pitfalls and the Pendulum, Parts I and II,” in Cataloging & Classification Quarterly 34, no. 1/2–3 (2002); Sheila S. Intner and Janet Swan Hill, eds., Cataloging: The Professional Development Cycle, New Directions in Information Management, no. 26 (New York: Greenwood Press, 1991); Sheila S. Intner and Janet Swan Hill, eds., Recruiting, Educating, and Training Cataloging Librarians: Solving the Problems, New Directions in Information Management, no. 19, (New York: Greenwood Press, 1989); Ruth C. Carter, ed., “Education and Training for Catalogers and Classifiers,” Cataloging & Classification Quarterly 7, no. 4 (1987), and others. 2. Boyd Keith Swigger, The MLS Project: An Assessment After Sixty Years (Lanham, MD: Scarecrow Press, 2010), 40; Danny P. Wallace and Jefrey Naidoo, eds., Library and Information Science Education Statistical Report 2010 (Chicago: Association for Library and Information Science Education, 2010), 10. 3. Internet-based course offerings increased from 134 courses or sections in 1999/2000 to 1,544 courses in 2009/2010, whereas on-campus offerings amounted to 274 sections in 2009/2010, a ratio of 5.6 to 1. Wallace and Naidoo, eds., Library and Information Science Education Statistical Report 2010, 17, 262–263. 4. Jerry D. Saye, “The Cataloguing Experience in Library and Information Science Education: An Educators Perspective,” Cataloging and Classification Quarterly 7, no. 4 (1987) addresses the instruction of cataloging and classification. While not examining the effectiveness of teaching, J. H. Bowman, “Education and Training for Cataloguing and Classification in the British Isles,” Cataloging & Classification Quarterly 41, no. 3/4 (2006), does look at training from commercial providers. Both Rose Tiny Kgosiemang, “Education and Training for Cataloguing at the University of Botswana Library: An Overview,” Cataloging & Classification Quarterly 41, no. 2 (2005) and Kamma Tolstrup, “Fra Oplaering Til Uddannelse; Undervisning i Katalogisering Pa Denmarks Biblioteksskole for Og Efter 1985. From Instruction to Education; Teaching of Cataloguing at the Danish Library School before and after 1985,” Biblioteksarbedje 10, no. 27 (1990) look at curriculum outside North America. 5. Linda Cleote, “The Education and Training of Cataloguing Students in South Africa through Distance Education,” Cataloging & Classification Quarterly 41, no. 2 (2005), probably the first and only article prior to this theme issue to address online technology in distance education. 6. Among others, Franklin R. Koontz, Hongqin Li, and Daniel P. Compora. Designing Effective Online Instruction: A Handbook for Web-Based Courses (Lanham, MD: Rowman & Littlefield Education, 2006), Bonnie, Elbaum, Cynthia McIntyre, and Alese Smith, Essential Elements: Prepare, Design, And Teach Your Online Course (Madison, WI: Atwood, 2002), George Collision, Bonnie Elbaum, Sarah Haavind, and Robert Tinker, Facilitating Online Learning: Effective Strategies for Moderators, (Madison, WI: Atwood Pub., 2000), Rita-Marie Contad and J. Ana Donaldson, Engaging the Online Learner: Activities And Resources for Creative Instruction (San Francisco, Calif.: Jossey-Bass, 2004), and Shirley Bennett and Debra Marsh, Handbook of Online Education, (London: Continuum, 2007) all have useful tips and practical strategies for general design and implementation of online courses. 7. Unpublished survey results of OLAC members conducted in 2010 by Robert Bothmann, Debbie Benrubi, and Marcia Barrett for the OLAC Executive Board showed a high preference for online instruction (2.21 on a rating scale of 1–4 with 1 being high preference); however, the strongest preference was for face-to-face instruction (average rating of 1.36).
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