Resource Description And Access Training Research Articles

Using Freely Available RDA Resources to Provide In-House Training to a Medium-Sized Academic Library

Recent surveys have indicated that training available for the new cataloging standard, Resource Description and Access (RDA), has been slow to reach many academic institutions, particularly small- and medium-sized libraries. These surveys have shown that smaller institutions have reported being particularly behind in transitioning to RDA due to lack of training and also indicate that in-house training, while preferred by a large population of catalogers and metadata specialists, is typically not available due to constraints on staffing, cost, and time. By discussing a case study of in-house RDA training provided at Oakland University, this paper addresses RDA training needs in small- to medium-sized academic institutions and the potential to provide the personalized, in-person training desired by the professional community. Training was offered in a hybrid online and in-person environment to the entire library faculty and staff for a 6-week period, resulting in the transition to RDA shortly after the official Library of Congress adoption date of March 31, 2013.

Large-Scale RDA Enrichment of Legacy Data at the University of Houston System Libraries

ABSTRACTUniversity of Houston (UH) Libraries, along with three other UH Systems libraries, took the initiative to implement Resource Description and Access (RDA), the new resource description standard, across their shared library database. An RDA Implementation Task Force was established to develop a plan and a strategy for the implementation process. The task force targeted a major goal of retrospective enrichment of all existing bibliographic records with RDA elements. This article discusses the RDA implementation planning, systems configuration, vendor collaboration, local RDA guidelines, training, and communication. Authors also identify challenges, benefits, and lessons learned from this process.

Teaching RDA in Belize: A Case Study

In early 2013, Belizean librarians from the Consortium for Belize Educational Cooperation (COBEC) intimated the need to have training in Resource Description and Access (RDA). Their request was for a weeklong workshop that would coincide with a future COBEC conference and that would be offered to all tertiary-level institutions in the country. The objective for this training would be to give the Belizeans practical experience with cataloging a variety of collection materials according to the new international standard. This case study documents the experience of the trainers in developing and implementing RDA training for the librarians in the country of Belize. It includes the design and development of an RDA workshop that spanned 5 days, funding for the workshop, assessment of the workshop's effectiveness, and the provision of Continuing Education Unit certificates from Valdosta State University. Future developments for providing additional RDA training conclude the report.

Teaching Cataloging in a Brave New World

This article examines teaching new catalogers “in” Resource Description and Access (RDA). An analysis of training courses (Anglo-American Cataloguing Rules, second edition [AACR2] and RDA) from the Courtauld Institute of Art is presented, focusing on publication, introductory material, and relationships. It is found that the change to RDA training is a complex mix encompassing content, structure, and pedagogy. “Teacher knowledge”—an education studies conceptual model—in particular, pedagogical content knowledge, is used as an additional analytical tool. Teacher knowledge helps explain why some training topics take longer to rework for RDA than others and how existing knowledge of cataloging remains useful even when teaching “novel” cataloging rules.

Are Philippine Librarians Ready for Resource Description and Access (RDA)? The Mindanao Experience

This study aimed to find out the level of readiness of Mindanao librarians to use Resource Description and Access (RDA), which has been prescribed and adopted by the Philippine Professional Regulatory Board for Librarians (PRBFL). The majority of librarians are aware of the PRBFL prescription and adoption. Librarians who received more RDA training and felt that their RDA training was adequate and were more comfortable with the use of RDA as compared with those who received little or no RDA training. An important finding of the study is that most Mindanao libraries do not have access to the RDA Toolkit.

In the Company of My Peers: Implementation of RDA in Canada

This article describes the progress made toward implementing Resource Description and Access (RDA) in libraries across Canada, as of Fall 2013. Differences in the training experiences in the English-speaking cataloging communities and French-speaking cataloging communities are discussed. Preliminary results of a survey of implementation in English-Canadian libraries are included as well as a summary of the support provided for French-Canadian libraries. Data analysis includes an examination of the rate of adoption in Canada by region and by sector. Challenges in RDA training delivery in a Canadian context are identified, as well as opportunities for improvement and expansion of RDA training in the future.

Implementing RDA at the University of Illinois at Urbana-Champaign Library

In this article the authors present a case study implemented at the University of Illinois at Urbana-Champaign Library that trained catalogers in Resource Description and Access (RDA), a new cataloging code. The authors provide detailed descriptions of the library's in-house training sessions and the strategies behind these sessions. They also discusses the creation of digital tools used to facilitate the creation of quality RDA bibliographic records. The authors close by contextualizing RDA training within the library linked data initiative.

RDA perceptions among Malaysian catalogers

Purpose – This study aims to investigate Malaysian catalogers’ awareness, familiarity and understanding of the new bibliographic content standard, i.e. Resource Description and Access (RDA). Design/methodology/approach – The survey method was adopted in this study. Questionnaires were used to gather data from respondents. The study included catalogers from higher education institutions in the area of Klang Valley, Malaysia. Purposive sampling method was used to identify the respondents. Findings – The results revealed that, in general, though Malaysian catalogers were aware of the RDA, they were only familiar with the basics of RDA and its related topics. They were mainly aware of topics regarding the overview and development of RDA, and indicated low understanding of other topics, such as Functional Requirements for Bibliographic Records (FRBR), related to RDA. The study found that respondents acknowledged the inadequacy of their basic understanding of RDA. The study also identified the catalogers’ needs and preference for RDA training. Most of the catalogers favored learning more about RDA context topics which include FRBR, Functional Requirements for Authority Data and International Cataloging Principles. They indicated willingness to undergo a two- to three-day intensive workshop to learn more about RDA. Practical implications – Like in other countries, catalogers in Malaysia may also encounter problems when implementing the new RDA. Findings of this study would be useful in designing RDA trainings for catalogers. Originality/value – No study has been done to investigate Malaysian catalogers’ awareness and understanding of RDA.

Catalogación de documentos cartográficos en RDA

The article discusses new RDA (Resource description and access) cataloguing rules, which are based on the FRBR and FRAD conceptual model. The basic entities (work, expression, manifestation and item), as well as their attributes and relationships are described, and RDA structure and substantial changes from existing AACR2 rules explained. New terminology, new cataloguing models, and specifically “the rule of three” are included, no abbreviations, annotations of numbers and errors, and use of square brackets. New MARC 21 fields are explained: the 264 field for publisher data and the 3XX field for content, media and carrier types. The paper addresses the application of these changes in cartographic documents, especially in the 255 field for mathematical data elements, containing a sub-field for scale, cartographic projections and coordinates, and in the physical description field, including record samples. The essential role in the RDA development and training of cataloguers for cartographic documents is carried out by an expert group called Magirt (ALA). The rules offer freedom of application for cataloguers and cataloguing agencies; therefore, their interpretation is required, taking into account national cataloguing conventions. The instructions have already been translated into the major world languages.

CONSER Serial RDA Workflow

The session provided an overview of serials cataloging tools and training plans being developed for implementation of Resource Description and Access (RDA). RDA is the replacement of the Anglo-American Cataloguing Rules, Second Edition. The Cooperative Online Serials (CONSER) cataloging component of the Program for Cooperative Cataloging (PCC) of the Library of Congress is developing materials to assist CONSER catalogers and any other serials catalogers wishing to follow CONSER practices. The session described three CONSER RDA tools that document the RDA record element set for CONSER serial records. Key resources for the implementation of RDA bibliographic and name authorities were identified on the CONSER website, the PCC website, the Catalogers Learning Workshop, and the RDA toolkit. An outline of the CONSER RDA training plan for serials was presented and attendees were asked to share their ideas on RDA training and implementation needs for serials.

Preliminary Training for RDA: A Survey of Cataloging Department Heads

This study examined the preliminary training that has occurred and will occur in the future, as well as the perceptions of cataloging department heads toward RDA (Resource Description and Access) in American academic libraries. Previous research indicates that the successful adoption of new cataloging rules relies on the strength and elements included in the training offered to and required of individuals in the library cataloging community. This study found that many of the essential components for RDA training have been included in preliminary training. Now that a decision has been made by the Library of Congress, this study identified room for improvement in some areas of RDA training prior to adoption.

Participation in the U.S. RDA Test Program Helped Transform Work Habits at George Washington University Libraries

This article shares the growing pains that the George Washington University Libraries Resource Description Group staff experienced when they participated in the U.S. Resource Description and Access (RDA) Test Program. The steep learning curve that was required to apply RDA in order to meet the requirements of the test presented challenges for the trainers as well as the staff. Satisfaction finally came during a Webinar when they overcame and gained a greater confidence in their ability in adapting themselves to the sweeping changes in the world of metadata by being part of the history-making RDA Test program. [Supplementary materials are available for this article. Go to the publisher's online edition of Cataloging & Classification Quarterly for the following free supplemental resources: RDA terminology quiz and RDA training exercise]