Deborah's reflections

My journey to becoming a K-6 TL.

ETL505: The craziness of modules 3,4 and 5!

ElisaRiva / Pixabay

The Department of Education in NSW has a penchant for acronyms. Improvement and change bring about a new system of describing something. When we are used to an acronym and have committed it to memory, then it is likely to change.

Module 3: Metadata Quality and Standards has introduced a new swath of acronyms and concepts. The RDA Toolkit (Resource Description and Access) has a language of its own and a structure to allow users to find the information they require. Authority control and metadata standards strictly control the language of subject headings and access points. The immense quantity of rules is overwhelming to a newcomer and at times I felt out of my depth. The exercises helped me to understand how the Toolkit worked, however, I felt like I needed 100 to glean a basic understanding instead of the  27 provided. The FRBR (Functional Requirements of Bibliographic Records) user tasks of find, identify, select and obtain underpin the reasoning of how bibliographic records are organised.

The Dewey Decimal classification system version 23 (DDC23) is quite ingenious. It’s ability to categorise and describe the entire knowledge of the bibliographic universe (Hider, 2018) is uncanny. It has the flexibility to grow and include computer topics that didn’t exist when DDC was devised. The fact that it is still in use 144 years later, is a testament to Melvil Dewey.

The two assignments were tough for me. I have just submitted the second one and my confidence is rocky. Subject headings, Dewey classification breakdowns and genrefication are dominated by rules in WebDewey/SCIS Cataloguing Standards and Guidelines. I feel it would take many years to become familiar with these rules and understand the language used. I have great respect for metadata cataloguers and their understanding and adherence to rules.

Perhaps I’m not so good at following rules!

Hider, P.  (2018). Information resource description: Creating and managing metadata (2nd ed.). London: Facet.

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ETL505. Modules 1 and 2.

vonriesling / Pixabay

Module 1 essentially introduces us to the idea that quality information resources need to be carefully and systematically described. Standardised processes in cataloguing items allow information seekers to locate relevant information easily. How these records are recorded must support user needs through the FRBR tasks (Functional Requirement for Bibliographic Records) of: Read the rest of this entry »

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ETL505: Describing Educational Resources (202030)

jarmoluk / Pixabay

I have begun to read module 1 and the assessments of my 4th subject and this one has a different feel. It has relevance to a variety of  different types of libraries and is about how a new resource is added to a collection. Analysing and describing a resource in a standardised way will enable users to locate what they need more effectively. Properly described resources are quickly and  accurately found within a library management system (LMS). A similar example is how Marie Kondo has successfully devised a management system for organisation in the home for collections of similar items.

I’m looking forward to understanding the work of SCIS (Schools data and information service) because they allow me to instantly add a new resource to my library collection. Imagine manually cataloguing every resource! Z-cataloguing on the Oliver system (NSW public schools LMS) streamlines the process quickly.

Accuracy of description will ultimately ensure students and teachers are able to find what they need. I hope to understand this process better.

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