Day 10

Defining part viewThe team were very kind to me today and left me to finish of the subject headings and then work on my own reflections. I took the opportunity to look carefully at the HKIEd website and how it was organised. I considered how our site could be improved and made more accessible and user friendly.
Our library page has always been quite good and child friendly but is was beginning to look a bit dated and it needed a spruce up.
So I spent the day working on the Inquiry page. I had started this before the holidays but it needed a lot more work.
Well now it is almost finished and looking much more professional.
Here are a few images to give you some idea.

opening page

locating; part view

Selecting; part view

Organising; part view

Presenting; part view

What I also did was make some Smores to use as cheat sheets for when children need help with referencing. Hopefully these will be useful and they look so much better that a word document. Here’s an example of one on how to cite a book.
Now I know it is not APA style or 100% accurate but it is for primary aged children so we are starting simple. I’ve lots more I can link if anyone is interested.

Day 7 … already

I am a little sad because this morning I got excited about meeting the Aquisitions Librarian. Not that cataloguing rocks my world in any shape or form but I still haven’t done that bibliographic standards module yet. I keep putting it off because everyone I have spoken to says it is so difficult. I have bought the texts and got the readings but just haven’t signed up for it…
Today I am meeting Joyce from Aquisitions and she kindly asked if there was anything that I wanted to know. I mentioned RDA as I know we had to write an assignment about it. So very kindly she has sent me some links. She also mentioned a book that might help. Other materials I found include The Joint Steering Committe for RDA website, rdabrochureJanuary2010 , RDA objectives and Principles ,
Hopefully it might help me get a bit ahead of the game.
I am looking forward to the chat as I really know so little about this aspect of things.

Wow! Once again I am blown away by how much there is to do and how complex it is. 16 people work in the Aquisitions and Bibliographic Section. The average day sounds like lots of communicating and collaborating with departments and other library sections; checking book reviews, orders, payments and meetings with the other sections. Where possible they share purchasing with other institutions to decrease costs. (If only my organisation did this. We must all buy the award winners each year and many of us want the same subscriptions.) Bibliographic records are shared, rather than starting from scratch each time, whenever possible. this saves time and enables manpower to be utilised else where.

The amount of materials coming into the library is atonishing and they are processed on a priority basis. The INOPAC allows for users to request books that have not yet been fully processed and these are given first priority. The promise is that if a request for an ‘i’ material is made (in process), it will be with the user with 24 hours. This means that there are dedicated people who deal with this daily. Luckily the demand for this service is not too huge; usually no more than 10 per day. After that core course materials, new books and finally donations are processed. Obviously any of these could be prioritised due to a requestfrom a patron.

I felt that the main issue the section encounters is the materials donated. I have written a collection policy and put in the required paragraph on dealing with donataions however I do not deal with donations that run into the tens of thousands like they do here. The section is over run with donations many of which will be of no use to the library. Some of the donations must be kept because they are scholarly works or they may have been donated by someone of great importance. Unfortunately though much of it is not applicable to the setting and will not be wanted by the user.
donations

Disposal is difficult. Some of the materials are donated to the local primary and kindergarten school but they can not be sent to a charity that will sell them. Sometimes they are sent to programs in China but I am unsure how they could possible dispose of the quantities I saw today. As this is my first time seeing anything like this I am unsure if this is normal.. if you have any experience I’d love to hear about it. Pictures to follow.

Donated CDs

acquisitions

Day 6

Well it is only lunchtime but it has not been an especially busy day. I arrived and checked over the Proquest guide I had been working on. I found a few more edits I needed to make and I think it is all finished. Then I improved my PowerPoint for Wednesday and uploaded it to Slideshare. Take a look. http://www.slideshare.net/stephgilchrist/book-talks-16741762 Done…all work complete.

I have asked 3 times for more to  do but nothing is forthcoming. I went on a 20 minute library tour and other than that have been observing and doing a bit of school stuff. This afternoon I have a meeting with Media Services and Joey said she will sort something out for me. Let’s hope as I am happy to work.

Just met with Joey who talked me through some tentative plans for a virtual library tour. They are wrestling with whetehre they go video, 3 D or keep with the slide show. To be fair nothing can happen until the budget for a refit or reorganisation has been decided. What the conversation highlighted was that we have much in common. we are both constrained by budgets. We both have issues with keeping up with online materials and updating. We both want to provide the best for our students. We both educate our students about digital citizenship and the use of the online resources. Obviously there are economies of scale going on but basically we face the same issues. I hadn’t really thought that would be the case and we would have so much in common. Next stop Media Services.

image

image

Just a few snaps from around the library.

Collection Policy and Library Stats

Library Collection Policy in full.

Key points in Collection Policy
1. The Library provides support for degree and non-degree programmes at undergraduate and postgraduate levels to prepare teachers and other educators for the teaching profession. Emphasis is given in collecting to support the Institute’s strategic goals. The Library collects materials to provide support for research, lifelong learning and professional development as well as materials that will provide enrichment and will contribute to the spiritual, moral, and cultural needs of faculty and students.

2. The Library provides remote Web access to digital sources of information on an extensive basis to support our vision of a Library-without-Walls.

Library Stats

Subject outline

The subject outline is now out and as usual I go straight to the assessment items. 3 this time.
ETL 505 promises to cover The subject covers seven topics:

The need for information resource description
Information retrieval tools
Introducing metadata
Metadata standards
Providing subject access to information resources
Classification
Future trends in information organisation
I need Hider, P. (with Harvey, R.) (2008). Organising knowledge in a global society (Rev .ed.). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. Which I have managed to get from my friend and have ordered Mortimer, M. (2004). Learn Dewey Decimal Classification, Edition 22, Canberra: DocMatrix. I share this because I know so many people want to know the texts early on so that they can get buying and perhaps start reading. I’ve order from Book Depository because they offer a discount and promise it will be waiting for me this time next week when i step off the plane in England.
The reading list appears quite extensive and my friend has given me a pile of readings. I’ll need to check if she has printed everything required. I know I should work on line but note taking is not always easy and Diigo doesn’t seem to like PDFs.
E materials include
Australian Committee on Cataloguing. Seminar (2007 : Brisbane, Qld.). Promise for the future, or legacy of the past? Cataloguing in a changing world : papers. Canberra, A.C.T. : Australian Committee on Cataloguing.

Evans, G., Intner; S. S.& Weihs, J. R. (2011) Introduction to technical services (8th ed.). Santa Barbara, Calif. : Libraries Unlimited.

Hsieh-Yee, I. (2006) Organizing audiovisual and electronic resource for access: A cataloging guide. (2nd ed.). Westport, Conn. : Libraries Unlimited.

Intner; S. S., Fountain, J. F., Weihs, J. R., Fritz, D. A., Beall, A. (2011) Cataloging correctly for kids: An introduction to the tools. 5th ed. Chicago : Association for Library Collections & Technical Services, American Library Association.

Joint Steering Committee for Development of RDA. & American Library Association.(2010-). RDA resource description & access toolkit. Chicago, Ill. : American Library Association.

Print sources

There is an abundance of books on bibliographic organisation. As a starting point some good works which cover a range of areas in this subject are:

Chowdhury, G. G., & Chowdhury, S. (2007).Organising information: From the shelf to the web. London: Facet.

Chan, L. M., & Hodges, T. (2007). Cataloging and classification: An introduction. Lanham, M.D.: Scarcrow Press.

Hart, A. (2010). The RDA primer: A guide for the occasional cataloger. Santa Barbara, Calif. : Linworth.

Hsieh-Yee, I. (2006). Organizing audiovisual and electronic resources for access: A cataloging guide. Westport, Conn.: Libraries Unlimited.

Haynes, E., & Fountain, J. F. (2005). Unlocking the mysteries of cataloguing: A workbook of examples. Westport, Conn.: Libraries Unlimited.

Intner, S. S., Lazinger, S. S. & Weihs, J. (2006). Metadata and its impact on libraries. Westport, Conn.: Libraries Unlimited.

Oliver, C. (2010) Introducing RDA : a guide to the basics. Chicago, Ill. : American Library Association ; London : Facet Publishing.

Read, J. M. (2003). Cataloguing without tears: Managing knowledge in the information society. Chandos, Oxford.

Rowley, J. E., & Hartley, R. (2008). Organising knowledge: An introduction to managing access to information. (4th ed.). Aldershot: Gower.

Sanchez, E. R. (2011) Conversations with catalogers in the 21st century. Santa Barbara, Calif. : Libraries Unlimited.

Satija, M. P. (2007) The theory and practice of the Dewey Decimal Classification system. Oxford: Chandos.

Scott, M. L. (2005). Dewey Decimal Classification: A study manual and number building guide (22nd ed.). Westport, Conn.: Libraries Unlimited.

Taylor, A. G. & Joudrey, N. D. (2009). The organization of information. (3rd ed.). Westport, Conn.: Libraries Unlimited.

Taylor, A. G. (2006). Wynar’s introduction to cataloguing and classification (10th ed.). Westport, Conn.: Libraries Unlimited.

Weber, M. B., Austin, F. A. (2011). Describing electronic, digital, and other media using AACR2 and RDA: A how-to-do-it manual and CD-ROM for librarians. New York : Neal-Schuman ; London : Facet.

Welsh, A., Batley, S. (2009). Practical cataloguing : AACR, RDA and MARC21. London: Facet.

Lists gathered from CSU Subject outline June 2012.

The first assignment is RDA will replace AACR2 in 2013. What are the advantages of the change from AACR2 to RDA? It’s only 2000 words and in on August 13th. At the moment it may as well be written in Japanese for the sense it makes but fingers crossed by the 13th I’ll have some sort of handle on it.
Things to include to ensure a pass or higher….

The clarity and depth of your understanding of RDA (in particular) and AACR2 (10 marks)

The effectiveness of the overview of the advantages of RDA including:

theoretical structure
compatibility with the digital environment and emerging technologies
potential use and users, including school libraries
rationalisation and potential extension of bibliographic records (10 marks)
continuity with existing standards

I must demonstrate understanding of the following areas within my discussion:

FRBR and FRAD
FRBR user tasks – find, select, identify, obtain
FRAD user tasks – find , identify, contextualise, justify
FRBR entities, attributes and relationships – work, expression, manifestation, item
The RDA Toolkit (10 marks)

Presentation must be clear, well structured and properly referenced.

Not much then.
By the way just googled FRBR and I’ve already fried my brain!

I love learning

So why did I start this MEdTLship thing? It gets in the way of my social life and it creates stress. It gives me more work to do and sometimes makes me feel inadequate. So why do I do this to myself? I have a masters, do I really need another? Quite frankly no. I don’t need it for that piece of paper and the academic kudos but there must be some reason I started it and now continue it.

Why I stared it is easy. I started it because I had a new job and felt that to do my best I needed more knowledge. I needed to know what teacher librarians do. I was born in the UK in the 60s and never had a teacher librarian in any of the schools I went to. I had no idea but I wanted to be the best TL I could be. I wanted to give the children in our school a positive experience and improve their attitude to language and learning. I liked teaching reading, literacy and love picture books so I stepped up. Good enough reasons? Probably not but that’s why I am here today. I still love picture books, like teaching reading but now love YA novels and visual literacy. Good enough reasons? You decide.

So why do I continue it? I could say it’s because of the money I’ve already invested. With the strong AU $ at the moment, I’ve invested a lot. Thousands of dollars on work and stress and library access… but if I’m honest that is not the reason.

The reason is that I love learning. Learning gives me a buzz. It keeps my brain awake and makes me feel like I’m 18 again. It is a nature and healthy high that helps get you through the bad days. It gives me something to think and to talk about. It makes me more knowledgeable and confident about myself. It has its ups and downs but I love it. Maybe it’s because i get to select things that I’m interested in, within a certain range, and get to “go figure!” I get to work through the research cycle that I expect my learners to engage with. I get to produce and present, evaluate and locate. I get to assess and define. Is this why I get a high from learning? I don’t honestly know but I do know I love it!