Candy, all:
Following on your lead, a key challenge is to healthfully integrate this
division (or rather shorten the continuum) in both the educational process
and in our operational, day-to-day, cataloging and library catalogs.
In what context should approaches underlying AACR or MARC encoding be
supported and dominate library catalogs? Here, I'm referring to authority
control, delimiting elements and sub-elements, and other principled
practices.
When should we emphasize the approaches fundamental to the Dublin Core
(more precisely the Dublin Core's Abstract Model), RDF, and so forth?
We are lucky to be living during such an exciting time and considering new
models beyond our legacy approaches. But, as it has been said here
before, let's not toss the baby out with the bathwater.
Indeed, interesting LIS classes, and an interesting workplace!
jane greenberg
janeg_at_ils.unc.edu
On Fri, 23 Mar 2007, Candy Schwartz wrote:
> Well, if it's any consolation, I think that we who are involved
> in education in this area are trying to bring a more "work
> together" view to the process. It's actually very interesting
> teaching a core organization course these days - you can't not
> have the students learn about LCSH/AARC2/MARC/etc. since they
> will be making decisions about (and bringing about change in)
> such systems and working with users. Most of us also always
> include fundamentals such as facet analysis and general concepts
> of automatic analysis. Now they also need to know about
> folksonomy and DC and RDF and XML and so on, again because they
> will be using and making decisions about NG catalogues. It makes
> for fast-moving classes, and keeps us on our toes.
>
> Candy
> ------
> Candy Schwartz
>
Received on Tue Mar 27 2007 - 04:49:25 EDT