Resources & Services: Reference

Fall Term of Entry only.

Reference services are central to the mission of contemporary libraries. Identifying and retrieving highly
relevant information is critical to the productivity of individuals and organizations. The task is made
difficult because the information environment is so large and so complex. The knowledge and skills
needed to be successful in providing reference services have always been formidable; now, reference
librarians must take into consideration  technological advancements (such as the Internet and the World
Wide Web), the exponential growth in the volume of available material, and the increasing diversity of
the library’s clientele.  Reference work is arguably the most demanding and rewarding of librarianship’s
specializations.

According to ALA’s Reference and User Services Association, reference staff “recommend, interpret,
evaluate, and/or use information resources to help others to meet particular information needs.”  The
Reference specialization here at the iSchool will provide students with working knowledge of a wide
array of reference sources and services in areas such as government documents, social sciences, science
and technology, law, health, and humanities. This course of study will enable you to analyze users’
needs to determine what information is appropriate; to make useful judgments about the relevance,
trustworthiness, and quality of sources; and to assess methods for delivering the desired information.
Reference librarians are sought after by public, academic and special libraries.  Students will take the
four required courses in the MLIS degree program. To view a current plan of study for this specialization,
please click here.

Recent iSchool graduates have found reference library positions with:

 Carnegie Library of Pittsburgh

 Virginia Commonwealth University
 Legacy Health System
 Youngstown Public Library
 University of Pittsburgh
 Embry Riddle Aeronautical University
 Beaufort County Library
 Smithsonian Institute
 West Virginia University
 Wachtell Lipton Rosen & Katz

CORE courses
 LIS 2000 Understanding Information (must be taken in the first term)
 LIS 2005 Organizing and Retrieving Information
 LIS 2600 Introduction to Information Technology  (must be taken in the first term)
 LIS 2700 Managing and Leading Information Services

Prescribed courses (12 credits)

 LIS 2500 Reference Resources & Services

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 LIS 2537 Government Information Resources & Services
 LIS 2850 Information Professional's Role in Teaching & Learning
 LIS 2921 Field Experience

Electives (12 credits)
Some suggested electives include (but not limited to):

 LIS 2585 Health Consumer Resources & Services

 LIS 2586 Health Sciences Resources & Services

Faculty
Elizabeth Mahoney, Lecturer

Know the characteristics and uses of a variety of reference sources (e.g. almanac,
dictionary, daily news, atlas)
L= Lesson   P= Practice   I= Interactive Game   R= Teacher Resource   LI= Literature
# Type Resource Author/Submitter
1.  P Reference Sources Patricia Delia
2.  L Reference Sources Patricia Delia
3.  L Newspapers Patricia Delia
4.  P Newspapers Patricia Delia
5.  I Reference Sources Game Patricia Delia
6.  I Newspapers Game Patricia Delia
7.  I Newspapers matching game Patricia Delia
 

Copyright © 2001-2011  Oswego City School District

 Elementary Test Prep Center 
Studyzone.org

Types of Reference Sources

Review the following chart of various types of reference materials and why they are used. Then, answer the questions below.

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Type Use this to find: Example 
Dictionaries (general, Definitions of words in a particular field; for word >Dictionary of Business & Management
specialized, language) meanings; for etymology (origin) 
Encyclopedias (general or Background information on a topic; usually written >Encyclopedia Britannica>Encyclopedia
subject-specific) by a subject specialist  of Criminology
Handbooks/Manuals Facts, formulas, technical information; quick >CRC Handbook of Chemistry & Physics
reference about a broad subject area  >Handbook to Literature
Biographical dictionaries Background information about a person >Who's Who in America 
>Dictionary of Literary Biography
Quotation dictionaries Who said what, where; some focus on a particular >Oxford Dictionary of Political Quotations
topic
Almanacs Brief statistical information and facts, both current >World Almanac & Book of Facts
and retrospective 
Directories Names, addresses, phone numbers, locations of >Encyclopedia of Associations
people, organizations, companies, etc >APA Membership Directory>National
Faculty Directory
Bibliographies Lists of citations to resources on a particular topic >Sexual Harrassment: A Selected,
Annotated Bibliography
Yearbooks A summary of the current status of a year's work >Broadcasting & Cable Yearbook
in a particular field 

Reference sources in library

The reference desk or information desk of a library is a public service counter where

professional librarians provide library users with direction to library materials, advice on
library collections and services, and expertise on multiple kinds of information from
multiple sources.

Reference material

Reference materials are various sources that provide background information or quick

facts on any given topic.

eference materials are various sources that provide background information or quick facts on any given topic. While
there are many different types of resources here are a few - Almanacs, Atlases, Bibliographies, Biographical Resources,
Dictionaries, Encyclopedias - General and by Subject, Handbooks, Indexes, Statistics, and Citation Guides.

Reference sources such as dictionaries, encyclopedias, almanacs, atlases, etc. are

research tools that can help you with your paper or project. Nov 10, 2014

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The reference desk or information desk of a library is a public service counter where
professional librarians provide library users with direction to library materials, advice on
library collections and services, and expertise on multiple kinds of information from
multiple sources.

Types of Reference and Information Service

Types of Reference and Information Service: The emergence of the internet extends the reference librarian's
ability to provide diverse and complex services and potentiality to show their real professional expertise to meet
the demand put on them.
a) James I Wyer Theories: In considering the scope of reference services, James I Wyer proposed three theories
of reference service i.e conservative, moderate and liberal. Samuel Rothstein called them minimum, middling, and
maximum.
i) Conservative: It includes giving occasional personal assistance to the inexperienced and bewildered reader. It
limits the help to pointing the way only and so it is traditional in nature.
ii) Moderate: The moderate reference service goes beyond providing mere instruction to actually helping the
reader in using the book or finding the document and facts, etc.
ii) Liberal: It includes the provision of the full and direct supply of reliable information to the readers.
b) Edward B. Reeve’s Categories: Edward B. Reeve and others have categorized the activities of reference staff
into the following five categories on the basis of related functions.
i) Instructional Activities: These are characterized by explicit teaching function.
ii) Skill Maintenance Activities: These are related to up-dating the knowledge of reference tools.
iii) Patron Service Activities: This deals with providing information to the users of the reference service.
iv) Maintenance Activities: These are house keeping activities.
v) Surrogate Activities: These are those activities which the reference staff perform on behalf of the other
departments / sections of the library.
c) Dr. S. R. Ranganathan’s Classification: Dr. S. R. Ranganathan identified two aspects of reference work -
Ready reference service and Long range reference service.
i) Ready Reference Service: Most of the ready reference services are of the nature of fact finding types that can be
finished in a very short time – in a moment if possible. The librarian generally uses reference book for providing
such kind of services. The need of ready reference services arises from the fact of the complex nature of a
reference book, its artificiality, and arrangement of information. The eminent person, foreign dignitaries or
scholars generally approach for such type of services. Sometimes some regular customers also need the fact
finding reference service because of shortage of time on their part.
ii) Long Range Reference Service: The long range Reference Service is based on consulting every possible
source of information to arrive at the required information; as such, it is not possible to render this type of service
immediately. The time needed may range from half an hour to weeks. The search in the long range reference
service starts at the reference books and then goes to the ordinary books, pamphlets, reports, articles in periodicals,
etc. If the information is not available in the library then the search can even go to other local libraries and
occasionally to the other libraries in the country. The long range reference service provided today can become the
ready reference service tomorrow, as by this time the reference librarian will be able to locate the material quickly
from his past experience.  Slowly, the scope of long range reference service started expanding. Now
bibliographical service, referral service, translation service, etc are considered long range reference services.
d) American Library Association’s Categorization: In 1942, the American Library Association undertook a
series of library job analysis. This association has stated the following six functions of Reference Service
i) Supervision Function: This function consists of the proper organization of facilities, reference section, selection

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of reference materials, direction of personnel, and study of the library clientele.
ii) Information Function: There should be an Information Desk where enquiries are received and routed to proper
section. The Reference Librarians should be prepared to answer all types of questions and should be able to
produce the sources that would answer the questions.
iii) Guidance Function: The Reference librarian should be able to recommend a good book for respective fields.
He should be able to give guidance to the readers regarding higher education, career related information or
profession or vocation. He can also give guidance to the readers in the location of the document, in the choice of
books and other reading materials.
iv) Instruction Function: The Reference librarian should instruct the readers about the working of the library, the
location of the material, the use of the catalogue card, the reference book, etc. An initiation or orientation
programme should be arranged to familiarize the readers with the library practices and procedures.
v) Bibliographic Function: There should be a preparation of bibliographies of interest to the readers so that they
are able to know about the books and other reading materials required for their respective subjects.
vi) Appraisal Function: The libraries should possess the right kind of materials and reference collections and the
staff should be able to get the most out of it.
1. General Categorization of Reference and Information Service: The focal point of Reference Service is
answering questions posed by the library user. Based on the activity that are performed to meet the user demand,
the Reference and Information service can be categorised as follows:
a) Instructional: Instruction in using the library and library resources (bibliography, encyclopaedia, OPAC),
assisting the end user to locate the appropriate material within and outside the library, etc. are an important
function associated with the Reference and Information Service of a library. Questions that range from as simple
as "Where are the bound volume?" or "Where is the catalog?" to research questions that may take hours or even
days to properly answer are to be dealt with in this section.
b) Referral Service: It directs enquirers to a source of information which may be an organization or an individual
expert. Generally, when a library or information centre does not have the material and cannot obtain it from the
sources but it knows the exact location of the document / information, then it can refer the user to the sources of
information.
c) Information Scouting: Information scouting service consists of keeping abreast of who has what information
and where. Then it can refer the request to the appropriate person and place in the organization or outside it or
both. Information scouting is an extended form of referral service.
d) Citation Verification Service: Citation Verification Service is intended to verify the citations/references and
authentication of bibliographical details of books, articles, reports, theses and other published materials obtained
from sources other than the authoritative indexing and abstracting services offered by reputed publishers and
licensed database producers. The library patrons need this type of service for the preparation of assignments,
dissertations, theses, and project proposals.

e) Literature Search / Bibliographical Survey: Literature search may be defined as a systematic search for
literature in any form on a particular topic. It forms the very first step of a research pursuit. Otherwise, if a
research work is duplicated the valuable time, money and labour of the researcher will be wasted. The literature
search is also needed to present the latest available facts in writing articles or topic on any theme. Special library
and information centres generally provide literature search facilities to its patrons on demand. Later, the result of
the literature search is  circulated to the enquirers. A sub type of this service is also known as Database Search
Service (DBSS), which intends to obtain information critical to the proposed or ongoing dissertations, theses, post-
doctoral research and other project work by consulting different online and offline data bases.

f) Preparation of Bibliographies, Indexes and Abstracts on Certain Minute Subject: If demands come from
the research scholar or a research team member of the parent organization, the library prepares the bibliographies,
indexes and abstract for him/her to meet the demand. It offers the bibliographies or reading lists on diverse topics
relevant to the proposed or ongoing dissertation work, doctoral and post-doctoral research. The compilation of

5
bibliographies is the end product of a literature search. From the bibliographies, the users can find out all the
materials on a given subject at a time. It helps the user in selecting the required information by saving time.

g) Translation Service: Translation is a process of transforming precisely the information contents of the text in
one language into another language. The former is called the Source language and the latter is called as the Text
language. Translation service helps overcome the language barrier.

In the field of science and technology, the National Translation Centre, Chicago, America, International
Translation Centre, Delft, Netherlands, British Library Lending Division, Boston and in India, INSDOC, New
Delhi have foreign language translation service for all the individuals and organizations, who cannot afford the
expensive in-house translation facilities. In case of online, whenever a search result lists a relevant resource in
another language, one can check out AltaVista's translation feature. With this service, French, German, Italian,
Spanish, and Portuguese websites are translated to English (and vice versa). One can also try with Google
Translation to meet this purpose.

h) Interlibrary Loan Request: Interlibrary loan (ILL) is a cooperative activity and a narrower form of
interlibrary loan service. In theory, it is capable of expanding the walls of the library to encompass all the world's
library collections. The ILL concept is expanded by UNESCO's Universal Availability Publications Program
(often called UAP). UAP has the goal of making any publication available to any person anywhere in the world.
ILL has practical limits that make its scope smaller but still its potential of expanding customers' access to other
libraries' collections is great. The material obtained from ILL may be delivered through different means and
avenue (physically, making photocopy or printing, scanning) based on the need of the user.

            Processing interlibrary loan request from other library and delivering the material through email / fax /
speed post is another duty of the library reference staff.

i) Consultancy Service: Consultant can be defined as “an expert who gives professional advice usually on
payment basis” and consultancy can be defined as “an organization that provides professional or organization
expert advice on payment basis”. In the industrial sector the consultants play a vital role by providing information
& advice on production, export, import etc. “Information Consultant” is a term used for those persons or firms
involved in various activities including library or information centre design, database design, records management,
hardware & software selection & training, etc. The library and information science professionals can effectively
discharge their duties as information consultants for various organizations as well as individuals but to perform
this duty they should have vast practical experience and in-depth subject knowledge. In this connection the
following points are to be noted:

i) Tools: Information consultants have their own unique set of tools, e.g. bibliographies, search and meta search
engines, databases, reference collection, etc. The consultants get their work done with the help of these sets of
tools, a particular combination & configuration of specialized equipment technique & style in addition to their
knowledge base as the organizer of world information to get their job done.

ii) Benefits from Information Consultant: The importance of information consulting profession is directly related
with the advancement in micro-computer technology and information explosion in print as well as digital
environment. Consulting the information consultant can give four benefits to the clients. These are-

*  It provides objective independent advice in regard to political, religious and other matter;

* To take the help of consultants can be highly cost-effective because money can be saved by not going through

6
the vast number of documents and by procuring them and getting the required information;

* The consultant has the necessary knowledge and skill;

* They are easy and convenient but the funding of the organization makes it difficult to employ them for a long or
short term basis in the organization.

iii) Services: Services rendered by consultants and consulting organization mostly fall within the scope of
technical enquiry service, feasibility studies, reviewing some technologies, software, evaluating technologies,
marketing of the products, market survey, designing new databases, software to be used in information processing,
storage or retrieval, system analysis & management, advice on collection development, doing cataloguing,
editorial services like indexing, abstracting, etc.

j) Information Broker Service: An information broker (IB) is “an individual or organization who on demand
seeks to answer questions using all sources and who is in business for a profit”. They are those individuals or
firms who are so professional and experienced enough in their lines that they can gather the requested information
with a computer and a telephone within a few minutes or hours. An IB may not simply be a librarian, or simply
one who "goes online" and searches for the answers to questions and problems of the patron; or he isn't someone
who "has all the answers".

            The Association of Independent Information Professionals, the first professional association devoted to
information brokers, was formed in Milwaukee in 1987. The profession has its roots in 1937 when librarians and
other information professionals formed an organization called the American Society for Information Science and
Technology in an attempt to establish their professional identity separate from public libraries.

i) Tools: IBs use a combination of online, offline, and physical search techniques depending on the clients' needs.
Every assignment is different and the IB determines the appropriate method of obtaining the clients' requested
information, while remaining within the clients' budget. Once all the required information is located and retrieved,
the IB then cleans up the raw information and presents it in the manner most appropriate for his/her client. This
may mean summarizing the information or verifying the correctness of it.

ii) Importance: If anyone had a major health problem they would not attempt themselves to solve it. They would
seek the services of the appropriate professional (a doctor in this case). So, just a person would use an attorney for
legal work or a doctor for medical work, they use an Information Broker for access to the needed information. A
great impetus for the growth of information broker has come from the recognition that knowledge is a business
and information is a commodity and the fact that many people simply are not aware of many of the avenues
available to find the needed information. People can locate information in many cases, but it is the experienced IB
that knows and has access to more avenues of information retrieval than the average individual or firm. After all,
this is the IBs' specialty.

iii) Services: Information broker helps in getting the appropriate information by the end users. It is a cost effective
and time saving mechanism. The common uses for the information brokers include market research, patent
searches, and any other type of information research, preparation of report on any subject, and so on.

2. Let Us Sum Up: Previously, personal assistance was provided on a part-time and occasional basis. Increased
demand for the services resulted in reference work becoming a specialized function. It eventually gained the status
of a separate department in libraries. Personal contact with the client and explaining the policies and services of
the library can create a great interest of the reader for the library. Personal appearance of the member of the library

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 staff in front of the groups and individual is also helpful in this regard.

Currently, reference departments in public, academic, and school libraries attempt to offer at least
moderate levels of reference and information service in all areas of its scope. It helps the users find information for
them, teach and instruct them how to use library resources and how to do library research and by this way increase
the popularity of the library and its support by the library users. Departmental, professional school and research
institute libraries now tend to offer reference and information service of such a quality and depth that it approaches
that of a special library.

The Reference librarian is well aware of the vastness of the world of knowledge and the varieties of
intricacies of the information required by the reader at different level. So, he can do much more for his reader. He
can set the information seekers in the right track.

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ACTION INFORMATION SHEETS

In Minnesota, children with disabilities who receive special

education instruction and related services do so through

direct or indirect services. This handout explains the terms.

Federal special education law, the Individuals with Disabilities

Education Act (IDEA), makes no reference to direct or

indirect services, but it does state that the Individualized

Education Program (IEP) must include a statement of the

special education and related services … to be provided to the

child or on behalf of the child... 300.320(a)(4)(i). Minnesota’s

8
recommended IEP form uses the terms “direct instruction

and services” and “indirect services.”

The IEP lists goals a child is expected to achieve in one

IEP year and any other services the child may need to fully

participate in learning. The team then determines how

much and what kinds of services are needed.

Direct instruction and services are provided directly to

a child by a special education teacher or related services

professional. Direct service can be provided to an individual

child or to a small group of children with similar needs.

Direct instruction and services are provided to help a

child meet the goals and objectives on the child’s IEP. For

example, to address a goal for written language, a special

education teacher could provide direct service in written

language instruction.

Indirect services are not provided directly to a child. Instead,

a special education teacher or related service professional

provides these services to others who are working directly

with a child. Indirect services could include activities such

as staff consultation with a regular education teacher on

situations resulting from a child’s disability, modifying

curriculum or environment for a child, observing a child,

monitoring a child’s progress in a specific area, or monitoring

equipment or assistive technology used by a child.

For both direct and indirect services, the IEP will state the

beginning date, frequency per week or month, minutes per

session, location, and anticipated duration of the service.

9
The information is used to calculate the amount of special

education service time the child will receive, as well as the

amount of time the child will not participate in the general

education setting.

When thinking about direct and indirect services, parents

might ask and discuss the following questions with others

on the IEP team:

• Has my child made adequate progress with the current

services?

• Does the amount of direct service time seem adequate to

help my child achieve the IEP goals in one IEP year?

• What setting or location will be the most appropriate for

providing direct services: a regular education classroom

or a special education room?

• If my child will receive direct special education

instruction with other children, how many children will

be in the group? Do they have similar needs?

• How much indirect service time will be set aside to

implement accommodations or modifications? Does the

amount seem adequate?

• What will my child miss in the general education setting

during the time he or she will be receiving direct services

in a special education room?

In summary, direct and indirect services are provided for

children in special education to help them accomplish

their IEP goals and fully participate in learning.

Direct and Indirect Services

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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln
1-1-2013
Cataloging and Classification Skills of Library and
Information Science Practitioners in their
Workplaces: A Case Analysis
David A. Cabonero
Saint Mary's University - Phillipines, [email protected]
Russell B. Dolendo
Benguet State University - Philippines, [email protected]
Follow this and additional works at: http://digitalcommons.unl.edu/libphilprac
Part of the Curriculum and Instruction Commons, and the Library and Information Science
Commons
Cabonero, David A. and Dolendo, Russell B., "Cataloging and Classification Skills of Library and Information Science
Practitioners in
their Workplaces: A Case Analysis" (2013).Library Philosophy and Practice (e-journal).Paper 960.
http://digitalcommons.unl.edu/libphilprac/960Cataloging and Classification Skills of Library and Information Science
Practitioners in their Workplaces: A Case Analysis
Mr. David A. Cabonero
Director, University Learning Resource Center
Faculty, Library and Information Science
Saint Mary’s University
Bayombong, Nueva Vizcaya, Philippines
Dr. Russell B. Dolendo
Department Head, Secondary Education
College of Teacher Education
Benguet State University
La Trinidad, Benguet, Philippines
Abstract
Information resources are useless when access is not provided. This
fundamental function is within the concept of cataloging. Thus, cataloging is an
essential process that provides access to all acquired information resources of the
library for it allows people to find information needed for their personal and professional
growth and development. It also provides access points to information resources in a
way that users will be able to find the need information or resources.
With this, the study determined the cataloging and classification skills of library
and information science graduates which is centered on assessing the cataloging and
classification skills of academic and school librarians in three areas namely, descriptive
cataloging, subject analysis and classification. Case analysis was used to five
practicing librarians who graduated with the degree Bachelor of Secondary Education
major in Library Science and Bachelor of Library and Information Science from the
College of Teacher Education, Benguet State University (BSU).
Findings of the study revealed that the cataloging and classification skills of the
five library and information science graduates of BSU are generally proficient in the
basic areas of descriptive cataloging, subject analysis and classification but found
greatest difficulty on subject.
Keywords: Cataloging skills, Catalogers, Subject analysis, Descriptive cataloging,
Subject cataloging, Case analysis, Library practitionersIntroduction
According to Gorman (1998), technical services are the tasks carried on in a
library that are concerned with the processing of library materials in order to make them

11
accessible to the users of the library. Generally, it has two major administrative
divisions, namely acquisitions and cataloging. Acquisition work includes selecting,
ordering and receiving library materials while cataloging work consists of two
components namely, descriptive and subject cataloging.
The standards that structure the niche in the library information sphere known as
cataloging are based on principles articulated by Anthony Panizzi, Charles Coffin
Jewett, Charles A. Cutter, S.R. Sears, and Seymour Lubetzky, about which every first
year library and information science student learns. Collectively, the intellectual work of
these men form the core of cataloging theory and influence the way catalogers
construct and amend existing standards. These principles, although developed by
generations past primarily for printed materials collocated in a linear, analog card or
book catalog, still serve us in our contemporary age dominated by non-print materials
described in machine-readable form in a nonlinear, digital space (Bothmann, 2011).
Cataloging is an essential process in any library or information center in order to
provide information access to all learning resources to library patrons. All careers in
librarianship include work in cataloging, which is always understood to be a major part
of library functioning (Marcum, 2006). In like manner, Luther (2010) said, cataloging
and classification have always held a position in the curricula of library schools. He
further explains, although concepts are changing in regard to the amount and nature of
the training, some work in cataloging and classification is still required of students
following prescribed courses of study in library training,
Benguet State University (BSU) as one of the forerunner of Library and
Information Science education in the Cordillera Administrative Region (CAR) also
aspires to create this vision and mission viable. The College of Teacher Education of
BSU with its former Bachelor of Secondary Education (BSEd) major in Library Science,
legally approved through Board Resolution No. 276, Series of 1989, advocated to
develop new curricular programs in 2004, thus, the revision of the BSEd - Library
Science curriculum to Bachelor of Science in Library and Information Science (BLIS). Library and information science
education in BSU has never been the same
since then. Both degree programs, the former BSEd - Library Science and BLIS,
exceeded the national passing rate. Further, ranks, especially for the past recent
years, are within the ten (10) top performing schools nationwide. Foregoing is the BSU
PRC results (Table 1) for the Librarians’ Licensure Examination (LLE) for the past 6
years.
Table 1: BSU Number of Graduates per Year and Librarians’ Licensure Exam Results
Year Number of
Graduates
PRC LLE Results
First Timers
National Result
2012 28 66.67% 46.67%
2011 18 70% 27.62%
2010 6 85.71% 27.32%
2009 16 93.33% 29.99%
2008 21 36% 23.63%
2007 7 57% 32.03%
The board exam results as presented in Table 1 are comparable and can be at
par with the top performing library education institutions in the Philippines. But these
should not particularly stop the university, specifically the college or department to
promote better strategic programs and activities to enhance the skills as per
competencies required by the Professional Regulation Commission (PRC). Common

12
assumptions claim that cataloging is the most difficult major subject in the LLE. Most
takers of the licensure exam flank in this subject. Oftentimes, board exam takers
expect that if ever they cannot make it, it would be because they failed in cataloging and
classification.
Figure 1 presents the elements of cataloging consisting of bibliographic
description, subject analysis, and classification. These are the required skills and
competencies of catalogers or librarians but considered to be the most difficult.Figure 1: Skills in Cataloging and
Classification
Indeed, cataloging is very important in keeping all the materials in the library
organized because it provides regularity within the library. This role of cataloging gives
a vivid picture how important a catalog is in the society or community. The library,
through the technical services provided by LIS practitioners can deliver the most
efficient and highest quality service so that library users may identify and retrieve
appropriate materials to meet their information needs. Thus the study determined the
profile and cataloging skills of the LIS practitioners as presented in Figure 2.
The research paradigm focuses on the professional profile and assessment of
cataloging skills of the LIS practitioners which will be the basis for recommending
enhancement of the LIS teaching strategy, syllabi content and faculty competencies in
teaching. This is the continuous and evolving practice involved in the processing of
materials for efficient dissemination of information.
Figure 2. Paradigm of the Study
Classification
Subject Analysis
Descriptive
Cataloging
LIS
PRACTITIONER
PROFILE CATALOGING
SKILLSClack (1993) as cited by De Boer (2001) conveyed that cataloging is one of the
primary functions of librarianship. It is the core of the profession, the cohesive force
that binds the library into a unified whole. Since cataloging and classification focuses
on the intelligibility of bibliographic records and the findability of material, a study of
cataloging is beneficial to the success of every library function. The information worker
will in future not only need the basic core of traditional skills and professional
knowledge, but a number of new competencies to be competitive in the changing
working conditions (Buttlar & Du Mont 1996; Hjørland 2000 as cited by De Boer (2001).
As to the skills of librarians, Svenonius (2000) and Hyatt (2003) said that people
not involved with cataloging have never really understood or sympathized with the
difficulties involved in creating and maintaining a library catalog. The perception that
only catalogers need to know about cataloging is also not true (Hill & Intner, 1999). The
authors (Buttlar & Du Mont 1996) said that it is needed for design, implementation and
customization of information systems, as well as for the input of data into them.
Byrd et al (2006) generally concluded that the need for expert catalogers will not
be diminished in the coming years. They need to be key players in addressing the many
challenges facing the libraries and the overall management and organization of
information. The future of cataloging in today’s world of internet access, improved
indexing and retrieval tools and utilization and mass digitization projects (Marcum, 2005
and Miksa, 2004).
The Problem and Its Methodology
In recent years a number of experts on cataloging have expressed themselves in
favor of the value of retaining cataloging in the LIS curriculum. Clack (1993) as quoted

13
by Saye, J. D., & Bohannan, A.l J. (2000) and Spillane (1999) declare “cataloging is the
centrality, the core, the heart of education for technical service and has been an
important element of library education and remains one today.
With this, the study assessed the cataloging and classification skills of LIS
practitioners. Specifically, it aimed to: 1. describe the LIS practitioners’ professional
profile; 2. assess their cataloging skills along the following areas of cataloging namely: a) descriptive cataloging; b) subject
analysis; and c) classification; and 3. suggest
recommendations for improvement on relevant subjects for the BLIS curriculum. It was
conducted in Baguio City during the second semester of school year 2012-2013 to
assess closely the cataloging skills of the graduates of the Bachelor of Secondary
Education with specialization in Library Science and the Bachelor of Library and
Information Science courses of the College of Teacher Education of Benguet State
University, and are employed as professional librarians in different types of libraries.
Table 2. Composition of Subjects
Libraries in Baguio- Benguet Number of
Subjects
School Libraries Saint Louis Center (SLC - HSD) 1
Saint Louis School Center (SLSC-ED) 1
Academic Libraries University of the Cordilleras (UC) 2
Saint Louis University (SLU) 1
Descriptive-case study method of research was used to determine the cataloging
skills and difficulty of LIS practitioners. Moreover, a sequential method of analysis was
also used in the presentation and discussion of cases and activities and interview was
conducted to check, verify and validate the results. The processing of answers was
done on a post activity discussion.
The five subjects as shown in Table 3 were composed of three female and two
male librarians. Names of great catalogers were used as pseudo names for the five
subjects. Of the five librarians, three were batch mates; they graduated two school
years ago with the Bachelor or Library and Information Science (BLIS) degree
specifically Librarian Cutter, Sears and Lubetzky. The other two LIS practitioners,
Librarian Panizzi and Jewett, were graduates of Bachelor of Secondary Education major
in Library Science in 2008. Together with Librarian Panizzi and Jewett, Librarian Cutter
was working as an academic librarian in a Higher Education Institution. Librarian Sears
and Lubetzky were both working as school librarians, in a secondary and elementary
school respectively.Table 3. Demographic Profile of the Library and Information Science Practitioners
Librarian Age
Degree Occupation Place of
Work
Gender
Panizzi 26 BSE Major in
Library Science
Section Head
Librarian
Academic
Library
Male
Jewett 27 BSE Major in
Library Science
Section Head
Librarian
Academic

14
Library
Female
Cutter 23 BLIS Section Head
Librarian
Academic
Library
Male
Sears 23 BLIS Section Head
Librarian
School
Library
Female
Lubetzky 23 BLIS Section Head
Librarian
School
Library
Female
Figure 4 is a map showing the location of the study. Two were employed as
school librarians and the other three were connected in academic libraries in different
learning institution in the City of Baguio.
Figure 4: A map showing the location of the study
UC
SLS
C
SLU
SLSC
HD
Source: http//coolbaguio.blogspot/2009/12/maps)The rubric in Table 4 was used to determine the different areas in
cataloging and
classification where the LIS practitioners find difficulty. The assessment will foster
student learning, at the same time, help teachers evaluate student progress more
effectively. The rubric, essentially qualitative and criterion-referenced in nature, were
developed to guide the assessment of student outputs which could bring about the
creation of guidelines that state the dimensions to be assessed, accompanied by a set
of specific criteria that spelled out the required characteristics for each achievement
level and then assigned corresponding values to these levels.
Table 4. Rubric for Assessing Cataloging Skills
Cataloging Skills Novice Developing Proficient Accomplished
1234
Descriptive Cataloging
1. Identification of
access points
a) Main entry
b) Added entry
Does not know
how to identify
access points
Limited ability in
identifying
access points
Can identify

15
more
appropriate
access points
Demonstrate
ability in access
points
identification
2. Use of the ISBD
(International Standards
Bibliographic
Description)
Commits error
in the
identification
and use of
punctuation
marks and
identification of
elements
Commits error
in the use of
punctuation
marks and
indentions
Shows an
increase ability
in the
application of
ISBD
standards
Can create an
ISBD records
appropriately and
completely.
Subject Analysis
3. Subject of the work
(and tracings)
Demonstrate an ability in
identifying catalog entry -
directly under the most
specific subject heading
that accurately
represents its content
Catalog entries -
Subjects
headings /
tracings is
misleading
Catalog entries
- Subjects
headings /

16
tracings are
very broad
Catalog
entries -
Subjects
headings /
tracings is
appropriate
but not specific
Catalog entries -

Subjects headings

/ tracings is

specific and most

appropriate

Classification

4. Assigning of class

number

Class numbers

are misleading

Class numbers

are broad

Class numbers

are specific

Class numbers

are direct and very

definiteIn essence, these proficiency levels clearly defined the continuum from excellent

to unacceptable (or vice versa) in reference to the output being evaluated. On a greater

magnitude, this can result to the assumption that more effective and efficient services

should be offered and a human resources development plan or program for librarians

be developed.

For purposes of the study, each skill category, where there are two sub-areas for

the descriptive cataloging, subject analysis and classification, the following score ranges

17
was used. With four being the highest multiplied by the four basic cataloging skills

areas of the study, the maximum possible score is 16.

The descriptive equivalent for the scores is shown in Table 5. “Novice,” when the

LIS practitioner was a beginner or on the process of learning and acquired modest skill

in cataloging and classification. “Developing,” when the LIS practitioners had acquired

the basic skills and his knowledge and expertise in cataloging and classification was

emergent. Further, the term “proficient” was used when the LIS practitioners’

knowledge and skills in cataloging and classification was adequate and “accomplished”

when the knowledge and skills was consummate.

Table 5. Qualitative Description for Assessing Cataloging Skills

Raw Score

Areas

Score -

Ranges Qualitative Description

4 13 - 16 Accomplished (A) – knowledge and skills in

cataloging and classification are very extensive

3 9 – 12 Proficient (P) – knowledge and skills in cataloging and

classification are adequate

2 5 – 8 Developing (D) – knowledge and skill in cataloging

and classification are emergent

1 1 - 4 Novice (N) – knowledge and cataloging skills is

limited

Results and Discussions

Professional Profile of LIS Practitioners

Librarian Panizzi is a graduate of Bachelor of Secondary Education major in

Library Science on April 2008. In his curriculum, he had two major courses dealing on

cataloging and classification of materials (LS 103 and LS 104) which had a descriptive

18
title of Organization of Information Sources 1 and 2 respectively. Both are counterparts of the basic and advanced cataloging
of reference materials (for the old curriculum). If

the researcher has to base it on the standard acceptable passing mark for general

weighted computation for academic achievers, Librarian Panizzi’s grade for both

subjects correspond to 1.5 and 1.75 (88 to 93) respectively which is quite remarkable.

He took both licensure examinations for teachers and librarians on the same

year, in September and November of 2008, respectively and successfully passed both

examinations. He got an overall rating of 81 for cataloging and classification in the

licensure examination with 20 percent of the total score.

When it comes to professional experiences, Librarian Panizzi is first assigned as

chief cataloger in a private university. He was assigned as a section head for more

than a year prior to his being tasked as the chief cataloger. Now, he is working as a

full-time academic librarian for almost three years. He also worked as a librarian and

became a section head in another private Higher Education Institution in Baguio before

his transfer to his current job.

Librarian Jewett is female, 27 years old, and a graduate of Bachelor of

Secondary Education major in Library Science in 2008. Just like Librarian Panizzi,

Librarian Jewett took two of the major courses in cataloging and classification and got

quite a very good grade for both subjects, which is 1.75 and 2.0 (85 to 90) respectively.

Jewett took her licensure examination in 2008 and got an eighty one percent average

for cataloging and classification.

As section head, she also performs the monitoring and assessment of the

technical processing of materials in the library section by re-checking all processed

materials before they are shelved. Librarian Panizzi and Jewett graduated in the same

year with the same degree program and both are working as academic librarians.

She is working as a fulltime librarian particularly as a section head of the nursing

and law libraries of a private higher institution of learning. Jewett is on her third year in

19
the job. She also became a school librarian in a special science high school as a oneman librarian for more than a year prior
to her current position.

Librarian Cutter is a young male librarian, 23 years old, and a graduate of

Bachelor of Library and Information Science (BLIS) program in 2011. In the BLIS

program, there are three major courses for cataloging and classification: Introduction to Cataloging, Advance Cataloging, and
Classification of Information Sources. Librarian

Cutter got a very good grade for all three raging from 1.75 to 2.0 (85 to 90). Cutter took

the Librarians’ Licensure Examination in 2011, the same year as his graduation and got

a 72 point average for cataloging and classification, still, a credit to his

accomplishments.

He is now working as a section head librarian, particularly at the engineering

library of an academic institution of higher learning. Prior to this, Cutter worked as

College Librarian for more than a year. Although they have a technical department in

the library, as part of Librarian Cutter’s job is to make sure that all materials are

processed properly.

Librarian Sears is a female and about the same age as Librarian Cutter. She

graduated with the degree BLIS in 2011. The curriculum offers three courses in

cataloging and classification. Sears got a grade of 1.75 (88 – 90), 2.75 (76 – 78) and

1.75 (88 – 90) in the order of offering for said three courses.

Since graduation, Sears has been working as a school librarian in two different

private sectarian schools as a one-man librarian and a section librarian respectively.

As one-man librarian, Sears performed all related skills including the technical areas.

Librarian Lubetzky is female born in the year 1990. She graduated as a Cum

Laude with the degree Bachelor of Library and Information Science. Lubetzky finished

the same year with Librarian Cutter and Sears. For her grades in the three major

technical courses, she got 1.5, 1.25 and 1.5. The grades range from 91 to 96 percent.

Her grades for the cataloging and classification subjects are outstanding especially in

the technical requirements of her subjects when compared to the whole class.

20
She is now working as a librarian in a sectarian elementary school for almost two

years and also assumes various functions in the library.

Overall Cataloging Skills of the LIS Practitioners

The elements of cataloging are bibliographic description, subject analysis or

assigning subject headings, and assignment of classification number or notation.

Cataloging is an important aspect of a library particularly on accessing the library

collection.As seen from Table 6, three of the LIS practitioners got an over-all score raging

from 10 -12 with a descriptive equivalent of proficient. Meaning, they have sufficient

knowledge and skill in the three basics skills in cataloging and classification as per

study rubric. The scores are computed by adding the individual scores of the LIS

practitioners corresponding to the four areas of the cataloging exercise.

Table 6: Original Cataloging Results

Librarian Raw Score Descriptive Equivalent

Panizzi 12 Proficient (P)

Jewett 15 Accomplished (A)

Cutter 10 Proficient (P)

Sears 11 Proficient (P)

Lubetzky 14 Accomplished (A)

The proficient result, which somehow is still a quarter away from excellence, can

be attributed to the fact that the librarians are still very young and four (4) or eighty

percent are not assigned as the chief cataloger of their respective libraries. They do not

have enough chances to practice their cataloging and classification skills. There is still a

lot of room for improvement.

The findings is supported by Widdows (2010) as he posted about the kind of

skills librarians need to develop, the "traditional" skill set might be said to include among

others: Indexing, Classification, Cataloging and Assessing quality and reliability of

information.

21
Librarian Jewett and Lubetzky got a score of 14 and 15 respectively with a

descriptive equivalent of accomplished implying that the librarians’ knowledge and skills

in cataloging and classification are extensive and admirable. This can be attributed to

the fact that the LIS practitioners are trained correspondingly or their capabilities are laid

from a very good foundation.

Generally, the proficient and accomplished results show that the instructive

foundation of the LIS practitioners in terms of their knowledge and skills in cataloging

and classification are adequate. This can be an advantage for having one classroom mentor for the technical skills.
Recognizing the fact that they are all taught the same

basic principles as per standard rules; experiential learning opportunities are specified

and prearranged. It means that the subject specifications and provisions are within the

competencies required for the curriculum which are set by Commission on Higher

Education particularly by Memorandum Order Number 8 series of 2005.

Cataloging, Classification, and Subject Analysis Skills of LIS Practitioners

In Table, the outcome proves that it is in the area of subject analysis that the LIS

practitioners has difficulty with. The interview responses of the LIS practitioners also

substantiate this effect. Although there is no obvious disparity of the compared general

results, it is still evident that it is in the determination of subject content of the material

that the LIS practitioners found to be intricate. Miller (2007) expounds that only when

the cataloger had determined the subject area of a work and identified it with explicit

terms can the Sears List be of advantage.

Table 7: Comparative Cataloging and Classification Results

Librarian Cataloging:

Access Points

Cataloging:

Use of ISBD

Subject

Analysis

22
Classification

Panizzi Proficient Proficient Proficient Proficient

Jewett Accomplished Accomplished Proficient Accomplished

Cutter Proficient Proficient Developing Developing

Sears Proficient Developing Proficient Proficient

Lubetzky Accomplished Proficient Accomplished Proficient

Average Proficient Proficient Proficient Proficient

Descriptive Cataloging Skills of LIS Practitioners

Description, which is central in the cataloging process, is the part concerned with

the identification of an item and with recording information about the item in such a way

that the item is identified exactly and cannot be confused with any other item.

The average skills of LIS practitioners for both sub areas in descriptive

cataloging, particularly in the identification of access points and use of the ISBD is

proficient. The results denote that the LIS practitioner’s knowledge and skills in said areas are sufficient in quality or quantity
to meet the need for quality resource

identification and accessibility.

Distinctively, the marks for the five LIS practitioners in descriptive cataloging

ranges from two to four or from developing to accomplished. For the basic area on

bibliographic description, three of the five LIS practitioners get a three or proficient

equivalent. This conveys that the LIS practitioners, in terms of their skills in the

identification of access points, the main entry headings, added entries, and their use of

the ISBD are quite adept.

But the need for emphasizing the acquisition of an accomplished assessment in

the basic descriptive cataloging skills should still be not discounted. It should be the

very first area where librarians are most familiar with. However, there are no distinct

differences between the academic and schools librarians’ level of skill as evaluated in

the study. True to the fact that the same required standards and processes in cataloging

materials should be implemented and practiced in the different types of libraries

23
following the standards set internationally.

On the Identification of Access Points.

For this specific area, the LIS practitioners got a proficient score. The sample

output below by Librarian Panizzi (Figure 5) shows minimal error. Many pieces of

information about an item contribute to its identification. A title is almost always the first

identifying element, followed by the name(s) of a person or persons responsible for the

contents of the item. Next, one looks for information identifying an edition: the name of

the edition; the name of an editor or a reviser. Even the size, the type or number of

illustrations, or the extent of the item (e.g., number of pages of a book) may be helpful

information for a patron seeking a specific edition of a work (Penn State University

Libraries, 2013).

The access points, as expounded in the same website, are constructed in a form

that will make them readily accessible in the catalog. This is done following cataloging

rules at minimum level processing, following copy in copy processing, and following

cataloging rules and reference to the authority file in original cataloging.

American International Journal of Contemporary Research Vol. 2 No. 6; June 2012

122

Impact of Ict on Cataloguing & Classification of Library Materials; Case Study of

Some Selected University Libraries in South-West Nigeria

Adesoji Adeola ARINOLA

(Librarian II)

Olusegun Oke Library

Ladoke Akintola University of Technology

24
Ogbomoso, Oyo state, Nigeria.

Ganiyu Ojo ADIGUN

(Librarian II)

Olusegun Oke Library

Ladoke Akintola University of Technology

Ogbomoso, Oyo state, Nigeria.

Bimbo Olawumi OLADEJI

(Librarian II)

Olusegun Oke Library

Ladoke Akintola University of Technology

Ogbomoso, Oyo state, Nigeria.

Olalekan Abraham ADEKUNJO

Kenneth Dike Library

University of Ibadan, Ibadan

Oyo state, Nigeria.

Abstract

Purpose

This study investigated the impact of ICT on cataloguing and classification of library materials in ten randomly

selected University libraries in Southwestern part of Nigeria

Design/ methodology/ approach

One hundred and twenty six (126) questionnaires were randomly distributed to library staff working in the

cataloguing and classification section within the selected sample space. The data was analyzed using frequency

tables and percentages

Findings

Result from the study revealed that ICT could bring a lasting relief to the stress of manual classification and

cataloguing, which is prone to human error, but are not well utilized due to cost, technical know-how and

management issues.

25
Practical implication

The paper thus recommends the need for adoption of ICT -oriented cataloguing and classification as it has an

impact on cataloguing and classification in areas including ‘Easy & Increased Accessibility’, ‘Cost

Effectiveness’, ‘Resource Sharing’, ‘Resource Availability’, ‘Reduced duplication of efforts’, ‘Reliable Storage’

and ‘Accuracy’.

Originality/value

This paper provides valuable information on the impact of ICT on cataloguing and classification of library

materials in some selected university libraries in south-west Nigeria

Key Words: ICT, Cataloguing, Classification, Library

Classification: Research paper© Centre for Promoting Ideas, USA www.aijcrnet.com

123

Introduction

Information and Communications Technology is the science and skills of all aspects of computing, data storage,

and communications. It is a new, rapidly growing area that is radically changing the world by making possible

new ways of doing business, making entertainment, and creating art.

The Information and Communications Technology (ICT) has proven its role in accelerating sustainable

development and bridging the ever-growing gap in our present day society.

There is however, a critical need to channel the vast potentials of ICT in the right direction for the betterment of

society and effective human development.

ICTs present a revolutionary approach to addressing developmental questions due to their unequalled capacity to

provide access to information instantaneously from any location in the world at a relatively low cost. This has

brought down global geographic boundaries faster than ever thought possible. The resulting new interconnected

digital world heralds the fluid and seamless flow of information, capital, ideas, people and products (Padmamma

S, 2008).

Development of Information and Communications Technology is playing a crucial role in restructuring of

libraries. Shift from human dependent operations to machine dependency, mechanization (data processing) to

knowledge processing, stand alone system to network computing, local LAN to wireless access protocol systems.

26
Document centered information to user centered information; print media to electronic media, data capture

methods, human to machine oriented, library automating to web-enabled services (WAN Access), online

information retrieval to CD-ROM Databases to Internet. Nwalo (2006) argued that these prolonged shift in

application of innovative IT to library and information profession can be attributed to the changes emanated in the

last 2 decades. This study is majorly designed to investigate the impact of ICT on cataloguing and classification of

library materials in ten randomly selected University libraries in Southwestern part of Nigeria. This will help to

determine the rate of introduction, adoption and widespread of ICT to libraries in the study area.

Objectives

The general objective of this study is to determine the level of impact of ICT on cataloguing and classification of

library materials. The specific objectives were:

1. To ascertain the rate of adoption and diffusion of ICT to library services especially in cataloguing and

classification.

2. To identify the impacts of ICT on cataloguing and classification.

3. To identify the constraints adduced to non-adoption of ICT-oriented cataloguing and classification

service.

4. To identify the challenges posed by ICT to cataloguing and classification and possible ways to overcome

these challenges.

Literature Review

The extent of the use of library resources depends greatly upon the quality of the library catalogue and

classification. Most libraries have moved away from manual cataloguing as they have embraced the new

technologies. Mohammed (1997) is of the view that information technology is rapidly transforming the content

and services of libraries. Mason (2004) observes that libraries are a classic example of how automation has

impacted on the traditional ways that work is done, particularly in cataloguing departments—changing how, and

by whom, the cataloguing is done. Ajibero (2003) also notes that as a result of the impact of ICT on technical

services, the roles of cataloguers have completely changed. Their roles now involve operations that have become

integrated. He further asserted that cataloguers have become inter-dependent in their pursuit to provide

bibliographic control and access.

27
Coyle and Hillmann (2007) assert that changes in the context in which libraries function have brought the library

and its catalogue to a crisis point. According to them, the development of computer technology and electronic

document production presents a significantly different challenge than libraries had only fifty years ago, a time

when information resources were rooted in the era of books and periodicals, and the card catalogue was the entry

point to the library's physical holdings.American International Journal of Contemporary Research Vol. 2 No. 6; June 2012

124

Calhoun (2006) observes that one area where change is essential is in the area of library catalogues and

cataloguing. Cataloguing rules used today according to him represent an unbroken continuum that began in the

early 19th century. The rules he noted were developed for linear presentation, either in printed book catalogues, or

in alphabetically arranged card catalogues, thus the emphasis on “headings”, those carefully crafted strings that

are designed to be placed in an ordered list (“Precious, Saul” “Precious, Paul”). He further averred that headings

in alphabetical order were once the only access points into the catalogue, but as catalogue entries became machine

readable records, the rules for cataloguing remained essentially the same. “More recently, library systems

developers have worked hard to create a machine readable library catalogue that provides functionality beyond

that of analog card catalogue, for instance by allowing keyword searching of all data in the catalogue record.

However, the struggle to accommodate technological changes with data created using the old rules is clearly not

optimal, and hinders the ability of libraries to create innovative services”.

Gorman (1998) says that by the end of the twentieth century, with the explosion of digital formats and the

internet, the treatment of non-book formats using the model of book cataloguing will become less useful.

According to him, even conventionally published materials began to appear on the market in multiple formats. In

addition, he noted that the much looser distribution channel of the internet eliminated the packaging and any

vestige of description that those packages contributed. He further posited that the switch from physical media

formats distributed through traditional channels to web-distributed digital information pulled the last remaining

rug from under cataloguers who were used to relatively stable materials.

Changes in Cataloguing and Classification

The introduction of computers into cataloguing marked a turning point in the way it is being done and by whom

the cataloguing is done. The introduction of non-professionals to cataloguing is one of such changes. Paraprofessionals in
the library can now perform conveniently tasks solely meant for cataloguers. Nwalo (2006) states

28
that paraprofessionals in libraries can now effectively perform much of the duties that hitherto were the exclusive

preserve of professionals. The California Occupational Guide (1996) describes how automation has in many cases

changed cataloguing of routine materials from being primarily a responsibility of the librarian to a

paraprofessional responsibility for employees assigned to the cataloguing department.

Resource-sharing of cataloguing activities is another very notable change being currently experienced in

cataloguing. It helps to save cost and reduce to the barest minimum, duplication of efforts in cataloguing. Nwalo

(2006) notes that resource-sharing is of immense benefits to libraries and their users as it makes information more

readily available, saves costs and prevents duplication of effort especially in cataloguing and classification.

Digital library – Identification, Cataloguing and Indexing

As books are acquired by the library, the accession number is assigned after all the normal actions like reviewing,

ordering and purchasing, It is then sent to classification and cataloguing for identification purpose. In the same

manner, for a document that has been acquired in digital format, it is necessary to assign the identification number

and to catalogue it. This helps the digital library to manage the digital/electronic resources smoothly and for easy

accessibility. Identification provides a unique key for finding the object and linking the object to other related

objects; cataloguing helps in the organization.

Method

A questionnaire designed to address the objectives of the study was administered to ten Universities randomly

selected in South West Nigeria. The Universities include Obafemi Awolowo University (OAU), University of

Ibadan (UI), Ladoke Akintola University of Technology (LAUTECH), Osun State University, Ajayi Crowther

University, BOWEN University, Federal University of Technology, Akure (FUTA), Olabisi Onabanjo University

(OOU), University of Lagos (UNILAG) and Lagos State University (LASU). Thirteen library staff were

randomly selected from each University. A total of 126 questionnaires were distributed while 100 were retrieved,

thus representing a response rate of 79%. The data was analyzed using frequency tables and percentages.

Results and Discussion

Table 1 demonstrates the level of adoption of ICT-oriented cataloguing and classification service by libraries

within the selected sample space. It is revealed that 57% of the libraries in the study area have adopted ICT for

cataloguing and classification service while 43% are yet to embrace this new revolution.© Centre for Promoting Ideas, USA
www.aijcrnet.com

29
125

A further study was conducted to identify the various impacts of ICT on cataloguing and classification. Table 2

presents seven reasons for the adoption of ICT-oriented cataloguing and classification service obtained through

findings carried out in this study. The reasons include „Easy & Increased Accessibility‟, „Cost Effectiveness‟,

„Resource Sharing‟, „Resource Availability‟, „Reduced duplication of efforts‟, „Reliable Storage‟ and „Accuracy‟.

In the light of this study, it becomes evident as shown in Table 3 that the impact of ICT follows a trend ranging

from Resource sharing, Easy & Increased accessibility, Reliable storage, Accuracy, Resource availability,

Reduced duplication of efforts to Cost effectiveness in that order.

Table 4 shows the reasons some libraries do not adopt the ICT-oriented cataloguing and classification service. A

survey was carried out on libraries within the sample space that are yet to embrace the ICT-oriented cataloguing

and classification service with a view to identifying the reasons. Top reasons include „fund to implement‟,

technical how-to, cost of maintenance, no suitable working environment and cost of staff training in that order

(Table 5).

As regards the challenges facing ICT-Oriented Cataloguing and Classification Service, „Technicality of

Cataloguing & Classification Application‟, „Cost of Maintenance‟, „System / Application Failure‟ and

„Inconsistencies due to Electrical Power Failure‟ have been identified in this study (Table 6). Basically, „Cost of

Maintenance‟ and „Inconsistencies due to Electrical Power Failure‟ are the major challenges facing ICT-Oriented

Cataloguing and Classification Service (Table 6).

Table 1: Level of Adoption of ICT in Cataloguing and Classification

ICT

Adoption

Frequency %

Yes 57 57

No 43 43

Total 100 100

Source: Field Survey data

Table 2: Reasons for adopting ICT in Cataloguing and Classification

30
Reasons for ICT

adoption

Response

Easy &

Increased

accessibilit

y (%)

Cost

effectivenes

(%)

Reliable

storage

(%)

Resource

Availabilit

y (%)

Reduced

duplication

of efforts

(%)

Accurac

(%)

Resourc

Sharing

31
(%)

Strongly disagree 0 4 0 4 4 2 0

Disagree 0 6 2 5 5 3 0

Undecided 6 8 7 6 7 5 5

Agree 21 18 13 23 21 26 21

Strongly agree 73 64 78 62 63 64 74

Total 100 100 100 100 100 100 100

Source: Field Survey data

Table 3: Impact of ICT on Cataloguing and Classification

Impact of ICT on Cataloguing and Classification %

Resource Sharing 95

Easy & Increased accessibility 94

Reliable storage 91

Accuracy 90

Resource Availability 85

Reduced duplication of efforts 84

Cost effectiveness 82

Source: Field Survey dataAmerican International Journal of Contemporary Research Vol. 2 No. 6; June 2012

126

Table 4: Reasons for not adopting ICT-Oriented Cataloguing and Classification service

Reasons for

ICT nonadoption

Response

Technical Howto (%)

Cost of

Maintenance

(%)

32
Fund to

implement

(%)

Cost of staff

training (%)

No suitable

working

environment

(%)

Strongly

disagree

21032

Disagree 5 7 1 6 4

Undecided 2 1 3 2 4

Agree 17 19 17 18 22

Strongly

agree

74 72 79 71 68

Total 100 100 100 100 100

Source: Field Survey data

Table 5: Reasons for non-adoption of ICT-oriented Cataloguing and Classification service

Reasons for non-adoption of

ICT for Cataloguing and

Classification

Technical How-to 91

Cost of Maintenance 91

33
Fund to implement 96

No suitable working environment 90

Cost of staff training 89

Source: Field Survey data

Table 6: Challenges being faced due to automation

Challenges of ICT

adoption

Response

Technicality of Cataloguing

& Classification Application

(%)

Cost of

Maintenance

(%)

System /

Application

Failure

(%)

Inconsistencies

due to Electrical

Power Failure

(%)

Strongly disagree 23 3 21 4

Disagree 38 4 48 10

Undecided 5 4 9 1

Agree 21 18 12 16

Strongly agree 13 71 10 69

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Total 100 100 100 100

Source: Field Survey data

Conclusion

The study revealed that in the study area, 57% of libraries have automated their cataloguing and classification

section which indicates a percentage over average. It has also become evident that ICT has an impact on

cataloguing and classification in areas including „Easy & Increased Accessibility‟, „Cost Effectiveness‟,

„Resource Sharing‟, „Resource Availability‟, „Reduced duplication of efforts‟, „Reliable Storage‟ and „Accuracy‟.

Also revealed in the study are the reasons for non-adoption of ICT in classification and cataloguing. © Centre for Promoting
Ideas, USA www.aijcrnet.com

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Top reasons include „fund to implement‟, technical how-to, cost of maintenance, no suitable working environment

and cost of staff training in that order. „Technicality of Cataloguing & Classification Application‟, „Cost of

Maintenance‟, „System / Application Failure‟ and „Inconsistencies due to Electrical Power Failure‟ has been

identified as major challenges facing ICT-oriented Cataloguing and Classification services. Based on the findings

in this study, it is recommended that the Government, the stakeholders and the entire public should come to aid

the success of digitization and automation of some core library services if not all, including classification and

cataloguing, by providing an enabling environment and fund to ensure its adoption and survival. Technical

personnel should be recruited so as to ensure a smooth running of the system. Furthermore, it is evident from this

study that ICT has made a lot of tremendous impact on cataloguing and classification, sequel to this, it is hereby

recommended as a very suitable practice to emulate.

References

Ajibero, M.I. (2003), “Current trends in technical services”, the role of ICT. Proceedings of Selected Papers of

the Cataloguing, Classification and Indexing Section of NLA. Lasisi, J., Odusanya, O.K., Sonaike,

S.E.A., Okegbola, E.O., Balogun, F., & Osinulu, L.F. (Eds.) Nigeria: NLA Cataloguing, Classification

and Indexing Section. 1-10.

Calhoun, K. (2006). The nature of the catalog and its integration with other discovery tools. Available at:

http://www.loc.gov/catclir/calhoun-report-final.pdf accessed Feb. 10, 2011

California Occupational Guide. (1996). “Library assistants”, Available at:

35
 www.calmis.ca.gov/file/occguide/LIBRASST.HTM accessed Feb. 10, 2011

Coyle, K., & Hillman, D. (2007), “Resource Description and Access (RDA): Cataloging rules for the 20th

century” D-Lib Magazine 13 (1). Available at: www.dlib.org/dlib/january07/coyle/01coyle.html

accessed March 13, 2011

Gorman, M. (1998), “AACR3? Not! In: The future of the descriptive cataloguing rules. Papers from the ALCTS

pre-conference. Chicago: America Library Association.

Mason, M.K. (2004), “ Automation: IT has changed the face of cataloguing forever, but has it really

deprofessionalized the work of cataloguing librarians?” Available at :

http://www.moyak.com/researcher/resume/papers/clogmkm.html (accessed Feb. 24, 2011)

Mohammed, Z. (1997), Funding Nigerian libraries and information centres: Challenges of the 21st century. Paper

presented at the 35th Nigerian Library Association Annual Conference/AGM, Kaduna.

Nwalo, K.I.N. (2006), Collaboration in the provision and utilization of IT facilities for library and information

science education in Nigeria. In: information technology in library and information science education in

Nigeria.

Padmamma S. (2008), Shifting of LIS Education towards Information & Communication Technology in

Universities of Karnataka State: A Study. International CALIBER- February 28.

material

məˈtɪərɪəl/
noun
plural noun: materials
1. 1.
the matter from which a thing is or can be made.
"goats can eat more or less any plant material"
synonyms: matter, substance, stuff, medium
"the decomposition of organic material"
o
o
2. 2.

36
information or ideas for use in creating a book or other work.
"his colonial experiences gave him material"
synonyms: information, data, facts, facts and figures, statistics, evidence, subject
matter, ideas, details, particulars; More

37