8:00 

Gathering
Pick up handouts and folders*
*Folders: I've brought along folders from previous classes. We won't use folders for this abbreviated class - I won't be carrying things back and forth. Instead, we'll use a single Inbox.
Wear your nametag!
Your 5-10 items: make sure you have identified or marked them in some way before we mix them all together.  You will get them back.

• Order of events
• Breaks and lunch: ~10am, ~noon, ~3pm
• SLM Games, no later than 4:30

Business

• Parking at GUC
• Today's lunch
  

Re-Introductions

What to do with index cards

Begin a Personal Needs Assessment: (Write your name on!)
Fill this out as we go along today. It should be legible, but not necessarily beautiful.

Why are we doing this? [=na;data; ID]

• Why?
• Big Picture Context: 4 roles of the SLMS, (teacher, instructional partner, info specialist, program administrator); mission of the MC, especially "providing intellectual and physical access to materials in all formats"
• Scenario: Program Development, Goals, Collection Development, Acquisition, and now... you've got that box of books.
• Organize the activity:
• Sticker: 1-5 confidence level
• Make sure your items are tagged
• Random groups of 5 - all perspectives are "right"
• Add to your own NA chart as you go
• Outcome: procedure/strategy for getting items on the shelf, ready to use. How will you organize them?
• Share with all by group
• Why did we do this? [=engage; na;data; ID]

The syllabus in painful detail, including each assignment

What needs to happen today?  Service project: start logistics planning

Our class web site
Food: A free lunch hour will be provided each day for you to visit the sandwich shop or elsewhere.
Things to sign up for:

• Jobs (voluntary)
• Tech Tips or Last Word stories - we will do these if we have volunteers to provide them.

Service Project Menu
Note: Amy McElveen will drop by today to describe her project.

Preparation - big chart on board
 

Decide: which one? Find out: who else is going there? Decide: WHEN? You may need to call your host.
Then:

What is the task?
In order to do the task, what do we need to know?
What resources will help?
Which of these are most important RIGHT NOW?
How will we find out?
Vocabulary list construction

I need input on What do we need to know? so I can plan forward.
Make your host happy first (time, number of guests, tasks, etc.)
Then register your project with me by June 6; sooner, if possible. You have lots of time to do the project itself.

Introduction to Cataloging

Afternoon Rejuvenator: SLM Games, Day 1 (remember those index cards?)
needed neutral roles: a Master of Ceremonies, Scorekeeper, Judge
Why are we doing this? (=NA;data;ID;active)

The Last Word, Day 1:

• Summary of the day
• Preview of next class
  
• Hand in your Individual Needs Assessment
• Tech Tip (if available)
• Last Word Story
  

8:30 - Take care of registration and parking (as needed)

• Parking info:
  
• Option 1. buy a permit for $18. Obtain in B bldg.  Free if you have UGA permit.
• Option 2: free daily permits available; pick up in classroom. You should park at the A bldg and walk over.
  

Agenda Overview: some technical foundation (more overview; automation basics; MARC basics); start on Access Enabler project

More index cards!

Notes from Wasman 10 - provides task overview
(file works best in WebCT)

Service Project details/logistics; debrief from early visits

Questions?

A reminder: People first. Always put patron needs above your "project work" in the media center. Usually, cataloging tasks fall under the category of "project work."

MARC record anatomy

• Database basics: records and fields
  
• Hint sheet, Kaplan/Riedling p. 167
• Example, p. 147: walk through
• Tag (these mark fields)
  
• Indicator
• Subfield
• Not all fields have all elements; each tag has its own specific characteristics, including punctuation
  
• Do one on paper on your own (first attempt)
• List your initial puzzles
• Lots of examples:  GIL
• Compulsivity check: we could do an entire graduate course on each of these: Dewey Decimal Classification; MARC records; Automation systems and technical processing.  This class is all we get.
  

Principles of Information Access: Getting started with the Access Enabler Assignment

• Read ALA Access to Resources and Services in the SLMP
• Brainstorm list of barriers
• Results:

• � Cultural (free library)

  � Height differences / mobility

  � Language barriers for materials (no books in native language) Marty, Troy, LEigh

  � Visual impairment (varying degrees)

  � Reading levels

  � Labels in other languages � Lisa, Diane, Lauren � adapting for Hispanic usage of MC

  � Facility hours � Amanda, Natalie, Jessica

  � Alternative uses (events, testing, etc)

  � Computer skills / technology literacy

  � Tech issues (incompatability with platforms, lost work)

  � Money to purchase Internet access, equipment, software, etc.

  � Teacher skill levels

  � Parental permission to view or access materials (PG movies in collection)

  � Censorship

  � Hearing impaired

  � Resource availability ( not enough, too old)

  � Firewall ( network security)

  � Filters

  � Health (illness, pregnancy, etc)

  � Facility design (stairs, not enough space, shelves too tall) Mandy, Jenn, Shannon

  � Furniture scale

  � Fixed schedules

  � MC capacity (too many sudents not enough space)

  � Scheduling and availability

  � Students or teachers choose not use the MC

  � Lost book and can�t pay

  � Reading programs limiting and dictating choice for students (AR)

  � Ability to find information on the Internet at home (students may prefer to MC)

  � Signage (where to go and how to find what you�re looking for): for bilingual elementary: � Beth, Lummie, Sara

  � Signage: for preliterate elementary students: Leanette, Kristi, Jan

  � Student ignorace of MC layout and offerings �Cliff, Maile

  � Evaluate a �just right� book � Patricia, Karen, Amy

  � Lack of motivational software for students who need to learn English � Lisa, Ellen, Charmaine

  � Lack of research strategy Gloria, Kristen and Kay

Lunch

• Form Access Enabler Groups
• Get started!

• Text: Chapter 7
  
• Basic features:
• Learn how to do these for a fast start:
  

• check in and check out (check scanner to make sure it works)
  
• patron entry: learn how to enter or import new students and STAFF members
  
• reserves (holds)
• material  record adjustment
• search

• Big names in automation
  
• How much freedom will a SLMS have to choose an automation system?  How would you start?
• Why we don't study these systems in detail
  

SLM Games, Day 2 Extreme Trashball

Last Word, Day 2:

• Please leave lab computers like you found them (on or off, depending)
  
• Summary of the day
• Preview of tomorrow
• Tech Tip  www.printfree.com
  
• Last Word

Time TBA: Getting Started with MARC Records -- led by Emily Hodge (Cohort 4 alum)
Tutorials

Cards

1. Learning objective: Georgia Performance Standards

2. Use these raw terms to find Subject Headings. (Use Sears to look up key terms, and jot down the exact subject headings. PINES seems to use Sears Subject Headings if you don't have a copy. Get the Dewey numbers simultaneously.) Here are some:

3 . Dewey numbers:

4. Now, go hog wild looking for matching stuff. Look in your local catalog first, if possible. Try

Group Work time

Share Progress on Access Enablers

SLM  Games, Day 3 Shelving Relay

Last Word, Day 3:

• Summary of the day
• A few muddy points
  
• Preview of tomorrow
• Tech Tip
• Last Word
  

• Agenda Overview
• Muddy Points; Take our Temperature
• Make your trivia cards! (5)
• MARC Magician Tutorials
  
• Gwinnett internships: communication from FC
  
• Questions about assignments? Or anything?

Dewey Jigsaw

• p14 Hierarchy
• p16 Disadvantages
• p19-20 Basic Principles of Classification
• p22-23 Classifying/Determining Subject, Discipline/Broad and Close
• while we're looking: p25 Clarification (err, boo-boo) on Cutter numbers
• p29 Ten main classes
  

Dewey Cheat Sheet (learn these and the most common ones in your MC)

808 or 811 poetry

796.357 baseball

398.2 fairy tales

743 and 741 drawing

793 I spy

796 sports

636 pets

100 Big Foot

460 Spanish books

032 Guiness

599 mammals

597 snakes

567.9 dinosaurs

793 optical illusions

400, 790s, 821 jokes

External resources: Beyond the SLMC walls

• This is a big theme in the library world right now. Basis: growth of online world; inability of any one library to afford everything it needs.  The smaller the library, the greater the need for external resources.
• Many of these are free in terms of money, but will consume time resources.
  
• External resources include ...
• One example:  SLMSs + Public Librarians = Successful Collaborations, by Job-Alike Committee, Metro RESA

Two ways to go (MAF's opinion):

1. Following the principle that patrons should have to search as few "filing cabinets" as possible, it makes sense to catalog web sites within your OPAC. I think you should formulate criteria for what kinds of web sites should be included.  I would also recommend using very brief records, concentrating on subject headings.  Web sites disappear quickly, so weigh the effort this will take. Also, web sites should be directly clickable through your OPAC, or there's not much point.  There are many examples of MARC records for web sites out there; you can use all the normal "cheats" that we've learned about.
2. As an alternative, consider the webliography route.  This would be easier for YOU, but weigh the benefits to patrons. If you have an online curriculum map that teachers really use, this would be a good way to go.  You could organize pages for teachers by curriculum, and different pages for students.  I see a lot of effort spent in this direction.
   

Samples downloaded from LOC

• 082 Dewey classification (available in GIL)
  
• 520  Summary note
• 521  Audience note (reading grade level, reading age level, interest age level, special audience characteristics)
• 526 AR
  
• 586  Award note
• 658  Curriclum objective
• 856  Electronic location and access
  

Sunlink: can't download but CAN copy! Great for videos and other non-print materials; has some website records. Created by your SLMS peers in Florida.

Z39.50: "Z39.50 is a national and international (ISO 23950) standard defining a protocol for computer-to-computer information retrieval. Z39.50 makes it possible for a user in one system to search and retrieve information from other computer systems (that have also implemented Z39.50) without knowing the search syntax that is used by those other systems. Z39.50 was originally approved by the National Information Standards Organization (NISO) in 1988." from http://www.loc.gov/z3950/gateway.html#about

Review of "Cheats":  local catalog for similar records and patterns; public library OPAC; vendor online catalogs; Amazon; GIL; System union catalog; Sunlink; LOC; human resources; CIP; Gwinnett Public

Work Time

Share Progress 

• Access Enablers
• Bibliographies
  

Your questions

Set up for floor planning: supplies [done]

Some Muddy Points:

• How much do we really need to know about MARC vs. I don't know enough about MARC! vs I'm muddy but not upset
  
• Non print call numbers: example DVD 1388
  

SLM Games, Day 4  Dewey Survivor Library Idol

Last Word, Day 4:

• Summary of the day
• Preview of tomorrow
• Tech Tip: Jennifer
  
• Last Word
  

8:00-10:00:  Work Time (your choice)

10:00

Today's agenda: summary business; snippets of this and that; group time; floor planning

Set up for SLM Bingo

• Paper on back table
• Make a card with grid 5x5
• Free space in middle
  
• Write terms in blocks that relate to cataloging; Dewey; MARC; Sears, etc.
  

BIG picture organization: if you must do a wholesale collection reorganization, how do you do it?  Case study approach
 

• Set up
• Overview
• One real scenario: Natalie Pate
  
• Share
• A resource: National Clearinghouse for Educational Facilities: Library and Media Center Facilities Design (thanks to Jennifer B.)
  

Today: Register your service project!

Honor Text: random highlights

Business

• Capstone assignment
  
• Aug 1 assignment submissions - my schedule; e-files: smallest number of attachments possible
• What kind of access would you like of me? (flexible/part-time hours during summer)
  
• JH and JT whereabouts
• Coming: course evals, in mid-July: watch SLM-L

• GALILEO
• How much is enough for MARC records?
• LOC Download guide: this one works
  

Stuff we need to know before Service Projects (from 2004)

• constructing and editing MARC records
• interpreting MARC records
• basic database skills
• book processing: printing barcodes, labels, etc.
• basic knowledge of Dewey
• online catalog resources
• general understanding of automation software: functions
• characteristics of complete, accurate MARC records
• strategies for determining reading levels
• floor planning: big picture organization; creating a user-friendly media center
• strategies for cataloging supplemental textbook materials, like leveled readers
• inventory strategies
• importing MARC records
• principles of renovation
• tours of automation systems
• advanced automation (example: setting aside barcode ranges)
• management: project management, time management

Resources:

The Dewey Decimal Classification: A Multimedia Tour (thanks, Cheryl!)
MARC Tag List (thanks, Melissa!)
PINES
Gwinnett Public Library

Dewey Decimal Classification System (outline) -- M.L.
Let's Do Dewey (Dewey Tutorial) -- M.L.
Dewey WebQuest -- M.L.
MARC Standards - Library of Congress -- M.L.
Everything Dewey, from the source --thanks, Vicki
Dewey Game - Vicki, C1
MARC Magician Demo
SunLink
IKeepBookmarks
Landmarks for Schools (APA, MLA referencing)
Frustrated with Dewey? Click here.
NeedSoftware.com - Source of cheap software, academic pricing
Library of Congress MARC Download

Robin Fay's presentation on what an academic cataloger does

Last year's Barrier list

Sears Overview: Michael, Helen, May, LeAnne, Janet did it last year - very helpful

View these in Internet Explorer:

• Project overview
• Project presentation
• Project job aid

**https://punts5.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.bulletin.uga.edu%29
www. bulletin.uga.edu

Schedule