Service Project Reflection
EDIT 6380 Cataloging
Summer 2006
Patricia Carey
In an attempt to get as many assignments out of the way before beginning Julie’s research class, I went ahead and called Mandy Sanders at Madison County Middle School the day after our first Cataloging meeting. Finding out that she is also taking classes this summer, we both agreed that the sooner we could meet, the better, so we arranged to work together on Wednesday. Tomorrow. Eek!
I have never had an opportunity to work with an automation system, other than to check out materials for myself, so I really don’t know what to expect. I have absolutely no idea at this point what a MARC record looks like or contains. The whole concept of “stealing” records, Dewey classification, and processing books is a little intimidating. So I ask myself, “What can I do to prepare for tomorrow?” Obviously since there is no time/opportunity to experiment with an automation system, I will have to learn as I go (which is really how I prefer to learn).
The night before my visit, I fell asleep reading the Catalog It text. I focused on chapters 2 and 3 to try to get a familiarity with my task at hand. When I arrived in the media center Wednesday morning, I was met by a host who was genuinely happy and willing to share her knowledge and facility with me. A list of activities/observations follows with my reflective comments in italics.
· Learned how to search OPAC for existing MARC records for new books recently acquired from book fair. Mandy had set aside this box of books to work through when she had time. She put the needs of her learning community before processing the books (facilitate access). The majority of these titles did not interest me. I had heard that Mandy was not happy at the middle school, coming from an elementary background. She plans to seek a new school the upcoming school year and was asking how I would feel in the middle school. Just from my experience today from seeing the titles, along with observing how faculty treated her, it cemented in my mind that elementary is for me.
· Learned how to “copy” catalog MARC records from the LC. Got hands on experience by cataloging approximately 35 books consisting of reference, fiction, and non fiction (facilitate access). OK. Cataloging, or copy cataloging, at least, isn’t too difficult. I can see, though, that it would be harder having to rely on one’s self to catalog the item. Some of the terminology was different for me, such as extent (meaning # of pages). All materials were found in the LC web site, so I really need to know where to check if they are not available. There was a variety of genres in the titles, the bulk however being fiction, including one graphic novel. Her collection has about 5 graphic novels at the current time, and she plans to order more since they are written on a lower reading level. Mandy stated that some of her students still enjoy Nancy Drew and the Hardy Boys, and she was tickled to find these titles in graphic novels. This is a great example of facilitating access by providing lower level materials for her learning community. One title that we cataloged was an encyclopedia of rocks and minerals. I asked how one would decide if the holding should be placed in NF or the Reference section. Mandy advised that the LMS would need to make that call. She looked through the book and decided to add it to NF, since 6th graders complete reports on rocks and minerals, and she wanted them to be able to check out and take home the holding.
· Mandy explained that she would copy/paste small bits of information from the full record into Winnebago. This entailed much toggling from one screen to another. She said that she knew there was an easy way to copy/paste all at once, but had tried all year without success to figure out how. Then she tried copying a portion of the LC MARC Tag screen and was successful transporting the information into her system. The time was shaved from 2-3 minutes per book to less than 1 minute per book for the cataloging (technology and standard accepted practice). I’m glad that Mandy figured out the short cut. She told me that she had decided this method just must not be compatible with the Winnebago system, and had all but given up. I am grateful for the short cut, because I have a stack of books that need cataloging at my internship site.
· Learned how to add an additional holding to the record (technology and standard accepted practice). The icons on the automation system are difficult to understand, at least for a new user. Mandy advised that a handbook is available and of course other LMS’s in our area are always willing to help! What a great group to be a part of.
· Observed LMS upload MARC records from a recent order from Davidson Titles. This got a little confusing for me, because of the steps that Mandy took to access the files. The automation system also required her to enter her password at multiple screens. This would be annoying, I would think. Additionally, the order came in two different shipments, but all the records were on one disk. Mandy didn’t realize this until all barcodes printed. She said that she would have to think about how to manipulate the system to only print the ones she needed at the moment. For the sake of time, however, it was easier to discard the duplicate labels (the other portion of the order had already been processed). When ordering NF titles, Mandy said she likes to physically look at the books since she doesn’t have a middle school background. She advised that this vendor would bring samples for her to peruse and that she really liked her salesman.
· Observed LMS create “mock” purchase order in system in order to print only the barcodes/spine labels that were created today for the book fair. The “mock” purchase order was then deleted (technology). This was confusing for me, because I don’t know the ins and outs of the system. It reminded me of the state database I worked with when I was the county registrar. Familiarity with the system can make a difference in time efficiency.
· Applied barcodes to back of book and to inside back page, applied spine labels, stamped books with facility stamp, and placed on book cart to be shelved by clerk. I had heard of people stamping the “secret page,” and asked Mandy about this. She doesn’t bother with it, because it would be time consuming, and students often complain that they cannot read the text due to the stamp. Pre-cut tape pieces were used to protect the stickers. She does apply to the back of the book with inventory in mind, and commented to not put the tape in the gutter because it will begin to peel up quicker. The only thing that is written inside the book is the material number, which goes on the first page. This is done because middle school students often find it funny to black out all barcodes. Funding is kept up with through the automation system.
· Discussed flexible scheduling. Mandy has experienced very little collaboration with the faculty. Two teachers did agree to collaborate with her mid year, but went ahead and met without her and decided for themselves what the LMS responsibilities should be. She stated that some teachers schedule class visits every two weeks, always on the same day, and only for check out. This makes it difficult for Mandy to teach a class during the same time due to space limitations. Although Mandy was disheartened about the lack of collaboration, she found a positive aspect: it enabled her to focus more on the day to day management of the LMC. She does plan to approach a teacher that she has established a relationship with for possible collaboration next year, and her boyfriend will begin teaching science in the school next year. Surely he will be open to collaboration! I believe that Mandy has experienced teachers that are somewhat set in their ways, and have not been educated on the positives of collaboration. I know from our readings, etc. that it a difficult hurdle to overcome, but I believe that in the middle school (ours’ at least), it is even more difficult. I can foresee elementary teachers being more willing to collaborate due to the differences in personality.
· Discussed facilitating access beyond the LMC. Mandy advised that she did contact the neighboring elementary school to borrow materials for her SPED patrons. She said the middle school LMC has little to offer these students who read below grade level. Interlibrary loans certainly make more sense than allocating funds for every potential need in the learning community. Logistics would certainly come into play when considering such resource sharing, but when the schools are close in proximity, as are these two, it is a resource worth tapping into.
· Observed layout of media center (organization). Reference materials are located near the tables and fiction/non fiction materials are located in the stacks. The media center is somewhat small, and seemed crowded, though likely due to additional equipment brought in for the summer. Mandy shares the media center side rooms with the school technology coordinator and the county social services worker. Mandy said that most classes have approximately 30 students. I can see that this would be a challenge to have students circulate while trying to teach a class. A new middle school is slated to open in the next 2 years. There was a set of floor plans in the media center, and I only had a moment to look them over. I regret that we did not discuss the floor plan of the new facility at all. What I noticed, however, was ample space for seating and tables, and it appeared that the shelf area was no more than the current facility has. There was a section containing big books, which I had not thought of as being a part of a middle school library. Mandy commented that the former LMS cataloged everything that entered the building, including classroom desks and chairs and these books were likely part of a textbook series. I can’t imagine doing so much!!!
· There is no security system in the LMC, and Mandy or her clerk assist each student in their checkout. Mandy believes that students are certainly capable of checking out their own materials, but she enjoys the personal interaction and believes that her interaction also lessens the occurrence of theft. Since Mandy is not able to collaborate with teachers much, I believe this is a good way to get to know the students. I do question, however, if it would be more time efficient for students to do their own check out, and not have to rely on an employee to type their name into the system. I know that students from at least 2 of the 5 elementary schools coming to the middle school are able to efficiently check out books (and at least one elem school has students check in and place the book on a book cart in the correct section).
So, can you tell that I enjoyed my time with Mandy? She is very personable and we have a lot in common. I found out that she is taking Dr. Orey’s class this fall with me, and we have already agreed to work in a group. You are correct when you say that alumnae of the SLM program are a close group!
