The link between cataloguing and classification curricula and job requirements in South Africa
This study investigated the link between cataloguing and classification curricula and the cataloguing and classification job requirements in South Africa. This is necessary because it is not known whether Library and Information Science (LIS) schools teach what the South Africa LIS job market requires. In order to determine whether the cataloguing and classification curricula meet the requirements of employers, cataloguing and classification course outlines were requested and received from six LIS schools. Ten cataloguing and classification advertisements for vacant posts were taken from two weekly newspapers (Sunday Times and Mail & Guardian) and the Library and Information Association of South Africa (LIASA) listserv. A total of 18 professional cataloguers and classifiers from public and academic libraries were involved in the study, which was informed by the interpretive paradigm, while a qualitative research approach was adopted. Qualitative content analysis was used as a research method and for data analysis. A content analysis schedule for the course outlines and professional vacancy advertisements were designed for data collection purposes. An interview schedule was also designed for data collection from professional cataloguers. The results indicate that cataloguing and classification is offered at the bachelor’s degree and postgraduate diploma levels in LIS schools in South Africa, but it is noted that it is also offered at an undergraduate diploma level. No course outlines were provided by LIS schools teaching the courses at diploma level. Cataloguing and classification courses aim to equip students with knowledge on how to organise information in a library environment. The outcomes of these courses are based on the contents offered by LIS schools. In a nutshell, upon completion of these courses students are expected to use both traditional and techno centric methods to organise information materials. Cataloguing and classification contents include AACR2, RDA, DDC, LCC, LCSH, indexing and abstracting and other contents. Data from professional personnel employment advertisements indicate that an undergraduate diploma, a bachelor’s degree or a postgraduate diploma is required for appointment as a cataloguer. At least two years’ relevant professional experience is also needed. Cataloguers chiefly require computer skills, communication skills, interpersonal skills, among others. Based on the published knowledge requirement, cataloguers need to have a knowledge of AACR2, RDA and DDC library systems, for example Millennium software or SLIMS. Among the duties of a cataloguer the most dominant requirement was the ability to catalogue and classify library materials using cataloguing tools. Cataloguers stated the need in their professions for knowledge and skills similar to those stated in the employment vacancy advertisements. They emphasised the knowledge of RDA as it is a priority requirement in both academic and public libraries. The results obtained from cataloguers revealed that the best attitudes for a cataloguer are love for the job, being a lifelong learner, with honesty and integrity, and many others as detailed in Chapter 5. Cataloguers believe that the curricula offered by LIS schools based on these courses are not sufficient, more especially in the bachelor’s degree in LIS. Their concern is mostly based on the amount of practical tuition and experience included in these courses: cataloguers mentioned that the time provided is limited. The study therefore concludes that the curricula offered by LIS schools are in line with what employers are looking for. The study recommends that LIS schools build strong links/relationships with libraries to improve their cataloguing and classification curricula. Employers of cataloguers are advised to provide continuous training to their employees so that they remain relevant in their professional field. Cataloguers and classifiers themselves must be lifelong learners in order to remain relevant in their field since it is dynamic.
cataloguing --classification --curriculum --employment --South Africa
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