Abigail Hansen Abigail, Excellent job!

Your first answer in Part 1 is incomplete, but otherwise your answers were very thoughtful. Overall your records in Part 2 were very well done, though you struggled a little bit with the call numbers. Please see my comments and corrections within. Thank you for your hard work this semester. GRADE = 95 LIS 703 -- Final Exam
Part 1
Answer the following questions within this exam. With the exception of question 4, each answer should be around 100-200 words (if you are a little above or a little below that amount, that's fine). I expect an answer of around 300-400 words for question #4. Cite your sources if you directly quote the source or paraphrase an idea. Use in-text citations and list your sources at the end of your answer. 1) Review Charles Cutter's Objects and Means for a library catalog. Now consider RDA as a manual for achieving those objectives. Identify two RDA rules that help make Cutter's objectives an achievable reality. Briefly discuss your choices and how each will make Cutter happy.
Authority Control and Access Points help fulfill Cutters Objects and Means. Authority Control allows a user to find a book by the author and also show what the library has by a given author. The title-entry allows people to find a book by title. Subject-entry, cross-references, and classes subject tables allow users to find books by subject and show what the library has to offer by subject. The form-entry and language-entry allow users to see what the library has to offer in a given kind of literature. Providing the user with the edition and imprint of the item will fulfill Cutters 3.H guideline. Finally, proving notes will assist the user in determining the character of the book. Yes, authority control and access points do help fulfill Cutter's Objects and Means, but what specific rules within RDA speak to these ideas? The question asks for specific RDA rules.

2) Choose one item from your personal collection or your local library (do not choose an item that has been used as a FRBR example in this course). Think about the item as it relates to the FRBR Group 1 Entities (Work, Expression, Manifestation, and Item). Discuss attributes of your item at the Work, Expression, Manifestation, and Item level. How will the library user possibly benefit from describing the item in this way?
I chose the book The Bourne Identity by Robert Ludlum. On the work level this is Robert Ludlums the Bourne Identity as a story. The expression is the authors original text in American English. The manifestation is the

LIS 703

Final Exam

p. 2

2004 publication by Orion Books. The item is my book specifically. My item is slightly damaged on spine and on the corners of the front cover. A user would benefit by FRBR. The different classification levels would help them determine if they have found the book or the movie The Bourne Identity. FRBR would help users associate the book and the movie. Also, physical descriptions of the specific item can be helpful. Users do not realize that the library has multiple copies of the same work. ok

3) You search the OPAC of your local library for works written in Spanish. Your search yields 10 results. You go to the shelf and notice there are 50 Spanish-language books! Give one possible explanation why the OPAC's results differ from what is actually on the shelf.
The books might not be cataloged in the fixed fields that they are in Spanish. A cataloger might have copy and pasted the same fixed fields over and over again without properly customizing it based on the material cataloged. Users would then have to rely on the subject headings or the general notes fields for the aboutness of the book. However, the book might not be about Spanish as it is just written in Spanish. Therefore, most of the subject headings would not mention Spanish. Then, the user would have very limited search results when searching for Spanish materials. Good

4) You just graduated from library school and you were fortunate to be hired as a cataloging librarian at your neighborhood library - the Bliss Public Library. Your immediate supervisor thinks you have done a great job so far, but there have been major rumblings about lack of funding from the Library Board. Your job is on the line, due in large part to the Board's continuing conviction that cataloging just isn't worth it. In a rare moment of mercy, the Board has given you a chance to talk to them directly. You have the opportunity to convince them that the work of the cataloger is critical to the success of the library. In the space below, discuss your presentation to the Board. Choose two things you feel make the best case for the role of cataloging. Reflect upon the work you have done this semester and consider everything we discussed. When choosing your points to argue, keep in mind the benefits for the catalog user. Support your case with specific examples.
First and foremost, cataloging is for the user. It benefits the user by keeping library materials orderly and organized. Without any cataloging, the library would be chaos. The cataloging profession serves users by assisting them to identify, access, retrieve, and make judgments about information in response to their information needs. Furthermore, cataloging assists users to browse and search the catalog. Finally, cataloging lets libraries know what is in its collection. (Snow Power Point First Day). Cataloging is good for the user and good for the organization of the library. Catalogers control the chaos in the library by providing metadata for library materials. However, Danskin writes that cataloging is about much more than just describing resources. It is also about establishing a context for each resource. Cataloging establishes a set of relationships that connect the resource being described to other resources (5). Not only do catalogers reduce the chaos, they also create clarity for the

LIS 703

Final Exam

p. 3

users. Catalogers create connections between materials linking users to materials they may not have known they wanted. Also, catalogers have the knowledge of the use of authority control. Authority control also controls the chaos. Mann lists eight reasons controlled vocabulary is a good thing. It seemed like the overarching theme of the eight reasons is that the results stay organized and manageable. Without a skilled person cataloging and using proper authority control, the catalog will turn into a disorganized mess. The cataloger knows how to look up the authority record for P. Diddy so that the user does not need to know all the names he has ever taken. Users need catalogers to provide the best metadata possible. The Novotny article describes how in a study novice users were found to be impatient and quick to click. They did not analyze the search results. They clicked on the first article that caught their eye. Users need catalogers to create metadata that will provide the search results desired by impatient users. Finally, Maxwell wrote that for more than a century the fundamental objects of the catalog have been twofold: to assist the user to find a known item and to give an intellectual overview of a l ibrarys holdings (7). The goal of the catalog and cataloger are nearly indistinguishable; however, without one the other will surely fail. ok

LIS 703

Final Exam

p. 4

Part 2
Item #1 (Book)
010 _ _ 020 _ _ 090 _ _ 100 1 _ 245 10 $a 20028015176 $a 1433805618

$a E382 $b .R46 2002 $a Z8443 .R46 2002

$a Remini, Robert Vincent, $d 1921$a Andrew Jackson : $b his amazing life and presidency / $c Dr. Robert V. Remini and Matthew Warshauer.

Comment [KS1]: this is for bibliographies of Jackson, not biographies

246 _ _ 250 _ _ 264 _ 1 264 _ 4 300 _ _ 336 _ _ 337 _ _ 338 _ _ 504 _ _ 505 0 _ $a 1st Random House Classics edition. $a Madrid : $b Random House, $c [2002?]. $c copyright 2002 $a vii, 278 pages, 10 unnumbered leaves of plates : $b illustrations, maps ; $c 23 cm. $a text $2 rdacontent $a unmediated $2 rdamedia $a volume $2 rdacarrier $a Includes bibliographical references (pages 247-265) and index. $a Jackson and the age of the Democratic Revolution A roaring fellow Jackson and reform First-term troubles Democracy and the Monster Bank The Nullifiers Uprising The second battle of the bank Slavery and democracy Pushing westward Jacksons legacy. $a Jackson, Andrew, $d 1767-1845. $a Presidents $z United States $v Biography. $x History. $a Warshauer, Matthew, $d 1965-

600 10 650 _ 0 700 1 _ 7xx _ _ 8xx _ _

LIS 703

Final Exam

p. 5

Type: BLvl: GPub:

a m

ELvl: Form: LitF:

Srce: Conf:

d 0 1

Audn: Biog: Desc: b i

Ctrl: MRec: Fest: 0

Lang: Ctry: DtSt:

eng sp t

Cont: Ills: Dates:

b a b f 2002

Indx:

2002

LIS 703

Final Exam

p. 6

Item #2 (Book)
0xx _ _ 020 _ _ 090 _ _ 100 1 _ 245 10 246 _ _ 250 _ _ 264 _1 264 _ 4 300 _ _ 336 _ _ 337 _ _ 338 _ _ 490 1_ 520 _ _ $a London : $b Panther Books, $c 1992. $c copyright 1987 $a 187 pages ; $c 19 cm. $a text $2 rdacontent $a unmediated $2 rdamedia $a volume $2 rdacarrier $a Panther sScience fFiction series $a The gigantic, cylindrical generation ship Vanguard, originally destined for Proxima Centauri, is cruising pilotless through the interstellar medium as a result of a failed mutiny that killed all of the piloting officers. The descendants of the surviving crew have forgotten the purpose and nature of their ship over time and lapsed into a pre-technological culture infested with superstition. Back cover. $a Outer space $v Fiction. $a 1563081768

$a PS3515.E288 $b O77 1992 $a PZ3 .H364 1992

$a Heinlein, Robert A. $q (Robert Anson), $d 1907-1988. $a Orphans of the sky / $c a novel by Robert A. Heinlein ; foreword by Stephen W. Hawking.

Comment [KS2]: classify fiction works by author, not topic

650 _0 6xx _ _ 700 1 _ 7xx _ _ 830 _ 0

$a Hawking, S. W. $q (Stephen W.).

$a Panther science fiction

Type:

ELvl:

Srce:

Audn:

Ctrl:

Lang:

eng

Cont:

LIS 703

Final Exam

p. 7

BLvl: GPub:

Form: LitF: 1

Conf: Indx:

0 0

Biog: Desc: i

MRec: Fest: 0

Ctry: DtSt:

enk t

Ills: Dates: 1992 1987

LIS 703

Final Exam

p. 8

Item #3 (Book)
0xx _ _ 020 _ _ 090 _ _ 100 1 _ 245 13 $a 083890842X

$a TT819.U6 $b D87 1995 $a TT820 .D87 1995

$a Durant, Judith, $d 1955-. $a An American yarn : $b patriotic knitting projects created throughout the United States / $c Judith Durant, Carri Hammett, Clara Parkes, Stephanie Pearl-McPhee, J.B. Sharp. $a Patriotic knitting projects of the United States $a Yarntastic edition. $a [Pplace of publication not identified] : $b Albino Squirrel Press, $c 1995.

Comment [KS3]: close. Since this topic is focused in a particular country, use TT819 to further Cutter by country.

246 _ _14 250 _ _ 264 _ 1 264 _ _ 300 _ _ 336 _ _ 337 _ _ 338 _ _ 490 _ _ 5xx _ _ 5xx _ _ 650 _ 0 6xx _ _ 700 1 _ 700 1 _ 700 1_ 700 1_ 8xx _ _

$a 44 unnumbered pages : $b color illustrations ; $c 22 x 27 cm. $a text $2 rdacontent $a unmediated $2 rdamedia $a volume $2 rdacarrier

$a Knitting $x Patterns.$z United States.

$a Hammett, Carri, $d 1956$a Parkes, Clara. $a Pearl-McPhee, Stephanie. $a Sharp, J. B. $q (Joseph Budworth).

LIS 703

Final Exam

p. 9

Type: BLvl: GPub:

a m

ELvl: Form: LitF:

Srce: Conf:

d 0 0

Audn: Biog: Desc: i

Ctrl: MRec: Fest: 0

Lang: Ctry: DtSt:

eng xx s

Cont: Ills: Dates: a 1995

Indx: