[The following text is the byproduct of the closed captioning of this broadcast. the text has not been proofread, and should not be considered a final transcript.] *** >> Jennifer: Closed captions are available in the media viewer panel. You can see, there they come. So, for those of you that require the closed captioning, please access those through the media viewer. And, again, that is a panel that you can either minimize or maximize. If you do have trouble with the audio, you can join using your telephone. Go to the telephone request button at the bottom of the list of our names, and you will be provided with a toll free number and today's access code. And, again, one more reminder, that if you do have technical support questions, please don't post those to the Q & A panel -- don't post those to the chat panel, post those to the Q & A panel so that we can keep chat nice and open. If for some reason you end up outside of this room and have trouble getting back in, please contact the WebEx support, that number is also in the email you were sent before the event. And you will just want to have that event number handy so that they can help troubleshoot the specific event. So, I'd like to welcome you all on behalf of Webjunction, we provide a number of webinar and online events throughout the year. And for those of you that are new to the events, we look forward to seeing you in the future. She will introduce Amy later. It is a great pleasure to have you here and we look forward to your presentation today. >> Good afternoon everyone. It is so great to see a turnout like this. We are going to be talking to you today about -- about collaborating with other departments within the library. Jennifer, can I ask you for a second, sorry to interrupt the presentation? But I -- oh, sorry. I had trouble getting the slide up. Sorry for the pause everyone. So, welcome once again. I am thrilled to be here with Sever and Amy to talk to you about bringing catalogers, as really more collaborative partners within the library setting in ways in which catalogers can really branch out and move up within the libraries and show off the expertise we have built up over the years. So, the big question is exactly how do we do this? Because we're very used to playing a fairly linear role within the libraries and within the supply chain, but we can collaborate in a much more 360 degree way with technical services, colleagues in public services, and in developing digital libraries. We really want to bridge the gap between those of us who organize the information and those of us who deliver the information. Now, change in transformation isn't anything new to cataloging. We were one of the ones on the front lines with automation, you know, the MARC code was developed fairly early on as other professions were just, you know, not even thinking about automating yet. But the difference now is that the worldwide web and social technologies has really changed user expectations. The users really expect to walk into the library and define how they find information on their terms instead of letting us show them the way or dictate their way. So, we really need to be more reupon -- responsive than we used to. We have collaborated really well with each other and we need to collaborate within our profession in a wider way. We can't work in isolation. So, we already have a great tradition of collaboration within cataloging. So we do have some foundational skills to build on. One of the places where we have built this up is within standards organizations, catalogers from libraries, not just across the country, but across the world, have collaborated to create codes. And we have really good experience with professional organizations like LEX for example, and what we need to start doing is building on the skills and using them in new ways and outside of our own specialty. We also need to play by new rules. Instead of looking to a modelist on how to catalog, whether that be one particular set of codes or a particular organization, such as the national library, we need to begin looking towards each other. And there is a much more increased need for flexibility. The environment changes more quickly now and we need to know more metadata languages. We can't count anymore on simply being an expert in one language. We need to get outside of the comfort zone and learn more metadata languages and maybe be comfortable if we're not completely fluent in every language, but to have the ability to have conversational skills if you will in various metadata languages. So, we have a lot of strengths to build on besides our tradition of collaborating with each other. I mean, one of our strengths as catalogers are our analytical skills. We have applied them in a fairly defined world now, but we can really use that skill and take that to other planning opportunities. Many of our libraries are looking at or either already have implemented new discovery services, and, you know, who better than the catalogers to look at how a huge chunk of that data is used and whether or not these will work in these tools and better ways to implement. Also, the high value that catalogers have placed on consistently. You know, it is something that we're known for and it is a strength. Because in our current environment, we're -- where things change quickly and information proliferates at such a greater rate than it did before, consistency of the data used to describe that information is going to be what really increases retrieval and good discovery results. Now, areas where we maybe need to develop a little more and we can improve on are, you know, changes in cataloging world have often taken very -- a long time to implement. I'm sure most probably all of you are anxiously following RDA, and waiting with baited breath for the announcement to come about the implementation of RDA, and how long have we been talking about RDA now? Probably going on about a decade. And what we need to do is we need to be a lot more quick on our feet and be able to react a lot quicker. Maybe there is something such as RDA that are going to be important to our profession and outside of our control to move more quickly, but we need to be able to not just kind of get fixated at a point on the future on the road ahead. We need to be able to act in the now a lot more. If there are uncertainties, we need to decide how to cope with either hybrid environments or uncertainties in the now instead of just always planning two steps ahead. Our users are in the now. Now, our first and best colleagues that we should be collaborating with are intechnical services. Cause they're the folks who kind of speak the language closest to ours. And we -- you know, we have been -- catalogers have been collaborating with books and acquisitions for years. Cataloging on receipts or purchasing bundles of records, especially for E-books, that is nothing new and many of you have probably been doing that for quite awhile. But one of the things we should keep in mind, even if we have already been doing this, is we constantly need to refresh skills. You know, invite your colleagues in acquisitions to training sessions in our cataloging meetings. Make sure that you do quality tests on the cataloging receipt and cataloging partners copy that you get. Vendors change personnel just like everyone else. Realize that acquisition colleagues or on the front line. In our library here at U of M, seeing records actually done in RDA before the catalogers did because they got some of that material before we did. Try to think of acquisition colleagues as full partners. Other partners, that you -- that you can build connections with logically are collection development folks. And this is moving out a little more into our colleagues who have more direct contact with the user population than maybe we do. And we're already helping them because we provide metadata for collection analysis. Until I think recently, that has been a fairly passive role for us. We make sure that our metadata is good, but we don't necessarily go out and promote how to use this metadata to better analyze the collection. You know, it probably wouldn't hurt to do a little outreach. You know, go ahead. Make contacts with the folks in your library who do collection development. If you know that there is a new program or a new subject discipline that is going to be covered in your library, and someone has to expand a collection, you know, see what you can do to provide help for that person in analyzing what the libraries already have. Of course, who better than a cataloger to know the appropriate subject data for those areas would be. And remember, it is all about the data. I think in the past was all about the catalog for us. But think now about the data itself as opposed to the container that it is in. Good data can live an extremely long life if it is well formed and it is consistent. You know, MARC metadata can be opened up and pushed out to the web, pushed out and MARC XML, translating into doubling core and other ago -- aggregators. The containers have changed over the years and they are probably going to start changing a lot more quickly. So, create data that can always be repackaged. One idea I want you to think about is how to market catalogers so that our profession really knows about the skills that we can offer and make the library a better environment. You need to build trust and by that I mean be a good listener, as opposed to just a good teacher. We need both, but make sure that you -- when you do outreach to your colleagues, that you hear their concerns and you ingest them. Forge relationships with the other disciplines. Be more flexible at incorporating user needs. And, you know, really promote and do cheerleading for the wonderful skills that we do have the organization and consistency of good data. Now we're in a world where everyone can do social tagging and everyone can kind of be their own librarian, we need to promote why you need an expert to do that and we shouldn't simply have people do that on their own and we can guide them and offer them help. So, one of the things I would love to hear about from our audience, in addition to any questions that you might have, is do you have any additional ideas for promoting catalogers as consultants within your own library as kind of a library in sourcing? And the more creative, the better. So, I think before I introduce our next speaker, I would like to just give a few minutes to see if we have any questions coming from chat or if anybody would be comfortable sharing any ideas they might have with the audience. >> Yeah, it is a quiet crowd here, Rebecca. I would say your final question on that previous slide is a great call to action for folks or if they are collaborating in ways that you didn't address, we encourage you to post those to chat. But -- or if you have questions now, please post those to chat and Rebecca can take a moment. But you all are a quiet crowd. I have to tell you. >> What we can do for now, because we also do plan to leave time for questions after -- after all three speakers have gone, so we can leave -- we have -- we have a comment here now. Someone is saying that we have a former cataloger working in reference, and, you know, actually that -- that's an idea that has been around for awhile. I think it is definitely -- I think it is a great one. I just recently started working on a reference desk about a year ago and I hadn't been on a reference desk in years. And, wow, was that eye opening for me. It -- it made such a difference having that direct interaction with the patrons as opposed to just reading about it or just hearing about it. But, the -- the other comment there was about specific subject collections. Very -- and we have people suggesting about creating path finders for subject collections. You know, sometimes it ends up that the expert in the library on a specific subject ends up being catalogers sometimes even more than a public services person. Because, if a cataloger takes on the cataloging of a collection, they really get to know what the current literature and what the current hot topics in that subject are. So, I think that is a terrific idea for catalogers and one that libraries might not necessarily think of, because usually when a subject specialist is hired, they're usually in public services. And RSS feeds for new acquisitions by subjects, that is another good idea. The catalogers are going to see that material first. I would also offer that this would be another chance to keep in touch with your colleagues in acquisitions. Because I know that a lot of you probably have set-ups like we do where a lot of the new material never really comes to cataloging because it is cataloged on receipt by acquisitions. Those folks will be on the front line a lot, too. Those are all great and creative ideas. Let's see. We have another couple of questions or comments that at least I wanted to address. >> Question about tools -- >> Yeah, tools -- if you hear a voice in the background, this is my colleague Amy who is helping to monitor chat in the background here. Yeah, because, again, catalogers are often aware of discovery tools that may work very well for them but may have applications in the public realm, that, you know, may not have been thought of. So, I think it is about 20 after. It is probably a good time to turn over to the next speaker. We will have never time for questions after all three of us have spoken. I will turn it over to my colleague, Sever, and he will have specific suggestions on collaborating with other departments within the library. So, and Sever I should say actually is kind of one of these multitasking librarians as well. He is our serial cataloger and a role of public services here in the business library over here at the University of New Mexico, and he also has collection development duties. He wears many hats. With that I will turn it over to Sever. >> Sever: Hello everybody. I'm Sever Bordeianu. Thank you for the very nice introduction, Rebecca. I was going to start by saying I started in public services in reference and then I moved into cataloging, and now I actually do both. So, collaborating for catalogers, it is very important to collaborate with other departments. Rebecca talked about the traditional departments in technical services, which are acquisitions and collection development. I will talk about breaking boundaries, moving away from technical services and collaborating with our colleagues in the front lines. And then the connections that we need to make with administration and beyond. Our colleagues in the front lines are reference, instruction, access services, which are circulation, interlibrary loan and document delivery. Beyond public services, we have the systems or I.T. department, the library's administration, and the newest emerging area, which is digital library to which we will devote the last part of this discussion. Reference. The reference department in many ways is the counterweight to the cataloging department in public services. Cataloging and reference have been the traditional pose of a library and we have coexisted and communicated from the very beginning. Reference is in direct contact with users, and they have contact with users one-on-one. They know what the users need. They need to interpret our catalog record, whether for print resource, electronic resource or beyond. And it is very important that they understand all of the features of the catalog and the cataloging records. In addition, they can provide important feedback to cataloging to what the confusion is, or if we provide a service, we provide certain features that are confusing to patrons, and together we can consult on improvements and changes. The experience of having worked both a public and technical services part, when I started working in reference after many years in cataloging, I used to always use the staff mode of online catalog. I realized that is defeating the purpose. If the public mode was not good enough, then the product we were providing was not good enough. I always want to make sure that whatever the public services librarians and the public uses is a usable product. With reference, many times my colleagues have asked us to customize the catalog entries to fill local needs. And that often entails providing added entries, such as alternate titles. That is probably one of the most common things. Reference libraries oftentimes refer to things by their nickname, other than what is one of the access points in the MARC record. Department names to thesis and dissertations. Students need to read and prepare for their own dissertations they want to know what is being produced in departments. For university that are oftentimes 100, 200, 300 years old, departments have changed name. By providing the department name, and then by maintaining authority record for the names of the departments as they have changed over the years, we can provide really good access to this information. We can add local subject headings, and these are important because often times the LC subject headings are not totally up to date or the LC subject headings don't really reflect what the local specialized community needs. We had at the University of New Mexico we have a strong anthropology, native American collection, and one of the groups on campus was objecting to what LC was using to refer to the subjects. We explained to them why we used the LC subject headings and created local headings that satisfied their demand in terms of correct terminology. The local subject headings are great because they don't have to go through authority control. They can stay in there and we can maintain our own. As we're providing access to electronic resources, we need to make sure that the URLs we put in the records work for our users. More and more, the OCOC is vendor neutral. When we catalog our own resources, we need to be make sure that not only that the URL are not vendor neutral, that they take us to the proper place where we paid for that resource, but also we have proxy information so that users can access those resources, not just in the library but from anywhere off campus. We can also add local notes, such as acknowledging donors or gifts or any other kind of special collections. And I will talk a little bit more about how this can be used later on, but I think we need to be aware that we can really customize the catalog record to fit a lot of different local needs, which just makes that record a lot more useful. A new area in which the record can be enhanced is with user created tags. Users have learned from commercial products like Amazon that they can comment and evaluate various products that they have used. More and more online systems provide the opportunity or provide modules where an online catalog can actually accommodate user created tags and evaluations. And I know that the initial reactions from catalogers is to be nervous to let somebody add information to a catalog in record, but I think we can get around that by maintaining the data ourselves and be sure that we review it, making sure it is appropriate, no offensive comments, I believe user-created evaluations and tags can enhance a cataloging record. As we move to the next area, which is instruction, this is another group that is directly in touch with the primary users. Generally they're the same people that provide reference, whether in person or virtual. However, their contact with the users is through a group. They sit in front of a class and they usually have 25, 30, sometimes 50, 60 students in that group, rather than the one-on-one interaction that reference has. And, again, we need to have two-way communication with the instruction librarian. They need to be aware of the latest changes to the catalog. At the University of New Mexico when we introduced advanced key word searching to the innovative interfaces system, we will to provide training because it was -- it was quite different from the previous system. You don't want an instruction librarian to go to teach a class and all of the sudden realize that everything is slightly different or very different from the way it used to be. Conversely, instruction librarians can provide feedback from users as to what works and what doesn't. And instruction sessions are really great for that. Inevitably there will be two, three people that type ahead of you or they try something that you haven't explained yet, and if they run into problems, they can report them back to the instruction librarian and then we will come to the catalogers and explain what works or doesn't work. Access services depends on good quality records and accurate catalog records to provide their services. The right record for the right resource is really important because a missed cataloged item is a lost item. In addition to good quality records which is our reason for being and we always thrive in cataloging, we need to provide the proper maintenance of withdrawals, adds, transfers, correct holding information. And very important, we need to indicate in the cataloging record if the item is available and lendable. Not everything we own is lendable. It is the catalogers job to indicate that in the record. Cataloging can also extract local data, if a library uses a different INL system than the OCLC loan system, university of New Mexico, a member of a consortium with several libraries in Colorado. We lend each other issues of journal articles. In order to know what is lendable, we have to extract the data out of the system and provide it to our partners in this rapid system. We extracted the data, put in excel files and our partners have that information. When they need an article, that particular journal is available at our library and the article can be provided in real time. Breaking the boundaries and moving outside of public services, we have the systems or I.T. department. This is the department that maintains the infrastructure that runs our catalog. They are not a traditional library department like acquisitions, collection, development, reference, cataloging. They are the newcomers to the library world in a sense. They came on the scene as the library started automating. As automation is gaining a more prominent role in the library, the I.T. department's role is becoming more and more prominent. Several similarities with cataloging, the culture is very similar to the culture of cataloging. They tend to be isolated like we are. They have a specialized jargon and subject specialists in a particular area. Communication can be quite challenging. We catalogers can be very isolated, or at least we have that reputation, and our terminology is quite specialized. We need to educate each other and learn each other's jargon and we need to be aware of each other's limitations. This is a two-way street. The cataloging -- we need to educate the I.T. department in the limitations of the cataloging record, the marked format, which is our bibliographic record. It is really a great tool but it does have its limitations. In addition, they need to be aware that there are authority records, item records, check-in records, order records, other kind of records in an online system that also have important pertinent data and that data needs to be manipulated and maintained. This leads to indexing, access points, and searching rules, which the I.T. department needs to collaborate in creating, and they need to collaborate with cataloging, and I will come to this in a couple of minutes so that I can put it, synthesize this information. The I.T. department also needs to be aware of the cataloging work flow. What -- the work flow of the cataloging department. What are the busy times for cataloging? Our routines, when do we do major data loans? When are the deadlines? You don't want I.T. to take down the system for -- at the beginning of a new semester. We catalogers need to be aware of the limitations of the systems. Storage capacity is the first thing and I think we're all aware of that. We don't need to elaborate. Speed and updating records. Computers are fast. If you are dealing with a huge amount of data that needs to be maintained and updated, they can slow down considerably. When we first started to work with computers in cataloging, I was always surprised at why sometimes the system was so slow. It is not until I started working more closely with my colleagues and I.T. that I started to understand such a thing as processing queues and everything has to be processed in real-time. If there is a lot of strain on the system, if everybody is doing data loads and record maintenance and running lists and extracting statistics, the system will slow down. As I mentioned earlier, between the catalogers who understand the MARC record and access points really, really well, and I.T. people who understand how indexing works on a specific online catalog, we can come together to decide how to revise a position that provides the proper functionality for patron. We are aware of mate juror access points, which are the 1-X, 245, 246, author, title, subject. We need to work with I.T. to figure out which index these particular fields go in. For example, we want an author to indexed in an author field, key word, author title field and possibly a subject field. We need to sit down with the I.T. people so that we can provide a powerful catalog. I.T. is instrumental in customizing the display options for a public catalog. Many times they can force specific fields to show more prominently on the screen. For example, in serials, holdings information is more important than publisher information. So, they can actually force the system to display the holdings information at the top of the screen rather than at the bottom as it would show in a MARC record. It is also important for cataloging to communicate and collaborate and show the importance of the catalog to the administration because besides the libraries building, the online catalog, libraries catalog is probably the strongest symbol of the library. Well designed, elegant catalog reflects a well organized library. The catalog can be the show case for the library and administrators can show the strengths of a collection. We can customize our records to exact donor information, which can then be used to show case the collections that they have donated. For example, at the University of New Mexico, we have electronic book plates, and when prominent donors come to visit the library, we can show them how to find the records for the collections that they donated, as well as how these collections are acknowledged. This is really a great P.R. tool for outreach. We can use the catalog record information to provide significant statistics, lists of new acquisitions and collection strengths. And, of course, we gather all of our statistics information from the catalog and this can be used both internally to -- for budget requests at the administrative level as well to as to compare ourselves with our peers. Digital libraries is a new area in librarianship and in which catalogers need to collaborate. The catalog can handle a lot more than traditional print materials. It can be the gateway or access point to electronic journals and books. Over the years, we have fine-tuned our handling of electronic journals and books and we're providing good access to it. The latest area of digital libraries, which is an emerging area, an important area of librarianship to which cataloging can add a lot of value. We can bring our skills and tools for information analysis and organization and I think it is very important that we participate in this new area. Digital libraries is the topic of the next part of this presentation, which will be done by my colleague, Amy Jackson, a digital initiative librarian at the University of New Mexico. Prior to moving it New Mexico, project coordinator, content project at the University of Illinois Urbana champagne. She received the MLIS from Simmons college in Boston and holds a master's degree in music from the Peabody institute at the Johns Hopkins University. Let me introduce my colleague, Amy Jackson, and I think we will wait and take questions after Amy's presentations. Thank you. >> Amy: All right. Thank you, Sever, for that introduction. Let me get my slides here. So, as Sever mentioned, I will talk about how the cataloging department can collaborate with digital initiatives. A lot of times digital initiatives are bringing grant funding into the library, so this is a great way that the cataloging department can also participate with grants. So, the special collections department generally provides materials for digital library projects and digital initiative departments direct the digitization projects. Cataloging departments are already well positioned to take this role. However, in order to create these descriptive records, the cataloging department must be up to date with library metadata standards. I will give a brief introduction to metadata standards, and it is a large discipline, so there is no way you will be able to learn it all today. This is an introduction of how everything works together. There are many types of metadata, often classified according to the purpose for which it will serve. Common classification divides metadata into three categories, descriptive meta- data, find, identify, select, attain. Administrative metadata helps to manage the life cycle of a resource and include information such as how a resource was created, subsequent processing of the resource and the rights to the resource. The final type of metadata, structural metadata, defines how resources are related and it is generally intended to be machine-readable. For example, digital library navigation system displaying a digital book made up of multiple image files, image for each page, needs to understand the order in which the files should be displayed. Additionally, some metadata intended to be into the file directly while other metadata are stored separately. Today we focus on descriptive metadata stored separately from the resource. This is a graph that I took from an article by Mary Ellings and Gunter Rival from the first Monday. I have the link below if you would like to read more about this as they have described it. The descriptive metadata standards can be broken down into the roles they play describing the content. Content descriptive metadata standards, data structure, data content, data format and exchange standards. This uses a meta-for comparing metadata records to a case of bottles being filled, stored, and delivered. Structure is similar to an empty bottle. The bottle provides the structure but is meaningless by itself. Metadata is specified by the MARC forecat. MARC defines the -- format. Other meta- data formats, categories for description of works of art, CDWA or an EAD. The comment of a metadata record is like the liquid inside of the bottle. The liquid has no form without the bottle just like the content of a metadata record has no meaning without a data structure. Other data consent standards, CCO, and describing archives, content standard or DACS. The data format is like a box holding the different bottles together. The data format XML. XML combines together elements from a structure standard and allows the elements to be arranged -- the cultural heritage community has many different XML schemas that support the metadata structure standards, MARC, XML, EAD, MODS -- data exchange standards allow the records to be exchanged between institutions. The standards used OEIPML, Z 3950 and -- OI -- the open archives initiative protocol from metadata harvesting is a protocol allowing institutions to collects or harvest XML records created by other institutions and combine them into a single data base for searching or browsing. Protocols allow searching across multiple remote data bases simultaneously and commonly referred to as meta-search. Data volume standards. They're not represented in this graph. They're the controlled vocabularies that most librarians are familiar with. Library of Congress subject headings and authority file. There are other lists, used in the cultural heritage community, arts and architecture -- additionally some projects create their own controlled vocabulary lists. This should be undertaken with care. Local control vocabulary -- I have examples of how all of the standards fit together. These are lots of standards. You don't need to understand how everything is working together right now. But I wanted to demonstrate how it all fits together. In this first slide, I have a library book. It is using MARC for structure, ACCR-2 for content, LCSH, name authority file for value, XML for forecat, and OEIPMH for exchange. This is the beginning of the record. You can see the fields. The next slide is a sculpture, and it is cataloged using CDW 8 for structure, CCO for content, AAT and -- XML for format -- I have left out the XML part of the record. This is the CCWA and CCO part fitting together in the same way that MARC and ACRT would fit together. In this slide I have an archival finding name represented. It is using EAD for structure, DACS for content, LCSH for value, XML for format, and OEIPMH for exchange. This is the beginning of the EAD file again. And the final slide, it's catalog record for this image. And the image uses Dublin Core for structure. It could use AACR-2 for content but it is not doing that here. It does use XML for format and OAI-PMH for exchange. What else do I need to know about metadata for the project? According to the 2010 grant program guidelines, criteria that -- evidence of the project interoperability and accessibility in the broadest context -- metadata created according to national standards are highly accessible to service providers allowing integration with and access it resources through portals having national scopes or -- previously oyster, national science digital library. In 2007, the digital collections and content project reported an increase in the number of IMLS funded grant collections using Dublin Core. This increase may be due to the growing popularity of software with built-in support for OEI-PML and requiring the use of Dublin Core. Locally developed schemes were also popular as were records created using the MARC standard. Dublin Core is always a good option. Lowest common denominator between schemas, future metadata available, should be made available for harvesting as well. The first step for determining appropriate metadata for the grant funded digital library project, evaluate the materials with which you will be working. Different standards have developed for different material types and sometimes several standards can be used simultaneously for the same material. On a very practical level, the capabilities of the system must be taken into account when choosing an appropriate metadata schema. Content -- the local ILS may only support MARC. Another point to consider when planning metadata for projects is the users of the resource. Users with a high degree of subject knowledge have different metadata requirements than users with general knowledge. Another practical concern is the subject expertise available into the cataloging department. Collection of art images needs an expert in art history to be fully cataloged in 4.0, however, the more general fields of Dublin Core -- project planners should consider which items shut have meta- -- should have metadata records. Each manifestation of a resource should have its own record and -- after these points have been considered, it is time to choose the most appropriate metadata schema for the project. Grant funding agencies want to know that the metadata is following national standards. It is recommended that you follow a standard metadata schema. Finally, creating metadata records is the next step, project directors should ensure that metadata -- it is also important to ensure that your project metadata creators have appropriate training so that they fully understand the complexities involved with metadata creation. Studies have shown that misunderstanding and misuse of meta-data fields decreasing the quality of the metadata records. If a schema other than Dublin Core, metadata should be mapped to Dublin Core to facilitate sharing -- mapping areas are common when preparing metadata for OAI-PMH. Finally, you should ensure that your metadata are available to be harvested through OAI-PMH or other means. Content DM and D-space have built in support and several open source solutions are available online. Metadata librarians should perform random quality checks on exported records to catch any obvious areas. In conclusion, cataloging departments that are aware of and following national metadata standards will be well positioned for other library departments to turn to for metadata expertise and advice. In times of cut funding problems, it is also goods to be able to collaborate with grant-funded digital library projects. So, I can take any questions or we can have any questions for the three of us right now. >> A couple of questions that went by earlier in the presentation. First someone had asked if I could elaborate a little more on metadata driving collection development. Sure, what I meant by that is I think metadata can really be what folks working in collection development can really primarily focus on. Right now, we're in a universe where collections are no longer hand built. People don't have the time. A lot comes in on approval. I think the metadata can really be what the person doing the selection can use to evaluate what we have in the collection. And then make analysis from that and do -- and make use of reporting functions and searching within whatever system our metadata is contained in. We also had a question about a library interested in transferring to cataloging. One thing -- a couple of suggestions I would have is look for what your expertise is. Often cataloging departments these days are forced to be Jacks of all trades and we don't have a lot of expertise, although our collections may require expertise. The first and most obvious, if you have a particular language still that none of the catalogers have. I can teach just about anybody to catalog, but I can't teach everyone to finish. If you have a language still that might be of use to your library, let your cataloging department know about that or a particular subject expertise. A gift collection is often a good way to get in on cataloging. We had a gift of children's literature and we had a bunch of folks all over the library who had not previously cataloged help us get that in quickly and everybody had a great time because everybody loved the kids' books. The comment I wanted to address, a lot of comments about catalogers being kept separate from other departments. This is where you have to work a little harder at outeach. It is not always easy. One thing I did in the recent past, I had a couple of brown bags about cataloging topics geared towards other non-catalogers. Like secrets of authority work. That informal interaction will help break down some of the barriers. I know it is challenging. You do have to start somewhere. I think there was a question for Sever. I will let him near the speaker phone. >> The question was if we had formal gatherings with the other departments, and the answer is, yes, we have, and we provided special training depending on which department we met with. So, if we're meeting with acquisitions, we provided the training for that. If we're meeting with collection development, we provided the training with that. Rebecca is now in charge of the department. We do have these kind of things I think going about once a year, where we bring various constituents so that we can discuss the various aspects of the catalog that we think those constituents needs. They're very interesting. I don't know, Rebecca, if you want to add more. >> Rebecca: Yeah, sometimes we also have meetings called people who work with the data base. And it has that funny general title because access services circulation, you know, it touches processing, it touches just about every department across the library, and we all report, have different reporting lines. It is an attempt to bring the folks together. Someone had a question about RDA. I would -- I know this is going to sound like an ad for OCLC, but there is a webinar coming up, Adam Schiff, and he is a great trainer, and I believe it will be in July. Jennifer, maybe you can push that information out to folks. That would be one place to start. There are actually a lot of things free on the web. A lot of presentations people have made. If you can look for the PCC documentation, there is a couple of guides from the recent PCC meeting, just boiling down what the differences between mono graphic and serial cataloging are and RDA and that should help out. Any other questions that we wanted to pick up >> Almost out of time. >> It looks like we're almost out of time. In the slides you have our emails, we're happy to answer questions via email, and thank you so much for your time and attention. >> Jennifer: Excellent. Thank you to all three of you. Lots and lots of information. And we will post the full archive on the site later today. I know there were a couple of folks who were ready to go back and review the transcript. Thank you to Anne providing that through captions today. Webjunction is focusing this month on cataloging. If you go to our home page, you can find some links to areas that were focused on as well as the archives page, and coming up on June 14th, another great opportunity to hear what a number of folks are doing hosted by OCLC member services based on the work they're doing with the good practices for great outcome series. Gathering folks face to face and will bring a couple of folks to talk about reviewing and revising tech services work flows as well as how they approach cataloging E-book. I know there were a number of other questions that we can certainly elaborate on on Webjunction and we will be sure to get Amy, Rebecca, and Sever's input on those as well. So, thank you all for joining us. We look forward to seeing you at future events, and, yeah, we will be sure and pull the RDA and other metadata standard updates on that page as well, and if you have additional resources that you use regularly to stay up to date in your learning, those are the kinds of things that you can add to the discussion. There is a link to a discussion thread on the archives page where other folks are gathering to share and answer each other's questions. So, thank you all for joining us. And one more reminder that you can stay up to date very easily with the events and resources new to Webjunction through our monthly newsletter. If you go to Webjunction.org/crossroads, or via our home page, provide your email for that news letter and each month we will provide you with the latest in our programming and content. One more quick promotion for our August 10th and 11th online conference we're hosting in collaboration with the ALA learning round table, library training and learning. It is a great way to gather folks locally at your own sites but to take advantage of that online learning opportunity, much like this webinar. So, thank you again to Rebecca, Amy, and Sever and we look forward to our followup collaboration together as you all continue your work as cataloging collaborators. Thank you all. >> Thank you.