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ERIC Number: EJ1074659
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0748-5786
RDA Implementation and Training Issues across United States Academic Libraries: An In-Depth E-Mail Interview Study
Park, Jung-ran; Tosaka, Yuji
Journal of Education for Library and Information Science, v56 n3 p252-266 Sum 2015
This study aims at providing in-depth perspectives on the ways in which cataloging and metadata professionals have coped with RDA training and implementation through an e-mail interview method. Results show that the performance-based, "learn-as-you-go," peer learning method is found by practitioners to be most effective in acquiring and applying RDA knowledge and skills to real work situations. In terms of local RDA training resources, catalogers in research libraries have access to many special in-house training sessions. In contrast, those working in non-research libraries rely mostly on webinars and other online learning materials. The study shows that different versions of RDA instruction and training materials produced by the Library of Congress and other organizations have contributed to some confusion among practitioners. This indicates that it is critical for practitioners to access up-to-date, standard training materials that include concrete examples, best practices, and practical workbooks. The study also points out that there is currently a gap for practitioners between their day-to-day cataloging practices and RDA principles based on the FRBR framework. As RDA moves us to a Linked Data world, there will be a critical need to bridge this gap. The results also indicate that considerable efforts need to be made to provide more training materials in relatively "blank" areas, such as special, non-book formats, and foreign language materials.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A