Home > Back to Publisher > Report Information

The Survey of Academic Library Cataloging Practices, 2011-12 Edition

Primary Research Group
August 1, 2011
160 Pages - SKU: PF6487907

Abstract Table of Contents Search inside this report Related Reports

The study looks closely at how academic libraries deploy their cataloging personnel, how they use librarians and how they use cataloging technicians, and how large are cataloging and technical services departments. It helps library administrators to answer questions such as: What kind of work is performed by cataloging librarians and paraprofessionals in different types or organizations? How much cataloging work is outsourced? How are special collections handled? Are cataloging staff's growing or shrinking? How does administration assess work quality? What are considered reasonable measures of excellence? To what extent is cataloging of eBooks or AV materials outsourced and how does this compare to other types of materials?

Just a few of this 160-page report's many findings are that:

Copy cataloging was routinely performed by paraprofessionals in 81.43% of libraries in the sample, and by librarians in 58.57% of them.
Master bibliographic record enhancement in OCLC was performed by paraprofessional support staff in 30% of academic libraries, and by professional librarians in 75.71% of academic libraries.
On average, the libraries in the sample anticipated the retirement of 0.50 professional librarians performing cataloging functions within the next five years, with community colleges anticipating the fewest, a mean of 0.10.
28.57% of private colleges and 17.95% of public colleges considered turn-around time very useful as an indicator of cataloging work quality, including 33.33% of community colleges and 25% of 4-year degree granting programs.
45.71% of academic libraries outsourced authority control in the form of obtaining new and updated authority records. This outsourcing occurred most often in private colleges and in higher level academic institutions, as in level 1 and level 2 Carnegie Class research universities, 73.33% of which had outsourced this work.

List of Tables: Survey Participants; Summary of Findings.
1. Personnel Issues
2. Salary Issues
3. Work Rate Compensation
4. Technology
5. Outsourcing
6. State of Cataloging Education in Library Schools
List of Tables: Table 1.1: Is original cataloging routinely done by Paraprofessional Support Staff?; Table 1.2: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.3: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.4: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.5: Is original cataloging routinely done by Professional Librarians?; Table 1.6: Is original cataloging routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.7: Is original cataloging routinely done by Professional Librarians? Broken Out by Type of College; Table 1.8: Is original cataloging routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.9: Is copy cataloging routinely done by Paraprofessional Support Staff; Table 1.10: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.11: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.12: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.13: Is copy cataloging routinely done by Professional Librarians; Table 1.14: Is copy cataloging routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.15: Is copy cataloging routinely done by Professional Librarians? Broken Out by Type of College; Table 1.16: Is copy cataloging routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.17: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff; Table 1.18: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.19: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.20: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.21: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians; Table 1.22: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.23: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by Type of College; Table 1.24: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.25: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff; Table 1.26: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.27: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.28: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.29: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians; Table 1.30: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.31: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by Type of College; Table 1.32: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.33: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff; Table 1.34: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.35: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.36: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.37: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians; Table 1.38: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.39: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by Type of College; Table 1.40: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.41: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff; Table 1.42: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.43: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.44: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.45: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians; Table 1.46: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.47: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by Type of College; Table 1.48: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.49: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff; Table 1.50: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.51: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.52: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.53: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians; Table 1.54: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.55: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by Type of College; Table 1.56: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.57: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff; Table 1.58: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.59: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.60: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.61: Is Subject analysis and subject heading application routinely done by Professional Librarians; Table 1.62: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.63: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by Type of College; Table 1.64: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.65: Is Classification routinely done by Paraprofessional Support Staff; Table 1.66: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.67: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.68: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.69: Is Classification routinely done by Professional Librarians; Table 1.70: Is Classification routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.71: Is Classification routinely done by Professional Librarians? Broken Out by Type of College; Table 1.72: Is Classification routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.73: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff; Table 1.74: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.75: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.76: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.77: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians; Table 1.78: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.79: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by Type of College; Table 1.80: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.81: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff; Table 1.82: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.83: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.84: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.85: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians; Table 1.86: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.87: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by Type of College; Table 1.88: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.89: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff; Table 1.90: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.91: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.92: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.93: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians; Table 1.94: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.95: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broken Out by Type of College; Table 1.96: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.97: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff; Table 1.98: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment; Table 1.99: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College; Table 1.100: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status; Table 1.101: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians; Table 1.102: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment; Table 1.103: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by Type of College; Table 1.104: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by Public or Private Status; Table 1.105: How many positions in cataloging library support staff has your agency gained or lost in the past five years?; Table 1.106: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by FTE Student Enrollment; Table 1.107: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by Type of College; Table 1.108: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by Public or Private Status; Table 1.109: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?; Table 1.110: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by FTE Student Enrollment; Table 1.111: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by Type of College; Table 1.112: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by Public or Private Status; Table 1.113: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?; Table 1.114: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by FTE Student Enrollment; Table 1.115: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by Type of College; Table 1.116: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by Public or Private Status; Table 1.117: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions; Table 1.118: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by FTE Student Enrollment; Table 1.119: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by Type of College; Table 1.120: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by Public or Private Status; Table 1.121: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions; Table 1.122: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by FTE Student Enrollment; Table 1.123: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by Type of College; Table 1.124: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by Public or Private Status; Table 2.1: Do catalogers at your institution have salaries comparable to public service librarians?; Table 2.2: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by FTE Student Enrollment; Table 2.3: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by Type of College; Table 2.4: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by Public or Private Status; Table 3.1: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?; Table 3.2: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken Out by FTE Student Enrollment; Table 3.3: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken Out by Type of College; Table 3.4: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken Out by Public or Private Status; Table 3.5: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas; Table 3.6: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by FTE Student Enrollment; Table 3.7: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by Type of College; Table 3.8: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by Public or Private Status; Table 3.9: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf; Table 3.10: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by FTE Student Enrollment; Table 3.11: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by Type of College; Table 3.12: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by Public or Private Status; Table 3.13: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record; Table 3.14: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by FTE Student Enrollment; Table 3.15: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by Type of College; Table 3.16: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by Public or Private Status; Table 3.17: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record; Table 3.18: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by FTE Student Enrollment; Table 3.19: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by Type of College; Table 3.20: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by Public or Private Status; Table 3.21: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record; Table 3.22: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by FTE Student Enrollment; Table 3.23: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by Type of College; Table 3.24: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by Public or Private Status; Table 3.25: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record; Table 3.26: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by FTE Student Enrollment; Table 3.27: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by Type of College; Table 3.28: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by Public or Private Status; Table 3.29: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing; Table 3.30: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by FTE Student Enrollment; Table 3.31: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by Type of College; Table 3.32: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by Public or Private Status; Table 3.33: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints; Table 3.34: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by FTE Student Enrollment; Table 3.35: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by Type of College; Table 3.36: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by Public or Private Status; Table 3.37: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation; Table 3.38: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by FTE Student Enrollment; Table 3.39: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by Type of College; Table 3.40: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by Public or Private Status; Table 3.41: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal; Table 3.42: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by FTE Student Enrollment; Table 3.43: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by Type of College; Table 3.44: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by Public or Private Status; Table 5.1: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records; Table 5.2: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by FTE Student Enrollment; Table 5.3: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by Type of College; Table 5.4: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by Public or Private Status; Table 5.5: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records; Table 5.6: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by FTE Student Enrollment; Table 5.7: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by Type of College; Table 5.8: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by Public or Private Status; Table 5.9: What functions or value-added services, if any, does your agency outsource to any degree? Bibliographic records: obtaining new bibliographic records; Table 5.10: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by FTE Student Enrollment; Table 5.11: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by Type of College; Table 5.12: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by Public or Private Status; Table 5.13: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory; Table 5.14: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by FTE Student Enrollment; Table 5.15: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by Type of College; Table 5.16: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by Public or Private Status; Table 5.17: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding; Table 5.18: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by FTE Student Enrollment; Table 5.19: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by Type of College; Table 5.20: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by Public or Private Status; Table 5.21: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added; Table 5.22: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by FTE Student Enrollment; Table 5.23: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by Type of College; Table 5.24: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by Public or Private Status; Table 5.25: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added; Table 5.26: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by FTE Student Enrollment; Table 5.27: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by Type of College; Table 5.28: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by Public or Private Status; Table 5.29: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added; Table 5.30: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by FTE Student Enrollment; Table 5.31: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by Type of College; Table 5.32: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by Public or Private Status; Table 5.33: What types of library resources are outsourced? Continuing resources (print); Table 5.34: What types of library resources are outsourced? Continuing resources (print), Broken Out by FTE Student Enrollment; Table 5.35: What types of library resources are outsourced? Continuing resources (print), Broken Out by Type of College; Table 5.36: What types of library resources are outsourced? Continuing resources (print), Broken Out by Public or Private Status; Table 5.37: What types of library resources are outsourced? E-journals; Table 5.38: What types of library resources are outsourced? E-journals, Broken Out by FTE Student Enrollment; Table 5.39: What types of library resources are outsourced? E-journals, Broken Out by Type of College; Table 5.40: What types of library resources are outsourced? E-journals, Broken Out by Public or Private Status; Table 5.41: What types of library resources are outsourced? E-books; Table 5.42: What types of library resources are outsourced? E-books, Broken Out by FTE Student Enrollment; Table 5.43: What types of library resources are outsourced? E-books, Broken Out by Type of College; Table 5.44: What types of library resources are outsourced? E-books, Broken Out by Public or Private Status; Table 5.45: What types of library resources are outsourced? AV Formats; Table 5.46: What types of library resources are outsourced? AV Formats, Broken Out by FTE Student Enrollment; Table 5.47: What types of library resources are outsourced? AV Formats, Broken Out by Type of College; Table 5.48: What types of library resources are outsourced? AV Formats, Broken Out by Public or Private Status; Table 5.49: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise; Table 5.50: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by FTE Student Enrollment; Table 5.51: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by Type of College; Table 5.52: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by Public or Private Status; Table 5.53: What types of library resources are outsourced? Other Digital Formats; Table 5.54: What types of library resources are outsourced? Other Digital Formats, Broken Out by FTE Student Enrollment; Table 5.55: What types of library resources are outsourced? Other Digital Formats, Broken Out by Type of College; Table 5.56: What types of library resources are outsourced? Other Digital Formats, Broken Out by Public or Private Status; Table 5.57: What types of library resources are outsourced? Materials in Cataloging Backlogs; Table 5.58: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by FTE Student Enrollment; Table 5.59: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by Type of College; Table 5.60: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by Public or Private Status; Table 5.61: What types of library resources are outsourced? All Materials are outsourced; Table 5.62: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading; Table 5.63: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by FTE Student Enrollment; Table 5.64: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by Type of College; Table 5.65: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by Public or Private Status; Table 5.66: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible; Table 5.67: COLUMN CM What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by FTE Student Enrollment; Table 5.68: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by Type of College; Table 5.69: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by Public or Private Status; Table 5.70: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible; Table 5.71: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by FTE Student Enrollment; Table 5.72: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by Type of College; Table 5.73: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by Public or Private Status; Table 5.74: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records; Table 5.75: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by FTE Student Enrollment; Table 5.76: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by Type of College; Table 5.77: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by Public or Private Status; Table 5.78: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed; Table 5.79: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by FTE Student Enrollment; Table 5.80: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by Type of College; Table 5.81: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by Public or Private Status; Table 6.1: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems; Table 6.2: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by FTE Student Enrollment; Table 6.3: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by Type of College; Table 6.4: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by Public or Private Status; Table 6.5: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems; Table 6.6: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by FTE Student Enrollment; Table 6.7: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by Type of College; Table 6.8: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by Public or Private Status; Table 6.9: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools; Table 6.10: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by FTE Student Enrollment; Table 6.11: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by Type of College; Table 6.12: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by Public or Private Status; Table 6.13: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications; Table 6.14: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by FTE Student Enrollment; Table 6.15: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by Type of College; Table 6.16: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by Public or Private Status; Table 6.17: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging); Table 6.18: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by FTE Student Enrollment; Table 6.19: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by Type of College; Table 6.20: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by Public or Private Status; Table 6.21: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context; Table 6.22: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by FTE Student Enrollment; Table 6.23: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by Type of College; Table 6.24: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by Public or Private Status; Table 6.25: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.); Table 6.26: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.), Broken Out by FTE Student Enrollment; Table 6.27: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.), Broken Out by Type of College; Table 6.28: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices:, Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.) Broken Out by Public or Private Status; Table 6.29: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing; Table 6.30: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by FTE Student Enrollment; Table 6.31: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by Type of College; Table 6.32: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by Public or Private Status; Table 6.33: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services; Table 6.34: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by FTE Student Enrollment; Table 6.35: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by Type of College; Table 6.36: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by Public or Private Status; Table 6.37: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries; Table 6.38: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by FTE Student Enrollment; Table 6.39: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by Type of College; Table 6.40: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by Public or Private Status; Table 6.41: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management; Table 6.42: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by FTE Student Enrollment; Table 6.43: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by Type of College; Table 6.44: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by Public or Private Status; Table 6.45: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by FTE Student Enrollment; Table 6.46: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by FTE Student Enrollment; Table 6.47: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by Type of College; Table 6.48: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by Public or Private Status; Table 6.49: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources; Table 6.50: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by FTE Student Enrollment; Table 6.51: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by Type of College; Table 6.52: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by Public or Private Status; Table 6.53: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources; Table 6.54: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by FTE Student Enrollment; Table 6.55: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by Type of College; Table 6.56: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by Public or Private Status; Table 6.57: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law; Table 6.58: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by FTE Student Enrollment; Table 6.59: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by Type of College; Table 6.60: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by Public or Private Status; Table 6.61: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music; Table 6.62: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by FTE Student Enrollment; Table 6.63: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by Type of College; Table 6.64: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by Public or Private Status; Table 6.65: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials; Table 6.66: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by FTE Student Enrollment; Table 6.67: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by Type of College; Table 6.68: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by Public or Private Status; Table 6.69: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT; Table 6.70: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by FTE Student Enrollment; Table 6.71: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by Type of College; Table 6.72: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by Public or Private Status; Table 6.73: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information; Table 6.74: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by FTE Student Enrollment; Table 6.75: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by Type of College; Table 6.76: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by Public or Private Status; Table 6.77: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications; Table 6.78: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by FTE Student Enrollment; Table 6.79: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by Type of College; Table 6.80: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by Public or Private Status; Table 6.81: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control; Table 6.82: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by FTE Student Enrollment; Table 6.83: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by Type of College; Table 6.84: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by Public or Private Status; Table 6.85: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design; Table 6.86: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by FTE Student Enrollment; Table 6.87: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by Type of College; Table 6.88: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by Public or Private Status; Table 6.89: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards; Table 6.90: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by FTE Student Enrollment; Table 6.91: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by Type of College; Table 6.92: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by Public or Private Status; Table 6.93: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining; Table 6.94: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by FTE Student Enrollment; Table 6.95: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by Type of College; Table 6.96: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by Public or Private Status; Table 6.97: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis; Table 6.98: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by FTE Student Enrollment; Table 6.99: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by Type of College; Table 6.100: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by Public or Private Status; Table 6.101: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications; Table 6.102: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by FTE Student Enrollment; Table 6.103: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by Type of College; Table 6.104: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by Public or Private Status; Table 6.105: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design; Table 6.106: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by FTE Student Enrollment; Table 6.107: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by Type of College; Table 6.108: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by Public or Private Status; Table 6.109: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services; Table 6.110: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by FTE Student Enrollment; Table 6.111: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by Type of College; Table 6.112: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by Public or Private Status; Table 6.113: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections; Table 6.114: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by FTE Student Enrollment; Table 6.115: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by Type of College; Table 6.116: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by Public or Private Status; Table 6.117: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Practicum: Experiential Learning, Broken Out by FTE Student Enrollment; Table 6.118: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Practicum: Experiential Learning, Broken Out by FTE Student Enrollment; Table 6.119: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Experiential Learning, Broken Out by Type of College; Table 6.120: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Experiential Learning, Broken Out by Public or Private Status; Table 6.121: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture; Table 6.122: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by FTE Student Enrollment; Table 6.123: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by Type of College; Table 6.124: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by Public or Private Status; Table 6.125: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information; Table 6.126: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by FTE Student Enrollment; Table 6.127: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by Type of College; Table 6.128: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by Public or Private Status; Table 6.129: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication; Table 6.130: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by FTE Student Enrollment; Table 6.131: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by Type of College; Table 6.132: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by Public or Private Status; Table 6.133: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control; Table 6.134: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by FTE Student Enrollment; Table 6.135: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by Type of College; Table 6.136: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by Public or Private Status

The Survey of Academic Library Cataloging Practices, 2011-12 Edition

Share this report

Other tasks

Research Assistance

Related Markets

Libraries & Information Centers Reports

Free Alert Me service