Abstract
Abstract
Purpose – The purpose of this chapter is to provide a conceptual exploration of cataloging and metadata education. Historically and currently, cataloging and metadata are an essential part of master’s-level library and information science (LIS) education.
Design/Methodology/Approach – We review LIS literature and provide evidence from their own experiences to support their argument.
Findings – Cataloging education, far from going the way of the dodo, is still a very important part of LIS education. Even though general information organization courses are still required by most LIS programs, cataloging and metadata courses that include a balance of theory and practice are often buried as electives within LIS school curricula. Information organization principles and techniques (both theory and practice) are highly relevant in today’s information environment.
Originality/Value – This chapter was written by four cataloging educators, who have extensive cataloging knowledge and experience and who have seen firsthand the benefits of cataloging education for all LIS students. As library professionals adapt, and given the increasing focus on users and their needs, the relevance and necessity of a robust understanding of cataloging and metadata creation principles is key going forward.