Cataloging to Support Information Literacy: The IFLA Library Reference Model's User Tasks in the Context of the Framework for Information Literacy for Higher Education.
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| Title: | Cataloging to Support Information Literacy: The IFLA Library Reference Model's User Tasks in the Context of the Framework for Information Literacy for Higher Education. |
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| Authors: | Strader, C. Rockelle1 |
| Source: | Cataloging & Classification Quarterly. 2021, Vol. 59 Issue 5, p442-476. 35p. |
| Subject Terms: | *Library reference services, *Information literacy, *Higher education, *Cataloging, Catalogers |
| Abstract: | Cataloging practices, as exemplified by the five user tasks of the IFLA Library Reference Model, can support information literacy practices. The six frames of the Framework for Information Literacy for Higher Education are used as lenses to examine the user tasks. Two themes emerge from this examination: context matters, and catalogers must tailor bibliographic descriptions to meet users' expectations and information needs. Catalogers need to solicit feedback from various user communities to reform cataloging practices to remain current and viable. Such conversations will enrich the catalog and enhance (reclaim?) its position as a primary tool for research and learning. Supplemental data for this article is available online at https://doi.org/10.1080/01639374.2021.1939828. [ABSTRACT FROM AUTHOR] |
| Copyright of Cataloging & Classification Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 152491173 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cataloging to Support Information Literacy: The IFLA Library Reference Model's User Tasks in the Context of the Framework for Information Literacy for Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Strader%2C+C%2E+Rockelle%22">Strader, C. Rockelle</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cataloging+%26+Classification+Quarterly%22">Cataloging & Classification Quarterly</searchLink>. 2021, Vol. 59 Issue 5, p442-476. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Library+reference+services%22">Library reference services</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cataloging%22">Cataloging</searchLink><br /><searchLink fieldCode="DE" term="%22Catalogers%22">Catalogers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Cataloging practices, as exemplified by the five user tasks of the IFLA Library Reference Model, can support information literacy practices. The six frames of the Framework for Information Literacy for Higher Education are used as lenses to examine the user tasks. Two themes emerge from this examination: context matters, and catalogers must tailor bibliographic descriptions to meet users' expectations and information needs. Catalogers need to solicit feedback from various user communities to reform cataloging practices to remain current and viable. Such conversations will enrich the catalog and enhance (reclaim?) its position as a primary tool for research and learning. Supplemental data for this article is available online at https://doi.org/10.1080/01639374.2021.1939828. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cataloging & Classification Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=152491173 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01639374.2021.1939828 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 442 Subjects: – SubjectFull: Library reference services Type: general – SubjectFull: Information literacy Type: general – SubjectFull: Higher education Type: general – SubjectFull: Cataloging Type: general – SubjectFull: Catalogers Type: general Titles: – TitleFull: Cataloging to Support Information Literacy: The IFLA Library Reference Model's User Tasks in the Context of the Framework for Information Literacy for Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Strader, C. Rockelle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 01639374 Numbering: – Type: volume Value: 59 – Type: issue Value: 5 Titles: – TitleFull: Cataloging & Classification Quarterly Type: main |
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