Bibliographic Details
| 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. |
| 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 |
