Chartership Portfolio

1 | P a g eClaire Sewell, Senior Cataloguer Cambridge University Library Membership no. 10017088 Chartership Portfolio Submitted as application for CILIP Chartership The material in this portfolio primarily covers the period March 2013 – December 2013. Some material is backdated to 2012 to cover the period since the completion of my Postgraduate Diploma. All material is used with the full permission of the copyright holder(s) 2 | P a g e Contents Curriculum Vitae .......................................................................................................................... 3 Certificate of Attendance ....................................................................................................................... 8 Mentor Completion Form ...................................................................................................................... 9 SWOT Analysis ...................................................................................................................................... 10 PPDP ...................................................................................................................................................... 11 Job Description .................................................................................................................................... 14 Organisational Chart ............................................................................................................................ 17 Personal Evaluative Statement ............................................................................................................ 18 Evidence List ......................................................................................................................................... 21 1.1 Reflective Writing Workshop Notes ............................................................................................... 22 1.2 Live Blogging for the New LMS ....................................................................................................... 23 1.3 Authority Control Cheat Sheet (Extract) ......................................................................................... 24 1.4 RDA Working Group ........................................................................................................................ 27 1.5 CambridgeRDA Website Screenshot ............................................................................................... 28 1.6 Work Shadowing ............................................................................................................................. 29 2.1 Work Shadowing and Training in the Reader Services Department............................................... 30 2.2 Example of a Web Page .................................................................................................................. 31 2.3 CIG BFI Visit Joining Instructions ..................................................................................................... 32 2.4 Libraries@Cambridge Poster .......................................................................................................... 33 2.5 ARLG Teachmeet Presentation ....................................................................................................... 34 3.1 ARLG Teachmeet Blog Post ............................................................................................................. 39 3.2 Networking for the Underconnected Cataloguer ............................................................................ 42 3.3 RDA Meeting Minutes ..................................................................................................................... 48 3.4 English Cataloguing Department Meeting Agenda ......................................................................... 50 3.5 English Cataloguing Classification Training ..................................................................................... 51 4.1 Penumbra Scheme – Selwyn College Library Blog Post .................................................................. 52 4.2 LibCampEast Blog Post .................................................................................................................... 54 4.3 TWI Blog Post .................................................................................................................................. 57 4.4 Hyperlinked Library MOOC Certificate ........................................................................................... 60 3 | P a g e Curriculum Vitae EMPLOYMENT EXPERIENCE Senior Cataloguer, English Cataloguing Department, Cambridge University Library August 2012 - Present Building on my previous experience, I supervise the cataloguing and classification of English language material. I am responsible for solving complicated bibliographic queries passed to me by junior staff, often involving further research with the author or publisher. I carry out authority work, proposing new headings to the Library of Congress for inclusion in their database, uploading files to our local authority database and carrying out maintenance on the resulting data. I provide support and training to junior staff, through both one-on-one training and producing written documentation. I also successfully implemented a department wide classification training initiative. My other duties include the regular management of one of the main library reading rooms, organizing monthly departmental meetings and maintaining the department web sites. In addition to this I have special responsibility for the Library Science Collection including collection development and management, publicity and dealing with enquiries. Intermediate Cataloguer, English Cataloguing Department, Cambridge University Library (P/T) November 2007 – August 2012 My main duty was the cataloguing of English language material according to AACR2 and MARC standards. I was required to select the appropriate record from a selection of databases and then perform edits to make sure that it met the Cambridge standard. Where no record was found I produced original bibliographic data. As part of my cataloguing work I constructed subject and name headings according to Library of Congress rules, often involving problem solving where there Taking on this role has allowed me to take on a formal role in teaching and mentoring. As an introvert I thought this would be hard for me but it has become something I really enjoy and hope to take on more of. I have been able to develop valuable new skills. As the focus of cataloguing shifts more towards the management of metadata I think that the skills I have developed through my experience of authority work will become increasingly important. Managing a collection has given me the opportunity to put into practice skills I developed through both my degree and independent study. Developing skills such as collection development will help me in the future as I look towards the next stage of my career. Developing my cataloguing skills in this role meant my knowledge turned into a speciality. This role also marked the first time that I undertook regular work outside my department, helping me to develop valuable customer service skills. 4 | P a g e were duplicate matches. I undertook regular work at various library service points, helping to develop my customer service skills, as well as having responsibility for the maintenance of a dedicated area of the library. I was also involved in helping to shape changing departmental workflows by testing new procedures and providing feedback to my managers. During this time I was involved with the Cam23Things programme and was an organising member of the CPD23 programme for professional development. Intermediate Library Assistant, Greensleeves Project, Cambridge University Library March 2007 – October 2007 I returned to this project to take on the next stage of the conversion process. I was responsible for the de-duplication of records and problem solving to ensure that the correct bibliographic information was available for users, creating records for any items where the conversion had failed. Junior Cataloguer, Tower Project, Cambridge University Library (P/T) January 2007 – March 2007, November 2007 – August 2012 My project work involved cataloguing Cambridge University Library’s collection of rare nineteenth century social history material. As part of my role I selected material in need of conservation and made sure that this received the appropriate treatment. I was also actively involved in promoting the collection; contributing to the successful project blog, organising exhibitions of material and tours for interested parties. Working on both Cam23 and CPD23 was a highlight of my time in this role. I met many professionals, both in Cambridge and online, who have helped me to develop as a professional. I was able to contribute to the next stage of the project which was very gratifying having spent so much of my early career working on it. I was also able to take on an increased level of responsibility, helping me to develop my professional confidence. This high profile project helped to make an important but underused collection available to the wider world which was very satisfying. Being involved in public outreach introduced me to many valuable skills that I still use today. 5 | P a g e Junior Library Assistant, Greensleeves Project, Cambridge University Library, (P/T) November 2002 – December 2006 As part of a project to convert the paper catalogue of a large Legal Deposit library I was responsible for ensuring the correct records were supplies by external vendors. I managed large file imports of bibliographic data and maintained the growing online database, ensuring consistency between new and legacy metadata. I undertook both original and copy cataloguing of material as needed during the conversion process. QUALIFICATIONS 2013 MSc Information and Library Studies, Aberystwyth University Topics studied: Collection Management; Digital Information; Information and Society; Information Organisation and Retrieval; Information Sources and Services; Marketing of Services; Research in the Profession; Studies in Management Dissertation topic: Measuring the Impact of Social Media Marketing in Libraries 2002 BA (Hons) History, Anglia Ruskin University 1999 4 A-Levels: Business Studies, General Studies, History, Media Studies 1997 9 GSCEs including English, English Literature, History, Maths and Science TRAINING COURSES 2013 November: Developing Your Mentoring Skills, CILIP in association with PTEG September – December: The Hyperlinked Library [MOOC]. San Jose State University School of Library and Information Science July – August: The New Librarianship Master Class [MOOC]. Syracuse University, School of Information Studies June: Making the Most of LinkedIn. Judge Business School, Cambridge University May: How to Give a Better Presentation. Personal and Professional Development Department, Cambridge University April: Meetings and Minute Taking Training Session. Cambridge Regional College February: Dreamweaver: The Basics. Computing Service Department, Cambridge University Beginning my library career at a world class research library is an achievement that I am proud of. I learnt a great deal during my time in this role, especially the basics of what would become my specialisation. This role also helped me realize that I wanted to pursue a career in librarianship in the future. 6 | P a g e January: HTML: Level One. Computing Service Department, Cambridge University January – March: Work-based RDA training. Cambridge University Library 2012 July: FRBR for the Terrified Workshop. CILIP CIG in association with CILIP London June: Guide to Certification and Chartership. CILIP CDG, East of England Division 2011 May – October: CPD23 Things for Professional Development. Cambridge University 2010 May – September: Cam23. Cambridge University PUBLICATIONS RDA: Strategies for Implementation [book review]. Alexandria: The Journal of National and International Library and Information Issues (forthcoming) Networking for the Underconnected Cataloguer. Catalogue and Index, June 2013 Responsiveness to User Needs (RDA 0.4.2.1): Updates from CILIP’s Cataloguing and Indexing Group Conference. CULIB: Cambridge University Libraries Information Bulletin, Lent 2013 Learning from Each Other: the CPD23things Programme. CULIB: Cambridge University Libraries Information Bulletin, Michaelmas 2012 Essential Library of Congress Subject Headings [book review]. Catalogue and Index, March 2012 Accentuating the Positives : Umbrella 2011 Conference Report. Sunrise: Newsletter of the CILIP East of England Branch, Issue 3, November 2011 PRESENTATIONS A Library for Librarians [poster]. Libraries@Cambridge Conference, January 2014 Get Creative with Your CPD. LibCampEast, September 2013 Measuring the Impact of Social Media Marketing. CILIP ARLG Teachmeet, June 2013 The Future of Cataloguing [panel discussion], Libraries@Cambridge Conference, January 2013 Measuring the Impact of Social Media Marketing [poster], Libraries@Cambridge Conference, January 2013 23 Things for Professional Development [poster]. Umbrella Conference, 2011 EVENTS ATTENDED 2013 October: CILIP New Professionals Day September: LibCampEast 7 | P a g e June: CILIP ARLG East Teachmeet ; LIKE Ideas conference: Big Data January: Libraries@Cambridge conference: Making an Impact 2012 September: CILIP CIG Conference: The Value of Cataloguing June: LIKE Ideas conference: The Business of Social Media May: Making CILIP Work for You: An East of England Event March: The Problems of Cataloguing in Higher Education: A CIG/ARLG Event 2011 July: CILIP Umbrella conference (winner of Judges Choice and runner up for Delegates Choice for Best Poster) 2010 September: CILIP CIG Conference: Cataloguing in Interesting Times (awarded student place) PROFESSIONAL ACTIVITIES  Member of the CILIP. Special interest groups: Cataloguing and Indexing, Academic & Research Libraries, Information Literacy, CILIP East Members Network  Social Media Manager for the CILIP CIG committee: managing the group blog and Twitter accounts, dealing with queries, producing reports for committee meetings  Member of SLA Europe. Groups: Leadership & Management, Academic Libraries 8 | P a g e Certificate of Attendance (Certificate of attendance for Guide to Certification & Chartership Course) 9 | P a g e Mentor Completion Form 10 | P a g e SWOT Analysis Before developing my PPDP I carried out a SWOT analysis of my current position, both personally and professionally. Completing this analysis was a good exercise in reflecting on my professional development so far and identified areas that I could work on during my Chartership registration period. Strengths • strong social media skills • problem solving skills • general awareness of the sector • strong specialist skill - cataloguing Weaknesses • lack of self confidence • poor networking skills • unable to leave East Anglia for new job opportunities Opportunities • chance to develop reader service skills due to changing working patterns • working with the CILIP CIG committee • current role gives more scope for development Threats • uncertain future of current position • changes in funding at UK universities • uncertainty over future of cataloguing as a specialty • instability of current LIS job market 11 | P a g e PPDP Training and Development Need Proposed Action Expected timescale Actual timescale Outcomes Develop a professional network Professional reading to improve my knowledge April 2013 Successfully completed Provided useful background on how to improve network & confidence levels Attend 'Making the Most of LinkedIn' course April 2013 Course postponed, attended June 2013 Gained insight into the best ways to improve my profile, now have an 'expert' profile rating Attend networking events to put theory into practice As opportunity arises Attended ARLG Members Day & Teachmeet, LibCampEast Was able to interact with people I didn't know and make some valuable connections. Improved confidence in networking skills Updating LinkedIn profile May 2013 Successfully completed Now regularly update with achievements and have grown network by a third Updating Google+ profile May 2013 Successfully completed Network doubled & I now use the site regularly Being more proactive in networking, both online and in person Ongoing Ongoing Able to take the lead in conversations rather than lurking. Have made useful contacts, both on and offline Taking part in organised professional Twitter chats Ongoing Ongoing Now regularly organise #Chartership chat, have attended #uklibchat Develop my presentation skills Attend presentation skills course July 2013 Course attended May 2013 Increased confidence in designing and delivering presentations to effectively present information to a group Give a presentation to a small group of colleagues As opportunity arises Presentation given to colleagues in November 2013 Developed the ability to effectively present information to a group of people I know well Deliver a presentation at a professional event As opportunity arises Presentations at ARLG Teachmeet & LibCampEast Improved my ability to communicate with other professionals in a formal setting and share my knowledge Develop skills in formal methods of communication Attend reflective writing workshop May 2013 Attended May 2013 Improved my standard of reflective writing, especially when blogging. Now able to write much more concise and reflective blog posts Producing blog posts for the official CILIP CIG blog Ongoing Produce two/three posts a month Improved formal communication style Writing reports for CILIP CIG committee meetings Ongoing Produce reports for meetings held four times a year Increased ability to communicate with others in a formal way Attend minute taking course run by Cambridge University On standby for place Attended in April 2013 Ability to organise formal meetings and produce minutes 12 | P a g e Active participation in department staff meetings Ongoing Ongoing Increased confidence in making myself known and sharing my opinions with colleagues Active participation in CILIP CIG committee meetings Held four times a year Ongoing Actively contribute to many discussions which has resulted in many opportunities Develop customer service skills Shadowing colleagues at library user enquiry points August 2013 Completed October 2013 Improved confidence in dealing with queries from library users Undertaking customer service work in library reading rooms Ongoing Added to rota July 2013 Being able to better meet user needs by effectively answering their queries Improve web skills Undertake refresher training in HTML May 2013 Course attended in January 2013 Ability to produce and edit web pages. Enhanced ability to communicate with others Attend Dreamweaver course May 2013 Course attended in February 2013 Able to produce stylish web pages Contribute to editing department web pages Integrate into role Part of role in March 2013 Now a regular part of my duties Develop skills in event organisation Organise visits on behalf of CILIP CIG April 2013 First visit organised April 2013. Awaiting further opportunities Improved ability to organise events for a large number of people Organise monthly department meetings April 2013 Regular part of duties from April 2013 Able to construct professional agenda, arrange room and minute meetings Participate in conference organisation As opportunity arises As opportunity arises On organisation committee for Libraries@Cambridge 2014, CILIP CIG conference 2014 Improve knowledge of RDA Attend FRBR for the Terrified workshop Attended July 2012 Completed prior to registration period Developed solid background in theory which underpins the standard Review external training to establish in-house programme September 2012- January 2013 Completed prior to registration period Consolidated my knowledge of RDA theory Attend workplace RDA training January - March 2013 Successfully completed Developed practical skills Undertake background reading on the rules Ongoing Ongoing Asked to produce a book review on RDA: Strategies for Implementation Use the standard in everyday cataloguing April 2013 onwards Implemented April 2013 Now integrated into daily workflow Developing teaching and training skills Provide work based training for new staff Ongoing as part of role Successfully implemented classification training by May 2013 Increased confidence in teaching skills & solidified knowledge of subject Prepare online space for May 2013 Launched in May 2013 Developed ability to produce written training 13 | P a g e classification training documentation Provide work shadowing opportunities June - August 2013 Completed August - October 2013 Increased confidence in face-to-face teaching and answering questions Participate in professional activities Reading the professional literature: CILIP Update, SLA Online Ongoing Ongoing Increased knowledge of library sector Visit other libraries to compare services First visits by end of June Visits to TWI (March 2013), BFI (April 2013) & House of Lords Library (June 2013) Increased knowledge of non-academic libraries. Have been able to compare and contrast services with academic Participation in professional groups Ongoing Ongoing Joined CIG committee, active participation in SLA Europe Maintain online reading lists - Zite, Feedly Ongoing Ongoing Keep up to date with blogs and websites. Also send tweets to Pocket for later reading (Based on a template created by Jo Alcock. Used with permission) 14 | P a g e Job Description University Library, Senior Cataloguer Dimensions of the role Acting as second-in-command in teams in English Cataloguing, one of the departments within the Collection Development and Description Division. It is the department’s role to provide records for the Library’s online catalogue for books, periodicals and some non-book materials in the English language. As a result of Legal Deposit this includes the great majority of all works published in the United Kingdom and Ireland. This bibliographical information is also available for use by other institutions across the world in a cooperative environment from which we benefit reciprocally. Role purpose To contribute to the objectives of the Division in providing access to the Library’s collections through the catalogues To ensure that catalogue records produced for English language material are accurate and items appropriately classified in order to achieve optimum retrieval. Similarly to ensure such records meet internationally recognised standards to enable the sharing of records with other libraries both nationally and internationally To assist the team leader and deputise in his/her absence, also providing any necessary ongoing training required by those under his/her supervision To help preserve the Library’s collections, whilst taking the needs of readers into account, by deciding on the level of protection items received merit Through the performance of lunch, late and Saturday duties, to assist library users, particularly in their use of the catalogue and to respond to any questions, suggestions and complaints To ensure that the departmental intranet pages are kept up to date and when necessary creating and mounting new pages To assist generally in fulfilling the objectives of the English Cataloguing Department and Collection Development and Description Division 15 | P a g e Main responsibilities  Classification: taking primary responsibility for subject analysis through application of both the local classification scheme and the international standard of vocabulary- controlled subject terms. Contributing new terms to the scheme when necessary  Authority work / Quality control work: checking the work of intermediate and junior cataloguers. Ensuring the correct use of established name authorities to differentiate authors with similar/identical names. Producing new name authorities according to internationally accepted standards after appropriate research  Cataloguing: adopting data from external sources and editing/improving this as necessary. Where no external data can be found producing full original catalogue records  Deputising for and liaising with team leaders: assuming responsibility for all aspects of the team’s activities in the absence of the supervising officer. Liaising with the officer on a constant basis in order to achieve the smooth running of the department. Full time availability for informal advice and queries by members of the team  Cataloguing alterations: dealing with any changes to or errors in the catalogue, revealed in the course of cataloguing activity or brought to the attention of the role holder by readers/staff  Answering user queries: providing informal user education; relief duties in public areas at lunchtime, evenings and Saturdays  Contributing to the maintenance of order in the book stack: maintaining a designated area of the library and managing any problems encountered by junior staff  HTML: updating, mounting and where necessary creating intranet pages relating to the work of the department  Professional development: including attendance at both internally and externally run courses Service delivery The creation of accurate catalogue records provides fundamental service to users of the Library and of the wider bibliographic community. It reveals the Library’s holdings and makes data available for use by other institutions in a reciprocal environment from which the Library itself benefits. Adherence to international standards is crucial to this. Much of the role holder’s work is directed to this end. Classification and binding decisions facilitate the accessibility of material, or, conversely, protect it from theft or damage (a balance which itself requires experienced judgment). Duties in public areas provide direct services of advice, assistance and practical implementation of Library routines. 16 | P a g e The fast-track processing of reader requests for both legal deposit and bought material further ensure users receive a user-focused and timely service from the department. Knowledge, skills and experience for the role  Education to A-Level standard  Substantial library experience, including experience of descriptive cataloguing and a knowledge of the principles of classification, is required to develop skills to work without constant supervision and to facilitate liaison with other library departments  Excellent IT skills  Knowledge of an automated library system  Leadership and inter-personal skills are desirable, with the capacity to show initiative, to assess priorities and to manage and train staff  Ability to work under pressure  A wide general knowledge is desirable, as the role involved dealing with the entire range of English-language publications 17 | P a g e Organisational Chart Head of Division Head of English Cataloguing Team Leader Team Leader Team Leader Senior Cataloguer Intermediate Cataloguer Junior Cataloguer Senior Cataloguer Intermediate Cataloguer Junior Cataloguer Head of Foreign Cataloguing Head of Periodicals 18 | P a g e Personal Evaluative Statement Criterion 1: An ability to reflect critically on personal performance and evaluate service performance One of my main aims during Chartership has been to improve my communication skills. Attending a reflective writing workshop [1.1] helped me to improve my writing style and made me a more reflective practitioner. I was able to put my skills to formal use by contributing to a live-blog [1.2] of sessions on the acquisition of a new library management system. This enabled colleagues unable to attend to be fully informed about the decision making process, important in a system as diverse as Cambridge. I also produced training documentation on authority control procedures [1.3] for staff in my department submitting proposals to the Library of Congress. This helped create a formal record of procedure for future training at the same time as solidifying my own knowledge. The introduction of the RDA cataloguing standard had a major impact on my role and my department. It was vital that cataloguers were RDA trained in order to provide quality records to users and other libraries. Prior to implementation I was part of a group tasked with reviewing external RDA training [1.4] to construct an in-house programme. Once internal training was complete I created the CambridgeRDA [1.5] web space to share it with other institutions, many of whom have adapted it for their own needs. I provided work shadowing [1.6] for colleagues and found that I enjoyed the experience. I hope to develop this skill in the future with a view to making it a formal part of my role. Criterion 2: An active commitment to continuing professional development I have been active in improving my knowledge of other library departments. I undertook training in the Reader Services Department [2.1] to expand my skill set and improve my ability to contribute to the library. Learning how to deal with user enquiries was also an important goal and led to me shadowing staff in the Reference Department [2.1]. As a result I now have improved confidence in my abilities and am able to provide a better service to users. Communication is important in my role in order to make sure that everyone understands policy and procedure. The main form of communication in my workplace is online so I made developing my web publishing skills [2.2] a priority. As a result I am now responsible for maintaining the online presence of my department. Joining the CILIP Cataloguing and Indexing Group (CIG) Committee [2.3] has helped me to develop skills such as teamwork and event organisation as well as keeping me abreast of developments in the cataloguing world. It has also helped to increase my confidence levels, something which is reflected throughout my work. 19 | P a g e The most significant area of improvement for me has been the development of my presentation skills. I began with a poster [2.4] at the Libraries@Cambridge conference and moved on to more intensive public speaking by presenting [2.5] at the CILIP Academic and Research Libraries Group (ARLG) Teachmeet. I am proud of my achievements in this area as I have progressed from being uncomfortable speaking in public to being able to lead a solo session. Criterion 3: An ability to analyse personal and professional development and progression with reference to experiential and developmental activities As an introvert, developing my networking skills has been a challenge. After reading around the subject to gain some theoretical knowledge I was able to put this into practice at events such as ARLG Teachmeet [3.1] where I made a number of useful contacts. I have also successfully developed my virtual network by improving my professional online profiles. As a result of these experiences I was asked to produce an article on ‘Networking for the Under-connected Cataloguer’ [3.2] for the Catalogue and Index journal. Although I am an organised person I had not put this into use in a formal capacity as part of my role. After attending a course on minute taking I now record decisions made at RDA meetings [3.3] and organise monthly departmental meetings [3.4]. This helps to ensure that information is disseminated to employees in a timely manner which results in the smooth running of the department. In addition to this I have organised a successful trip to the British Film Institute [2.3] on behalf of CIG, helping to represent a professional organisation to the wider library community. In order to develop my training skills further I devised and implemented a training programme on in-house classification procedure [3.5]. As additional staff are now trained in classification material reaches the shelf at an increased rate, improving the overall efficiency of the department. This was the first time I had created a formal training programme and whilst the project was not without challenged it has given me some valuable experience to take forward in future roles. Criterion 4: A breadth of professional knowledge and understanding of the wider professional context I have used my Chartership period to develop my understanding of my own professional context and the wider information world. Visits to Cambridge libraries such as Selwyn College Library [4.1] have helped me to see the issues that these libraries face and increased my knowledge of the complex Cambridge library system. As a result I have a greater appreciation of the way in which college, faculty and the main University Library can work together to provide a more coherent service to users. I built on this experience by attending the ARLG Teachmeet [3.1] which showcased how other academic libraries provide services to their users. 20 | P a g e It has also been important to me to look outside the academic sector for experience and knowledge. LibCampEast [4.2] demonstrated to me the different issues faced by professionals across the information sector in many different roles. Visiting a number of specialist libraries such as TWI [4.3] has given me the opportunity to reflect on the similarities and differences between these settings and the academic world. This enhanced knowledge has resulted in an increased awareness of the wider information profession which helps me to make connections between the work I do and that of others. Taking part in the Hyperlinked Library MOOC [4.4] allowed me to extend this further and interact with colleagues from many countries and sectors online. This was a valuable experience and I have remained in touch with other participants following the course so that we can all continue learning from each other. 21 | P a g e Evidence List The following evidence is organised according to the four Chartership criteria: Criterion 1: An ability to reflect critically on personal performance and evaluate service performance  1.1 : Reflective Writing Workshop Notes  1.2 : Live-Blogging for the New LMS  1.3 : Authority Control Cheat Sheet (Extract)  1.4 : RDA Working Group Screenshot  1.5 : CambridgeRDA Website Screenshot  1.6 : Work Shadowing Criterion 2: An active commitment to continuing professional development  2.1 : Work Shadowing and Training in the Reader Services Department  2.2 : Example of a Webpage  2.3 : CIG BFI Visit Joining Instructions  2.4 : Libraries@Cambridge Poster  2.5 : ARLG Teachmeet Presentation Criterion 3: An ability to analyse personal and professional development and progression with reference to experiential and developmental activities  3.1 : ARLG Teachmeet Blog Post  3.2 : Networking for the Under-connected Cataloguer  3.3 : RDA Meeting Minutes  3.4 : English Cataloguing Department Meeting Agenda  3.5 : English Cataloguing Classification Training Criterion 4: A breadth of professional knowledge and understanding of the wider professional context  4.1 : Penumbra Scheme – Selwyn College Library Blog Post  4.2 : LibCampEast Blog Post  4.3 : TWI Blog Post  4.4 : Hyperlinked Library MOOC Certificate 22 | P a g e 1.1 Reflective Writing Workshop Notes Return to Evidence List / Return to Criterion 1 23 | P a g e 1.2 Live Blogging for the New LMS Acquiring a new library management system is a large scale project which impact libraries across Cambridge. Live blogs of all sessions by vendors were posted in the Library Service Developments blog. This was to ensure that all staff had the chance to find out what was said, even if they couldn’t attend in person. Making sure that all aspects of the presentation were covered in a blog post that would still be readable was a challenge, especially as I had a short time in which to produce the post. Although I would have liked to perfect the post I was under time pressure and so had to accept the best I could produce. Return to Evidence List / Return to Criterion 1 Acquiring a new library management system was a large scale project which impacted libraries across Cambridge. Live blogs of all sessions by vendors were posted in the Library Service Developments blog. This was to ensure that all staff had the chance to find out what was said, even if they couldn’t attend in person. Making sure that all aspects of the presentation were covered in a blog post that would still be readable was a challenge, especially as I had a short time in which to produce the post. Although I would have liked to perfect the post, I was under time pressure and so had to accept the best I could produce. 24 | P a g e 1.3 Authority Control Cheat Sheet (Extract) Authority proposal procedure 1. A grade 3 cataloguer should have checked the headings in the record and provided details of any problems on the form inserted in the item 2. Always check the Library of Congress Authorities website to determine if there is an existing heading for the person which hasn’t yet been loaded into the Cambridge system 3. If a new authorised access point for an author needs to be constructed then the NACO Proposal Form (Personal Name) should be filled out 4. If there is no conflict then it is not necessary to leave the resource to gather information. If there is a conflict then the classifier should search for more information (see pages 7 and 9) 5. Make sure that the authorised access point proposed matches the authorised access point used on the record 6. The holdings of the item should be annotated to reflect that they have been sent to the NACO shelves (e.g. $h Sent to NACO CES20130829) 7. The item should be placed in the correct section of the shelves in Case 14. 8. Once the item has been dealt with it will be returned to the classifier. It can then be processed as normal 25 | P a g e Authority control basics  If there is no conflict then the form can be filled in in a very basic way, including o Name o Gender (if known) o Language of person  If there is a conflict and the classifier can’t find any other information then the $c occupational qualifier should be used Ways to distinguish between authors with the same name (in preferred order) 1. Date of birth ($d) 2. Fuller form of name ($q) 3. Occupational qualifier ($c) – under RDA cataloguers have much more freedom about which term to use Common values used in the construction of authorised access points Value Name Example $a Personal name (NR) $a Dickens, Betty $c Titles and other words associated with a name (see Occupational qualifiers) $a Garland, Judy $c (Spirit) $d Dates associated with a name $a Smith, John, $d 1936 December 17- $q Fuller form of name $a Johnson, A. W. $q (Alva William) Occupational qualifiers (RDA 9.19.1.6) Add only to distinguish one access point from another in the absence of:  Birth/death dates  Fuller form of name or  Period of activity The occupational qualifier given can be either:  Professional  Occupational  Unpaid  Recreational Some examples of this are listed below: 100 1# $a Niven, William $c (Clergyman) 100 1# $a Waters, Chris $c (Poet) 100 1# $a Davies, Simon $c (Crime fiction writer) 100 1# $a Green, Edward $c (Compiler of A little bit of Shakespeare wit) 26 | P a g e Submitted by Cambridge bib ID RDA Personal name Text MARC 9.19.1 Authorised access point  MAKE SURE THAT THE NAME THAT APPEARS HERE IS IN THE SAME FORM AS THE 100/700  ALWAYS INCLUDE DATES IF KNOWN 1xx 9.19.2 Variant access point (s) (If applicable) INCLUDE ANY ALTERNATIVE FORM OF NAME FOUND SUCH AS FULLER FORMS OF NAME 4xx 9.2.2 Preferred name of the person (Where found) DEMONSTRATE WHERE THE PREFERRED FORM OF NAME WAS FOUND E.G. TITLE PAGE 670 9.2.3 Variant name for the person (Where found) DEMONSTRATE WHERE THE ALTERNATIVE FORM OF NAME WAS FOUND E.G. BACK COVER 670 9.17.1 Biographical information (Where found; to justify access points and attributes) THIS SECTION SHOULD BE USED TO JUSTIFY THE INFORMATION INCLUDED IN THE BOTTOM HALF OF THE FORM 670 678 9.3.2 Date associated with the person (9.3.1) Birth 046 9.3.3 Death 046 9.3.4 Period of activity DEPENDING ON THE CENTURY THAT THE PERSON WAS ACTIVE IN, INCLUDE EITHER 19 OR 20. IF NO INFORMATION INCLUDE 20 046 9.4.1 Title of the person . 670 9.5.1 Fuller form of name 378 9.6.1 Other designation associated with the person THIS CAN INCLUDE ANY POSTNOMINALS SUCH AS MSc, PhD, OBE ETC. 368 (670) 9.7.1 Gender ONLY INCLUDE WHEN KNOWN 375 9.8.1 Place of birth 370 9.9.1 Place of death 370 9.10.1 Country associated with the person ONLY INCLUDE WHEN THE PERSON HAS HELD A POSITION OF CONSEQUENCE IN THAT COUNTRY 370 9.11.1 Place of residence ONLY INCLUDE IF EXPLICITLY GIVEN 370 9.13.1 Address of the person 371 9.13.1 Affiliation (corporate body) THIS CAN BE ANY AFFILIATION E.G. WHERE THE PERSON HAS WORKED, VOLUNTEERED OR GRADUATED ETC. AT ANY TIME. TRY TO INCLUDE THE AUTHORISED FORM IF POSSIBLE NAF 373 ☒ 9.14.1 Language of the person OFFICIAL POLICY IS TO ONLY GIVE THE LANGUAGE OF THE WORK IN HAND 377 9.15.1 Field of activity of the person THIS MUST BE AN ESTABLISHED FORM OR LEFT BLANK LCSH 372 ☒ 9.16.1 Profession or occupation THIS MUST BE AN ESTABLISHED FORM OR LEFT BLANK LCSH 374 ☒ Return to Evidence List / Return to Criterion 1 27 | P a g e 1.4 RDA Working Group Screenshot Screenshot of comments contributed to a wiki discussion of RDA training materials from the New Zealand National Library. These discussions were used to establish the training program for Cambridge libraries. Return to Evidence List / Criterion 1 Screenshot of comments contributed to a wiki discussion on RDA training materials from the New Zealand National Library. These discussions were used to establish the training programme for Cambridge libraries. 28 | P a g e 1.5 CambridgeRDA Website Screenshot This is a screenshot of the CambridgeRDA website which was created to make the RDA training undertaken by Cambridge cataloguers available to other libraries. The site has been a great success and has been used as the basis for training at many institutions. Return to Evidence List / Return to Criterion 1 This is a screenshot of the CambridgeRDA website which was created to make the RDA training undertaken by Cambridge cataloguers available to other libraries. The site has been a great success and has been used as the basis for training at many institutions. 29 | P a g e 1.6 Work Shadowing As part of my focus on teaching and training I provided work shadowing opportunities for colleagues from the Rare Books and Reference Departments. I allowed them to dictate the procedures covered during the work shadowing in order to better meet their training needs. The main content of the sessions involved learning more about bibliographic records. This has helped the individuals improve the service that they are able to offer to users in their own departments as they are now better equipped to answer user queries. Below is a report of the experience from one of my colleagues who works in the Reference Department. I shadowed Claire Sewell during August and September 2013 in order to learn about procedures and systems in English Cataloguing as part of my professional development targets agreed in my Staff Review. Claire demonstrated all the stages of her daily workflow, explaining the library classification scheme, RDA cataloguing, searching external databases, downloading catalogue records, how to decide whether a book should be placed in closed access or made borrowable, and so forth. Claire also helped me learn how to interpret unfinished catalogue records so that I can work out where a book might be in the process, whether it has actually arrived yet and therefore which department/staff would be able to help me. Claire was thorough, methodical and patient, and encouraged me to try my hand at each process after she had explained it. I now have a clearer idea of the processes which a book undergoes from the moment it arrives in the library until it is placed on the shelf, whether open access or closed. This is helpful to me when dealing with reader requests for books that have not yet been catalogued but which are in the building. I have a clearer understanding of what needs to be done before a book can be made available, which helps me communicate more effectively with readers, enabling me to provide a realistic estimate of how long it might take for a particular book to become available, whether or not it will be borrowable, or will need binding. Armed with this information, I am able to manage reader expectations more effectively, thus enabling readers to make decisions appropriate to their immediate needs, thus avoiding disappointment. Ros Esche, Reader Services Department, Cambridge University Library Return to Evidence List / Return to Criterion 1 As part of my focus on teaching and training I provided work shadowing opportunities for colleagues from the Rare Books and Reference Departments. I allowed them to dictate the procedures covered during the work shadowing in order to better meet their training needs. The main content of the sessions involved learning more about bibliographic records. This has helped the individuals improve the service that they are able to offer to users in their own departments as they are now better equipped to answer user queries. Below is a report of the experience from one of my colleagues who works in the Reference Department. 30 | P a g e 2.1 Work Shadowing and Training in the Reader Services Department My current role brought with it additional responsibilities such as supervision of one of the libraries main reading rooms, the West Room. Although I have always understood the importance of good customer service skills, until now I have had limited opportunities to develop them. I took this change in responsibility as an opportunity to add to my skill set. My main area of concern was my ability to answer user queries in a fast paced environment. I shadowed staff in the Reading Room and on the User Enquiry Desk in order to learn how they handle this situation. I was shown how to conduct a reference interview in order to find out exactly what the user wants as opposed to what they sometimes ask for. I was shown how to answer common queries such as instruction in how to search various e- resources databases. I found that having a background in cataloguing really helped me to answer complex bibliographic queries, knowledge that I was able to share with Reading Room staff. Undertaking this shadowing helped to improve my confidence when answering queries, something which will help to provide a good standard of service to users. I was given more formal training in the management of the West Room. This included showing me various processes and rules that needed to be followed in order to get the right book for the user at the same time as protecting the item. My department is involved in many of these processes at some stage and it was interesting to see the process at the next level, for example with searching for un-catalogued books to be passed to users. Managing the West Room also means supervising the junior staff. During my regular duties I have to make sure that they are carrying out their work and help them with any problems that they have. Although I have some of this responsibility in my normal role, when on duty in the West Room I am responsible for the running of the room. This provides me with valuable practical management skills that I can build on in the future. As well as increased confidence in user enquiry work and management, working in the Reader Services Department has helped me to see the library from the user perspective. This has highlighted some issues with processes that the Cataloguing Department is involved in, mainly communication issues. Having reported these to my managers these issues are now being looked at. Hopefully this will result in a more coherent service being offered by both departments. By working with colleagues in the Reader Services Department I feel better equipped to deal with user enquiry work and am able to regularly contribute to the work of the library outside my current department. Return to Evidence List / Return to Criterion 2 31 | P a g e 2.2 Example of a Web Page Return to Evidence List / Return to Criterion 2 32 | P a g e 2.3 CIG BFI Visit Joining Instructions CILIP CIG visit to the BFI Library 29.4.13 – Joining Instructions The visit will start at 2.30pm. Please ensure that you leave adequate time to get to the library. We will meet in the main lobby of the library. The visit will last approximately 2 hours. Library location: (Map from BFI website, used with permission) BFI Southbank Belvedere Road South Bank London SE1 8XT The nearest Tube station is Waterloo (South Bank exit). The BFI Library is about a 3 minute walk from the station (TFL Journey Planner) Contact details: If you need to contact me on the day then please either email my personal address [email protected] or phone me on the following number 12345678899 Return to Evidence List / Return to Criterion 2 33 | P a g e 2.4 Libraries@Cambridge Poster Return to Evidence List / Return to Criterion 2 34 | P a g e 2.5 ARLG Teachmeet Presentation 35 | P a g e 36 | P a g e 37 | P a g e 38 | P a g e (http://prezi.com/df3gnq8oi2i4/measuring-the-impact-of-social-media/) Return to Evidence List / Return to Criterion 2 39 | P a g e 3.1 ARLG Teachmeet Blog Post http://www.librarianintraining.com/2013/07/teaching-myself-some-new-tricks.html I've heard a lot of good things about TeachMeets but never managed to get to one. However I made an extra effort with the inaugural event of ARLG East and managed to attend my first TeachMeet. For anyone who hasn't heard, TeachMeets are a way of getting practitioners together to talk about what they do and exchange tips or tricks. They started off, as the name would suggest, in the teaching sector but library and information professionals have been quick to take on the idea. People sign up to give short talks of either three or seven minutes, which is just enough time to share a recent project or discovery. What appealed to me most about the TeachMeet was that it was less formal than a conference which really helped the creativity to flow. I even signed up to present, something which I usually dread! I'm happy to report though that my talk went well (at least no one threw anything so I took that as positive feedback!) Apologies to Emma Coonan who gave the first presentation, immediately before my slot. I probably didn't listen as attentively as I should! Emma spoke about her job teaching digital literacy skills to students and how creating a visual guide has had much more of an impact. More information can be found on Emma's blog. Teaching of a different sort was the subject of Kathryn Wallis's presentation. Kathryn has recently completed a PTLLS (Preparing to Teach in the Lifelong Learning Sector) course which has helped her to consolidate her teaching knowledge. She also spoke of how it had helped to strengthen her relationship 40 | P a g e with staff outside the library who were also taking the course. Libby Tilly followed this by talking about becoming a fellow of the Academy of Higher Education which is another way of consolidating teaching knowledge. Libby said that one of the major benefits for her as an academic librarian was that the fellowship helped to put her on a similar standing to academics in her institution, a least in their eyes. Aidan Baker gave us an outline of Gliffy which is an online diagram tool. Aidan talked about the importance of designing a library space that people will want to use and showed how Gliffy can be used to plan this. He also showed us a plan of the library he had created which mapped the classification scheme to the floor plan - very useful for all those lost students! Anna Martin talked about the important but often neglected topic of first aid awareness, reminding us that everyone should have at least a basic knowledge in a job where we a constantly dealing with people. Catherine Reid talked about hosting drop-in sessions for users. These were informal one to one sessions which usually focused on a specific topic such as ebooks. Hosting sessions like this helped to bring staff out from behind the library desk and aided interaction with users. This was a theme echoed by Jane Helgeson who talked about her 'Librarians Let Loose' project. This initiative saw roving librarians moving into student spaces to engage with them directly. One point that really stuck with me from Jane's presentation was the idea of taking the library out to spaces not owned by the library, something which can effectively target non-users. The project was a success and will be repeated in the future. Charlotte Byrne and Ellen Dutton both gave great examples of how technology can be used in the library. Charlotte talked about using ISSU to digitise books and letters. ISSU is an online tool which puts together PDF files into the form of an online brochure that users can flick through. This is a simple to use and cost effective method of digitisation and sharing information on the library. Ellen uses videos to teach users about various aspects of the library, such as the classification system. Today's technology has made producing videos easy and cheap and there is lots of help available online. These videos are fun and make an excellent way to get the message across - having a huge impact on users. Libby Tilly spoke about using LibCal to take bookings in her library. This has been a fairly recent development and covers both sessions that academics book for students and those that students book themselves. The system has several advantages over other options such as being able to show how many places are left on a course. Users find the system easy to use which lowers another barrier to library use. Sarah Elsegood talked about the challenges of teaching users about next generation library catalogues. The main problem is providing an interface which meets the high expectations of users. Users are no longer passively using the catalogue but interacting with it, using facilities such as user based tagging. The next 41 | P a g e generation catalogues offer flexibility and helps different types of user to do different types of searches. I was pleased to hear the word 'impact' being mentioned by a number of presenters. This was the subject of my presentation and something that I think libraries need to work on measuring. It's a very powerful tool which can be used to win over even the most reluctant of stakeholders. If you can convince people that something is making a definite impact on users they will find that very hard to argue with. I've included my presentation below. This was the first time I've used Prezi and I'm afraid that I'm still not a convert. My subject was 'Measuring the Impact of Social Media' and was based on my dissertation research. [Link to presentation] I really enjoyed the day and wouldn't hesitate to recommend the TeachMeet format to anyone. Even though I hate public speaking I found it surprisingly easy to speak and even went over my allotted three minutes. Hopefully next time I will have the confidence to take on the seven minute slot so I can actually stick to my time limit! Return to Evidence List / Return to Criterion 3 42 | P a g e 3.2 Networking for the Under-connected Cataloguer (Originally published in Catalogue and Index, June 2013) Networking is a word that often strikes fear into the hearts of new and experienced professionals alike. They know that their colleagues and peers are able to create a professional network but they don’t have a clue where to begin themselves. The good news is that social media tools can help to break down barriers and take the work out of networking! What networking is and what it isn’t There are many misconceptions about networking. People think that it’s something only top executives or those trying to grow their own business do but this is far from true. We all network every day in different ways, we just don’t call it networking. Say you are looking for a restaurant for your birthday dinner and ask your friends for some recommendations. Someone suggests a particular venue based on previous experience – the food was excellent, the price was reasonable and the service was good. This is a form of networking. Personal recommendations and experience carry more weight than advertising, especially if they come from people that we trust – our network. Through networking what you are really doing is making yourself and what you do known to other people who might be able to help you in future. They may need help themselves or even recommend you to others based on your knowledge and experience. The truth is that with all the social media tools available today there are very few barriers to who can network. Another common misconception is that networking is something scary, especially if you are not naturally outgoing. Whilst it’s true that being an extrovert makes the process a little easier, introverts can still network as long as they take their time and plan plenty of breaks to gather themselves. At its heart networking is about making connections and being part of a community. Why is networking important for cataloguers? Having a strong cataloguing community is an important way to promote the profession. If cataloguers are seen as active, both within their field and the wider information world, then they can demonstrate our professionalism. Although cataloguers are no longer always relegated to the ‘dusty basement’ some elements of the stereotype still linger. It may be that cataloguers don’t get as much interaction with colleagues in other departments as they would like or that they only do cataloguing as part of a larger role rather than as a specialism. There are also many solo cataloguers who struggle to find someone to turn to for cataloguing advice. Having access to an active group of professionals can help cataloguers whether they have questions or just want to keep up with current debates, especially if they are new to the profession. 43 | P a g e There is a strong cataloguing community out there, especially online. This group works hard to promote cataloguing both within their own organisations and the wider library community. It’s important to take advantage of this community but it can be intimidating to just start joining in. Networking can take place either online or off but it is important to remember the general principles before you start either. General networking tips There are some basics that it is important to remember, whichever type of networking you are involved in. It’s important to be yourself when networking. Trying to be someone you’re not, however impressive you think it makes you sound, can be very hard work and you are much more likely to make a foolish mistake. When building your network you want to build a rapport with people and this is much easier when you’re being true to yourself. There’s a lot of worry when networking that people won’t want anything to do with you. It’s important not to be intimidated by this and focus on the consequences of people saying yes rather than no. Having said that, cataloguers are a very friendly bunch who usually jump at the chance to help people so don’t worry too much! Spend some time developing an elevator pitch. This is a short and punchy couple of sentences that sum who you are and what you do. The idea originated from the question ‘what would you say if you were in a lift with the CEO of your company and you only had thirty seconds to sell yourself professionally’? Elevator pitches are a good way to consolidate your thinking about yourself and the image you want to project. They also make eye-catching headlines on your social media profiles... Online networking Using social media tools is an excellent way to establish a professional network, especially if you’re intimidated by the thought of face-to-face networking. Using social media you can reach people all over the world and at all levels of the profession. The online cataloguing community is particularly strong and welcoming which can lead to some interesting discussions. The first step in online networking is to establish a consistent profile. Try to have the same photograph on your profiles – a simple head and shoulders shot is ideal. This way people can see who they are networking with, and may even recognise you from previous events. You can let your personality shine through but remember that you are creating a professional online identity so be careful in your image choice. What follows is an exploration of some of the most popular social media tools used for professional networking. Although there are many sites out there, with more being added 44 | P a g e every day, the sites below are well established meaning that you are more likely to find people that you know or want to network with. Twitter Twitter is probably the most active social media platform for cataloguers. For those who are unfamiliar with Twitter it’s a micro-blogging platform that allows you to post short messages of no more than 140 characters. Once you have signed up for an account it is easy to start making connections. An excellent place to begin is by using someone else’s hard work and looking at a list of cataloguing people on Twitter! The excellent HVCats website (http://highvisibilitycataloguing.wordpress.com/) has set up a list of tweeting cataloguers, as shown below: (https://twitter.com/HVCats/cataloguing-metadata) Once you have found a list which is appropriate you can just start following people. Most people have open accounts that anyone can follow but if you see a small padlock next to a name then it means that their account is private. You can still follow them but you will have to wait for approval before their tweets are visible to you. Lists can be created by anyone on Twitter and are a useful tool for organising who you follow. You can have lists for personal and professional purposes, or for different aspects of your professional life. Once you have followed some people and have seen what they tweet about you can follow others that they interact with - you will be surprised at how fast your network starts to build. The next step to networking on Twitter is to get involved in some conversations that interest you. People can feel a little strange about this, almost as if it’s barging in on someone’s private moment, but if the original posters intended their conversations to be private they wouldn’t be having it on Twitter! Remember that you are limited to 140 characters so use them wisely. Hashtags in Twitter can be used to follow a conversation or 45 | P a g e event, even if you don’t personally follow all the participants. Look out for the # symbol followed by text highlighted in blue. Click on this and you can see all the tweets tagged with this hashtag. Follow along with a conversation and jump in if you feel you have something to say, especially if you have an answer to a question that someone is asking. You can also use Twitter to promote information that you find professional relevant or even use it to share your blog posts. Twitter can be an excellent way to develop a network but it’s important to use it to interact rather than just to push out information about yourself and what you are doing. Get into conversations with other people and respond when they tweet you otherwise you’re not making the most of the networking opportunities that Twitter offers. LinkedIn LinkedIn is probably the most widely known social media tool for networking. It was set up specifically for professionals to network with each other and is now often used by people, including employers, to see the professional history of others. Whereas other tools can have a balance of the personal and the professional, LinkedIn should only be used to showcase your professional persona. Once you have registered for a profile the site gives you clear instructions on things to include. There are sections detailing your work experience, any publications or projects you have been involved in as well as your contact information. Don’t worry if you don’t feel you have much to add to begin with, you can always update your profile as your career develops. It’s important to begin with an up to date CV in order to showcase your achievements as well as a short statement that reflects who you are. If you’re having problems writing your personal statement then why not use or adapt your elevator pitch as this can be a useful starting point. Once you have established your profile you can begin to make connections. Start by looking for people you know through your real life work or your studies. Whereas sites like Twitter let you follow anyone LinkedIn takes a much more professionally orientated approach and will ask how you know the person that you’re attempting to connect with. Joining a group is one of the best ways to grow your LinkedIn network. There are groups dedicated to many professional causes and organisations, for example I’m a member of the CILIP group. Groups are used as forums for discussion and it’s important to remain active in order to 46 | P a g e demonstrate your knowledge and expertise. Much like Twitter, don’t be afraid to join in a conversation if you feel you have something to say. Being active in a group will help you to connect with its members and grow your professional network. Since groups require a time commitment it’s important to join groups that reflect your interests. Start with one or two groups and see how much you can contribute – you may even wind up starting your own group! As you develop as a professional you can use your profile to keep your connections up to date. LinkedIn allows you to share blog posts, links to articles or presentations that you have given. This is a great way of letting a wide audience know what you have been working on and can lead to new connections or even new projects. Google+ Google+ is a relatively new tool, having been launched in 2011. Although similar to Facebook it has some advantages that make it more appropriate for professional networking. With Google+ you can add friends or colleagues to your network but you can put them into individual circles depending on who they are, for example you can have a circle for cataloguers, one for people that you already work with and another for your friends. The advantage of this is that you can control what individual parts of your network see – something that can be handy if you want to maintain a separate professional and personal identity online. Much like LinkedIn there are groups called ‘communities’ that you can join to discuss your interests and you can share updates on your activities in much the same way. A major advantage of Google+ is the hangouts feature which allows you to video-conference other members. This has been used by a growing number of people to hold online events and in the future could be the best way to combine online and face to face networking. So what now? You can bring your social media presence together in a number of ways. Instead of posting updates on each site simultaneously you can link your accounts together so that, for instance, your blog can post regular updates straight to your LinkedIn profile. A word of 47 | P a g e caution about this, remember that you are trying to maintain a professional social media presence so it’s important to make sure that any content shared across sites is appropriate. You don’t want pictures of that drunken night from Facebook showing up on your LinkedIn profile! If you think that this might be a problem for you it’s worthwhile considering having separate accounts, one for professional and one for personal use. Just remember that this can get confusing. Ultimately it’s about finding what works best for you. To ease yourself into networking it’s sometimes a good idea to start networking with a specific goal in mind. If you’re attending an event such as Umbrella then why not tweet that you’re going and see if you get any responses? This can be a valuable way to ‘meet’ people before the event and is a great confidence booster. At the other end of the scale why not organise a meet up of your online network in real life? Twitter users in the same area often do this (they’re called tweet-ups) and they can be a valuable way to extend your network. It is much easier to network with people face to face when you feel as though you know them through their social media presence. It’s important to use both online and real life networking when attempting to build or grow your professional network. Social media can be the ideal route for someone new to networking but it shouldn’t be used exclusively at the expense of face-to-face networking. Use social media as a supplement to your real-life networking so you can develop your skills in both. This way you can reap the full benefits and this could lead to valuable future opportunities. The sky’s the limit just forget the myths, get out there and give it a try! Claire Sewell, Senior Cataloguer, Cambridge University Library Bibliography Networking for People who Hate Networking: a Field Guide for Introverts, the Overwhelmed and the Underconnected / Devora Zack The Reluctant Networker / Neil Munz-Jones LinkedIn Made Easy: Business Social Networking Simplified / Linda Parkinson-Hardman Crafting an Elevator Pitch: Introducing your Company Quickly and Compellingly. Retrieved from: http://www.mindtools.com/pages/article/elevator-pitch.htm Return to Evidence List / Return to Criterion 3 48 | P a g e 3.3 RDA Meeting Minutes RDA meeting 12.6.13 B5502095: Lean UX Oh the title page Josh Seiden is listed as the editor but closer examination of the book shows that he is actually the co-author. Since this is a collaboration we can give him the relationship designator author. Although 245 is a transcription field we can disregard the description given when choosing designators based on evidence found and cataloguers judgement. B5501975 : Lachman’s case studies in anatomy 49 | P a g e This is a new edition, revised by new people. Since Lachman is dead we are safe to assume that he wasn’t responsible for this edition and so the new authors can be seen as collaborators, with the relationship designator $e author. We also need to add a 700 $t for Lachman’s original work Misc.:  Toolkit is changing $z for eISBN’s back to $a  Toolkit is also randomly adding $b subfields to 33X fields. Although this isn’t wrong this is not CamCore and the option can be disabled in Toolkit if needed. Please speak to Robin  Previous edition notes are not CamCore but can be included in a 500 note according to cataloguers judgement  Added entries for illustrators are not CamCore so we don’t include them by default. If the cataloguer judges them to be important (e.g. to differentiate between different expressions of the same work) then they can be included  Although the original policy was to allow no hybrid (AACR2/RDA) records in the catalogue, these are sometimes found in the fast track stream. These should NOT be altered even if they are full level, unless it affects retrieval. Any hybrid records found during LDSCP work need to be upgraded to RDA records After the introduction of RDA cataloguers were invited to bring along any problems or questions to regular meetings for discussion. I took minutes at these meetings to provide a record of the decisions made which cataloguers could then refer back to if needed. Return to Evidence List / Return to Criterion 3 After the introduction of RDA, cataloguers were invited to bring along any problems or questions to regular meetings for discussion. I took minutes at these meetings to provide a record of the decisions made which cataloguers could then refer back to if needed. 50 | P a g e 3.4 English Cataloguing Department Meeting Agenda English Cataloguing Department – August Departmental Meeting To be held on Friday 2 nd August at 10am in the Keynes Room Agenda 1. Bought English material (VML) 2. Entering (HVM) 3. Authority check slips (CES) 4. LMS scoping exercise update (CJC) 5. ‘Scoping the future of resource description’ project update (CJC) 6. Visits to affiliates and other Cambridge libraries (RSJ) 7. Activities in Voyager downtime (VML) 8. A.O.B. Return to Evidence List / Return to Criterion 3 51 | P a g e 3.5 English Cataloguing Classification Training Return to Evidence List / Return to Criterion 3 52 | P a g e 4.1 Penumbra Scheme – Selwyn College Library Blog Post http://www.librarianintraining.com/2012/05/penumbra-visit-to-selwyn-library.html Last week I went on my first work shadowing visit as part of the Penumbra programme run by Cambridge University. This first visit was to Selwyn College Library and I was very lucky to have the wonderful Sarah Stamford and her team show me round. My day started with a quick tour of the college. I’m slightly embarrassed to admit that I’ve lived in Cambridge all my life and barely know which college is which, never mind visited many of them. This was my first time inside Selwyn and it’s a lovely looking place. Our first stop was a trip to the archives and a quick chat with the archivist Elizabeth Stratton, who was putting the finishing touches to an exhibition of college history. I was surprised to see artefacts alongside the traditional documents and photographs but Elizabeth explained to me that items like this helped to set the more traditional items in context and it made sense to house them both together. We also discussed how Selwyn are encouraging today’s students to contribute to the archives of the future, a very important point that often gets forgotten. Even recent students are asking to see photographs and documents from their time at the university, but this is largely dependent on the donations that the archives receive. Next I was given a tour of the library. Despite being somewhat smaller than the library I’m used to, it was a very warm and welcoming space. I especially liked the silent study room where not even computers are allowed. I was impressed that this was an idea which came from the students themselves. I think that the idea of the library as a space to study in peace is often overlooked. I know 53 | P a g e that I've been in to the library on my days off just because I know that I can get some peace to get some work done. There is a lot of emphasis right now on how libraries need to adapt to accommodate changing study patterns such as group work and whilst this is important, I think that the need for a quiet place shouldn’t be overlooked. There are precious few places that people can go to get true peace anymore and I’m pleased that the students (and the library) recognise this. The remit of the library is to support undergraduate teaching and it relies on reading lists and recommendations when selecting stock. Since I work in a legal deposit library, it was nice to see how books are selected rather than the way they just seem to magically appear at the UL! With a stock of c.40,000 items the point was made that the staff could look and see what is being used. Purchasing decisions could then be made based on this. This would be somewhat difficult in a massive library like the UL but it was very educational to see how things happen in a more traditional college library. Another part of the remit of the library is to foster a good relationship with students. By working with the students to provide them with what they want and need the library is setting a good grounding for students future relationship with the college. Sarah also took me through some basic classification, which is an area I am very keen to get more experience in. I have to say, she explained it a lot more clearly than any of the books have been able to! One interesting point that Sarah made was that the book should be placed in the section where it will be of most use to users, regardless of where the ‘politics’ dictates it should be placed. The library uses a Dewey system which is different from the in- house system that I’m used to but the session provided a lot of useful theory for me to think about. Hopefully one day I will have a chance to put what I’ve learnt into practice... We also talked a little bit about the library’s social media presence. This was of particular interest to me since my dissertation research is in this area. The library’s Facebook page is targeted at students rather than other librarians and aims to be an informal way of sharing news and events. The staff tries to keep the page people focused and light-hearted. Official communication is still done via email meaning that the Facebook page is a supplement to communication rather than a replacement. Based on my research this is the best way to go since not all users respond to social media. It is a good way of enhancing relations but it shouldn’t be relied on. I really enjoyed my visit to Selwyn and would like to extend a massive thank you to the team there. I only wish the library (and librarians) had been this wonderful when I was at university! Return to Evidence List / Return to Criterion 4 54 | P a g e 4.2 LibCampEast Blog Post http://www.librarianintraining.com/2013/09/creative-cpd-at-libcampeast.html Last weekend I attended my first library camp at LibCampEast. Library camps are something I've heard a lot about but not had a chance to attend until now. Once I signed up I started thinking that it would be good practice for me to pitch a session. Since my blog post on CPD seemed to strike a chord with people and fit with the theme of the conference, I decided to pitch a session on creative methods of CPD. The format was a brain storming session in small groups after which participants fed their ideas back. The post below covers the results of this feedback and also serves as a follow up to my first CPD post. Conferences provide lots of CPD but you don't always have to spend a lot of money to get the best out of them. You can follow along on Twitter using a hashtag or use the conference website to access the presentations. If you're lucky enough to attend it's worth following up on ideas or projects that presenters mention, as this is a great way to contextualise the experience. Volunteering to speak at or organise a conference was another method of CPD highlighted. Experience of public speaking and event organisation is always a great addition to a CV. TeachMeets were cited as a great example of this, especially for first time speakers or organisers. The Internet provides lots of opportunity for CPD. ITunes U and other podcasts can often be downloaded for free and can be listened to/watched on the commute. There are a wide variety of podcasts available so you don't have to limit yourself to the library ones. You can even skip to the good bits! Other online suggestions included:  Webinars  SlideShare 55 | P a g e  23Things programs  MOOCs  Librarian blogs  RSS feeds of relevant sites  Skype  Email lists  Email alerts for journals There are also several low cost CPD methods in the real world. Exhibitions like the London Book Fair are a way of speaking to vendors and some will even provide free training in using their products. Vendor events are also a great place to network with other librarians. Visiting other libraries is a way to get an insight into workplaces outside your sector. CILIP special interest groups often run tours to various libraries so it's worth keeping an eye out. Setting up or taking part in professional networks was another popular suggestion. The International Librarians Network provides a way to connect professionals across the globe but less formal local networks were also mentioned. If the idea of formal networking intimidates you then why not attend a library social event to get to know others in the sector? Some participants had organised coffee mornings in order to meet other staff in their organisation. Taking online relationships into the real world such as Twitter meet ups can work well. Participants will already have a common interest and it's a lot easier to talk to people you already 'know' online. Other suggestions for online groups included reading groups, journal club and organised chat such as #uklibchat. Getting involved in a professional organisation like CILIP or SLA can be a great way to develop professionally. Committee work can give you experience of teamwork or budgeting and shows a commitment to the profession. These organisations also offer grants and bursaries to their members which can be used to fund CPD. Other methods discussed included:  Learning boxes - these started out as actual boxes but can also be used online. The basic idea is that you describe a situation, what you learnt and what you would do differently. You then come together to go through the box and learn from others experiences  CPD happy hours - taking an hour a week to work on your development. From reading blogs to learning how to use software these can be adapted to the individual. The important thing is to keep a log of your activities 56 | P a g e  Writing articles or book reviews  Using outside interests such as working with youth groups to illustrate team work or organisational skills Participants rounded up the session by sharing their general CPD tips. It's important to keep track of any training or other activities, whether for a formal program or just for your own use. Methods suggested included:  IFTTT  Keeping a diary  Reflective learning journals  Reporting back to your team on any activities such as conferences which might be useful for them to know about Many people highlighted the crucial role that support has to play in CPD activities. This support can come from managers and other less formal sources, either online or in person. It's important to remember to ask for support, especially if you're undertaking a formal process like Chartership. Get together with a group of like-minded people or online friends and you will soon find yourself motivated. A final point from the session was that it's OK to say something doesn't work for you. Not every method works for everyone and there's nothing wrong with that. The important thing is finding the method that works for you and I hope that the session gave people some ideas to take forward. Bibliography: No-Nonsense Guide to Training in Libraries / Barbara Allan Return to Evidence List / Return to Criterion 4 57 | P a g e 4.3 TWI Blog Post http://www.librarianintraining.com/2013/03/twi-library.html I've just started the CILIP Chartership process and one of my aims is to explore the information world beyond academic libraries. I have some visits lined up over the next few months but I began last week with a visit to the library at TWI. TWI is, in its own words: a global leader in technology engineering providing research and consultancy to its members My tour began with an introduction to the information services section at TWI. Linda Dumper, the manager of the section, talked to me about one of her main responsibilities - copyright. The only thing that I really know about copyright is how much photocopying of material students are limited to so it was interesting to find out about another side of the issue. The research that happens at TWI obviously produces a wealth of information in the form of reports and papers. The information services section needs to make sure that not only do the authors of these reports respect the copyright of others but that copyright can be retained for any staff papers submitted to conferences or journals. Retaining the copyright for its research means that TWI can continue to provide the best service to its members. Linda also provides copyright training for staff and members, ensuring that the correct practises are followed. Joanne Cooper and Catherine Foley gave me a tour of the library. Open to staff, members of the organisation and the public, the library provides the traditional information services that I am used to. In addition the library provides a document delivery service to its users, sending out copies of journal articles and other information. Engineering standards are an important part of the service offering of the library and they maintain an up to 58 | P a g e date selection for easy staff access. Materials are classified using an in-house system, much the same as my workplace uses. Items are classified by subject and then chronologically within that subject meaning that staff develop a thorough working knowledge of the collection and the subject. The library also maintains an industry news service with different staff taking responsibility for particular subject areas within engineering. As well as providing a valuable service to users this enables staff to develop a specialist knowledge of an area. This is a definite contrast to my work as a cataloguer which means that I have to know a little something about a lot rather than a lot about a specialised area. Lee Pretlove talked to me about archives and records management. The research that takes place at TWI obviously produces a wealth of documents which need to be stored and and increasingly this is done electronically. There is an overlap between the records management process and traditional library services, which means that colleagues get to collaborate. Lee also talked about the need to establish a retention schedule for documents. Some of the research conducted at TWI is funded by grants which stipulate that the resulting reports have to be kept for a set period, but it is important to have a clearly defined retention policy for all documents. Good records management makes it possible to supply documents to users in a timely manner which reflects well on the information service. This process is also useful for staff who need to know where to find documents quickly and easily. To be a cataloguer I think you need to have quite an organised way of thinking so all this discussion of records management struck a chord with me! Maggie Larbey gave me a tour of the MI-21 database of welding consumables, an important service provided by the information department. As well as being an excellent source of advice on which materials to use during the welding process, the database takes information previously only available in hard copy and creates a fully searchable electronic interface. Users can search by type and property in order to find the most suitable consumable for their need. The database is keyword searchable and provides links to further information. One of the things that I liked most about the database was that it covered both old and new materials. This is especially useful if repairing an old structure where older materials are hard to come by since the database can recommend equivalent modern products. The database also allows users to build comparison tables for inclusion in reports, a very useful feature which must save a lot of time. Lastly, Margaret Connell showed me the Weldasearch bibliographic database. This database contains abstracts of over two hundred thousand articles of relevance to TWI users, with approximately four hundred added every month. The team, comprised of internal employees and external abstractors, search journals and the web in order to find items of interest. Abstracts are produced from either the article itself or an existing abstract and are edited to ensure consistency. Keywords are then indexed using the International Institute of Welding thesaurus. The database is updated once a month with a range of items which 59 | P a g e appeal to different segments of the user population and users can set up alerts to receive updates on areas that are of interest to them. This is something which I would I like to be involved in if I worked in a more specialised library but would be impossible with the range of materials my workplace receives under legal deposit. It was fascinating to see a specialised library in action and my visit has given me a new appreciation of the varied range of tasks that they carry out. At the same time I can see similarities with the way that we operate in an academic library - we are both focused on the user and try to present a variety of information in easily digestible formats. Of course, I would hope that the above is true of all library services! Return to Evidence List / Return to Criterion 4 60 | P a g e 4.4 Hyperlinked Library MOOC Certificate The Hyperlinked Library MOOC was open to participants worldwide. As a result I was able to connect with fellow information professionals from a range of countries such as New Zealand and the United States. I was very involved in the course, especially when interacting with other participants. When taking part in previous MOOCs I have not always been at participating in this way but I pushed myself with this course to make sure I took advantage of the opportunities offered. I have kept the connections I made active after the end of the course via social media. Return to Evidence List / Return to Criterion 4 The Hyperlinked Library MOOC was open to participants worldwide. As a result I was able to connect with fellow information professionals from a range of countries such as New Zealand and the United States. I was very involved in the course, especially when interacting with other participants. When taking part in previous MOOCs I have not always been good at participating in this way but I pushed myself with this course to make sure I took advantage of the opportunities offered. I have kept the connections I made active after the end of the course via social media.