Dept Library and Information Science

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Dept Library and Information Science

• Sally Witbooi, Lecturer

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Information organization and storage

• Writing standards for the South African LIS
  practice a progress report

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Topics of discussion

• Introduction
• Clarification of concepts
• South African Standards Writing dynamics
• Model to be used in SA standards writing
• Standards for information organization and
  storage
• Standard 1 Catalogue information resources
• Standard 2 Classify information resources
• Standard 3 Create and manage databases
• Standard 4 Process information resources
  physically
• Standard 5 Store information resources
• Standard 6 Analyze and organize specialist
  information

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Introduction

• Difficulties within South African context
  training in Cataloguing, Classification and
  Indexing time spent balance between theory and
  practical naming.
• The different standards and formats used ISBD
  ISO AACR 2 MARC 21 Dublin Core
• Education and training versus practice academic
  and professional expectations
• Basic and Advanced levels

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Clarification of concepts

• Information organization
• Standards bibliographic standards performance
  standards generic vs. specific unit standards
  qualitative and quantitative standards
• Cataloguing
• Classification
• Indexing

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South African Standards Writing dynamics

• Local writing versus globalization
• SETA Training
• Logistical blockages
• Division of labour
• Time frame
• The model to be used

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Model to be used in SA standards writing

• An outcomes-based system
• Outcomes analysis
• Unit standards components
• HR uses of unit standards
• SAQA-related uses of unit standards
• Unit standards and qualifications

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An outcomes-based system

• Outcomes are central to the whole OBE system.
• Outcomes are different from tasks they are the
  results of the integration of knowledge, skills,
  understanding and attitudes.
• Competence may be defined as the ability to
  perform to a defined standard within a defined
  context.
• We teach TOWARDS the outcomes and we assess
  AGAINST the outcomes.
• The outcomes should be presented in such a way
  that they describe
• What learners are required to know and be able to
  do
• The standard of performance required and
• The context in which the performance should take
  place.

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Outcomes analysis

• This form of analysis identifies the key purposes
  (reasons for being) of particular clusters of
  knowledge, skills, and personal characteristics.
• Purpose statements consists of active verbs
  object, and condition/context.
• The key purpose should provide an aspiration of
  where/what the sector wants to get to.
• Key purpose roles for key work areas that could
  relate to the technical, creative, management
  aspects are formulated.
• The product of the analysis is main outcomes,
  hence we call the analysis outcomes analysis.

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Unit standards components

• The Unit Standard is a formal document that
  describes performance and it tells us clearly
• What must be done, and why
• How well
• Under what conditions.
• Unit standards are statements of broad
  competence.
• The components of a Unit Standard are the Title
  Credit level Specific Outcomes Assessment
  Criteria and Range.
• The Title is an outcome statement, and is
  attributable to the individual. It starts with a
  verb and the verb reflect significant
  performances, not narrow tasks.
• Each unit standard is worth a number of credits,
  which gives an indication of the size and scope
  of the unit standard.
• Each unit standard is registered on the NQF at a
  particular level based on the complexity of the
  outcomes.
• The overall outcome as expressed in the title is
  broken down into smaller, more manageable
  outcome, the specific outcomes.
• The assessment criteria detail the critical
  evidence that is required to be presented in
  order to achieve credit.
• Range statements describe the situations and
  circumstances in which the individual is expected
  to perform.

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H R uses of unit standards

• Job profiling
• Performance management
• Competency-based remuneration
• Career pathing
• Recruitment
• Promotion
• Learnership
• licencing

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SAQA-related uses of unit standards

• Learning programmes
• Competency gap
• Assessment for competence profiling or record of
  learning (RPL)
• Certification
• Competency management is not the same as
  performance management the NQF is about
  competency management.

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Unit standards and qualifications

• Qualifications are made up of clusters of
  registered unit standards to meet the needs of
  industries, enterprises, institutions, etc.
• Qualifications will generally consist of generic
  unit standards plus specialised unit standards.
• Qualifications can be formed by grouping
  particular unit standards according to the
  industrys of institutions needs and according
  to SAQAs rules of combinations for certificates,
  diplomas and degrees.
• Qualifications are to be made up of unit
  standards within all three of the categories
  Fundamental, Core and Elective.

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Standards for Information organization and storage

• Standard 1 Catalogue information resources
• Standard 2 Classify information resources
• Standard 3 Create and manage databases
• Standard 4 Process information resources
  physically
• Standard 5 Store information resources
• Standard 6 Analyze and organize specialist
  information

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Standard 1- Catalogue information resources

• Describe the principles of cataloguing and the
  suitability of AACR 2 standards to type of
  collection
• Locate and edit copy-cataloguing records for
  library and information resources
• Determine cataloguing standards for library and
  information resources
• Maintain catalogue records for library and
  information resources.

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Standard 2 -Classify information resources

• Describe the way in which knowledge is organized
  in library classification systems
• Describe the principles of classification and
  subject analysis of the item in hand
• Apply a classification system to material held in
  library and information services

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Standard 3 Create and manage databases

• Analyze a body of information to which access is
  required
• Select and develop a LIS database and collect and
  record information
• Maintain, monitor, and evaluate the database and
  implement improvements
• Review new systems to organize and access
  information

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Standard 4 Process information records
physically

• Ensure the processing of the item is correct in
  terms of the addition of library stationery,
  labels, ownership stamps and barcodes
• Ensure the covering of the item with protective
  covering is appropriate to required standards of
  presentation

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Standard 5 Store information resources

• Prepare newly acquired resources
• Undertake basic processing of information
• Arrange material to facilitate access to
  resources for clients

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Standard 6 Analyze and operate specialist
information

• Identify the requirements for descriptions of
  material
• Analyze material
• Describe material and format description
• Monitor and review analysis and description
  practices and procedures
• Contribute to enhancements of systems for
  describing material

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List of Abbreviations and Acronyms

• AACR 2 Anglo-American Cataloguing Rules. 2nd
  ed. Rev.
• AGM Annual General Meeting
• DDC 21 Dewey Decimal Classification. 21 ed.
• IGBIS Interest Group for Bibliographic
  Information Standards
• ISO International Standards Organization
• LIASA Library and Information Association of
  South Africa
• LIS Library and Information Studies/Science
• MARC 21 Machine Readable cataloguing 21
• NQF National Qualifications Framework
• OBE Outcomes Based Education
• RPL Recognition of Prior Learning
• SAQA South African Qualifications Authority
• SETA Sector Education and Training Authority
• SGB Standards Generating Body

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Selected References

• Coetzee, H S, 1995. Opleiding van studente in
  katalogisering, klassifikasie en die verlening
  van onderwerpstoegang tot inligting. S A Journal
  of Library and Information Science. 63 (3)
  148-158.
• Goodson, Carol F, 1997. The complete guide of
  performance standards for library personnel. New
  York Neal Schuman.
• Hallendorff, Erik, Richardson, Brent Wood,
  Brian, 2002. Standards writer course. 4th ed.
  S.l. The Learning Network S A.
• Taylor, Arlene G, 1999. The organization of
  information. Englewood, Colorado Libraries
  Unlimited.
• Vermeulen, W M, 1991. South African school
  libraries and standards. S A journal of Library
  and Information Science. 59 148-153.
• Vermeulen, W M. 1992. Quantitative standards for
  school libraries in South African secondary
  schools. S A Journal of Library and Information
  Science. 60 (2) 114-120.