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How did NCSU train our RDA trainers?

We used a mixed approach to training our trainers. As an official US RDA Test Institution, we were able to send one staff member to Library of Congress' Train the Trainer session at ALA mid-winter, January 2010.

The Cataloging Management Team watched RDA Changes from AACR2 for Texts by Barbara Tillett (webcast), followed by the LC Train the Trainer recorded webcasts as a group.

The RDA Training Team, who are all members of the Cataloging Management Team, further assembled other available resources, then learned and muddled through as a group, developing and training content while simultaneously learning the material for ourselves.

What resources did NCSU use when creating RDA training?

Following is a list of the resources we referred to most often while developing training:

  • Resource Description & Access: Background/Overview by Barbara Tillett (webcast)
  • RDA Changes from AACR2 for Texts by Barbara Tillett (webcast)
    • This is an overview of changes in RDA for textual materials. The Cataloging Management team watched this prior to beginning the Train the Trainer webcasts. Additionally, we had all Metadata & Cataloging staff watch this webcast in small groups the week before our scheduled RDA Training.
  • Changes from AACR2 to RDA: A Comparison of Examples by Adam Schiff (PDF)
    • This resource is full of examples. We included the PowerPoint printouts in the RDA Training binder provided to all Metadata & Cataloging staff.
  • Introduction to RDA by Robert Maxwell (PDF)
  • RDA in Depth: Differences Between RDA and AACR2 by Robert Maxwell (PDF)
    • Some of the examples used in our RDA Training were borrowed from this presentation.
  • Introducing RDA: A Guide to the Basics by Chris Oliver (print book)
    • This book was quite helpful in pulling together RDA concepts. This is not a practical, how to create an RDA record guide, but instead, a well organized, readable introduction to RDA.
  • RDA Toolkit
    • Specifially, the RDA text itself and the MARC Bibliograhphic to RDA Mapping (RDA Toolkit > Tools (tab) > RDA Mappings)
  • In putting together our Powerpoints, we did our best to properly attribute all slides we used from other work.  If you believe we missed any attributions, please email Christee Pascale and we will be happy to correct.

How was the NCSU RDA training developed? What was covered?

From the beginning, we envisioned training in three parts:

  1. Introduction to FRBR/FRAD
  2. Formal RDA Training
  3. Breakout Groups

FRBR/FRAD Introduction

We delivered our Introductory FRBR/FRAD training outside of the formal RDA Training. Ideally, we would have liked to deliver it the week before RDA training. Realistically, we ended up presenting it the day before our RDA training began. The hour long session covered:

  • Group 1 entities: item, manifestation, expression and work
  • Group 2 entitles: person, corporate bodies
  • Group 3 entitles (in general)
  • FRBR and FRAD users tasks

We very deliberately tailored the content to focus on the concepts we felt needed to carry over into RDA training and then attempted to make those concepts more concrete. We developed this presentation after creating our formal RDA Training content.

The NCSU FRBR/FRAD Introduction session, "FRBR and Entity Relationships" is available as a PowerPoint on the NCSU RDA Test page.

Formal RDA Training Content

The Training Team used the LC Train the Trainer webcasts as our jumping off point. First, we defined our audience: an NCSU cataloger who needs to complete training able to directly apply learned knowledge to the creation of MARC21 RDA bibliographic records.

Having defined our audience, we decided that our local training would need to differ from the LC training in two ways:

  1. More intentionally teaching RDA in terms of MARC21 and AACR2
  2. Soften the presentation of RDA in its FRBR/FRAD-based conceptual framework.

Next, we began identifying topical areas. Our goal was to deliever 2-3 half-days of training total. While we kept this in mind when determining topical content, we did not let time dictate what was or was not covered. Ultimately, we delievered approximately 12 hours of training over a 3 day period.

Creating the content while simultaneously learning the content was our greatest struggle. Each member of the Training Team was assigned 1-2 topics per week. The assignment was to review the existing presentations/documentation available on that topic, consult RDA toolkit, and adapt content into slides for our local use. Each member was challenged to learn the topical area while creating content and produce slides. The Training Team then met as a group to discuss the topical area, then review and edit the slides.

Once the bulk of the topical content was created, we organized the topical areas into a training outline. During this process, we identified missing content, which was then created (though not always vetted by the Training Team as a group).

In the end, our training materials borrow heavily from the LC Train the Trainer sessions, as well as creating some original content.

The formal training schedule and the accompanying PowerPoint presentations for each day are available on the NCSU RDA Test page .

Breakout Groups

We wanted to give staff the chance to apply the formal training, interact with RDA Toolkit and create practice MARC 21 bibliographic records in a relaxed, group setting. The Breakout Groups split our staff of 20 into small groups where they practiced creating MARC21 RDA bibliographic records for identified formats. Identified formats are the resources we think we'll catalog using RDA during the US Test, and include:

  • Single part monograph (print and electronic)
  • Multipart monograph (print and electronic)
  • Upgraded monographic copy (from AACR2 to RDA)
  • DVD
  • Children's resources
  • Streaming media
  • Thesis
  • Serials (print and electronic)
  • Integrating resources (print and electronic)

We selected examples that would expemplify the differences between AACR2, different ISBD conventions and RDA. All of the examples we chose are already cataloged according to AACR2. We then created electronic surrogates of the resources (PDF files that contained photocopies of relevent data, e.g. title page, title page verso, etc.). This was done specifically to give our cataloger's practice in working with electronic surrogates in preparation for the US RDA Test Common Set.

We used the following format for the Breakout Group sessions:

  • Session #1, Group record: the MARC21 RDA bibliographic record cataloging for an identified resource type above was covered in-depth during a breakout sesssion
  • Individual assignment: each cataloger was asked to create a MARC21 RDA bibliographic record over the course of 1 week
  • Session #2, Group discussion: the breakout group reconvenes to discuss the individual assignment

We adapted the LC Checklist: Creating LC Practice Records for the RDA Test into NCSU Workflows to guide our cataloger's through the process of creating a MARC21 RDA bibliographic record.

Lastly, we also adapted the LC Workforms for RDA Practice Bibliographic Records . Our cataloger's used these workforms to complete their individual assignments and create their practice MARC21 RDA bibliographic records.

The electronic surrogates, practice MARC21 RDA bibliographic records, local workflows and workforms are available on the NCSU RDA Test page.

Questions or Comments?

Please contact:

Christee Pascale
Associate Head, Metadata & Cataloging

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