1. Descriptive Cataloging Using RDA
February 2015
Descriptive Cataloging
Using RDA
Module 1
Introduction, Concepts, and Tools
Cooperative and Instructional Programs Division
Library of Congress
2014
Module 1: Introduction, Concepts, and Tools

2. Descriptive Cataloging Using RDA
February 2015
Acknowledgements
This course is the product of collaboration between
Tim Carlton, Cooperative and Instructional Programs Division, Library of Congress
Ingrid Hsieh-Yee, Ph. D., Dept. of Library & Information Science, Catholic University of America
Pedagogical notes for instructors – from the curriculum designers:
This curriculum has its origins in two courses the Library of Congress formerly offered for new catalogers: “Cataloging Concepts: Descriptive Cataloging” and “AACR2 and RI Basics.” Both are obsolete, and this is an RDA-based replacement. Accordingly, it is designed as a conceptual overview, and does not necessarily drill to a granular level (significant details of RDA are covered, as needed to grasp the ‘big picture’). It is assumed that the audience has no previous knowledge of descriptive cataloging.
The curriculum is structured in 9 modules of 2.5-hours (each includes a 20-minute break). Generally, this is very tight. If you can add 30 minutes, you can view more examples in RDA, entertain more discussion, and spend more time on exercises. The accompanying outline does not suggest timings for each unit; so you should ‘rehearse’ before presentation. Remember that it is a conceptual overview. It is not expected that students complete the curriculum and become fully-functioning catalogers; it is expected that they can understand the concepts, navigate in RDA, and learn while they catalog, in consultation with a specialist as needed.
It has been designed for instructor-led training in a classroom environment. The classroom should have internet access -- for the projection of the RDA Toolkit, to enable students to take the online quizzes, and to display answers to the exercises.
The curriculum lends itself to self-paced self-instruction (perhaps in smaller units); in such a context, I recommend that students have access to an in-house cataloging specialist for questions and clarifications.
 It is critical that instructors perform timed rehearsals, and decide for themselves which areas to spend more or less time on.
Module 1: Introduction, Concepts, and Tools

3. Descriptive Cataloging Using RDA
February 2015
About This Material
This training material has been created for a primary audience of Library of Congress staff.
Other audiences are welcome to adapt and utilize it as they see fit. However, it should be understood that it reflects LC policies, and should not be interpreted to either prohibit or require specific practices for other libraries or organizations.
Module 1: Introduction, Concepts, and Tools

4. Preamble – Scope and Target Audience
Descriptive Cataloging Using RDA
February 2015
Preamble – Scope and Target Audience
This curriculum is a conceptual overview of the basics of descriptive cataloging
The intended audience is those persons who have little or no experience doing descriptive cataloging.
Although primarily conceptual, it includes coverage of some significant details of RDA
It is not expected that trainees be fully-functioning catalogers upon completion. Rather, trainees should be able to understand basic concepts, navigate RDA, and, like good librarians, know how to further their education.
This course, like all courses in this curriculum, is meant to provide a conceptual overview.
It is not an attempt to be exhaustive.
Module 1: Introduction, Concepts, and Tools

5. Descriptive Cataloging Using RDA
February 2015
Learning Objectives
Why Do We Catalog?
Describing Resources
Historical Overview of Cataloging Codes
Cataloging Tools
[animated upon click]
Module 1: Introduction, Concepts, and Tools

6. Descriptive Cataloging Using RDA
February 2015
Unit 1: Why Do We Catalog?
Why do you think?
Let’s brainstorm for a few minutes …
Hint: Think about users and catalogers
[Instructor: use white board to record suggested answers]
Module 1: Introduction, Concepts, and Tools

7. Descriptive Cataloging Using RDA
February 2015
Some Possible Answers
To help people find things
To know what we have in our collections
To categorize and classify our resources
To provide access
To develop taxonomies and controlled vocabularies
To transfer information
To facilitate standardization
To enable machine manipulation
To collocate
Because Google can’t do everything
and more …
[Suggestion: if you print this presentation in the ‘handouts’ format for students, do not print this slide; otherwise, students can simply look at the ‘answers’ here for the brainstorming called for on the previous slide. So, print slides 1-6, This means that some students will notice that there is a gap in the slide numbering]
Module 1: Introduction, Concepts, and Tools

8. Descriptive Cataloging Using RDA
February 2015
What Others Have Said
‘to enable a person to find a book; to show what the library has; to assist in the choice of a book’
(Cutter, 1876)
‘to make the greatest number of items readily available to the greatest number of potential users … the differentiation of the individual item’
(Downing, 1981)
‘to record, describe, and index the holdings of a specific collection’
(Wynar, 1985)
to address the FRBR and FRAD User Tasks
Find, Identify, Select, Obtain, Contextualize, Justify
Citations:
1st bullet – Charles A. Cutter, Rules for a Dictionary Catalog, 1876
2nd bullet – Mildred Harlow Downing, Introduction to cataloging and classification, 1981
3rd bullet – Bohdan Wynar, Introduction to Cataloging and Classification, 7th ed. Rev. by Arlene Taylor, 1985
Last bullet – more about FRBR and FRAD later 8
Module 1: Introduction, Concepts, and Tools 8

9. Unit 2: Describing Resources
Descriptive Cataloging Using RDA
February 2015
Unit 2: Describing Resources
How do we describe anything?
How do we describe bibliographic resources?
As we do these exercises, consider:
Isn’t the act of describing, really, an attempt to categorize and distinguish?
[Instructor: use white board to record suggested answers] 9
Module 1: Introduction, Concepts, and Tools 9

10. How Do We Describe Anything?
Descriptive Cataloging Using RDA
February 2015
How Do We Describe Anything?
How would you describe this thing?
Or, you might think of it this way:
“What are the characteristics that distinguish this thing from something else?”
[Instructor: use white board to record answers
Some answers you are looking for:
what do we call it (or, what is it named)
what kind of car is it
size
color
creator
manufacturer; when manufactured; where manufactured
physical specifications
model
VIN]
“WHY describe this thing?
[This will help them focus on the most relevant bits of description; we could describe everything, but we focus on the most relevant.] 10
Module 1: Introduction, Concepts, and Tools 10

11. How Do We Describe Anything – Continued
Descriptive Cataloging Using RDA
February 2015
How Do We Describe Anything – Continued
That thing we just described …
Do those ways of describing that thing have ‘parallels’ for bibliographic resources?
Think about ‘parallels’ broadly
[for example …
what is it named = title?
what kind of car is it = nature of the contents? (e.g., novel/poem/play/essays/letters)
size = extent?
color = binding?
creator = author/composer/artist?
manufacturing data = publisher? ; date of publication? ; place of publication?
physical specifications = dimensions?
model = edition?
VIN = ISBN/ISSN/label no.]
So we want to focus on the relevant details of description – these will be those that satisfy the user tasks (mentioned very briefly earlier but covered in detail in Module 2 on FRBR) 11
Module 1: Introduction, Concepts, and Tools 11

12. How Do We Describe Bibliographic Resources?
Descriptive Cataloging Using RDA
February 2015
How Do We Describe Bibliographic Resources?
What are the important parts of a resource?
i.e., What are the important components of a bibliographic record?
‘What are the characteristics that distinguish one resource from another’
Later, we’ll use terms such as work, expression, and manifestation
How are these characteristics recorded, using MARC?
[Instructor: use white board to record suggested answers. No suggested answers are included in these notes.] 12
Module 1: Introduction, Concepts, and Tools 12

13. Descriptive Cataloging Using RDA
February 2015
Looking at Surrogates
Let’s look at ‘surrogates’ and think about what components are ‘important’
i.e., “What is ‘worth’ including in a catalog record?” or, “What is helpful to a user?”
FRBR User Tasks provide a framework for deciding what is helpful
Find; Identify; Select; Obtain
Note: the following records were cataloged using AACR2, not RDA
[Instructor: you should be able to ‘ad lib’ these next few slides] 13
Module 1: Introduction, Concepts, and Tools 13

14. Descriptive Cataloging Using RDA
February 2015
Book
What are the different elements on this title page?
Which of these do you think should be included in a catalog record?
[Instructor: use the PowerPoint pointer to indicate elements on the surrogate, and ask students:
what is the element?
is it important enough to be recorded?] 14
Module 1: Introduction, Concepts, and Tools 14

15. Descriptive Cataloging Using RDA
February 2015
Book
Are there any elements on this ‘title page verso’ that you think should be included in a catalog record?
[Talk about what CIP is and whether the CIP data is a valid source – A. NO!] 15
Module 1: Introduction, Concepts, and Tools 15

16. Book – LC OPAC Full Display
Descriptive Cataloging Using RDA
February 2015
Book – LC OPAC Full Display
[Instructor: Ask …
What elements have been recorded exactly as found on the piece? A: those circled in black.
Are there elements that have been supplied by the cataloger, i.e., that do not appear on the resource, or that may appear on a part of the resource we did not see on the surrogate? A: those pointed to with green arrows
Of these ‘green arrow’ elements, which are elements which describe the resource? A: Description; ISBN; Notes; Series
Of the other ‘green arrow’ elements, what do they represent? A: means of access (or ‘entry’)
Introduce briefly – but do not belabor -- the distinction between Description and Access (which will also be seen in our survey of cataloging codes).
Just something for them to think about. Later, we will discuss ‘Access’ elements as ‘Relationships’ 16
Module 1: Introduction, Concepts, and Tools 16

17. Book – LC OPAC MARC Display
Descriptive Cataloging Using RDA
February 2015
Book – LC OPAC MARC Display
[Ask if this display includes different elements from the previous slide (A: no, they are different displays of the same elements)
Ask how this display is different from the OPAC display (A: it contains MARC coding instead of common language labels)]
For the remaining surrogates, we will focus on the OPAC Full display -- in part, because you have not yet learned about MARC.
Here is a different display of a portion of the same record; it is the “MARC Tags” view from the LC OPAC, and shows only some of the ‘descriptive’ elements we talked about on the previous slide. 17
Module 1: Introduction, Concepts, and Tools 17

18. Descriptive Cataloging Using RDA
February 2015
Sound Recording
What are the different elements on this sound disk?
Also, what do you not see that you would expect to see?
Which of these should be included in a catalog record?
[Instructor: This a small image, and it may help to describe each element they are seeing, perhaps using the screen pointer. Publication information is present, even though it’s too small to see here. Students should observe that it is worth recording, and should be ‘looked for.’
Ask whether this kind of resource would have the same kind of ‘sources’ for data as the previous resource (a book). Make the point that there are certain ‘valid’ sources for data, and that the format of the material is a factor] 18
Module 1: Introduction, Concepts, and Tools 18

19. Sound Recording – LC OPAC Full Display
Descriptive Cataloging Using RDA
February 2015
Sound Recording – LC OPAC Full Display
[Instructor: Ask … (and point to elements as students mention them)
Which elements have been recorded from a part of the resource we can see? A: ‘Main title’; ‘Published/Created’
Are there descriptive elements that have been supplied by the cataloger (i.e., that do not appear on the resource), or that appear on a part of the resource we cannot see or read? A: ‘Description’; ‘ Publisher no.’; ‘Performer’; ‘Credits’; ‘Contents’; ‘Notes’; also ‘[Sound recording]’ in Main title
Which elements provide access to the resource? A: ‘Personal name’; ‘Related names’; ‘Subjects’
Reiterate briefly the distinction between Description and Access. 19
Module 1: Introduction, Concepts, and Tools 19

20. Sound Recording – LC OPAC MARC Display
Descriptive Cataloging Using RDA
February 2015
Sound Recording – LC OPAC MARC Display
[Instructor: Merely note again that the OPAC MARC display is simply a different display of the same elements]
Again, here is the “MARC Tags” view from the LC OPAC, showing only some of the ‘descriptive’ elements we talked about on the previous slide. 20
Module 1: Introduction, Concepts, and Tools 20

21. Descriptive Cataloging Using RDA
February 2015
DVD
What are the different elements on this DVD?
Which do you think should be included in a catalog record?
[Instructor: use the screen pointer to discuss the elements. Publication information is present, even though it’s too small to see here. Students should mention that it would need to be examined, and is worth recording.
Ask whether this kind of resource would have the same kind of ‘sources’ for data as a book] 21
Module 1: Introduction, Concepts, and Tools 21

22. Descriptive Cataloging Using RDA
February 2015
DVD – OCLC Display
[Instructor: Explain that the display looks different because OCLC chooses to display the MARC record differently from the way LC’s ILS displays it.
Q: Where does all the information come from? Much of it is not on the disk.
A: RDA instructs: for videos, use the title frame(s) as an authoritative source]
Here is an OCLC display of a portion of the record, showing the elements we discussed on the previous slide – and many more! 22
Module 1: Introduction, Concepts, and Tools 22

23. Unit 3: Historical Overview of Cataloging Codes
Descriptive Cataloging Using RDA
February 2015
Unit 3: Historical Overview of Cataloging Codes
Antonio Panizzi
Charles Cutter
ALA
AACR
ISBD(M)
Anglo American Cataloguing Rules, Second Edition
Resource Description and Access
Subject Cataloging and Classification
For Further Reading
We will touch only very briefly on a few major points.
If you want to read about cataloging theory and history on your own, see the citations on the following slides. 23
Module 1: Introduction, Concepts, and Tools 23

24. Descriptive Cataloging Using RDA
February 2015
Antonio Panizzi
91 Rules for Standardizing the Cataloguing of Books (1841)
British Museum
First major English-language cataloguing code
Module 1: Introduction, Concepts, and Tools

25. Descriptive Cataloging Using RDA
February 2015
Charles A. Cutter
Rules for a Dictionary Catalog (1876)
First principles of cataloguing
Objectives of the catalogue
Entry and Description
Collocation function
Find a ‘book’
Show what the ‘library’ has
Assist in the choice of a ‘book’
Quotes around ‘book’ and ‘library’ because we can now think of these in broader terms
Module 1: Introduction, Concepts, and Tools 25

26. American Library Association
Descriptive Cataloging Using RDA
February 2015
American Library Association
Catalog Rules: Author and Title Entries
“ALA Rules”
1908; 1941; 1949
In conjunction with LC production of catalog cards
Distinct parts of rules for entry and description 26
Module 1: Introduction, Concepts, and Tools 26 26

27. Anglo-American Cataloging Rules
Descriptive Cataloging Using RDA
February 2015
Anglo-American Cataloging Rules
British Library; Canadian Library Association; Library of Congress
1967
Three parts
Entry and Heading
Description
Non-Book Materials 27
Module 1: Introduction, Concepts, and Tools 27 27

28. Descriptive Cataloging Using RDA
February 2015
ISBD(M)
International Standard Bibliographic Description for Monographic Publications
1974
“internationally accepted framework”
Goal: result in records that are convertible into machine-readable form
Assigned an order to the elements
System of punctuation 28
Module 1: Introduction, Concepts, and Tools 28 28

29. Anglo-American Cataloging Rules, Second Edition -- ‘AACR2’
Descriptive Cataloging Using RDA
February 2015
Anglo-American Cataloging Rules, Second Edition -- ‘AACR2’
ALA; (British) Library Association; British Library; Canadian Committee on Cataloging; Library of Congress
1978; 1988; 1998; 2002
Goals
Consolidate British and American versions
Incorporate changes to AACR
Promote international interest
Facilitate machine treatment
Apply to non-book materials
Description and Headings 29
Module 1: Introduction, Concepts, and Tools 29 29

30. RDA: Resource Description and Access
Descriptive Cataloging Using RDA
February 2015
RDA: Resource Description and Access
ALA; Canadian Library Association; Chartered Institute of Library and Information Professionals
2009
Closely tied to FRBR/FRAD concepts
User tasks
Entities
Attributes = “Elements”
Relationships
All types of content and media
[FRBR/FRAD to be covered in detail in next module] 30
Module 1: Introduction, Concepts, and Tools 30 30

31. Subject Cataloging and Classification
Descriptive Cataloging Using RDA
February 2015
Subject Cataloging and Classification
Library of Congress Subject Headings
A Classification and Subject Index for Cataloging and Arranging Books and Pamphlets in a Library
“Dewey Decimal System”
Melvil Dewey
Public and small academic libraries
Library of Congress Classification
Most research and academic libraries
[Out of scope for this curriculum] 31
Module 1: Introduction, Concepts, and Tools 31

32. Descriptive Cataloging Using RDA
February 2015
For Further Reading
The Conceptual Foundations of Descriptive Cataloging. Edited by Elaine Svenonius. San Diego: Academic Press, 1989.
Foundations of Cataloging: A Sourcebook. Edited by Michael Carpenter and Elaine Svenonius. Littleton, Colo.: Libraries Unlimited, 1985.
Encyclopedia of Library and Information Science. 3rd ed. Edited by Marcia J. Bates and Mary Niles Maack. Boca Raton: Taylor and Francis, Last updated Aug. 10, (Available online or in print)
Note that some of these are old citations – the ‘why we catalog’ has not changed significantly.
Module 1: Introduction, Concepts, and Tools

33. Unit 4. Descriptive Cataloging Tools
Descriptive Cataloging Using RDA
February 2015
Unit 4. Descriptive Cataloging Tools
Resource Description & Access (RDA)
Library of Congress-Program for Cooperative Cataloging Policy Statements (LC-PCC PS)
MARC … and beyond 33
Module 1: Introduction, Concepts, and Tools 33

34. Resource Description & Access
Descriptive Cataloging Using RDA
February 2015
Resource Description & Access
Covered in detail in a later sequence of courses in this curriculum 34
Module 1: Introduction, Concepts, and Tools 34

35. Descriptive Cataloging Using RDA
February 2015
Library of Congress-Program for Cooperative Cataloging Policy Statements
Interpretation and application of RDA
Jointly crafted by LC and the Program for Cooperative Cataloging
“PCC is an international cooperative effort aimed at expanding access to library collections by providing useful, timely, and cost-effective cataloging that meets mutually-accepted standards of libraries around the world”
BIBCO, CONSER, NACO, SACO
Conducts specialized training and mentoring
[Instructor: very briefly discuss each of the PCC components] 35
Module 1: Introduction, Concepts, and Tools 35

36. Descriptive Cataloging Using RDA
February 2015
MARC … and beyond
MARC
Bibliographic Framework Initiative (in development) 36
Module 1: Introduction, Concepts, and Tools 36

37. Descriptive Cataloging Using RDA
February 2015
MARC
MAchine-Readable Cataloging ‘markup language for catalogers’
Understanding MARC Bibliographic
Online resource for learning about MARC
Source for the brief overview that follows 37
Module 1: Introduction, Concepts, and Tools 37

38. MARC – Why is a MARC Record Necessary?
Descriptive Cataloging Using RDA
February 2015
MARC – Why is a MARC Record Necessary?
Why can't a computer just read a catalog card?
The computer needs a way of interpreting the information in a catalog record. A MARC record contains a guide to its data, or "signposts," before each piece of bibliographic information.
The place provided for each of these pieces of bibliographic information (author, title, call number, etc.) is called a "field." 38
Module 1: Introduction, Concepts, and Tools 38

39. MARC – Why is a MARC Record Necessary?
Descriptive Cataloging Using RDA
February 2015
MARC – Why is a MARC Record Necessary?
If a record has been marked correctly …
programs can be written to format the information for printed catalog cards or for display on a computer screen
programs can be written to search for certain kinds of information.
Using the MARC standard prevents duplication and allows libraries to better share bibliographic resources.
And more:
Using the MARC standard also enables libraries to make use of commercially available library automation systems to manage library operations. Many systems are available for libraries of all sizes and are designed to work with the MARC format. Systems are maintained and improved by the vendor so that libraries can benefit from the latest advances in computer technology. The MARC standard also allows libraries to replace one system with another with the assurance that their data will still be compatible.
The Library of Congress serves as the official depository of United States publications and is a primary source of cataloging records for US and international publications. The MARC 21 bibliographic format, as well as all official MARC 21 documentation, is maintained by the Library of Congress. It is published as MARC 21 Format for Bibliographic Data. 39
Module 1: Introduction, Concepts, and Tools 39

40. MARC – Content Designation -- Tags
Descriptive Cataloging Using RDA
February 2015
MARC – Content Designation -- Tags
Each bibliographic record is divided logically into “fields” (author, title, publisher, etc.).
Each field is associated with a 3-digit number called a "tag." A tag identifies the field -- the kind of data -- that follows.
Though online catalogs may display the names of the elements, those names are supplied by the system software, not by the MARC record (remember the record examples).
Each field is subdivided into one or more "subfields." 40
Module 1: Introduction, Concepts, and Tools 40

41. MARC – Content Designation -- Indicators
Descriptive Cataloging Using RDA
February 2015
MARC – Content Designation -- Indicators
Two character positions follow each tag. One or both of these character positions may be used for “indicators.”
The indicators are used to convey more coded information about the field.
Each indicator value is a number from 0 to 9. The allowable values and their meanings are spelled out in MARC 21 documentation. 41
Module 1: Introduction, Concepts, and Tools 41

42. MARC – Content Designation – Example for 245
Descriptive Cataloging Using RDA
February 2015
MARC – Content Designation – Example for 245
$a The emperor's new clothes / $c adapted from Hans Christian Andersen and illustrated by Janet Stevens.
In this field:
the tag 245 defines this as a title field
the next 2 digits are indicator values
The first indicator (1) provides separate access to the resource through the title
The second indicator (4) displays the number of leading characters to be disregarded by the computer in the sorting and filing process
Blanks are indicated in documentation by #
[Instructor: you should be able to ad lib an explanation of this example] 42
Module 1: Introduction, Concepts, and Tools 42

43. MARC – Content Designation – Subfields
Descriptive Cataloging Using RDA
February 2015
MARC – Content Designation – Subfields
Most fields contain several related pieces of data. Each piece is called a “subfield,” and each subfield is preceded by a “subfield code”. Each code indicates what type of data follows.
The subfields are separated by characters called “delimiters.”
Software programs and documentation use different characters to represent the delimiter (most commonly, as below, the dollar sign).
Example:
300 ## $a 675 p. : $b ill. ; $c 24 cm.
[Instructor: you should be able to ad lib an explanation of this example] 43
Module 1: Introduction, Concepts, and Tools 43

44. Descriptive Cataloging Using RDA
February 2015
MARC – Tag Hundreds
The broad divisions of the MARC 21 record are
0XX Control information, numbers, codes
1XX Main entry/Heading
2XX Titles, editions, imprints
3XX Physical description, etc.
4XX Series statements (as seen on the resource)
5XX Notes
6XX Subject access points
7XX Access points other than subjects or series
8XX Series access points
In discussions of MARC 21 tags, the notation XX is often used to refer to a group of related tags. For example, 1XX refers to all the tags in the 100s: 100, 110, and so on. More on this in a few slides.
The 9XXs are reserved for locally-defined uses (such as local barcode numbers, etc.). Local libraries, vendors, or systems can define and use them for attaching other types of information to records. X9X fields -- 09X, 59X, etc. -- are also reserved for local use (although the 490 is an exception and is not a local field). 44
Module 1: Introduction, Concepts, and Tools 44

45. MARC – Some Commonly-Used Fields
Descriptive Cataloging Using RDA
February 2015
MARC – Some Commonly-Used Fields
010 Library of Congress Control Number (LCCN)
020 International Standard Book Number (ISBN)
1XX Creator access point
245 Title information
250 Edition
264 Publication information
300 Physical description
490 Series statements (as seen on the resource)
500 Notes
650 Topical subject heading
7XX Contributor access point
Note briefly that ‘creator’ is an access point, not a field of description. Later in this curriculum, we will use the FRBR terminology to state that it is a ‘relationship’, not an ‘attribute.’ 45
Module 1: Introduction, Concepts, and Tools 45

46. Descriptive Cataloging Using RDA
February 2015
MARC – Access Points
Access points are an important part of the record. These are the “headings” for which a patron can search in an online catalog.
1XX fields (formerly called main entries)
4XX fields (series statements)
6XX fields (subject headings)
7XX fields (formerly called added entries)
8XX fields (formerly called series added entries)
Remember the dichotomy in cataloging rules between ‘description’ and ‘access’?
Many of the fields we have previously discussed are ‘description.’
Listed on this slide are the ‘access’ fields, for which “authority control” is important. 46
Module 1: Introduction, Concepts, and Tools 46

47. MARC – Parallel Construction
Descriptive Cataloging Using RDA
February 2015
MARC – Parallel Construction
Access points use parallel tag construction:
X00 Personal names
X10 Corporate names
X11 Meeting names
X30 Uniform titles
X40 Bibliographic titles
X50 Topical terms
X51 Geographic names
For example, a main entry (1XX) that is a personal name (X00), is coded as 100.
[Instructor: you should be able to ad lib an explanation of this point] 47
Module 1: Introduction, Concepts, and Tools 47

48. MARC – Subfield Patterns
Descriptive Cataloging Using RDA
February 2015
MARC – Subfield Patterns
Generally, there are patterns in subfield coding
$a is the first subfield, and usually represents the ‘key’ data in the field
e.g., the name; the title; the ISBN; the subject
Often, there is a mnemonic structure
e.g., $d for date; $n for numbering; $p for part; $l for language
Consistency in coding subject subdivisions
topical, chronological, geographical, form
[Instructor: be sure the students understand that these are generalities, not absolutes] 48
Module 1: Introduction, Concepts, and Tools 48

49. Bibliographic Framework Initiative
Descriptive Cataloging Using RDA
February 2015
Bibliographic Framework Initiative
An undertaking by the Library of Congress and the community to transition from MARC to a different bibliographic framework
Intended to accommodate varying views of data
FRBR for libraries
DACS for archives
CCO for museums
Functional Requirements for Bibliographic Records
Describing Archives: A Content Standard
Cataloging Cultural Objects 49
Module 1: Introduction, Concepts, and Tools 49

50. Bibliographic Framework Initiative
Descriptive Cataloging Using RDA
February 2015
Bibliographic Framework Initiative
Provide an alternative to the deeply embedded MARC formats
More compatible with the Web-based and Linked-Data environment
Start examining on your own
[Do not attempt to cover this in depth. It is still a little too fuzzy and theoretical to foist on cataloging novices] 50
Module 1: Introduction, Concepts, and Tools 50