School of Library and Information Science
Indiana University
Summer II 2004

L520: Bibliographic Access and Control
Monday, Wednesday 9:30-12:15
Instructor: Linda Kamoji

Office Hours: By Appointment


Table of Contents

Texts and Related Resources  


Anglo-American cataloguing rules. 2nd ed., 2002 rev. Chicago: American Library Association, c2002.


Chan, Lois Mai. Cataloging and classification : an introduction. 2nd ed. New York : McGraw-Hill, 1994.

On Reserve:

Cutter, Charles A. Cutter-Sanborn three figure author table. Swanson-Swift revision. Chicopee, Mass. : Distributed by H. R. Huntting Co., 1969.

Dewey, Melvil. Dewey decimal classification and relative index. 21st ed. Albany, N.Y. : Forest Press, 1996.

Hagler, Ronald. The bibliographic record and information technology. 2nd ed. Chicago : American Library Association, 1997.

Maxwell, Robert L. Maxwell's handbook for AACR2R : explaining and illustrating the Anglo-American cataloguing rules and the 1993 amendments. Chicago, IL : American Library Association, 1997.

OCLC. OCLC bibliographic formats and standards. 3rd ed. Dublin, Ohio : OCLC, 2002.
Also available online at OCLC bibliographic formats and standards.

OCLC-MARC code lists:

   MARC Code list for countries

   MARC Code list for geographic areas

  MARC Code list for languages

Saye, Jerry D. Manheimer's cataloging and classification. 4th ed., rev. and expanded. New York : Marcel Dekker, 2000.

Web Resources Related to L520:

Library of Congress Homepage

OCLC Homepage

USMARC concise format for authority data []

USMARC concise format for bibliographic data []

DDC Homepage []

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  Course Objectives

  1. To provide an introduction to the conceptual foundation of bibliographic access and control to information.
  2. To enable students to gain insights into the fundamental processes involved in creation, maintenance, and evaluation of bibliographic records and databases.
  3. To understand the role of authority work in bibliographic databases.

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Course Handouts  

Course handouts will be provided to complement and/or supplement assigned reading. Students will be expected to have consulted these handouts in completing all assigned exercises and in preparation of the final course project.

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Determination of Grade

Cite your sources: Indiana University and School of Library and Information Science policies on academic dishonesty will be followed. Students found to be engaging in plagiarism, cheating, and other types of dishonesty will receive an F for the course. For further information, see the IU Code of Student Ethics at

Grading Scale

Indiana University
School of Library and Information Science
Definitions of Letter Grades

A  4.0 (95-100%) Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality 
and/or creativity that far surpasses course expectations. 
A- 3.7 (90-95%) Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by 
completing all requirements in a superior manner. 
B+ 3.3 (85-89%) Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations 
on all tasks as defined in the course syllabus. 
B  3.0 (80-84%) Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an 
acceptable level. 
B- 2.7 (75-79%) Marginal work. Student performance demonstrates incomplete understanding of course materials. 
C+ 2.3 (70-74%)(or C 2.0) (65-69%) Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials. 
C- 1.7 (60-64%) Unacceptable work. Coursework performed at this level will not count toward the MLS or MIS degree. For the course to count toward the 
degree, the student must repeat the course with a passing grade. 

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Assignments and Grading Weight

AUTOCAT: All students are expected to subscribe to Autocat, a cataloging listserv. You are expected to spend at least 15 minutes a week reading on your choice of topics.  We will spend a little time each week discussing current issues being discussed in Autocat. To subscribe, go to:

You will work with a partner for all assignments except the OCLC assignment.  If you prefer to work individually, please discuss this with me.

There are eight books on reserve (in the SLIS Library) to be used for the assignments.  

All assignments are to be turned in at the beginning of the class session when they are due. Because each of the assignments will be reviewed in detail in class, please make a copy of your work before turning it in. This will facilitate note taking and discussion during the in-class review. If you know beforehand that you will have to miss a class, please turn in your assignment before the scheduled due date. For the OCLC assignment, each student will spend approximately three hours working with OCLC. This hands-on experience constitutes Cataloging Exercise IV and consists of a programmed tutorial and a set of search queries. To become familiar with OCLC Connexion, you are encouraged to complete Exercise IV as quickly as possible. This exercise will not be reviewed in class and may be turned in upon completion.

Excused absences: If you have an excused absence, you will have two days in which to turn in any assignment that was due on the day that you missed class.

Unexcused absences: If you have an unexcused absence, you will have two days in which to turn in any assignment that was due on the day that you missed class. All assignments not turned in due to an unexcused absence will be treated as late assignments.

Late assignments: Because all assignments are reviewed in class on the day they are submitted, any assignment that is not submitted at the beginning of the class session when it is due will be considered to be late and the earned grade will be automatically reduced by one full letter grade (e.g., from a B+ to a C+).


Cataloging Assignments






Descriptive cataloging (Areas 1-2)






Descriptive cataloging (Areas 1-2 and 4)






Descriptive cataloging (Areas 1-8)






OCLC (Individual assignment)






Descriptive cataloging (Areas 1-8 and access points)






Syndetic Structure






Dewey Decimal Classification






Class participation:






Course Project










Total: 100%

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Schedule of Lectures, Readings and Assignments

Class 1: June 21
Course organization and overview.
Catalog form, function and use.
Introduction to bibliographic description.
Development of cataloging codes

Readings: Chan, Chaps. 1 and 2.

Class 2: June 23
International Standard Bibliographic Description [ISBD].
AACR2r levels of description.
Optional rules.
Chief source of information.
Descriptive cataloging, Areas 1 and 2: title and statement of responsibility; edition.

AACR2r, General Introduction
AACR2r, Part I, Introduction
AACR2r, Chap. 1, Rules 1.0-1.2
AACR2r, Chap. 2, Rules 2.0-2.2
Chan, Chap. 3.

Class 3: June 28  (Ex. I Due at beginning of class June 28)

MARC record format.
Descriptive cataloging, Area 4: publication, distribution and date.

Review of Cataloging Exercise I

AACR2r, Chap. 1, Rules 1.4
AACR2r, Chap. 2, Rules 2.4
Chan, Chap. 3 (pp. 78-82) and Chap. 15 (pp. 403-412).
Hagler, Appendix (pp. 363-374).
Understanding MARC bibliographic .

Class 4: June 30

Descriptive cataloging, Areas 5 and 6: physical description; series.
OCLC introduction

AACR2r, Chap. 1, Rules 1.5-1.6
AACR2r, Chap. 2, Rules 2.5-2.6
Chan, Chap. 3 (pp. 82-92).

Class 5: July 7 (Ex. II Due at beginning of class July 7)
Review of Cataloging Exercise II.
Descriptive cataloging, Areas 7 and 8: notes, standard number.
Note area in MARC fields.
MARC record format (fixed fields).

AACR2r, Chap. 1, Rules 1.7-1.11
AACR2r, Chap. 2, Rules 2.7-2.11
Chan, Chap. 3 (pp. 92-99).

Class 6: July 12 (Ex. IV due at beginning of class July 12)

Subject analysis.

Library of Congress Subject Headings.

LC Classification Web.


Chan, Ch. 7 (pp. 155-169), Ch. 11 and 12 (pp. 259-269, 269-301, 314-325)

Saye, Ch. 6 (pp. 101-107)

Class 7: July 14

Dewey Decimal classification introduction.

Class 8: July 19 (DUE: Exercise III due at beginning of class July 19)

Main entry and added entry.
Choice of access point.
Review of Cataloging Exercise III.

AACR2r, Part II, Introduction .
Chap. 21, Rules 21.0-21.15 and 21.24-21.39
Chan, Chap. 4 (pp. 107-122).
Hagler, Chap. 3 (pp. 95-121).

Class 9: July 21

Form of personal names in main and added entries.

Authority control.

Authority control for personal names.

MARC authority record format

Program for Cooperative Cataloging.

AACR2r, Ch. 22, Rules 22.1-22.20

AACR2r, Ch. 26, Rules 26.1-26.2

Hagler, Ch. 6 (pp. 213-252)

Chan, Ch. 5 (pp. 123-144)

Class 10: July 26 (Ex. V Due at beginning of class July 26)
Review of Cataloging Exercise V.
Syndetic structure.
Syndetic structure for personal names.

Chan, Ch. 6 (pp. 145-149).

Class 11: July 28
Corporate names.
Authority control for corporate names.
Syndetic structure for corporate names.

AACR2r, Ch. 24, Rules 24.1-24.27 Ch. 26, Rules 26.3
Chan, Ch. 5 and 6 (pp. 135-141, 145-149).
Saye, Ch. 4 (pp. 75-90).

Class 12: August 2 (Ex. VI Due at beginning of class August 2)
 Review of Cataloging Exercise VI.

Subject analysis and access

Dewey review/questions

Class 13: August 4
Dewey continued.

Class 14: August 9 (Ex. VII due at beginning of class August 9)

Review of Cataloging Exercise VII.

Authority control continued.


Current cataloging issues.

Course evaluation.

Chan, Chap. 8 (pp. 171-209).
Hagler, Chap. 7 (pp. 253-304).
Levy, David M.  Cataloging in the digital order .

Weibel, S. The Dublin Core: A simple content description model for electronic resources.
Bulletin of the American Society for Informaton Science , 24(1), 9-11, 1997.

Class 15: August 11 (Course Project Due at beginning of class August 11)

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