The Survey of Academic Library Cataloging Practices 2011-12 Edition

The study looks closely at how academic libraries deploy their cataloging personnel, how they use librarians and how they use cataloging technicians, and how large are cataloging and technical services departments.

It helps library administrators to answer questions such as:

- What kind of work is performed by cataloging librarians and paraprofessionals in different types or organizations?
- How much cataloging work is outsourced?
- How are special collections handled?
- Are cataloging staff's growing or shrinking?
- How does administration assess work quality?
- What are considered reasonable measures of excellence?
- To what extent is cataloging of eBooks or AV materials outsourced and how does this compare to other types of materials?

Just a few of this 160-page report's many findings are that:

- Copy cataloging was routinely performed by paraprofessionals in 81.43% of libraries in the sample, and by librarians in 58.57% of them.

- Master bibliographic record enhancement in OCLC was performed by paraprofessional support staff in 30% of academic libraries, and by professional librarians in 75.71% of academic libraries.

- On average, the libraries in the sample anticipated the retirement of 0.50 professional librarians performing cataloging functions within the next five years, with community colleges anticipating the fewest, a mean of 0.10.

- 28.57% of private colleges and 17.95% of public colleges considered turn-around time very useful as an indicator of cataloging work quality, including 33.33% of community colleges and 25% of 4-year degree granting programs.

- 45.71% of academic libraries outsourced authority control in the form of obtaining new and updated authority records. This outsourcing occurred most often in private colleges and in higher level academic institutions, as in level 1 and level 2 Carnegie Class research universities, 73.33% of which had outsourced this work.

- Data is broken out by type and size of academic library; approximately 75 libraries participated; a participant list is reproduced below. SHOW LESS READ MORE >

Survey Participants

Summary of Findings
1. Personnel Issues

2. Salary Issues

3. Work Rate Compensation

4. Technology

5. Outsourcing

6. State of Cataloging Education in Library Schools

List of Tables

Table 1.1: Is original cataloging routinely done by Paraprofessional Support Staff?

Table 1.2: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.3: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.4: Is original cataloging routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.5: Is original cataloging routinely done by Professional Librarians?

Table 1.6: Is original cataloging routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.7: Is original cataloging routinely done by Professional Librarians? Broken Out by Type of College

Table 1.8: Is original cataloging routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.9: Is copy cataloging routinely done by Paraprofessional Support Staff

Table 1.10: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.11: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.12: Is copy cataloging routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.13: Is copy cataloging routinely done by Professional Librarians

Table 1.14: Is copy cataloging routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.15: Is copy cataloging routinely done by Professional Librarians? Broken Out by Type of College

Table 1.16: Is copy cataloging routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.17: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff

Table 1.18: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.19: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.20: Is Name Authority Cooperative work (NACO) routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.21: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians

Table 1.22: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.23: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by Type of College

Table 1.24: Is Name Authority Cooperative work (NACO) routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.25: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff

Table 1.26: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.27: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.28: Is Subject Authority Cooperative Work (SACO) routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.29: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians

Table 1.30: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.31: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by Type of College

Table 1.32: Is Subject Authority Cooperative Work (SACO) routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.33: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff

Table 1.34: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment
Table 1.35: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.36: Is master bibliographic record enhancement in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status
Table 1.37: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians

Table 1.38: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.39: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by Type of College

Table 1.40: Is master bibliographic record enhancement in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.41: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff

Table 1.42: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.43: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.44: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.45: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians

Table 1.46: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.47: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by Type of College
Table 1.48: Is participation in PCC, CONSER and BIBCO 1 bibliographic record work routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.49: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff

Table 1.50: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.51: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.52: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.53: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians
Table 1.54: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.55: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by Type of College

Table 1.56: Is master bibliographic record enrichment (adding call numbers, subjects, tables of contents) in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.57: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff

Table 1.58: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment
Table 1.59: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.60: Is Subject analysis and subject heading application routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status
Table 1.61: Is Subject analysis and subject heading application routinely done by Professional Librarians

Table 1.62: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.63: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by Type of College

Table 1.64: Is Subject analysis and subject heading application routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.65: Is Classification routinely done by Paraprofessional Support Staff

Table 1.66: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.67: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.68: Is Classification routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.69: Is Classification routinely done by Professional Librarians

Table 1.70: Is Classification routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.71: Is Classification routinely done by Professional Librarians? Broken Out by Type of College

Table 1.72: Is Classification routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.73: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff

Table 1.74: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.75: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.76: Is master bibliographic record upgrades in OCLC routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.77: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians

Table 1.78: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.79: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by Type of College

Table 1.80: Is master bibliographic record upgrades in OCLC routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.81: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff

Table 1.82: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.83: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.84: Is Establishment of local series, uniform title headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.85: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians

Table 1.86: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.87: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by Type of College

Table 1.88: Is Establishment of local series, uniform title headings and authority records routinely done by Professional Librarians? Broken Out by Public or Private Status
Table 1.89: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff
Table 1.90: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.91: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.92: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.93: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians

Table 1.94: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.95: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broken Out by Type of College

Table 1.96: Is Establishment of local name, corporate body, and conference headings and authority records routinely done by Professional Librarians? Broke Out by Public or Private Status

Table 1.97: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff

Table 1.98: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by FTE Student Enrollment

Table 1.99: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Type of College

Table 1.100: Is Establishment of local subject and geographic headings and authority records routinely done by Paraprofessional Support Staff? Broken Out by Public or Private Status

Table 1.101: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians

Table 1.102: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by FTE Student Enrollment

Table 1.103: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by Type of College

Table 1.104: Is Establishment of local subject and geographic headings and authority records routinely done by Professional Librarians? Broken Out by Public or Private Status

Table 1.105: How many positions in cataloging library support staff has your agency gained or lost in the past five years?

Table 1.106: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by FTE Student Enrollment

Table 1.107: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by Type of College

Table 1.108: How many positions in cataloging library support staff has your agency gained or lost in the past five years?, Broken Out by Public or Private Status

Table 1.109: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?

Table 1.110: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by FTE Student Enrollment

Table 1.111: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by Type of College

Table 1.112: How many positions for professional librarians in cataloging functions has your agency gained or lost in the past five years?, Broken Out by Public or Private Status

Table 1.113: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?

Table 1.114: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by FTE Student Enrollment

Table 1.115: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by Type of College

Table 1.116: Does your cataloging agency participate in library school student mentoring or internships, or recruiting existing staff and student workers into the cataloging profession?, Broken Out by Public or Private Status

Table 1.117: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions

Table 1.118: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by FTE Student Enrollment

Table 1.119: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by Type of College

Table 1.120: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Professional Librarians performing mostly cataloging functions, Broken Out by Public or Private Status

Table 1.121: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions

Table 1.122: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by FTE Student Enrollment

Table 1.123: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by Type of College

Table 1.124: Approximately how many of each of the following do you believe will be retiring from your institution within the next five years: Library Paraprofessional Support Staff Performing mostly cataloging functions, Broken Out by Public or Private Status

Table 2.1: Do catalogers at your institution have salaries comparable to public service librarians?

Table 2.2: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by FTE Student Enrollment

Table 2.3: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by Type of College

Table 2.4: Do catalogers at your institution have salaries comparable to public service librarians?, Broken Out by Public or Private Status

Table 3.1: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?

Table 3.2: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken out by FTE Student Enrollment

Table 3.3: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken Out by Type of College

Table 3.4: Does your technical services area track turn-around time from Acquisitions receipt to Cataloging to shelf-ready distribution?, Broken Out by Public or Private Status

Table 3.5: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas

Table 3.6: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by FTE Student Enrollment

Table 3.7: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by Type of College

Table 3.8: How would you rate the use of the following quality indicators in Cataloging work: Cataloger or staff work product quotas, Broken Out by Public or Private Status

Table 3.9: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf
Table 3.10: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by FTE Student Enrollment

Table 3.11: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by Type of College

Table 3.12: How would you rate the use of the following quality indicators in Cataloging work: Turn-around time from receipt in Cataloging to ready for shelf, Broken Out by Public or Private Status

Table 3.13: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record

Table 3.14: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by FTE Student Enrollment

Table 3.15: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by Type of College

Table 3.16: How would you rate the use of the following quality indicators in Cataloging work: Error rates per bibliographic record, Broken Out by Public or Private Status

Table 3.17: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record

Table 3.18: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by FTE Student Enrollment

Table 3.19: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by Type of College

Table 3.20: How would you rate the use of the following quality indicators in Cataloging work: Completeness of bibliographic record, Broken Out by Public or Private Status

Table 3.21: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record

Table 3.22: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by FTE Student Enrollment

Table 3.23: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by Type of College
Table 3.24: How would you rate the use of the following quality indicators in Cataloging work: Error rates per authority record, Broken Out by Public or Private Status

Table 3.25: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record

Table 3.26: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by FTE Student Enrollment

Table 3.27: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by Type of College
Table 3.28: How would you rate the use of the following quality indicators in Cataloging work: Error rates per holdings record, Broken Out by Public or Private Status

Table 3.29: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing

Table 3.30: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by FTE Student Enrollment

Table 3.31: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by Type of College

Table 3.32: How would you rate the use of the following quality indicators in Cataloging work: Error rates per physical processing, Broken Out by Public or Private Status

Table 3.33: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints

Table 3.34: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by FTE Student Enrollment
Table 3.35: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by Type of College
Table 3.36: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff complaints, Broken Out by Public or Private Status
Table 3.37: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation 79
Table 3.38: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by FTE Student Enrollment

Table 3.39: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by Type of College
Table 3.40: How would you rate the use of the following quality indicators in Cataloging work: Patron or staff commendation, Broken Out by Public or Private Status

Table 3.41: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal
Table 3.42: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by FTE Student Enrollment

Table 3.43: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by Type of College

Table 3.44: How would you rate the use of the following quality indicators in Cataloging work: Support or accomplishment of departmental or library goal, Broken Out by Public or Private Status

Table 5.1: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records

Table 5.2: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by FTE Student Enrollment

Table 5.3: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by Type of College

Table 5.4: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: obtaining new and updated authority records, Broken Out by Public or Private Status

Table 5.5: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records

Table 5.6: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by FTE Student Enrollment

Table 5.7: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by Type of College

Table 5.8: What functions or value-added services, if any, does your agency outsource to any degree? Authority control: updating headings in bibliographic records, Broken Out by Public or Private Status

Table 5.9: What functions or value-added services, if any, does your agency outsource to any degree? Bibliographic records: obtaining new bibliographic records

Table 5.10: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by FTE Student Enrollment

Table 5.11: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by Type of College

Table 5.12: What functions or value-added services, if any, does your agency outsource to any degree? obtaining new bibliographic records, Broken Out by Public or Private Status

Table 5.13: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory

Table 5.14: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by FTE Student Enrollment

Table 5.15: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by Type of College

Table 5.16: What functions or value-added services, if any, does your agency outsource to any degree? Item records and inventory, Broken Out by Public or Private Status

Table 5.17: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding

Table 5.18: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by FTE Student Enrollment

Table 5.19: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by Type of College

Table 5.20: What functions or value-added services, if any, does your agency outsource to any degree? Physical processing, barcoding, Broken Out by Public or Private Status

Table 5.21: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added

Table 5.22: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by FTE Student Enrollment

Table 5.23: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by Type of College

Table 5.24: What functions or value-added services, if any, does your agency outsource to any degree? Table of contents notes added, Broken Out by Public or Private Status

Table 5.25: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added

Table 5.26: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by FTE Student Enrollment

Table 5.27: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by Type of College
Table 5.28: What functions or value-added services, if any, does your agency outsource to any degree? Book reviews added, Broken Out by Public or Private Status

Table 5.29: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added

Table 5.30: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by FTE Student Enrollment

Table 5.31: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by Type of College
Table 5.32: What functions or value-added services, if any, does your agency outsource to any degree? Book jackets added, Broken Out by Public or Private Status 99
Table 5.33: What types of library resources are outsourced? Continuing resources (print) 99
Table 5.34: What types of library resources are outsourced? Continuing resources (print), Broken Out by FTE Student Enrollment 99
Table 5.35: What types of library resources are outsourced? Continuing resources (print), Broken Out by Type of College 99
Table 5.36: What types of library resources are outsourced? Continuing resources (print), Broken Out by Public or Private Status 100
Table 5.37: What types of library resources are outsourced? E-journals 100
Table 5.38: What types of library resources are outsourced? E-journals, Broken Out by FTE Student Enrollment 100
Table 5.39: What types of library resources are outsourced? E-journals, Broken Out by Type of College 100
Table 5.40: What types of library resources are outsourced? E-journals, Broken Out by Public or Private Status 100
Table 5.41: What types of library resources are outsourced? E-books 100
Table 5.42: What types of library resources are outsourced? E-books, Broken Out by FTE Student Enrollment 101
Table 5.43: What types of library resources are outsourced? E-books, Broken Out by Type of College 101
Table 5.44: What types of library resources are outsourced? E-books, Broken Out by Public or Private Status 101
Table 5.45: What types of library resources are outsourced? AV Formats 101
Table 5.46: What types of library resources are outsourced? AV Formats, Broken Out by FTE Student Enrollment 101
Table 5.47: What types of library resources are outsourced? AV Formats, Broken Out by Type of College 101
Table 5.48: What types of library resources are outsourced? AV Formats, Broken Out by Public or Private Status 102
Table 5.49: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise 102
Table 5.50: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by FTE Student Enrollment 102
Table 5.51: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by Type of College 102
Table 5.52: What types of library resources are outsourced? Foreign language resources for which the cataloging agency has no expertise, Broken Out by Public or Private Status 102
Table 5.53: What types of library resources are outsourced? Other Digital Formats 103
Table 5.54: What types of library resources are outsourced? Other Digital Formats, Broken Out by FTE Student Enrollment 103
Table 5.55: What types of library resources are outsourced? Other Digital Formats, Broken Out by Type of College 103
Table 5.56: What types of library resources are outsourced? Other Digital Formats, Broken Out by Public or Private Status 103
Table 5.57: What types of library resources are outsourced? Materials in Cataloging Backlogs 103
Table 5.58: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by FTE Student Enrollment 103
Table 5.59: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by Type of College 104
Table 5.60: What types of library resources are outsourced? Materials in Cataloging Backlogs, Broken Out by Public or Private Status 104
Table 5.61: What types of library resources are outsourced? All Materials are outsourced 104
Table 5.62: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading 107
Table 5.63: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by FTE Student Enrollment 107
Table 5.64: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by Type of College 107
Table 5.65: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use MarcEdit or other MARC editor to preview records and globally edit to local standards prior to loading, Broken Out by Public or Private Status 108
Table 5.66: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible 108
Table 5.67: COLUMN CM What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by FTE Student Enrollment 108
Table 5.68: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by Type of College 108
Table 5.69: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Use local integrated system to review loaded records and globally edit to local standards Review all vendor records, whenever possible, Broken Out by Public or Private Status 109
Table 5.70: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible 109
Table 5.71: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by FTE Student Enrollment 109
Table 5.72: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by Type of College 109
Table 5.73: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Spot check vendor records, whenever complete review isn’t possible, Broken Out by Public or Private Status 109
Table 5.74: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records 110
Table 5.75: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by FTE Student Enrollment 110
Table 5.76: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by Type of College 110
Table 5.77: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? Always spot check all vendor records, Broken Out by Public or Private Status 110
Table 5.78: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed 110
Table 5.79: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by FTE Student Enrollment 111
Table 5.80: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by Type of College 111
Table 5.81: What quality control methods do you use, if any, to assure vendor supplied records are accurate and complete? No or minimal review performed, Broken Out by Public or Private Status 111

Table 6.1: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems 124
Table 6.2: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by FTE Student Enrollment 124
Table 6.3: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by Type of College 124
Table 6.4: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification Systems, Broken Out by Public or Private Status 124
Table 6.5: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems 125
Table 6.6: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by FTE Student Enrollment 125
Table 6.7: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by Type of College 125
Table 6.8: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Subject /Genre Thesauri Systems, Broken Out by Public or Private Status 125
Table 6.9: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools 126
Table 6.10: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by FTE Student Enrollment 126
Table 6.11: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by Type of College 126
Table 6.12: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Classification and Subject /Genre Analysis Principles, Rules and Tools, Broken Out by Public or Private Status 126
Table 6.13: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications 127
Table 6.14: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by FTE Student Enrollment 127
Table 6.15: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by Type of College 127
Table 6.16: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Java and PERL Script Applications, Broken Out by Public or Private Status 128
Table 6.17: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging) 128
Table 6.18: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by FTE Student Enrollment 128
Table 6.19: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by Type of College 128
Table 6.20: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Rules and Tools (including Descriptive Cataloging), Broken Out by Public or Private Status 129
Table 6.21: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context 129
Table 6.22: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by FTE Student Enrollment 129
Table 6.23: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by Type of College 129
Table 6.24: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Technology and Social Behavior in the Organizational Context, Broken Out by Public or Private Status 130
Table 6.25: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.) 130
Table 6.26: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.), Broken Out by FTE Student Enrollment 130
Table 6.27: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.), Broken Out by Type of College 130
Table 6.28: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices:, Metadata standards for Digital Resources (Dublin Core, MODS, VRA, Open Archives Initiative, etc.) Broken Out by Public or Private Status 131
Table 6.29: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing 131
Table 6.30: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by FTE Student Enrollment 131
Table 6.31: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by Type of College 131
Table 6.32: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Abstracting and Indexing, Broken Out by Public or Private Status 132
Table 6.33: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services 132
Table 6.34: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by FTE Student Enrollment 132
Table 6.35: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by Type of College 132
Table 6.36: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic delivery of Services, Broken Out by Public or Private Status 133
Table 6.37: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries 133
Table 6.38: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by FTE Student Enrollment 133
Table 6.39: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by Type of College 133
Table 6.40: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Technical Services in Libraries, Broken Out by Public or Private Status 134
Table 6.41: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management 134
Table 6.42: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by FTE Student Enrollment 134
Table 6.43: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by Type of College 134
Table 6.44: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web and Local Network System Administration and Management, Broken Out by Public or Private Status 135
Table 6.45: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by FTE Student Enrollment 135
Table 6.46: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by FTE Student Enrollment 135
Table 6.47: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by Type of College 135
Table 6.48: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Books, Broken Out by Public or Private Status 136
Table 6.49: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources 136
Table 6.50: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by FTE Student Enrollment 136
Table 6.51: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by Type of College 137
Table 6.52: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Non Books, Digital Resources, Broken Out by Public or Private Status 137
Table 6.53: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources 137
Table 6.54: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by FTE Student Enrollment 137
Table 6.55: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by Type of College 138
Table 6.56: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Formats: Continuing and Integrating Resources, Broken Out by Public or Private Status 138
Table 6.57: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law 138
Table 6.58: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by FTE Student Enrollment 138
Table 6.59: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by Type of College 139
Table 6.60: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Law, Broken Out by Public or Private Status 139
Table 6.61: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music 139
Table 6.62: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by FTE Student Enrollment 139
Table 6.63: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by Type of College 140
Table 6.64: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Music, Broken Out by Public or Private Status 140
Table 6.65: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials 140
Table 6.66: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by FTE Student Enrollment 140
Table 6.67: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by Type of College 141
Table 6.68: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Cataloging Special Materials: Archives and Rare Materials, Broken Out by Public or Private Status 141
Table 6.69: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT 141
Table 6.70: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by FTE Student Enrollment 141
Table 6.71: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by Type of College 142
Table 6.72: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: XML and/or XSLT, Broken Out by Public or Private Status 142
Table 6.73: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information 142
Table 6.74: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by FTE Student Enrollment 142
Table 6.75: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by Type of College 143
Table 6.76: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Economics and Metrics of Information, Broken Out by Public or Private Status 143
Table 6.77: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications 143
Table 6.78: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by FTE Student Enrollment 143
Table 6.79: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by Type of College 144
Table 6.80: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Discovery Tools and Applications, Broken Out by Public or Private Status 144
Table 6.81: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control 144
Table 6.82: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by FTE Student Enrollment 145
Table 6.83: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by Type of College 145
Table 6.84: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Authority control, Broken Out by Public or Private Status 145
Table 6.85: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design 145
Table 6.86: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by FTE Student Enrollment 146
Table 6.87: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by Type of College 146
Table 6.88: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Web Usability, User Research, and Human Interface Design, Broken Out by Public or Private Status 146
Table 6.89: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards 146
Table 6.90: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by FTE Student Enrollment 147
Table 6.91: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by Type of College 147
Table 6.92: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: International MARC Bibliographic, Authority and Holdings Standards, Broken Out by Public or Private Status 147
Table 6.93: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining 147
Table 6.94: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by FTE Student Enrollment 148
Table 6.95: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by Type of College 148
Table 6.96: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Data modeling, warehousing, mining, Broken Out by Public or Private Status 148
Table 6.97: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis 148
Table 6.98: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by FTE Student Enrollment 149
Table 6.99: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by Type of College 149
Table 6.100: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Systems Analysis, Broken Out by Public or Private Status 149
Table 6.101: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications 149
Table 6.102: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by FTE Student Enrollment 150
Table 6.103: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by Type of College 150
Table 6.104: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Programming Languages and Applications, Broken Out by Public or Private Status 150
Table 6.105: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design 151
Table 6.106: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by FTE Student Enrollment 151
Table 6.107: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by Type of College 151
Table 6.108: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Relational database design, Broken Out by Public or Private Status 151
Table 6.109: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services 152
Table 6.110: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by FTE Student Enrollment 152
Table 6.111: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by Type of College 152
Table 6.112: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: OCLC Systems and Services, Broken Out by Public or Private Status 152
Table 6.113: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections 153
Table 6.114: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by FTE Student Enrollment 153
Table 6.115: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by Type of College 153
Table 6.116: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Digital Libraries and Collections, Broken Out by Public or Private Status 153
Table 6.117: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Practicum: Experiential Learning, Broken Out by FTE Student Enrollment 154
Table 6.118: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Practicum: Experiential Learning, Broken Out by FTE Student Enrollment 154
Table 6.119: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Experiential Learning, Broken Out by Type of College 154
Table 6.120: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Experiential Learning, Broken Out by Public or Private Status 154
Table 6.121: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture 155
Table 6.122: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by FTE Student Enrollment 155
Table 6.123: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by Type of College 155
Table 6.124: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Information Storage, Retrieval, Architecture, Broken Out by Public or Private Status 155
Table 6.125: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information 156
Table 6.126: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by FTE Student Enrollment 156
Table 6.127: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by Type of College 156
Table 6.128: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Social Networking and Information, Broken Out by Public or Private Status 156
Table 6.129: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication 157
Table 6.130: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by FTE Student Enrollment 157
Table 6.131: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by Type of College 157
Table 6.132: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Electronic Publishing and Scholarly Communication, Broken Out by Public or Private Status 157
Table 6.133: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control 158
Table 6.134: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by FTE Student Enrollment 158
Table 6.135: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by Type of College 158
Table 6.136: Please categorize the preparedness of your recent library hires in the following cataloging and metadata competencies, philosophies, principles and practices: Principles of Historical and Contemporary Bibliographic Control, Broken Out by Public or Private Status 159

Survey Participants:

- Arizona State University
- Athens State University Library
- Auburn University
- Auburn University Libraries
- Augusta State University
- Barry University School of Law Library
- Brock University
- Calvin College
- CCBC
- City University of Seattle, Library Services
- Clark University
- Clemson University
- Colgate University
- Colorado Christian University
- Eckerd College
- Franciscan University of Steubenville
- Furman University
- Geneva College - McCartney Library
- Georgetown College, Ensor Learning Resource Center
- Georgetown University Library
- Greenfield Community College
- Haverford College
- John Abbott College
- Joint Forces Staff College
- Kingston University
- LaGrange College
- Lane Library -- Ripon College
- Lehigh University
- Lehigh University Libraries
- Lincoln University (PA)
- Merced College
- Messiah College
- Michigan State University
- Mohawk Valley Community College
- Motlow State Community College
- Mount Saint Mary College
- Nassau Community College
- Nelson Poynter Memorial Library, University of South Florida St. Petersburg
- North Carolina State University Libraries
- Northern Michigan University Olson Library
- Northwest University
- Ohio University Libraries
- Paris Junior College
- Paul Meek Library, University of Tennessee at Martin
- Pellissippi State Community College