Category: Presentations

I was delighted to be invited to develop this program for the New to Libraries Network. Although this was a challenging talk to pull together (and get posted in a timely manner!), I relished the opportunity to rethink my assumptions. My thanks and gratitude to the NLN crew: to Erin Kilkenny for moderating and to Cara Calabrese & Chloe Brown for the logistical support!

Abstract

Library workers find themselves cataloging for all sorts of reasons. For some, cataloging is simply one aspect of their position, while others chose to specialize in cataloging. Increasingly though, library leaders are reassigning cataloging responsibilities in response to staffing reductions, and the learning curve is steep. This webinar provides resources for anyone getting started (or restarted) with cataloging. A foundational premise for this webinar is the notion that “good enough” IS good enough and that levels of cataloging service may be tiered, granting busy library workers autonomy over finding what’s “good enough” to serve their library’s patrons.

After completing this webinar, participants will be able to:

• Identify standards, best practices, and resources to aid in the creation of accurate and consistent bibliographic records.
• Utilize professional networks and communication fora to find answers to difficult cataloging situations.
• Articulate a tiered cataloging service that satisfies patrons’ needs and suits the resources available at your institution.

Slides To view the speaker notes, click on the Notes tab.	Liss, Jennifer A. “Cataloging Wayfinding for Beginners (and Learners!)” New to Libraries Network Webinar, 15 April 2026, virtual. Invited Presentation. https://www.slideshare.net/slideshow/cataloging-wayfinding-for-beginners-and-learners/287252933
Resource list	Liss, Jennifer A. Cataloging Wayfinding Resource List for Beginners and Learners. 15 April 2026. https://bit.ly/cataloging-wayfinding
Presentation recording	Liss, Jennifer A. “Competent Cataloging: Wayfinding for Beginners.” YouTube, uploaded by New to Libraries Network, 15 April 2026, https://www.youtube.com/watch?v=-NeQE6U07N0E.

Cataloging Wayfinding

The following work has been very lightly adapted from the April 15, 2026 presentation content to suit this online format.

Mapping the terrain

The following quote receives a lot of attention in the world of library information organization, its author being a chief architect of the dictionary-style catalog that remains the basis for library discovery systems today.

“Cataloging is an art.” — Charles Cutter

The full quote, “Cataloging is an art, not a science,” summarizes Cutter’s assertion that while cataloging rules stem from experience, no rules “can take the place of experience and good judgment” (Cutter 6). While a lovely sentiment, this lofty characterization of cataloging tends to conjure images of catalogers serenely working in ivory towers surrounded by walled gardens. (I’m still waiting for my walled garden.)

This characterization didn’t sit well with my cataloging mentor, Carl Horne of Indiana University, either. Carl revised Cutter’s quote, offering:

“Cataloging is a craft.”

As someone who’s been privileged to work among the most skilled and experienced catalogers in North America, I see many parallels between medieval-era craft guilds and modern cooperative cataloging operations. Artisans, much like catalogers, learn their craft through apprenticeships and then spend their entire careers practicing and honing their craft. To be a member of the “guild” you must put in time and do the hard work; there are simply no shortcuts to learning any craft.

Well, that sounds lovely for the cataloger who works at an institution that supports career-long craft making! What about the rest of us?

I can only imagine the reasons the reasons that brought you to this presentation. I imagine some may be graduate students. Maybe some of us are looking for a career change. Some of us may have been informed that we’re now responsible for managing catalog records on top of the many other things we must do. Some of us have neither the time nor perhaps even the desire to learn the craft of cataloging. The good news for all of us, is that maybe–

Cataloging is a task.

To be sure, cataloging is a complex task, with a lot of parts to it; but it’s a task, nonetheless.

Here is the premise of this talk: Tasks have a scope and tasks are completed in specific context. This means that tasks can be right sized for the resources that are available. If a task can be right sized, then cataloging can be right sized. When we know how much cataloging we can afford, we can better prioritize our cataloging training to meet the immediate needs of our library’s patrons.

In this presentation, I’ll briefly cover:

1. Why we catalog.
2. The notion of right-sizing our cataloging (and therefore our cataloging training) to satisfy the level of cataloging that our institution can afford.
3. Cataloging information that I wish I’d known when I was starting out.
4. Resources for those who are brand new to cataloging and those who are familiar with but perhaps want to learn a bit more about cataloging.

When you leave this session today, I hope you have one or more concrete actions that you might take right away, plus one or two longer-term goals in mind.

I’m Jennifer Liss, and I’m Head of Cataloging at Indiana University Bloomington Libraries. I began learning the cataloging craft 20 years ago, right out of library school. Since then, I’ve completed a lot of cataloging training (one never stops, really), became a project manager, and then a cataloging team leader. Now, as a department head, I suppose you can say that I lead the guild. (I’ll try not to mangle this metaphor any further!) I’m excited to learn from all of you.

Why catalog?

Imagine walking into your grocery store to pick up some drinks, only to find that every item in the beverage aisle was missing its label.

Cataloging saves the time of the user.

It’s not difficult to imagine how important metadata is, nor how much time it saves people. Libraries do not save patrons’ time by mere chance or accident. Nor is it an accident that books on the same topic or written by the same fiction author are located together on a shelf. My least favorite phrase used in library circles is “serendipitous discovery.” Discovery and access are possible thanks to the labor of folks who selected, ordered, cataloged, processed, and shelved the item, not a magic wand. The resource list I will share at the conclusion of this talk will include several resources to learn more about the “why” of cataloging.

Right-sized Cataloging

Finding the threshold of “just enough” cataloging.

The bulk of my presentation will focus on this question of knowing how much cataloging is needed & possible; and then determining how much cataloging training is required to meet that need. Whether you’re new to your institution or not, it is good to do this high-level reflection occasionally, as circumstance change.

Let’s go back to the Euler diagram I shared, which illustrates how cataloging exists within a scope and context.

Context informs scope, which in turn informs cataloging decisions.

Cataloging context

Cataloging context accounts for the local environment you work within.

The type of library is a major factor to consider in right-sizing cataloging. For example, I work at a very large academic library that supports doctoral and post-doctoral research. The core operating assumptions of a large research library are quite different than those of the public library just up the street. Library type heavily influences the characteristics of a library collection. The local public library may buy a dozen print copies of the latest James Patterson novel, while the nearby research library has zero copies of the same Patterson novel but is taking great pains to conserve a 10-volume set on Roman archeology published 150 years ago. Regardless of library type, all libraries have special or distinctive collections to consider. A public library might have unique genealogical files and resources, collected from the community.

When considering patrons needs, think about a typical patron. Yes, it may be true that our library “super” users comprise less that 20% of the total patron population served and yet seem to consume 80% of our time. Make sure the “common good” is served first, before striving to serve those super users. The needs of your library patrons may be inferred from the type of library you work at, however, each context is different and constantly evolving. For instance, a growing Spanish-speaking population might introduce new user needs.

Resources—budget and staffing—are of course a huge factor in right-sizing cataloging. Knowing a little about how your library’s budget is structured may help you identify alternative revenue streams. Is there a cash fund? At academic libraries, we commonly see postings for temporary or “visiting” positions that last 2-3 years, often to help address a finite cataloging backlog. A large gift or grant-based project might be written to include the cost of cataloging. Talk to your leaders. Temporary funding may be available for backlogs or strategic priorities.

Finally, any combination of library, type, patron needs, and available resources will have influenced how the library has handled cataloging. Many libraries have automated acquisitions and cataloging work by opting for shelf-ready services from vendors. Some libraries import all or part of the catalog records they need into their library catalog in batches, instead of importing and editing catalog records one-by-one. These arrangements can help catalogers focus on unique items that need cataloging attention.

Cataloging scope

Cataloging scope refers to intentional decisions (local policies or practices) made about how much cataloging will be attempted.

Here I’ve included two types of resources that could be found at a public library.

One is a Chilton repair manual, a mass-published resource that may be so highly used that it must be replaced periodically. Public libraries also collect unique resources, such as items donated by the community to be added to the genealogical collection. A library’s cataloging service may need to support both the general collections (i.e., the Chilton repair manual) and special collections (i.e., a collection of early 20th century scrapbooks from a notable local resident).

It’s generally assumed that library catalogs must support known item-searching, or catalog searches for a specific resource. Many patrons type the names of titles or authors or ISBNs into a library catalog search box and expect to see the resource returned in the results list.

It is incredibly frustrating for catalog users (and librarians!) when a search for a known item fails.

Patrons know that their public library has the latest Patterson novel, so why isn’t a catalog record appearing in the search results list?

Supporting known-item searching

Following is a snippet of an undergraduate English literature syllabus I found on the web. Highlighted are elements such as title, author, ISBN, publisher, and year publication.

Required Textbooks & Materials
A note on texts: Please attempt to get the editions listed here, so that we do not struggle to get ourselves on the same pages during class discussion.

William Shakespeare, As You Like It, Arden edition ISBN: 9781904271222

Jane Austen, Sense and Sensibility, ed. Ros Ballaster, (Penguin, 2004) ISBN 978-0141439662

The following Norton Anthology volumes must be the Tenth (and only the Tenth) edition:

Norton Anthology of English Literature (10th edition), Volume C: The Restoration and Eighteenth Century, ed. James Noggle (2018) ISBN 978-0-393-60304-0

Descriptive cataloging elements such as title of a book, date of publication, and the like, are commonly shared via the places that people are likely to hear about new books or movies or music, for instance Oprah’s book club, an email from Goodreads or LibraryThing listing books your friends are reading, a podcast, etc. Such descriptive elements are crucial for supporting known-item searches in library catalogs.

Notice too that this syllabus, for reasons the instructor explains, is asking that students use very specific versions of these resources. Not any version of As You Like It will do; the instructor wants students to read the Arden edition.

Required Textbooks & Materials
A note on texts: Please attempt to get the editions listed here, so that we do not struggle to get ourselves on the same pages during class discussion.

William Shakespeare, As You Like It, Arden edition ISBN: 9781904271222

Jane Austen, Sense and Sensibility, ed. Ros Ballaster, (Penguin, 2004) ISBN 978-0141439662

The following Norton Anthology volumes must be the Tenth (and only the Tenth) edition:

Norton Anthology of English Literature (10th edition), Volume C: The Restoration and Eighteenth Century, ed. James Noggle (2018) ISBN 978-0-393-60304-0

Here you might see how one might think through the minimum descriptive cataloging elements required to support discovery in the library catalog. In fact, the cataloging profession has thought about this quite a lot.

Minimal-level cataloging

The cataloging standards MARC21, AACR2, and RDA recommend the following descriptive cataloging elements for minimal-level cataloging:

• Title
• Statement of responsibility
• Edition
• Materials (type of publication)
• Publisher
• Date of publication
• Extent
• Notes
• Standard identifiers

Cataloging standards frequently serve as guideposts for making a commitment to supporting known-item searching in library catalogs.

When discussing Cutter’s infamous quote earlier, I alluded to the fact that Cutter’s “objects” serve as a premise for many of today’s library catalogs and discovery systems.

The objects of the catalog, according to Cutter (12) are:

1. To enable a person to find a book of which either the author, title or subject is known
2. To show what the library has by a given author, on a given subject, in a given kind of literature
3. To assist in the choice of a book as to its edition (bibliographically) and its character (literary or topical)

Cutter’s objects represent of mix of what we think of as minimal-level cataloging and full-level cataloging. In addition to the minimal-level descriptive elements that support known-item searching, Cutter calls for catalogs to enable library patrons to search for resources by subject (what a resource is about: dogs, airplanes) and genre/form (what a resource is, in terms of the resource’s intellectual content and structure: mystery, educational films, poetry).

Full-level cataloging

Full-level cataloging typically includes the following elements:

• Summary notes
• Table of contents notes
• Subject terms (what the book is about)
• Genre/form terms (what the resource is)
• Classification numbers (the “base” of a call number)

Selecting topical subject terms, genre terms (westerns, science fiction) or form terms (novels, poetry) from controlled vocabulary lists add value to catalog records, helping library patrons find what they want without having to know precisely what they want. Free-text summaries and tables of contents transcriptions help catalog users decide whether a resource might be right for them; while classification numbers help those who might be browsing shelves to find similar titles. Subject, genre, and classification analysis tend to take the most time and training to perform and are therefore the most expensive aspect of cataloging. The most widely used controlled vocabulary for subjects in the world, the Library of Congress Subject Headings (LCSH), seems easy to fake your way through (and many do). In reality, LCSH is devilishly difficult to master.

If your library has been in the habit of loading catalog records from vendors into the public catalog in large batches, you can choose how much you engage with the full-level cataloging elements I mentioned above. It may make sense to prioritize checking that the descriptive elements that support known-item searching–e.g., title and author–are coded accurately, if that’s all you have time to do. It may be worth saving full-level cataloging for your library’s local and unique collections, as no one else will describe them but you!

Making decisions about supporting minimal-level or full-level cataloging up front can help you decide where to focus your cataloging training energies first. There is probably much more to say on this point but we must move swiftly onward!

I wish I’d known this when I started

Because we are all at our most dangerous when we don’t know what we don’t know, I thought I’d share a few topics that tripped me up when I was starting out as a cataloger. In no particular order:

Learn what metadata “views” are. Metadata “views” include the view that you see of MARC data in the staff integrated library system (ILS) or library management system (LMS), the online public catalog, or the record for the same item in WorldCat.org, etc. Browser-based views can subtly change how catalog record data looks, hence the “view”. When catalog data looks “off”, the data may not be “broken” at all; public catalogs frequently let catalogers down. Keep in mind that catalog data migrates from system to system. It is NOT worth making catalog data uncompliant with cataloging standards to suit the broken library system you have right now.

“MARC formats” means different things in different contexts. The MARC21 standard, maintained by the Library of Congress, is called MARC formats. OCLC also has their own internal standard called MARC Bibliographic Formats and Standards (or BibFormats) , which defines “bibliographic formats” for 8 resources types: books, continuing resources, computer files, maps, mixed materials, sound recordings, scores, and visual materials. These bib formats are themselves customized metadata “views” of the most pertinent elements to describe the specified format. Consider a map cataloger, who might want to note something about a sheet map’s scale and projection. This cataloger will have absolutely no use for the MARC field that indicates a resource’s time duration, an element that is crucial to sound recordings and media catalogers.

Cataloging is rarely “one and done”. Cataloging is never done because standards continue to evolve: new subject headings appear, while other subject headings are changed; the types of elements that are possible to include in bib records expands (e.g., including accessibility information in bib records); online platforms change and web links are broken, etc. Catalog records require long-term maintenance!

Are you cataloging the content or the carrier? The distinction between cataloging the content vs the carrier comes up frequently in WorldCat.org and consortial catalogs. The rule of thumb is to choose the OCLC bib format that most closely matches the intellectual content of the resource first, then describe the carrier. An example might be a PDF of a book on a CD-ROM disk. The content is a book, so use the book bib format; then in the book format record, describe the characteristics of the carrier (a CD-ROM disc). One would not catalog a PDF book on CD-ROM on the computer file bib format. Computer file bib format is used for actual computer programs: software, video games, etc.

Do you have vernacular, non-Latin script in your catalog? Do you have Romanizations of non-Latin script in your catalog? This may not apply to all libraries but be aware that resources in non-Latin scripts have special needs for discovery. Languages expressed in non-Latin scripts can be entered into the catalog record in vernacular form (e.g., providing the Russian resource title in Cyrillic script in the catalog record). Romanization of non-Latin scripts is when a cataloger provides a transliterated version of descriptive elements in Latin script (the catalog record for the Russian resource displays the title in the vernacular Cyrillic and the Romanized Latin script). Romanization allows other catalogers, reference desk, and circulation staff to search for items even if they don’t know the vernacular script. The Library of Congress issues Romanization Tables that standardize the Romanization of non-Latin scripts.

What are your local consortia requirements? If your institution is a member of a consortia, then your library’s catalog records may be subject to guidance provided by a consortia.

How has your institution configured it public catalog? Which description elements are keyword searchable, which are indexed? All integrated library systems and library management systems are configured locally based on the library’s needs. The same is true of public catalogs. It doesn’t hurt to learn about how your public catalog is configured: which descriptive elements are keyword searchable? Which elements are indexed? Does the title index include only the title and series title elements, or does the title index also include titles listed in the table of contents element?

Learning Cataloging

We’re reaching the end of our time and we’ve only just begun to sketch the faintest outline of the cataloging terrain. Before you dive into learning how to catalog, I hope you’ll pause to consider a couple of questions:

• Who am I cataloging for? Who uses the collection?
• How much cataloging have I been empowered to do? If I can’t do full-level cataloging to support robust discovery, is minimal-level cataloging sufficient to support known-item searching?

Once you have the scope of cataloging in mind, you may have a better sense of what training to attempt.

I’ve compiled a list of resources to help those new to cataloging get started.

Cataloging Wayfinding Resource List for Beginners and Learners

The list also includes resources that catalogers frequently consult in daily cataloging, discussion list recommendations, and online networking options.

Wherever you are on your cataloging journey, please know that there is a welcoming community that is eager to help! I’ve compiled some discussion lists and social media forums where you might merely ‘lurk,’ but don’t hesitate to ask a question or engage in conversation!

Thank you so much for your attention. I look forward to hearing your questions and experiences!

References

Cutter, Charles. Rules for a Dictionary Catalog. 4th ed., U.S. Government Printing Office, 1904. https://catalog.hathitrust.org/Record/001162739

Liss, Jennifer A. Cataloging Wayfinding Resource List for Beginners and Learners. 15 April 2026. https://bit.ly/cataloging-wayfinding