EOP update

Here is a summary of recent EOP activities:

A-R Editions has printed the pre-conference workshop brochure that is intended for our targeted audience (those wanting to learn more about the basics of music librarianship). The mailing went out on Wednesday, Dec. 5. If you mentor, or know someone who would be interested in the content of the pre-conference workshop, e-mail Holling Smith-Borne for a brochure. 450 brochures were sent out to students, general librarians, new MLA members, and RI/MA regional library schools, consortia, library organizations and libraries.

MLA members received their annual conference mailing packets which included information about the pre-conference workshop FOR INSTRUCTORS. If you are an instructor, be sure to sign up for the pre-conference workshop train-the-trainer program. Registration is online this year. Early registration ends on Dec. 31.

Workshop subgroup coordinators have been contacted with a request to e-mail the instructors in their subgroup to give their final comments on the LEARNING OUTCOMES, DUE Dec. 31.

Holling Smith-Borne and Joseph Hafner were “temporarily” added to the MLA chapter chairs listserv to get a conversation going about future workshop requests via the MLA chapters. One workshop request has already been received from OhioLink. Details need to be worked out so requests can be handled in a timely and coordinated fashion.

EOP information was presented at several MLA chapter meetings which resulted in the addition of more instructors.

SAVE THE DATE: All EOP participants are invited to attend a meeting at the annual conference in Newport to discuss the next steps in the EOP. This discussion will include outreach to potential chapter members using the EOP workshops, procedures for when a workshop is requested, feedback on the pre-conference workshop and future plans/topics for the EOP. The time/date is Friday, Feb . 22, 2:00-3:30 PM.

Draft of Learning outcomes for Sound Recordings Cataloging

Jay Weitz (model instructor for the sound recordings cataloging workshop) has created a draft of the learning outcomes for the sound recordings cataloging workshop and the videorecordings cataloging workshop. The sound recordings cataloging workshop will be the workshop that "goes on the road" via the chapters. Please feel free to comment on these learning outcomes. Thanks to Jay for drafting these.

Sound Recordings Cataloging Workshop

1. Participants will be able to explain the difference between Record Types “i” and “j” and be able to list at least three kinds of ambiguous sound recordings that should be categorized as Type “i”.

2. Participants will be able to explain the proper Type and Bibliographic Level coding for a sound recording that also happens to be a continuing resource.

3. Participants will be able to list the chief sources of information for sound recording discs and the prescribed sources of information for the major descriptive areas of a bibliographic record.

4. Participants will be able to explain at least three major bibliographic differences that justify the creation of a new record for sound recordings.

5. Participants will be able to explain the choice of entry for sound recordings that contain one work, two or more works by the same person or body, and works by different persons or bodies with a collective title.

6. Participants will be able to explain the choice of entry for sound recordings that contain works by different persons or bodies without a collective title both in the “popular” and the “serious” idiom.

7. Participants will be able to explain at least three instances where the use of field 006 may be appropriate.

8. Participants will be able to list at least two of the “bibliographic events” whose dates may be known in the cataloging of a sound recording and explain how to determine the most important dates.

9. Participants will be able to explain when a sound recording duration belongs in field 300 and, when it does not, what are the options for listing durations.

10. Participants will be able to explain how to use field 028 for multiple publisher numbers that are non-consecutive.

11. Participants will be able to list at least two of the types of standard numbers that should be coded in field 024.

12. Participants will be able to explain at least three correct uses of field 246 and how its use is distinguished from that of field 740.

13. Participants will be able to explain where the General Material Designation (GMD) should be placed.

14. Participants will be able to list the two 5XX fields in the record where performers might be included.

15. Participants will be able to explain the difference between a standard contents note and an enhanced contents note.

*****

Videorecordings Cataloging Workshop

1. Participants will be able to explain at least three major bibliographic differences that justify the creation of a new record for videorecordings.

2. Participants will be able to explain how music videos and sound recordings may be treated similarly and how they may be treated differently in terms of choice of entry.

3. Participants will be able to explain in which field the videorecording system (DVD, VHS, etc.) is specified.

4. Participants will be able to explain the difference between letterboxed and standard or full screen videorecordings.

5. Participants will be able to explain how language data for videorecordings is dealt with.

6. Participants will be able to explain the difference between subtitles and closed captions.

7. Participants will be able to explain the importance of summary notes for videorecordings.

8. Participants will be able to explain the difference between mixed responsibility and shared responsibility for videorecordings.

9. Participants will be able to explain how DualDiscs are to be cataloged.

10. Participants will be able to explain how streaming media are to be cataloged.

11. Participants will be able to list at least two of the “bibliographic events” whose dates may be known in the cataloging of a videorecording and explain how to determine the most important dates.

12. Participants will be able to list at least two of the types of standard numbers that should be coded in field 024.

13. Participants will be able to explain the difference between a subject heading and a form/genre heading.

14. Participants will be able to explain the difference between entities that are recorded in field 245 subfield $c, field 508, and field 511 for videorecordings.

15. Participants will be able to explain the difference between a 4XX/8XX series entry and a 730 related title entry for videorecordings.

Draft of Learning Outcomes for Music Collection Development and Acquisitions session

Here is the first draft of the learning outcomes for the music collection development and acquisitions workshop. Please comment and add your ideas. Thanks to Greg MacAyeal for drafting these with the Collection Development/Acquisitions subgroup.

Learning Outcomes for Music Collection Development and Acquisitions

1. Can identify and distinguish music material formats and iterations (i.e. knows the difference between a vocal score and a full score, a CD from an LP, etc.)
2. Knows basic tools in selecting music materials (Basic Music Library, review sources, vendor sites, etc.)
3. Knows how to create and maintain a music collection development policy
4. Knows how to evaluate a music collection; make decisions on deselection, preservation, replacement
5. Is able to discern collection requirements based on the needs of the collection’s users
6. Understands how approval plans and blanket orders work, and is able to apply these tools if appropriate
7. Can identify major vendors and can describe their strengths
8. Is able to search for obscure items in an effective way
9. Is able to communicate the value of the music collection to library stake holders and users
10. Understands portions of copyright law that have an impact on collection development practices

Draft of Learning Outcomes for Reference session

Many thanks to David King (reference subgroup coordinator) for working with the reference trainees to create these learning outcomes for the reference workshop. Please feel free to comment on these outcomes as they are not final yet.

By the end of the Music Reference Training Session, the student will be able to:


1. Name the questions to ask in a music reference interview.

(What format do you want? What musical style is the song?, Who wrote it?, etc.)

2. Identify the most common formats for music materials.

(Sound recordings: CDs, LPs, etc., Printed music: full scores, vocal scores, etc. Visual materials: VHS, DVD, etc.)

3. Recognize the Difficulties in finding songs and instrumental music, and how to overcome them, Part 1.

(The problems in finding POPULAR SONGS (as well as other musical styles) include being part of a larger work, located in an anthology, in different languages, not cataloged adequately, etc.)

4. Describe components that are used in a CLASSICAL MUSIC title (AKA Difficulties in finding songs and instrumental music, Part 2)

(Talk about additonal difficulties in finding classical music by discussing the idea of uniform title, such as original language, music subject headings use plural form, etc. The student will learn more terms to use in a keywod search, such as opus number, key, etc.)

5. Recognize the difficulties in finding WORLD MUSIC (AKA Difficulties in finding songs and instrumental music, Part 3)

(Search terms can vary in a catalog (ex. Senegal or Africa), traditional vs. popular music, etc.)

6. Name free internet sites (and paid electronic resources like WorldCat) to use in answering music reference questions

(Allmusic.com, Music Selection Resources on the WWW, etc.)

7. List basic music reference materials their library may want to purchase

(Grove, Ken Bloom "American Song," "Song index of the Enoch Pratt Free Library," etc.)

Client Services session at Pre-conference workshop

Joseph Hafner will be offering a special workshop at the pre-conference workshop to our targeted audience. This is not a workshop that the Educational Outreach Program will be developing and training trainers to teach, just an added benefit for our target audience. Like the other sessions, it will be offered in the morning and then repeated in the afternoon. Here is a description of the session:


Client Service Excellence for Music Libraries

Experience an interactive workshop on client services that focuses on ways to get smiles from clients and colleagues. Explore ways of working together with your clients based on research from the customers service industry and by exploring your own customer service experiences. Look at the way communication, attitude, respect, empathy and reliability can enhance your client interactions to improve service at your library.

This program is lead by Joseph Hafner, who has a background in training, including client services and library management. Joseph is currently the Associate Director of Collection Services at McGill University, and previously worked at the Indianapolis-Marion County Public Library.

-------------

Thanks to Joseph for putting together this program!

Outreach - How can we reach our targeted audience?

Ideas are needed on how to best reach our targeted audience for the pre-conference workshop. A brochure will be sent to library consortia, public libraries, library students and music librarians in their first few years in the profession. We will be targeting the RI region. What e-mail lists should we post to? How can we get the word out?

MLA board meeting

At the MLA board meeting on Sept. 20-23, the pre-conference workshop budget was approved by the board which included a line item for A-R Editions to manage the pre-conference workshop registration. A-R Editions will provide the registration database design and setup; processing of registrations; creation of nametags and certificates of course completion; accounting; on-site registrations and project management. This is a big job and one that the Education Committee was responsible for in previous pre-conference workshops.

At the board meeting in May, the board approved funding for the creation of a brochure that will be sent out to our pre-conference target audience. Holling is working with Patricia Thomson (Education Committee member) and A-R Editions staff to develop the brochure.

Educational Outreach Program featured in MLA Newsletter

The Educational Outreach Program will be featured in the upcoming MLA newsletter. Watch for the next MLA newsletter to read more details about the program. We are hoping to gain more instructors with this publicity. What other ways can we recruit instructors into the program?

Save the date

The date for the pre-conference workshop is Feb. 20 from 8:30 - 4:30 at the MLA conference hotel (http://newport.hyatt.com/hyatt/hotels/index.jsp). There is a reduced registration rate of $50 for instructors (normal registration is $90). All instructors should plan on attending this important conference as a training and networking opportunity. We can't wait to see you there.

"Train-the-trainer " portion of the pre-conference workshop

The "Train-the-trainer" portion of the 2008 pre-conference workshop on Feb. 20, 2008 is starting to take shape. Here is the first draft. Please feel free to comment and make suggestions either on the content or the progression of topics.

“Train-the-Trainer” workshop:

8:30 - 11:45 AM Observe "model" workshop (includes break)

11:45 - 1:00 PM Lunch

1:00 – 2:00 PM Teaching Techniques

2:00 – 3:00 PM Critique and discussion of “model” workshop (in subgroups)

3:00 – 3:15 PM Break

3:15 – 3:45 PM Networking, sharing of syllabi, discussion of learning outcomes and how to reduce/expand a workshop (in subgroups)

3:45 – 4:15 PM Outreach techniques (Erin Mayhood, Darwin Scott)

4:15 – 4:30 PM Wrap-up and evaluation

Who's Who in the EOP

There are alot of people involved in the Educational Outreach Program. I wanted to recognize them and thank these folks for all their hard work so far:

Don Widmer		dwidmer@vandercook.edu	Member, Education Committee, pre-conference workshop organizer
Joseph Hafner		joseph.hafter@mcgill.ca	Co-chair, Education Committee, Instructor for pre-conference workshop "Client Services"
Holling Smith-Borne		holling.j.smith-borne@vanderbilt.edu	Co-chair, Education Committee
Gregg Geary		geary@hawaii.edu	Chair, Library School Liaison Subcommittee
Alan Karass		akarass@holycross.edu	Chair, Outreach Subcommittee
Tracey Rudnick		tracey.rudnick@uconn.edu	Chair elect, MOUG, liaison to EOP
Neil Hughes		nhughes@uga.edu	Chair, MOUG
David King		Kingd@carnegielibrary.org	Subgroup coordinator, reference
Mac Nelson		WMNELSON@uncg.edu	Subgroup coordinator, cataloging
Jean Harden		JHARDEN@library.unt.edu	Subgroup coordinator, cataloging (back-up)
Greg MacAyeal		gmacayea@roosevelt.edu	Subgroup coordinator, Collection development/Acquisitions
Marci Cohen		mcohen@nsls.info	Model instructor and pre-conference workshop presenter, Collection development/acquisitions
Jay Weitz		Jay_weitz@oclc.org	Model instructor and pre-conference workshop presenter, cataloging
Jeanette Casey		jcasey@library.wisc.edu	Model instructor and pre-conference workshop presenter, reference
Patricia Thomson		pthomson@juilliard.edu	Member, Education Committee, pre-conference workshop registration coordinator

Instructors Selected for Pre-Conference Workshop

Pre-conference workshop instructors have been selected by the workshop subgroups and they have confirmed their participation:

Music Cataloging: Jay Weitz

Music Reference: Jeanette Casey

Collection Development / Acquisitions: Marci Cohen

Thanks to the subgroup coordinators for soliciting names, bios, and qualifications.

Welcome to the Educational Outreach Program Blog

I created this blog for maximum communication between MLA members and MOUG members who are involved with the Educational Outreach Program sponsored by MLA and MOUG. This is the place to provide feedback, offer suggestions, ask questions, comment on workshops, and help with making this program a success.