Table Of ContentcAtAlogIng correctly
for Kids
An IntroductIon to the tools
FIFTH EDITION
ALA Editions purchases fund advocacy,
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cAtAlogIng correctly
for Kids
An IntroductIon to the tools
FIFTH EDITION
Edited by sheIlA s. Intner,
JoAnnA F. FountAIn, & JeAn WeIhs
Association for Library Collections
& Technical Services
American Library Association
Chicago 2011
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ISBN: 978-0-8389-3589-7
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Library of Congress Cataloging-in-Publication Data
Cataloging correctly for kids : an introduction to the tools. — 5th ed. / edited by
Sheila S. Intner, Joanna F. Fountain, and Jean Weihs.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-8389-3589-7 (alk. paper)
1. Cataloging of children’s literature. 2. Cataloging of children’s literature—United
States. I. Intner, Sheila S. II. Fountain, Joanna F. III. Weihs, Jean Riddle.
Z695.1.C6C37 2011
025.3'2—dc22
2010012945
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Sheila S. Intner is professor emerita of the Simmons College Graduate School of
Library and Information Science and was the founding director of its MLIS program
at Mount Holyoke College. She teaches cataloging at Rutgers University’s School of
Communication and Information and the University of Maryland’s College of Library
and Information Science. In 1989, she was elected an ALA councilor-at-large and
president of ALCTS. She has also served as chair of the Cataloging and Classification
Section of ALCTS. She has received the Margaret Mann Citation Award, the OLAC
Annual Award, the NETSL Annual Award, and the Queens College Distinguished
Alumna Award. She has written or edited numerous books, including Cataloging
Correctly for Kids, Electronic Cataloging (2003), Metadata and Its Impact on Libraries
(2006), and Standard Cataloging for School and Public Libraries (1994, 1998, 2001,
and 2007). She joined G. Edward Evans and Jean Weihs in preparing the seventh
edition of Introduction to Technical Services (2002) and, with Peggy Johnson, wrote
Fundamentals of Technical Services Management (2008).
Joanna F. Fountain is assistant professor of library science at Sam Houston State
University. During her career, which began as a library page at Syracuse University,
she has worked in children’s services and as a bookmobile librarian. She has completed
a variety of cataloging projects and served Texas schools as liaison for the K–12 union
catalog. Throughout her career, she has sought to combine her dual interests in Spanish
and library science. Since she began full-time teaching, she has continued to con-
duct workshops and has been working on a bilingual subject heading list designed to
increase access to library collections for Spanish speakers. Joanna is the author or editor
of Subject Headings for School and Public Libraries (2001) and, with Elizabeth Haynes,
Unlocking the Mysteries of Cataloging: A Workbook of Examples (2005). Joanna hopes that
this edition of Cataloging Correctly for Kids will provide guidance for new librarians and
updated information for those who catalog for young readers and researchers.
Jean Weihs has worked as a school librarian and in university, public, and special librar-
ies as a reference librarian and bibliographer. Most of her career, however, has involved
cataloging. She served as director of the Library Techniques Program at Seneca College
of Applied Arts and Technology and has taught at UCLA and Simmons College. She
was a member of the Joint Steering Committee for Revision of AACR for nine years,
serving five years as chair. She has written or edited numerous publications, includ-
ing Nonbook Materials: The Organization of Integrated Collections (1970, 1973, 1979,
and 1989), Accessible Storage of Nonbook Materials (l984), The Integrated Library (1991),
The Principles and Future of AACR: Proceedings of the International Conference on the
Principles and Future Development of AACR (1998), and Standard Cataloging for School
and Public Libraries. She has received the Margaret Mann Citation Award, the 60th
Anniversary Award of the University of Toronto Faculty of Library and Information
Science, the Queen’s Jubilee Medal, OLAC’s Nancy B. Olson Lifetime Achievement
Award, and the Canadian Association of College and University Libraries’ Blackwell’s
Award for Distinguished Academic Librarian.
CONTENTS
Introduction, by Sheila S. Intner ix
1 guidelines for standardized cataloging
for children 1
Joanna F. Fountain for the Association for
Library Collections & Technical Services,
Cataloging and Classification Section,
Cataloging of Children’s Materials Committee
2 how children search 19
Lynne A. Jacobsen
3 cataloging correctly using AAcr2 25
and MArc 21
Deborah A. Fritz
4 copy cataloging correctly 49
Deborah A. Fritz
5 cataloging correctly (someday) using rdA 73
Deborah A. Fritz with Lynnette Fields
6 Authority control and Kids’ cataloging 105
Kay E. Lowell
vii
viii Contents
7 using lc’s children’s subject headings in
catalogs for children and young Adults:
Why and how 115
Joanna F. Fountain
8 sears list of subject headings 129
Joseph Miller
9 dewey decimal classification 135
Julianne Beall
10 cataloging nonbook Materials 149
Sheila S. Intner and Jean Weihs
11 how the cIP Program helps children’s librarians 161
Joanna F. Fountain and Michele Zwierski
12 cataloging for Kids in the Academic library 167
Gabriele I. Kupitz
13 cataloging for non-english-speaking 173
and Preliterate children
Pamela J. Newberg
14 Automating the children’s catalog 179
Judith Yurczyk
15 Vendors of cataloging for children’s Materials 189
Pamela J. Newberg and Jennifer Allen
Bibliography by Virginia M. Overberg and Brigid Burke 199
Glossary of Abbreviations 205
List of Contributors 209
Subject Index 213
Figure Index 223
INTrODuCTION
Sheila S. Intner
At this writing, the first decade of the twenty-first century is drawing to a
close. It has been a time of productive ferment for the world of cataloging,
and cataloging for kids has been no exception. Three developments with
roots in the last century have achieved new levels of maturity and converged,
affecting the way all library and information services—including cataloging
and classification—are performed and delivered to those who use them. The
first of these developments was networking.
One might think that bibliographic networks, which have been around
since the end of the 1960s, did all the developing they were going to do a
long time ago, once the Internet began. It’s true that the Internet, which
goes back more than twenty years, gave new dimensions to our ideas about
sharing bibliographic data. In the past few years, however, the definition of
what constitutes bibliographic data has become more complex and sophisti-
cated as well as broader and more flexible. New kinds of materials required
new kinds of cataloging. New issues had to be resolved, such as dealing with
crossover media and remotely accessed materials (more about them in a
moment). The value of subject headings came into question because of the
availability of keyword searching. Studies of the materials retrieved using
subject headings or keywords, but not both, seemed to show that although
either type of subject searching was productive, keyword retrievals gath-
ered numerous off-topic hits and failed to include all the relevant materials
ix
