Beginning Cataloging
By Jean Weihs and Sheila S. Intner

Jean Weihs and Sheila Intner clearly state that their intent is to provide a basic, entry-level introduction to cataloging, aimed not only at traditional library science and library technology students, but also at teacher-librarians, reference librarians, and others who might benefit from a better understanding of the cataloging process.

In seeking to achieve this goal, Beginning Cataloging opens with a brief outline of the functions of a catalog and the benefits of standardized cooperative cataloging. Succeeding chapters cover what the authors consider the most widely used and accepted forms of description, subject analysis and classification, ending with an overview of computerized systems and suggestions on setting up a copy cataloging workflow. Examples and exercises designed to illustrate and reinforce the material are included in most chapters.

Although the authors do mention that a revision of descriptive standards is anticipated, they point out the difficulty in predicting the impact this will have on the average library. In the continued absence of a more modern standard, Beginning Cataloging focuses on the history and use of the Anglo-American Cataloging Rules (AACR2). Students are given an overview of the structure of AACR2 without being overwhelmed with rule numbers, rule interpretations and options. The authors take the student gently through the levels and areas of description for the cataloging of books (monographs), stating that the cataloging of other, more complex materials are usually handled by experienced catalogers. This approach fits with the authors’ stated intent of simplicity, but fails to recognize that the average teacher-librarian must also face, and is often inundated with, an assortment of multimedia which also needs to be cataloged.

The discussion of access points also includes references to possible changes that may come from the new RDA standard, but essentially follows AACR2 in their selection and construction. Weihs and Intner also provide an understandable explanation of the desirability for standardized personal and corporate name headings, and offer simplified examples of establishing these access points, as well as geographic names and forms of title, fitting nicely with their straightforward purpose without sacrificing the precision of authority control.

In addressing subject analysis, Basic Cataloging focuses on two primary thesauri-- the Sears List of Subject Headings (Sears) and the Library of Congress Subject Headings (LCSH), pointing out that Sears is most commonly used in smaller (under 20,000 volumes), more general collections, while LCSH is most commonly used in larger research collections or in collections with a very narrow subject focus. The authors go on to compare content and structure of the two thesauri, pointing out strengths and weaknesses in each. Viewed in the light of their desire for simplicity, it is not surprising that the authors fail to mention the existence of other major thesauri, such as Medical Subject Headings (MeSH) from the National Library of Medicine, although they do briefly address Canadian Subject Headings (CSH) from the National Library of Canada, which is designed to be used in conjunction with LCSH.

In their coverage of classification, Weihs and Intner again focus on the two most commonly used schema in North America, Dewey Decimal Classification (DDC) and Library of Congress Classification (LCC), comparing the scope and structure of each, and providing a good, basic outline of how to construct a typical classification number. The authors then address construction of the complete call number by introducing the concept of shelf marks and work marks, including how the usage of Cutter tables and Cuttering varies between the two systems. Again they acknowledge only by implication that other classification schema exist and none are mentioned explicitly.

The last element of modern cataloging-- getting all that information into an online catalog, is briefly addressed with an overview of the history, development, and structure of MARC, with some examples of how to convert bibliographic data elements into MARC21. A simple presentation of the concepts of field tags, subfields and indicators covers the basics without being overwhelming. No other standards are explicitly mentioned or discussed, although the authors do allude to the existence of other formats. In addition, no specific references are made to any particular ILS product or national cataloging utility, the examples and exercises focusing on coding the data and not on data entry. Both of these omissions eliminate any possible confusion between differing online systems or database standards, but fall short of providing a true picture of the complete cataloging process.

In conclusion, Beginning Cataloging does exactly what its authors set out to do. The book provides a good, well-written, well-thought-out (although very basic) text for the true neophyte, someone who is not a full-time cataloger, or someone who only needs a grounding in the basic principles of cataloging. I would not recommend it as the sole text for a class on cataloging. But as a starter text, supplemented with other materials, it has its place.

Beginning Cataloging is not Weihs and Intner’s first collaboration, having originally worked together in 1990 to write Standard Cataloging for School and Public Libraries, which is now in its fourth edition.

Published in 2009 by: Libraries Unlimited, Westport, Connecticut. (vi, 184 p.) ISBN: 9781591586876 (hardcover;  $65) ISBN: 9781591588399 (paper. $40).

Reviewed by:
Barbara Tysinger
Catalog Librarian
Health Sciences Library
University of North Carolina at Chapel Hill