Chartership Portfolio

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Claire Sewell, Senior Cataloguer

Cambridge University Library
Membership no. 10017088
Chartership Portfolio
Submitted as application for CILIP Chartership
The material in this portfolio primarily covers the period March 2013 December
2013. Some material is backdated to 2012 to cover the period since the
completion of my Postgraduate Diploma. All material is used with the full
permission of the copyright holder(s)

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Contents
Curriculum Vitae .......................................................................................................................... 3
Certificate of Attendance ....................................................................................................................... 8
Mentor Completion Form ...................................................................................................................... 9
SWOT Analysis ...................................................................................................................................... 10
PPDP ...................................................................................................................................................... 11
Job Description .................................................................................................................................... 14
Organisational Chart ............................................................................................................................ 17
Personal Evaluative Statement ............................................................................................................ 18
Evidence List ......................................................................................................................................... 21
1.1 Reflective Writing Workshop Notes ............................................................................................... 22
1.2 Live Blogging for the New LMS ....................................................................................................... 23
1.3 Authority Control Cheat Sheet (Extract) ......................................................................................... 24
1.4 RDA Working Group ........................................................................................................................ 27
1.5 CambridgeRDA Website Screenshot ............................................................................................... 28
1.6 Work Shadowing ............................................................................................................................. 29
2.1 Work Shadowing and Training in the Reader Services Department............................................... 30
2.2 Example of a Web Page .................................................................................................................. 31
2.3 CIG BFI Visit Joining Instructions ..................................................................................................... 32
2.4 Libraries@Cambridge Poster .......................................................................................................... 33
2.5 ARLG Teachmeet Presentation ....................................................................................................... 34
3.1 ARLG Teachmeet Blog Post ............................................................................................................. 39
3.2 Networking for the Underconnected Cataloguer ............................................................................ 42
3.3 RDA Meeting Minutes ..................................................................................................................... 48
3.4 English Cataloguing Department Meeting Agenda ......................................................................... 50
3.5 English Cataloguing Classification Training ..................................................................................... 51
4.1 Penumbra Scheme Selwyn College Library Blog Post .................................................................. 52
4.2 LibCampEast Blog Post .................................................................................................................... 54
4.3 TWI Blog Post .................................................................................................................................. 57
4.4 Hyperlinked Library MOOC Certificate ........................................................................................... 60

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Curriculum Vitae

EMPLOYMENT EXPERIENCE
Senior Cataloguer, English Cataloguing Department,
August 2012 - Present
Building on my previous experience, I supervise the
cataloguing and classification of English language material. I
am responsible for solving complicated bibliographic queries
passed to me by junior staff, often involving further research
with the author or publisher. I carry out authority work,
proposing new headings to the Library of Congress for
inclusion in their database, uploading files to our local
authority database and carrying out maintenance on the
resulting data.
I provide support and training to junior staff, through both
one-on-one training and producing written documentation. I
also successfully implemented a department wide
classification training initiative.
My other duties include the regular management of one of
the main library reading rooms, organizing monthly
departmental meetings and maintaining the department web
sites. In addition to this I have special responsibility for the
Library Science Collection including collection development
and management, publicity and dealing with enquiries.

Intermediate Cataloguer, English Cataloguing Department,
Cambridge University Library (P/T)
November 2007 August 2012
My main duty was the cataloguing of English language
material according to AACR2 and MARC standards. I was
required to select the appropriate record from a selection of
databases and then perform edits to make sure that it met the
Cambridge standard. Where no record was found I produced
original bibliographic data. As part of my cataloguing work I
constructed subject and name headings according to Library
of Congress rules, often involving problem solving where there

Taking on this role has allowed me to
take on a formal role in teaching and
mentoring. As an introvert I thought
this would be hard for me but it has
become something I really enjoy and
hope to take on more of.
I have been able to develop valuable
new skills. As the focus of cataloguing
shifts more towards the management
of metadata I think that the skills I
have developed through my experience
of authority work will become
increasingly important.
Managing a collection has given me
the opportunity to put into practice
skills I developed through both my
degree and independent study.
Developing skills such as collection
development will help me in the future
as I look towards the next stage of my
career.

Developing my cataloguing skills in this
role meant my knowledge turned into a
speciality.
This role also marked the first time that
I undertook regular work outside my
department, helping me to develop
valuable customer service skills.

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were duplicate matches.
I undertook regular work at various library service points,
helping to develop my customer service skills, as well as
having responsibility for the maintenance of a dedicated area
of the library. I was also involved in helping to shape changing
departmental workflows by testing new procedures and
providing feedback to my managers.
During this time I was involved with the Cam23Things
programme and was an organising member of the CPD23
programme for professional development.

Intermediate Library Assistant, Greensleeves Project,
March 2007 October 2007
I returned to this project to take on the next stage of the
conversion process. I was responsible for the de-duplication of
records and problem solving to ensure that the correct
bibliographic information was available for users, creating
records for any items where the conversion had failed.

Junior Cataloguer, Tower Project, Cambridge University
Library (P/T)
January 2007 March 2007, November 2007 August 2012
My project work involved cataloguing Cambridge University
Librarys collection of rare nineteenth century social history
material. As part of my role I selected material in need of
conservation and made sure that this received the appropriate
treatment. I was also actively involved in promoting the
collection; contributing to the successful project blog,
organising exhibitions of material and tours for interested
parties.

Working on both Cam23 and CPD23
was a highlight of my time in this role. I
met many professionals, both in
Cambridge and online, who have
helped me to develop as a professional.

I was able to contribute to the next
stage of the project which was very
gratifying having spent so much of my
early career working on it.
I was also able to take on an increased
level of responsibility, helping me to
develop my professional confidence.

This high profile project helped to make
an important but underused collection
available to the wider world which was
very satisfying.
Being involved in public outreach
introduced me to many valuable skills
that I still use today.

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Junior Library Assistant, Greensleeves Project, Cambridge
University Library, (P/T)
November 2002 December 2006
As part of a project to convert the paper catalogue of a large
Legal Deposit library I was responsible for ensuring the correct
records were supplies by external vendors. I managed large
file imports of bibliographic data and maintained the growing
online database, ensuring consistency between new and
legacy metadata. I undertook both original and copy
cataloguing of material as needed during the conversion process.
QUALIFICATIONS
2013 MSc Information and Library Studies, Aberystwyth University
Topics studied: Collection Management; Digital Information; Information and
Society; Information Organisation and Retrieval; Information Sources and Services;
Marketing of Services; Research in the Profession; Studies in Management
Dissertation topic: Measuring the Impact of Social Media Marketing in Libraries
2002 BA (Hons) History, Anglia Ruskin University
1999 4 A-Levels: Business Studies, General Studies, History, Media Studies
1997 9 GSCEs including English, English Literature, History, Maths and Science
TRAINING COURSES
2013
November: Developing Your Mentoring Skills, CILIP in association with PTEG
September December: The Hyperlinked Library [MOOC]. San Jose State University School
of Library and Information Science
July August: The New Librarianship Master Class [MOOC]. Syracuse University, School of
Information Studies
June: Making the Most of LinkedIn. Judge Business School, Cambridge University
May: How to Give a Better Presentation. Personal and Professional Development
Department, Cambridge University
April: Meetings and Minute Taking Training Session. Cambridge Regional College
February: Dreamweaver: The Basics. Computing Service Department, Cambridge University
Beginning my library career at a world
class research library is an achievement
that I am proud of. I learnt a great deal
during my time in this role, especially
the basics of what would become my
specialisation. This role also helped me
realize that I wanted to pursue a career
in librarianship in the future.

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January: HTML: Level One. Computing Service Department, Cambridge University
January March: Work-based RDA training. Cambridge University Library
2012
July: FRBR for the Terrified Workshop. CILIP CIG in association with CILIP London
June: Guide to Certification and Chartership. CILIP CDG, East of England Division
2011
May October: CPD23 Things for Professional Development. Cambridge University
2010
May September: Cam23. Cambridge University
PUBLICATIONS
RDA: Strategies for Implementation [book review]. Alexandria: The Journal of National and
International Library and Information Issues (forthcoming)
Networking for the Underconnected Cataloguer. Catalogue and Index, June 2013
Responsiveness to User Needs (RDA 0.4.2.1): Updates from CILIPs Cataloguing and Indexing
Group Conference. CULIB: Cambridge University Libraries Information Bulletin, Lent 2013
Learning from Each Other: the CPD23things Programme. CULIB: Cambridge University
Libraries Information Bulletin, Michaelmas 2012
Essential Library of Congress Subject Headings [book review]. Catalogue and Index, March
2012
Accentuating the Positives : Umbrella 2011 Conference Report. Sunrise: Newsletter of the
CILIP East of England Branch, Issue 3, November 2011
PRESENTATIONS
A Library for Librarians [poster]. Libraries@Cambridge Conference, January 2014
Get Creative with Your CPD. LibCampEast, September 2013
Measuring the Impact of Social Media Marketing. CILIP ARLG Teachmeet, June 2013
The Future of Cataloguing [panel discussion], Libraries@Cambridge Conference, January 2013
Measuring the Impact of Social Media Marketing [poster], Libraries@Cambridge Conference,
January 2013
23 Things for Professional Development [poster]. Umbrella Conference, 2011
EVENTS ATTENDED
2013
October: CILIP New Professionals Day
September: LibCampEast
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June: CILIP ARLG East Teachmeet ; LIKE Ideas conference: Big Data
January: Libraries@Cambridge conference: Making an Impact
2012
September: CILIP CIG Conference: The Value of Cataloguing
June: LIKE Ideas conference: The Business of Social Media
May: Making CILIP Work for You: An East of England Event
March: The Problems of Cataloguing in Higher Education: A CIG/ARLG Event
2011
July: CILIP Umbrella conference (winner of Judges Choice and runner up for Delegates
Choice for Best Poster)
2010
September: CILIP CIG Conference: Cataloguing in Interesting Times (awarded student place)
PROFESSIONAL ACTIVITIES
Member of the CILIP. Special interest groups: Cataloguing and Indexing, Academic &
Research Libraries, Information Literacy, CILIP East Members Network
Social Media Manager for the CILIP CIG committee: managing the group blog and
Twitter accounts, dealing with queries, producing reports for committee meetings
Member of SLA Europe. Groups: Leadership & Management, Academic Libraries

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Certificate of Attendance

(Certificate of attendance for Guide to Certification & Chartership Course)
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Mentor Completion Form

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SWOT Analysis
Before developing my PPDP I carried out a SWOT analysis of my current position, both
personally and professionally.

Completing this analysis was a good exercise in reflecting on my professional development
so far and identified areas that I could work on during my Chartership registration period.

Strengths
strong social media
skills
problem solving skills
general awareness of
the sector
strong specialist skill -
cataloguing
Weaknesses
lack of self
confidence
poor networking skills
unable to leave East
Anglia for new job
opportunities
Opportunities
chance to develop
reader service skills
due to changing
working patterns
working with the CILIP
CIG committee
current role gives more
scope for development
Threats
uncertain future of
current position
changes in funding at
UK universities
uncertainty over future
of cataloguing as a
specialty
instability of current
LIS job market
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PPDP

Training and
Development Need Proposed Action
Expected
timescale Actual timescale Outcomes
Develop a professional
network
Professional reading to
improve my knowledge April 2013 Successfully completed
Provided useful background on how to improve network &
confidence levels

Attend 'Making the Most of
LinkedIn' course April 2013
Course postponed, attended June
2013
Gained insight into the best ways to improve my profile,
now have an 'expert' profile rating

Attend networking events to
put theory into practice
As opportunity
arises
Attended ARLG Members Day &
Teachmeet, LibCampEast
Was able to interact with people I didn't know and make
some valuable connections. Improved confidence in
networking skills

Updating LinkedIn profile May 2013 Successfully completed
Now regularly update with achievements and have grown
network by a third

Updating Google+ profile May 2013 Successfully completed Network doubled & I now use the site regularly

Being more proactive in
networking, both online and in
person Ongoing Ongoing
Able to take the lead in conversations rather than lurking.
Have made useful contacts, both on and offline

Taking part in organised
professional Twitter chats Ongoing Ongoing
Now regularly organise #Chartership chat, have
attended #uklibchat
Develop my presentation
skills
Attend presentation skills
course July 2013 Course attended May 2013
Increased confidence in designing and delivering
presentations to effectively present information to a group

Give a presentation to a small
group of colleagues
As opportunity
arises
Presentation given to colleagues in
November 2013
Developed the ability to effectively present information to
a group of people I know well

Deliver a presentation at a
professional event
As opportunity
arises
Presentations at ARLG Teachmeet
& LibCampEast
Improved my ability to communicate with other
professionals in a formal setting and share my knowledge
Develop skills in formal
methods of
communication
Attend reflective writing
workshop May 2013 Attended May 2013
Improved my standard of reflective writing,
especially when blogging. Now able to write much
more concise and reflective blog posts

Producing blog posts for
the official CILIP CIG blog Ongoing
Produce two/three posts a
month
Improved formal communication style

Writing reports for CILIP
CIG committee meetings Ongoing
Produce reports for meetings
held four times a year
Increased ability to communicate with others in a
formal way

Attend minute taking
course run by Cambridge
University
On standby for
place Attended in April 2013
Ability to organise formal meetings and produce
minutes
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Active participation in
department staff meetings Ongoing Ongoing
Increased confidence in making myself known and
sharing my opinions with colleagues

Active participation in
CILIP CIG committee
meetings
Held four times
a year Ongoing
Actively contribute to many discussions which has
resulted in many opportunities
Develop customer
service skills
Shadowing colleagues at
library user enquiry points August 2013 Completed October 2013
Improved confidence in dealing with queries from
library users

Undertaking customer
service work in library
reading rooms Ongoing Added to rota July 2013
Being able to better meet user needs by effectively
answering their queries
Improve web skills
Undertake refresher
training in HTML May 2013
Course attended in January
2013
Ability to produce and edit web pages. Enhanced
ability to communicate with others

Attend Dreamweaver
course May 2013
Course attended in February
2013
Able to produce stylish web pages

Contribute to editing
department web pages
Integrate into
role Part of role in March 2013
Now a regular part of my duties
Develop skills in event
organisation
Organise visits on behalf
of CILIP CIG April 2013
First visit organised April 2013.
Awaiting further opportunities
Improved ability to organise events for a large
number of people

Organise monthly
department meetings April 2013
Regular part of duties from April
2013
Able to construct professional agenda, arrange
room and minute meetings

Participate in conference
organisation
As opportunity
arises As opportunity arises
On organisation committee for
Libraries@Cambridge 2014, CILIP CIG conference
2014
Improve knowledge of
RDA
Attend FRBR for the
Terrified workshop
Attended July
2012
Completed prior to registration
period
Developed solid background in theory which
underpins the standard

Review external training to
establish in-house
programme
September
2012- January
2013
Completed prior to registration
period Consolidated my knowledge of RDA theory

Attend workplace RDA
training
January - March
2013 Successfully completed Developed practical skills

Undertake background
reading on the rules Ongoing Ongoing
Asked to produce a book review on RDA:
Strategies for Implementation

Use the standard in
everyday cataloguing
April 2013
onwards Implemented April 2013 Now integrated into daily workflow
Developing teaching and
training skills
Provide work based
training for new staff
Ongoing as part
of role
Successfully implemented
classification training by May
2013
Increased confidence in teaching skills & solidified
knowledge of subject

Prepare online space for May 2013 Launched in May 2013 Developed ability to produce written training
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classification training documentation

Provide work shadowing
opportunities
June - August
2013
Completed August - October
2013
Increased confidence in face-to-face teaching and
answering questions
Participate in
professional activities
Reading the professional
literature: CILIP Update,
SLA Online Ongoing Ongoing Increased knowledge of library sector

Visit other libraries to
compare services
First visits by
end of June
Visits to TWI (March 2013), BFI
(April 2013) & House of Lords
Library (June 2013)
Increased knowledge of non-academic libraries.
Have been able to compare and contrast services
with academic

Participation in
professional groups Ongoing Ongoing
Joined CIG committee, active participation in SLA
Europe

Maintain online reading
lists - Zite, Feedly Ongoing Ongoing
Keep up to date with blogs and websites. Also send
tweets to Pocket for later reading

(Based on a template created by Jo Alcock. Used with permission)

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Job Description

University Library, Senior Cataloguer
Dimensions of the role
Acting as second-in-command in teams in English Cataloguing, one of the departments
within the Collection Development and Description Division. It is the departments role to
provide records for the Librarys online catalogue for books, periodicals and some non-book
materials in the English language. As a result of Legal Deposit this includes the great
majority of all works published in the United Kingdom and Ireland. This bibliographical
information is also available for use by other institutions across the world in a cooperative
environment from which we benefit reciprocally.
Role purpose
To contribute to the objectives of the Division in providing access to the Librarys collections
through the catalogues
To ensure that catalogue records produced for English language material are accurate and
items appropriately classified in order to achieve optimum retrieval. Similarly to ensure such
records meet internationally recognised standards to enable the sharing of records with
other libraries both nationally and internationally
To assist the team leader and deputise in his/her absence, also providing any necessary
ongoing training required by those under his/her supervision
To help preserve the Librarys collections, whilst taking the needs of readers into account,
by deciding on the level of protection items received merit
Through the performance of lunch, late and Saturday duties, to assist library users,
particularly in their use of the catalogue and to respond to any questions, suggestions and
complaints
To ensure that the departmental intranet pages are kept up to date and when necessary
creating and mounting new pages
To assist generally in fulfilling the objectives of the English Cataloguing Department and
Collection Development and Description Division

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Main responsibilities
Classification: taking primary responsibility for subject analysis through application
of both the local classification scheme and the international standard of vocabulary-
controlled subject terms. Contributing new terms to the scheme when necessary
Authority work / Quality control work: checking the work of intermediate and
junior cataloguers. Ensuring the correct use of established name authorities to
differentiate authors with similar/identical names. Producing new name authorities
according to internationally accepted standards after appropriate research
Cataloguing: adopting data from external sources and editing/improving this as
necessary. Where no external data can be found producing full original catalogue
records
Deputising for and liaising with team leaders: assuming responsibility for all aspects
of the teams activities in the absence of the supervising officer. Liaising with the
officer on a constant basis in order to achieve the smooth running of the
department. Full time availability for informal advice and queries by members of the
team
Cataloguing alterations: dealing with any changes to or errors in the catalogue,
revealed in the course of cataloguing activity or brought to the attention of the role
holder by readers/staff
Answering user queries: providing informal user education; relief duties in public
areas at lunchtime, evenings and Saturdays
Contributing to the maintenance of order in the book stack: maintaining a
designated area of the library and managing any problems encountered by junior
staff
HTML: updating, mounting and where necessary creating intranet pages relating to
the work of the department
Professional development: including attendance at both internally and externally
run courses
Service delivery
The creation of accurate catalogue records provides fundamental service to users of the
Library and of the wider bibliographic community. It reveals the Librarys holdings and
makes data available for use by other institutions in a reciprocal environment from which
the Library itself benefits. Adherence to international standards is crucial to this. Much of
the role holders work is directed to this end. Classification and binding decisions facilitate
the accessibility of material, or, conversely, protect it from theft or damage (a balance which
itself requires experienced judgment).
Duties in public areas provide direct services of advice, assistance and practical
implementation of Library routines.
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The fast-track processing of reader requests for both legal deposit and bought material
further ensure users receive a user-focused and timely service from the department.
Knowledge, skills and experience for the role
Education to A-Level standard
Substantial library experience, including experience of descriptive cataloguing and a
knowledge of the principles of classification, is required to develop skills to work
without constant supervision and to facilitate liaison with other library departments
Excellent IT skills
Knowledge of an automated library system
Leadership and inter-personal skills are desirable, with the capacity to show
initiative, to assess priorities and to manage and train staff
Ability to work under pressure
A wide general knowledge is desirable, as the role involved dealing with the entire
range of English-language publications

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Organisational Chart

Head of Division
Head of English
Cataloguing
Team Leader Team Leader Team Leader
Senior
Cataloguer
Intermediate
Cataloguer
Junior
Cataloguer
Senior
Cataloguer
Intermediate
Cataloguer
Junior
Cataloguer
Head of Foreign
Cataloguing
Head of
Periodicals
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Personal Evaluative Statement

Criterion 1: An ability to reflect critically on personal performance and
evaluate service performance
One of my main aims during Chartership has been to improve my communication skills.
Attending a reflective writing workshop [1.1] helped me to improve my writing style and
made me a more reflective practitioner. I was able to put my skills to formal use by
contributing to a live-blog [1.2] of sessions on the acquisition of a new library management
system. This enabled colleagues unable to attend to be fully informed about the decision
making process, important in a system as diverse as Cambridge. I also produced training
documentation on authority control procedures [1.3] for staff in my department submitting
proposals to the Library of Congress. This helped create a formal record of procedure for
future training at the same time as solidifying my own knowledge.
The introduction of the RDA cataloguing standard had a major impact on my role and my
department. It was vital that cataloguers were RDA trained in order to provide quality
records to users and other libraries. Prior to implementation I was part of a group tasked
with reviewing external RDA training [1.4] to construct an in-house programme. Once
internal training was complete I created the CambridgeRDA [1.5] web space to share it with
other institutions, many of whom have adapted it for their own needs.
I provided work shadowing [1.6] for colleagues and found that I enjoyed the experience. I
hope to develop this skill in the future with a view to making it a formal part of my role.
Criterion 2: An active commitment to continuing professional development
I have been active in improving my knowledge of other library departments. I undertook
training in the Reader Services Department [2.1] to expand my skill set and improve my
ability to contribute to the library. Learning how to deal with user enquiries was also an
important goal and led to me shadowing staff in the Reference Department [2.1]. As a result
I now have improved confidence in my abilities and am able to provide a better service to
users.
Communication is important in my role in order to make sure that everyone understands
policy and procedure. The main form of communication in my workplace is online so I made
developing my web publishing skills [2.2] a priority. As a result I am now responsible for
maintaining the online presence of my department.
Joining the CILIP Cataloguing and Indexing Group (CIG) Committee [2.3] has helped me to
develop skills such as teamwork and event organisation as well as keeping me abreast of
developments in the cataloguing world. It has also helped to increase my confidence levels,
something which is reflected throughout my work.
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The most significant area of improvement for me has been the development of my
presentation skills. I began with a poster [2.4] at the Libraries@Cambridge conference and
moved on to more intensive public speaking by presenting [2.5] at the CILIP Academic and
Research Libraries Group (ARLG) Teachmeet. I am proud of my achievements in this area as I
have progressed from being uncomfortable speaking in public to being able to lead a solo
session.
Criterion 3: An ability to analyse personal and professional development
and progression with reference to experiential and developmental
activities
As an introvert, developing my networking skills has been a challenge. After reading around
the subject to gain some theoretical knowledge I was able to put this into practice at events
such as ARLG Teachmeet [3.1] where I made a number of useful contacts. I have also
successfully developed my virtual network by improving my professional online profiles. As
a result of these experiences I was asked to produce an article on Networking for the
Under-connected Cataloguer [3.2] for the Catalogue and Index journal.
Although I am an organised person I had not put this into use in a formal capacity as part of
my role. After attending a course on minute taking I now record decisions made at RDA
meetings [3.3] and organise monthly departmental meetings [3.4]. This helps to ensure that
information is disseminated to employees in a timely manner which results in the smooth
running of the department. In addition to this I have organised a successful trip to the
British Film Institute [2.3] on behalf of CIG, helping to represent a professional organisation
to the wider library community.
In order to develop my training skills further I devised and implemented a training
programme on in-house classification procedure [3.5]. As additional staff are now trained in
classification material reaches the shelf at an increased rate, improving the overall efficiency
of the department. This was the first time I had created a formal training programme and
whilst the project was not without challenged it has given me some valuable experience to
take forward in future roles.
Criterion 4: A breadth of professional knowledge and understanding of the
wider professional context
I have used my Chartership period to develop my understanding of my own professional
context and the wider information world. Visits to Cambridge libraries such as Selwyn
College Library [4.1] have helped me to see the issues that these libraries face and increased
my knowledge of the complex Cambridge library system. As a result I have a greater
appreciation of the way in which college, faculty and the main University Library can work
together to provide a more coherent service to users. I built on this experience by attending
the ARLG Teachmeet [3.1] which showcased how other academic libraries provide services
to their users.
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It has also been important to me to look outside the academic sector for experience and
knowledge. LibCampEast [4.2] demonstrated to me the different issues faced by
professionals across the information sector in many different roles. Visiting a number of
specialist libraries such as TWI [4.3] has given me the opportunity to reflect on the
similarities and differences between these settings and the academic world. This enhanced
knowledge has resulted in an increased awareness of the wider information profession
which helps me to make connections between the work I do and that of others.
Taking part in the Hyperlinked Library MOOC [4.4] allowed me to extend this further and
interact with colleagues from many countries and sectors online. This was a valuable
experience and I have remained in touch with other participants following the course so
that we can all continue learning from each other.

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Evidence List

The following evidence is organised according to the four Chartership criteria:
Criterion 1: An ability to reflect critically on personal performance and evaluate service
performance
1.1 : Reflective Writing Workshop Notes
1.2 : Live-Blogging for the New LMS
1.3 : Authority Control Cheat Sheet (Extract)
1.4 : RDA Working Group Screenshot
1.5 : CambridgeRDA Website Screenshot
1.6 : Work Shadowing
Criterion 2: An active commitment to continuing professional development
2.1 : Work Shadowing and Training in the Reader Services Department
2.2 : Example of a Webpage
2.3 : CIG BFI Visit Joining Instructions
2.4 : Libraries@Cambridge Poster
2.5 : ARLG Teachmeet Presentation
Criterion 3: An ability to analyse personal and professional development and progression
with reference to experiential and developmental activities
3.1 : ARLG Teachmeet Blog Post
3.2 : Networking for the Under-connected Cataloguer
3.3 : RDA Meeting Minutes
3.4 : English Cataloguing Department Meeting Agenda
3.5 : English Cataloguing Classification Training
Criterion 4: A breadth of professional knowledge and understanding of the wider
professional context
4.1 : Penumbra Scheme Selwyn College Library Blog Post
4.2 : LibCampEast Blog Post
4.3 : TWI Blog Post
4.4 : Hyperlinked Library MOOC Certificate

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1.1 Reflective Writing Workshop Notes

Return to Evidence List / Return to Criterion 1
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1.2 Live Blogging for the New LMS

Acquiring a new library management system is a large scale project which impact libraries across
Cambridge. Live blogs of all sessions by vendors were posted in the Library Service Developments
blog. This was to ensure that all staff had the chance to find out what was said, even if they couldnt
attend in person.
Making sure that all aspects of the presentation were covered in a blog post that would still be
readable was a challenge, especially as I had a short time in which to produce the post. Although I
would have liked to perfect the post I was under time pressure and so had to accept the best I could
produce.
Acquiring a new library management system was a large scale project which impacted libraries
across Cambridge. Live blogs of all sessions by vendors were posted in the Library Service
Developments blog. This was to ensure that all staff had the chance to find out what was said,
even if they couldnt attend in person.
Making sure that all aspects of the presentation were covered in a blog post that would still be
readable was a challenge, especially as I had a short time in which to produce the post. Although I
would have liked to perfect the post, I was under time pressure and so had to accept the best I
could produce.

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1.3 Authority Control Cheat Sheet (Extract)

Authority proposal procedure
1. A grade 3 cataloguer should have checked the headings in the record and provided
details of any problems on the form inserted in the item
2. Always check the Library of Congress Authorities website to determine if there is an
existing heading for the person which hasnt yet been loaded into the Cambridge
system
3. If a new authorised access point for an author needs to be constructed then the NACO
Proposal Form (Personal Name) should be filled out
4. If there is no conflict then it is not necessary to leave the resource to gather
information. If there is a conflict then the classifier should search for more
information (see pages 7 and 9)
5. Make sure that the authorised access point proposed matches the authorised access
point used on the record
6. The holdings of the item should be annotated to reflect that they have been sent to the
NACO shelves (e.g. $h Sent to NACO CES20130829)
7. The item should be placed in the correct section of the shelves in Case 14.
8. Once the item has been dealt with it will be returned to the classifier. It can then be
processed as normal

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Authority control basics
If there is no conflict then the form can be filled in in a very basic way, including
o Name
o Gender (if known)
o Language of person
If there is a conflict and the classifier cant find any other information then the $c
occupational qualifier should be used
Ways to distinguish between authors with the same name (in preferred order)
1. Date of birth ($d)
2. Fuller form of name ($q)
3. Occupational qualifier ($c) under RDA cataloguers have much more freedom about
which term to use
Common values used in the construction of authorised access points
Value Name Example
$a Personal name (NR) $a Dickens, Betty
$c Titles and other words
associated with a name (see
Occupational qualifiers)
$a Garland, Judy $c (Spirit)
$d Dates associated with a name $a Smith, John, $d 1936
December 17-
$q Fuller form of name $a Johnson, A. W. $q (Alva
William)

Occupational qualifiers (RDA 9.19.1.6)

Add only to distinguish one access point from another in the absence of:

Birth/death dates
Fuller form of name or
Period of activity

The occupational qualifier given can be either:
Professional
Occupational
Unpaid
Recreational

Some examples of this are listed below:

100 1# $a Niven, William $c (Clergyman)
100 1# $a Waters, Chris $c (Poet)
100 1# $a Davies, Simon $c (Crime fiction writer)
100 1# $a Green, Edward $c (Compiler of A little bit of Shakespeare wit)

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Submitted by Cambridge bib ID

RDA Personal name Text MARC
9.19.1 Authorised access point
MAKE SURE THAT THE NAME THAT APPEARS
HERE IS IN THE SAME FORM AS THE 100/700
ALWAYS INCLUDE DATES IF KNOWN

1xx
9.19.2
Variant access point (s)
(If applicable)

INCLUDE ANY ALTERNATIVE FORM OF NAME FOUND
SUCH AS FULLER FORMS OF NAME
4xx
9.2.2
Preferred name of the
person
(Where found)

DEMONSTRATE WHERE THE PREFERRED FORM OF NAME
WAS FOUND E.G. TITLE PAGE
670
9.2.3
Variant name for the
person
(Where found)

DEMONSTRATE WHERE THE ALTERNATIVE FORM OF
NAME WAS FOUND E.G. BACK COVER
670
9.17.1
Biographical information
(Where found; to justify
access points and
attributes)

THIS SECTION SHOULD BE USED TO JUSTIFY THE
INFORMATION INCLUDED IN THE BOTTOM HALF OF THE
FORM
670
678

9.3.2
Date
associated
with the
person (9.3.1)
Birth

046
9.3.3 Death

046
9.3.4
Period of
activity
DEPENDING ON THE CENTURY THAT THE PERSON WAS ACTIVE
IN, INCLUDE EITHER 19 OR 20. IF NO INFORMATION INCLUDE 20
046
9.4.1 Title of the person
.
670
9.5.1 Fuller form of name

378
9.6.1
Other designation
associated with the person
THIS CAN INCLUDE ANY POSTNOMINALS SUCH AS MSc, PhD,
OBE ETC.
368
(670)
9.7.1 Gender

ONLY INCLUDE WHEN KNOWN
375
9.8.1 Place of birth

370
9.9.1 Place of death

370
9.10.1
Country associated with the
person
ONLY INCLUDE WHEN THE PERSON HAS HELD A POSITION OF
CONSEQUENCE IN THAT COUNTRY
370
9.11.1 Place of residence
ONLY INCLUDE IF EXPLICITLY GIVEN
370
9.13.1 Address of the person

371
9.13.1 Affiliation (corporate body)
THIS CAN BE ANY AFFILIATION E.G. WHERE THE
PERSON HAS WORKED, VOLUNTEERED OR
GRADUATED ETC. AT ANY TIME. TRY TO INCLUDE THE
AUTHORISED FORM IF POSSIBLE
NAF
373

9.14.1 Language of the person

OFFICIAL POLICY IS TO ONLY GIVE THE LANGUAGE OF THE
WORK IN HAND
377
9.15.1
Field of activity of the
person

THIS MUST BE AN ESTABLISHED FORM OR LEFT BLANK
LCSH
372

9.16.1 Profession or occupation

THIS MUST BE AN ESTABLISHED FORM OR LEFT BLANK
LCSH
374

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1.4 RDA Working Group Screenshot

Screenshot of comments contributed to a wiki discussion of RDA training materials from the New
Zealand National Library. These discussions were used to establish the training program for
Cambridge libraries.

Return to Evidence List / Criterion 1
Screenshot of comments contributed to a wiki discussion on RDA training materials from the
New Zealand National Library. These discussions were used to establish the training
programme for Cambridge libraries.
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1.5 CambridgeRDA Website Screenshot

This is a screenshot of the CambridgeRDA website which was created to make the RDA training
undertaken by Cambridge cataloguers available to other libraries. The site has been a great success
and has been used as the basis for training at many institutions.

This is a screenshot of the CambridgeRDA website which was created to make the RDA training
undertaken by Cambridge cataloguers available to other libraries. The site has been a great
success and has been used as the basis for training at many institutions.

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1.6 Work Shadowing

As part of my focus on teaching and training I provided work shadowing opportunities for colleagues
from the Rare Books and Reference Departments. I allowed them to dictate the procedures covered
during the work shadowing in order to better meet their training needs. The main content of the
sessions involved learning more about bibliographic records. This has helped the individuals improve
the service that they are able to offer to users in their own departments as they are now better
equipped to answer user queries. Below is a report of the experience from one of my colleagues
who works in the Reference Department.

I shadowed Claire Sewell during August and September 2013 in order to learn about
procedures and systems in English Cataloguing as part of my professional development
targets agreed in my Staff Review.
Claire demonstrated all the stages of her daily workflow, explaining the library classification
scheme, RDA cataloguing, searching external databases, downloading catalogue records,
how to decide whether a book should be placed in closed access or made borrowable, and
so forth. Claire also helped me learn how to interpret unfinished catalogue records so that I
can work out where a book might be in the process, whether it has actually arrived yet and
therefore which department/staff would be able to help me. Claire was thorough,
methodical and patient, and encouraged me to try my hand at each process after she had
explained it.
I now have a clearer idea of the processes which a book undergoes from the moment it
arrives in the library until it is placed on the shelf, whether open access or closed. This is
helpful to me when dealing with reader requests for books that have not yet been
catalogued but which are in the building. I have a clearer understanding of what needs to be
done before a book can be made available, which helps me communicate more effectively
with readers, enabling me to provide a realistic estimate of how long it might take for a
particular book to become available, whether or not it will be borrowable, or will need
binding. Armed with this information, I am able to manage reader expectations more
effectively, thus enabling readers to make decisions appropriate to their immediate needs,
thus avoiding disappointment.
Ros Esche, Reader Services Department, Cambridge University Library

As part of my focus on teaching and training I provided work shadowing opportunities for
colleagues from the Rare Books and Reference Departments. I allowed them to dictate the
procedures covered during the work shadowing in order to better meet their training needs. The
main content of the sessions involved learning more about bibliographic records. This has helped
the individuals improve the service that they are able to offer to users in their own departments
as they are now better equipped to answer user queries. Below is a report of the experience from
one of my colleagues who works in the Reference Department.

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2.1 Work Shadowing and Training in the Reader
Services Department
My current role brought with it additional responsibilities such as supervision of one of the
libraries main reading rooms, the West Room. Although I have always understood the
importance of good customer service skills, until now I have had limited opportunities to
develop them. I took this change in responsibility as an opportunity to add to my skill set.
My main area of concern was my ability to answer user queries in a fast paced environment.
I shadowed staff in the Reading Room and on the User Enquiry Desk in order to learn how
they handle this situation. I was shown how to conduct a reference interview in order to
find out exactly what the user wants as opposed to what they sometimes ask for. I was
shown how to answer common queries such as instruction in how to search various e-
resources databases. I found that having a background in cataloguing really helped me to
answer complex bibliographic queries, knowledge that I was able to share with Reading
Room staff. Undertaking this shadowing helped to improve my confidence when answering
queries, something which will help to provide a good standard of service to users.
I was given more formal training in the management of the West Room. This included
showing me various processes and rules that needed to be followed in order to get the right
book for the user at the same time as protecting the item. My department is involved in
many of these processes at some stage and it was interesting to see the process at the next
level, for example with searching for un-catalogued books to be passed to users.
Managing the West Room also means supervising the junior staff. During my regular duties I
have to make sure that they are carrying out their work and help them with any problems
that they have. Although I have some of this responsibility in my normal role, when on duty
in the West Room I am responsible for the running of the room. This provides me with
valuable practical management skills that I can build on in the future.
As well as increased confidence in user enquiry work and management, working in the
Reader Services Department has helped me to see the library from the user perspective.
This has highlighted some issues with processes that the Cataloguing Department is involved
in, mainly communication issues. Having reported these to my managers these issues are
now being looked at. Hopefully this will result in a more coherent service being offered by
both departments.
By working with colleagues in the Reader Services Department I feel better equipped to deal
with user enquiry work and am able to regularly contribute to the work of the library
outside my current department.
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2.2 Example of a Web Page

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2.3 CIG BFI Visit Joining Instructions

CILIP CIG visit to the BFI Library 29.4.13 Joining Instructions
The visit will start at 2.30pm. Please ensure that you leave adequate time to get to the library.
We will meet in the main lobby of the library. The visit will last approximately 2 hours.
Library location:

(Map from BFI website, used with permission)
BFI Southbank
Belvedere Road
South Bank
London SE1 8XT
The nearest Tube station is Waterloo (South Bank exit). The BFI Library is about a 3 minute
walk from the station (TFL Journey Planner)
Contact details: If you need to contact me on the day then please either email my personal
address csewell@cam.uk or phone me on the following number 12345678899

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2.4 Libraries@Cambridge Poster

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2.5 ARLG Teachmeet Presentation

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(http://prezi.com/df3gnq8oi2i4/measuring-the-impact-of-social-media/)
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3.1 ARLG Teachmeet Blog Post

http://www.librarianintraining.com/2013/07/teaching-myself-some-new-tricks.html

I've heard a lot of good things about TeachMeets but never
managed to get to one. However I made an extra effort
with the inaugural event of ARLG East and managed to
attend my first TeachMeet. For anyone who hasn't heard,
TeachMeets are a way of getting practitioners together to
talk about what they do and exchange tips or tricks. They
started off, as the name would suggest, in the teaching
sector but library and information professionals have been
quick to take on the idea. People sign up to give short talks
of either three or seven minutes, which is just enough time to share a recent project or
discovery. What appealed to me most about the TeachMeet was that it was less formal than
a conference which really helped the creativity to flow. I even signed up to present,
something which I usually dread! I'm happy to report though that my talk went well (at least
no one threw anything so I took that as positive feedback!)

Apologies to Emma Coonan who gave the first presentation, immediately before my slot. I
probably didn't listen as attentively as I should! Emma spoke about her job teaching digital
literacy skills to students and how creating a visual guide has had much more of an impact.
More information can be found on Emma's blog. Teaching of a different sort was the subject
of Kathryn Wallis's presentation. Kathryn has recently completed a PTLLS (Preparing to
Teach in the Lifelong Learning Sector) course which has helped her to consolidate her
teaching knowledge. She also spoke of how it had helped to strengthen her relationship
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with staff outside the library who were also taking the course. Libby Tilly followed this by
talking about becoming a fellow of the Academy of Higher Education which is another way
of consolidating teaching knowledge. Libby said that one of the major benefits for her as an
academic librarian was that the fellowship helped to put her on a similar standing to
academics in her institution, a least in their eyes.

Aidan Baker gave us an outline of Gliffy which is an online diagram tool. Aidan talked about
the importance of designing a library space that people will want to use and showed how
Gliffy can be used to plan this. He also showed us a plan of the library he had created which
mapped the classification scheme to the floor plan - very useful for all those lost students!
Anna Martin talked about the important but often neglected topic of first aid awareness,
reminding us that everyone should have at least a basic knowledge in a job where we a
constantly dealing with people.

Catherine Reid talked about hosting drop-in sessions for users. These were informal one to
one sessions which usually focused on a specific topic such as ebooks. Hosting sessions like
this helped to bring staff out from behind the library desk and aided interaction with users.
This was a theme echoed by Jane Helgeson who talked about her 'Librarians Let Loose'
project. This initiative saw roving librarians moving into student spaces to engage with them
directly. One point that really stuck with me from Jane's presentation was the idea of taking
the library out to spaces not owned by the library, something which can effectively target
non-users. The project was a success and will be repeated in the future.

Charlotte Byrne and Ellen Dutton both gave great examples of how technology can be used
in the library. Charlotte talked about using ISSU to digitise books and letters. ISSU is an
online tool which puts together PDF files into the form of an online brochure that users can
flick through. This is a simple to use and cost effective method of digitisation and sharing
information on the library. Ellen uses videos to teach users about various aspects of the
library, such as the classification system. Today's technology has made producing videos
easy and cheap and there is lots of help available online. These videos are fun and make an
excellent way to get the message across - having a huge impact on users.

Libby Tilly spoke about using LibCal to take bookings in her library. This has been a fairly
recent development and covers both sessions that academics book for students and those
that students book themselves. The system has several advantages over other options such
as being able to show how many places are left on a course. Users find the system easy to
use which lowers another barrier to library use. Sarah Elsegood talked about the challenges
of teaching users about next generation library catalogues. The main problem is providing
an interface which meets the high expectations of users. Users are no longer passively using
the catalogue but interacting with it, using facilities such as user based tagging. The next
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generation catalogues offer flexibility and helps different types of user to do different types
of searches.

I was pleased to hear the word 'impact' being mentioned by a number of presenters. This
was the subject of my presentation and something that I think libraries need to work on
measuring. It's a very powerful tool which can be used to win over even the most reluctant
of stakeholders. If you can convince people that something is making a definite impact on
users they will find that very hard to argue with.

I've included my presentation below. This was the first time I've used Prezi and I'm afraid
that I'm still not a convert. My subject was 'Measuring the Impact of Social Media' and was
based on my dissertation research.

[Link to presentation]

I really enjoyed the day and wouldn't hesitate to recommend the TeachMeet format to
anyone. Even though I hate public speaking I found it surprisingly easy to speak and even
went over my allotted three minutes. Hopefully next time I will have the confidence to take
on the seven minute slot so I can actually stick to my time limit!

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3.2 Networking for the Under-connected Cataloguer
(Originally published in Catalogue and Index, June 2013)
Networking is a word that often strikes fear into the hearts of new and experienced
professionals alike. They know that their colleagues and peers are able to create a
professional network but they dont have a clue where to begin themselves. The good news
is that social media tools can help to break down barriers and take the work out of
networking!
What networking is and what it isnt
There are many misconceptions about networking. People think that its something only top
executives or those trying to grow their own business do but this is far from true. We all
network every day in different ways, we just dont call it networking. Say you are looking for
a restaurant for your birthday dinner and ask your friends for some recommendations.
Someone suggests a particular venue based on previous experience the food was
excellent, the price was reasonable and the service was good. This is a form of networking.
Personal recommendations and experience carry more weight than advertising, especially if
they come from people that we trust our network. Through networking what you are
really doing is making yourself and what you do known to other people who might be able
to help you in future. They may need help themselves or even recommend you to others
based on your knowledge and experience. The truth is that with all the social media tools
available today there are very few barriers to who can network.
Another common misconception is that networking is something scary, especially if you are
not naturally outgoing. Whilst its true that being an extrovert makes the process a little
easier, introverts can still network as long as they take their time and plan plenty of breaks
to gather themselves. At its heart networking is about making connections and being part of
a community.
Why is networking important for cataloguers?
Having a strong cataloguing community is an important way to promote the profession. If
cataloguers are seen as active, both within their field and the wider information world, then
they can demonstrate our professionalism.
Although cataloguers are no longer always relegated to the dusty basement some
elements of the stereotype still linger. It may be that cataloguers dont get as much
interaction with colleagues in other departments as they would like or that they only do
cataloguing as part of a larger role rather than as a specialism. There are also many solo
cataloguers who struggle to find someone to turn to for cataloguing advice. Having access to
an active group of professionals can help cataloguers whether they have questions or just
want to keep up with current debates, especially if they are new to the profession.
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There is a strong cataloguing community out there, especially online. This group works hard
to promote cataloguing both within their own organisations and the wider library
community. Its important to take advantage of this community but it can be intimidating to
just start joining in. Networking can take place either online or off but it is important to
remember the general principles before you start either.
General networking tips
There are some basics that it is important to remember, whichever type of networking you
are involved in.
Its important to be yourself when networking. Trying to be someone youre not, however
impressive you think it makes you sound, can be very hard work and you are much more
likely to make a foolish mistake. When building your network you want to build a rapport
with people and this is much easier when youre being true to yourself. Theres a lot of
worry when networking that people wont want anything to do with you. Its important not
to be intimidated by this and focus on the consequences of people saying yes rather than
no. Having said that, cataloguers are a very friendly bunch who usually jump at the chance
to help people so dont worry too much!
Spend some time developing an elevator pitch. This is a short and punchy couple of
sentences that sum who you are and what you do. The idea originated from the question
what would you say if you were in a lift with the CEO of your company and you only had
thirty seconds to sell yourself professionally? Elevator pitches are a good way to
consolidate your thinking about yourself and the image you want to project. They also make
eye-catching headlines on your social media profiles...
Online networking
Using social media tools is an excellent way to establish a professional network, especially if
youre intimidated by the thought of face-to-face networking. Using social media you can
reach people all over the world and at all levels of the profession. The online cataloguing
community is particularly strong and welcoming which can lead to some interesting
discussions.
The first step in online networking is to establish a consistent profile. Try to have the same
photograph on your profiles a simple head and shoulders shot is ideal. This way people
can see who they are networking with, and may even recognise you from previous events.
You can let your personality shine through but remember that you are creating a
professional online identity so be careful in your image choice.
What follows is an exploration of some of the most popular social media tools used for
professional networking. Although there are many sites out there, with more being added
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every day, the sites below are well established meaning that you are more likely to find
people that you know or want to network with.
Twitter
Twitter is probably the most active social media platform for cataloguers. For those who are
unfamiliar with Twitter its a micro-blogging platform that allows you to post short messages
of no more than 140 characters. Once you have signed up for an account it is easy to start
making connections. An excellent place to begin is by using someone elses hard work and
looking at a list of cataloguing people on Twitter! The excellent HVCats website
(http://highvisibilitycataloguing.wordpress.com/) has set up a list of tweeting cataloguers,
as shown below:

(https://twitter.com/HVCats/cataloguing-metadata)
Once you have found a list which is appropriate you can just start following people. Most
people have open accounts that anyone can follow but if you see a small padlock next to a
name then it means that their account is private. You can still follow them but you will have
to wait for approval before their tweets are visible to you. Lists can be created by anyone on
Twitter and are a useful tool for organising who you follow. You can have lists for personal
and professional purposes, or for different aspects of your professional life. Once you have
followed some people and have seen what they tweet about you can follow others that they
interact with - you will be surprised at how fast your network starts to build.
The next step to networking on Twitter is to get involved in some conversations that
interest you. People can feel a little strange about this, almost as if its barging in on
someones private moment, but if the original posters intended their conversations to be
private they wouldnt be having it on Twitter! Remember that you are limited to 140
characters so use them wisely. Hashtags in Twitter can be used to follow a conversation or
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event, even if you dont personally follow all the participants. Look out for the # symbol
followed by text highlighted in blue. Click on this and you can see all the tweets tagged with
this hashtag. Follow along with a conversation and jump in if you feel you have something to
say, especially if you have an answer to a question that someone is asking. You can also use
Twitter to promote information that you find professional relevant or even use it to share
your blog posts. Twitter can be an excellent way to develop a network but its important to
use it to interact rather than just to push out information about yourself and what you are
doing. Get into conversations with other people and respond when they tweet you
otherwise youre not making the most of the networking opportunities that Twitter offers.
LinkedIn
LinkedIn is probably the most widely known social media tool for networking. It was set up
specifically for professionals to network with each other and is now often used by people,
including employers, to see the professional history of others.
Whereas other tools can have a
balance of the personal and the
professional, LinkedIn should only
be used to showcase your
professional persona. Once you
have registered for a profile the
site gives you clear instructions on
things to include. There are
sections detailing your work
experience, any publications or
projects you have been involved in
as well as your contact
information. Dont worry if you
dont feel you have much to add to
begin with, you can always update
your profile as your career develops. Its important to begin with an up to date CV in order
to showcase your achievements as well as a short statement that reflects who you are. If
youre having problems writing your personal statement then why not use or adapt your
elevator pitch as this can be a useful starting point.
Once you have established your profile you can begin to make connections. Start by looking
for people you know through your real life work or your studies. Whereas sites like Twitter
let you follow anyone LinkedIn takes a much more professionally orientated approach and
will ask how you know the person that youre attempting to connect with. Joining a group is
one of the best ways to grow your LinkedIn network. There are groups dedicated to many
professional causes and organisations, for example Im a member of the CILIP group. Groups
are used as forums for discussion and its important to remain active in order to
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demonstrate your knowledge and expertise. Much like Twitter, dont be afraid to join in a
conversation if you feel you have something to say. Being active in a group will help you to
connect with its members and grow your professional network. Since groups require a time
commitment its important to join groups that reflect your interests. Start with one or two
groups and see how much you can contribute you may even wind up starting your own
group!
As you develop as a professional you can use your profile to keep your connections up to
date. LinkedIn allows you to share blog posts, links to articles or presentations that you have
given. This is a great way of letting a wide audience know what you have been working on
and can lead to new connections or even new projects.
Google+
Google+ is a relatively
new tool, having been
launched in 2011.
Although similar to
Facebook it has some
advantages that make
it more appropriate
for professional
networking. With
Google+ you can add
friends or colleagues
to your network but
you can put them into individual circles depending on who they are, for example you can
have a circle for cataloguers, one for people that you already work with and another for
your friends. The advantage of this is that you can control what individual parts of your
network see something that can be handy if you want to maintain a separate professional
and personal identity online.
Much like LinkedIn there are groups called communities that you can join to discuss your
interests and you can share updates on your activities in much the same way. A major
advantage of Google+ is the hangouts feature which allows you to video-conference other
members. This has been used by a growing number of people to hold online events and in
the future could be the best way to combine online and face to face networking.
So what now?
You can bring your social media presence together in a number of ways. Instead of posting
updates on each site simultaneously you can link your accounts together so that, for
instance, your blog can post regular updates straight to your LinkedIn profile. A word of
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caution about this, remember that you are trying to maintain a professional social media
presence so its important to make sure that any content shared across sites is appropriate.
You dont want pictures of that drunken night from Facebook showing up on your LinkedIn
profile! If you think that this might be a problem for you its worthwhile considering having
separate accounts, one for professional and one for personal use. Just remember that this
can get confusing. Ultimately its about finding what works best for you.
To ease yourself into networking its sometimes a good idea to start networking with a
specific goal in mind. If youre attending an event such as Umbrella then why not tweet that
youre going and see if you get any responses? This can be a valuable way to meet people
before the event and is a great confidence booster. At the other end of the scale why not
organise a meet up of your online network in real life? Twitter users in the same area often
do this (theyre called tweet-ups) and they can be a valuable way to extend your network. It
is much easier to network with people face to face when you feel as though you know them
through their social media presence.
Its important to use both online and real life networking when attempting to build or grow
your professional network. Social media can be the ideal route for someone new to
networking but it shouldnt be used exclusively at the expense of face-to-face networking.
Use social media as a supplement to your real-life networking so you can develop your skills
in both. This way you can reap the full benefits and this could lead to valuable future
opportunities. The skys the limit just forget the myths, get out there and give it a try!
Claire Sewell, Senior Cataloguer, Cambridge University Library
Bibliography
Networking for People who Hate Networking: a Field Guide for Introverts, the Overwhelmed
and the Underconnected / Devora Zack
The Reluctant Networker / Neil Munz-Jones
LinkedIn Made Easy: Business Social Networking Simplified / Linda Parkinson-Hardman
Crafting an Elevator Pitch: Introducing your Company Quickly and Compellingly. Retrieved
from: http://www.mindtools.com/pages/article/elevator-pitch.htm

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3.3 RDA Meeting Minutes

RDA meeting 12.6.13
B5502095: Lean UX

Oh the title page Josh Seiden is listed as the editor but closer examination of the book
shows that he is actually the co-author.
Since this is a collaboration we can give him the relationship designator author. Although
245 is a transcription field we can disregard the description given when choosing
designators based on evidence found and cataloguers judgement.
B5501975 : Lachmans case studies in anatomy

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This is a new edition, revised by new people. Since Lachman is dead we are safe to assume
that he wasnt responsible for this edition and so the new authors can be seen as
collaborators, with the relationship designator $e author.
We also need to add a 700 $t for Lachmans original work
Misc.:
Toolkit is changing $z for eISBNs back to $a
Toolkit is also randomly adding $b subfields to 33X fields. Although this isnt wrong
this is not CamCore and the option can be disabled in Toolkit if needed. Please
speak to Robin
Previous edition notes are not CamCore but can be included in a 500 note according
to cataloguers judgement
Added entries for illustrators are not CamCore so we dont include them by default. If
the cataloguer judges them to be important (e.g. to differentiate between different
expressions of the same work) then they can be included
Although the original policy was to allow no hybrid (AACR2/RDA) records in the
catalogue, these are sometimes found in the fast track stream. These should NOT be
altered even if they are full level, unless it affects retrieval. Any hybrid records found
during LDSCP work need to be upgraded to RDA records

After the introduction of RDA cataloguers were invited to bring along any problems or questions to
regular meetings for discussion. I took minutes at these meetings to provide a record of the
decisions made which cataloguers could then refer back to if needed.

After the introduction of RDA, cataloguers were invited to bring along any problems or questions
to regular meetings for discussion. I took minutes at these meetings to provide a record of the
decisions made which cataloguers could then refer back to if needed.
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3.4 English Cataloguing Department Meeting Agenda

English Cataloguing Department August Departmental Meeting
To be held on Friday 2
nd
August at 10am in the Keynes Room
Agenda

1. Bought English material (VML)
2. Entering (HVM)
3. Authority check slips (CES)
4. LMS scoping exercise update (CJC)
5. Scoping the future of resource description project update (CJC)
6. Visits to affiliates and other Cambridge libraries (RSJ)
7. Activities in Voyager downtime (VML)
8. A.O.B.

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3.5 English Cataloguing Classification Training

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4.1 Penumbra Scheme Selwyn College Library Blog
Post

http://www.librarianintraining.com/2012/05/penumbra-visit-to-selwyn-library.html
Last week I went on my first work shadowing visit as part of the Penumbra programme run
by Cambridge University. This first visit was to Selwyn College Library and I was very lucky to
have the wonderful Sarah Stamford and her team show me round.

My day started with a quick tour of the college. Im slightly
embarrassed to admit that Ive lived in Cambridge all my
life and barely know which college is which, never mind
visited many of them. This was my first time inside Selwyn
and its a lovely looking place. Our first stop was a trip to
the archives and a quick chat with the archivist Elizabeth
Stratton, who was putting the finishing touches to an
exhibition of college history. I was surprised to see artefacts alongside the traditional
documents and photographs but Elizabeth explained to me that items like this helped to set
the more traditional items in context and it made sense to house them both together. We
also discussed how Selwyn are encouraging todays students to contribute to the archives of
the future, a very important point that often gets forgotten. Even recent students are asking
to see photographs and documents from their time at the university, but this is largely
dependent on the donations that the archives receive. Next I was given a tour of the library.
Despite being somewhat smaller than the library Im used to, it was a very warm and
welcoming space. I especially liked the silent study room where not even computers are
allowed. I was impressed that this was an idea which came from the students themselves. I
think that the idea of the library as a space to study in peace is often overlooked. I know
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that I've been in to the library on my days off just because I know that I can get some peace
to get some work done. There is a lot of emphasis right now on how libraries need to adapt
to accommodate changing study patterns such as group work and whilst this is important, I
think that the need for a quiet place shouldnt be overlooked. There are precious few places
that people can go to get true peace anymore and Im pleased that the students (and the
library) recognise this.

The remit of the library is to support undergraduate teaching and it relies on reading lists
and recommendations when selecting stock. Since I work in a legal deposit library, it was
nice to see how books are selected rather than the way they just seem to magically appear
at the UL! With a stock of c.40,000 items the point was made that the staff could look and
see what is being used. Purchasing decisions could then be made based on this. This would
be somewhat difficult in a massive library like the UL but it was very educational to see how
things happen in a more traditional college library. Another part of the remit of the library is
to foster a good relationship with students. By working with the students to provide them
with what they want and need the library is setting a good grounding for students future
relationship with the college.

Sarah also took me through some basic classification, which is an area I am very keen to get
more experience in. I have to say, she explained it a lot more clearly than any of the books
have been able to! One interesting point that Sarah made was that the book should be
placed in the section where it will be of most use to users, regardless of where the politics
dictates it should be placed. The library uses a Dewey system which is different from the in-
house system that Im used to but the session provided a lot of useful theory for me to think
about. Hopefully one day I will have a chance to put what Ive learnt into practice...

We also talked a little bit about the librarys social media
presence. This was of particular interest to me since my
dissertation research is in this area. The
librarys Facebook page is targeted at students rather than
other librarians and aims to be an informal way of sharing
news and events. The staff tries to keep the page people focused and light-hearted. Official
communication is still done via email meaning that the Facebook page is a supplement to
communication rather than a replacement. Based on my research this is the best way to go
since not all users respond to social media. It is a good way of enhancing relations but
it shouldnt be relied on.

I really enjoyed my visit to Selwyn and would like to extend a massive thank you to the team
there. I only wish the library (and librarians) had been this wonderful when I was at
university!
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4.2 LibCampEast Blog Post

http://www.librarianintraining.com/2013/09/creative-cpd-at-libcampeast.html
Last weekend I attended my first library camp at LibCampEast. Library camps are something
I've heard a lot about but not had a chance to attend until now. Once I signed up I started
thinking that it would be good practice for me to pitch a session. Since my blog post on CPD
seemed to strike a chord with people and fit with the theme of the conference, I decided to
pitch a session on creative methods of CPD. The format was a brain storming session in
small groups after which participants fed their ideas back. The post below covers the results
of this feedback and also serves as a follow up to my first CPD post.

Conferences provide lots of CPD but you don't always have to spend a lot of money to get
the best out of them. You can follow along on Twitter using a hashtag or use the conference
website to access the presentations. If you're lucky enough to attend it's worth following up
on ideas or projects that presenters mention, as this is a great way to contextualise the
experience. Volunteering to speak at or organise a conference was another method of CPD
highlighted. Experience of public speaking and event organisation is always a great addition
to a CV. TeachMeets were cited as a great example of this, especially for first time speakers
or organisers.

The Internet provides lots of opportunity for CPD. ITunes U and other podcasts can often be
downloaded for free and can be listened to/watched on the commute. There are a wide
variety of podcasts available so you don't have to limit yourself to the library ones. You can
even skip to the good bits! Other online suggestions included:
Webinars
SlideShare
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23Things programs
MOOCs
Librarian blogs
RSS feeds of relevant sites
Skype
Email lists
Email alerts for journals
There are also several low cost CPD methods in the real world. Exhibitions like the London
Book Fair are a way of speaking to vendors and some will even provide free training in using
their products. Vendor events are also a great place to network with other librarians.
Visiting other libraries is a way to get an insight into workplaces outside your sector.
CILIP special interest groups often run tours to various libraries so it's worth keeping an eye
out.

Setting up or taking part in professional networks was another popular
suggestion. The International Librarians Network provides a way to
connect professionals across the globe but less formal local networks were
also mentioned. If the idea of formal networking intimidates you then why
not attend a library social event to get to know others in the sector? Some
participants had organised coffee mornings in order to meet other staff in
their organisation. Taking online relationships into the real world such as
Twitter meet ups can work well. Participants will already have a common
interest and it's a lot easier to talk to people you already 'know' online.
Other suggestions for online groups included reading groups, journal club
and organised chat such as #uklibchat.

Getting involved in a professional organisation like CILIP or SLA can be a great way to
develop professionally. Committee work can give you experience of teamwork or budgeting
and shows a commitment to the profession. These organisations also offer grants and
bursaries to their members which can be used to fund CPD.

Other methods discussed included:
Learning boxes - these started out as actual boxes but can also be used online. The
basic idea is that you describe a situation, what you learnt and what you would do
differently. You then come together to go through the box and learn from others
experiences
CPD happy hours - taking an hour a week to work on your development. From
reading blogs to learning how to use software these can be adapted to the
individual. The important thing is to keep a log of your activities
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Writing articles or book reviews
Using outside interests such as working with youth groups to illustrate team work or
organisational skills
Participants rounded up the session by sharing their general CPD tips. It's important to keep
track of any training or other activities, whether for a formal program or just for your own
use. Methods suggested included:
IFTTT
Keeping a diary
Reflective learning journals
Reporting back to your team on any activities such as conferences which might be
useful for them to know about
Many people highlighted the crucial role that support has to play in CPD activities. This
support can come from managers and other less formal sources, either online or in person.
It's important to remember to ask for support, especially if you're undertaking a formal
process like Chartership. Get together with a group of like-minded people or online friends
and you will soon find yourself motivated.

A final point from the session was that it's OK to say something doesn't work for you. Not
every method works for everyone and there's nothing wrong with that. The important thing
is finding the method that works for you and I hope that the session gave people some ideas
to take forward.

Bibliography:
No-Nonsense Guide to Training in Libraries / Barbara Allan

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4.3 TWI Blog Post

http://www.librarianintraining.com/2013/03/twi-library.html
I've just started the CILIP Chartership process and one of my aims is to explore the
information world beyond academic libraries. I have some visits lined up over the next few
months but I began last week with a visit to the library at TWI. TWI is, in its own words:

a global leader in technology engineering providing research and consultancy to its members

My tour began with an introduction to the information services section at TWI. Linda
Dumper, the manager of the section, talked to me about one of her main responsibilities -
copyright. The only thing that I really know about copyright is how much photocopying of
material students are limited to so it was interesting to find out about another side of the
issue. The research that happens at TWI obviously produces a wealth of information in the
form of reports and papers. The information services section needs to make sure that not
only do the authors of these reports respect the copyright of others but that copyright can
be retained for any staff papers submitted to conferences or journals. Retaining the
copyright for its research means that TWI can continue to provide the best service to its
members. Linda also provides copyright training for staff and members, ensuring that the
correct practises are followed.

Joanne Cooper and Catherine Foley gave me a tour of the library. Open to staff, members of
the organisation and the public, the library provides the traditional information services that
I am used to. In addition the library provides a document delivery service to its users,
sending out copies of journal articles and other information. Engineering standards are an
important part of the service offering of the library and they maintain an up to
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date selection for easy staff access. Materials are classified using an in-house system, much
the same as my workplace uses. Items are classified by subject and then chronologically
within that subject meaning that staff develop a thorough working knowledge of the
collection and the subject. The library also maintains an industry news service with different
staff taking responsibility for particular subject areas within engineering. As well as
providing a valuable service to users this enables staff to develop a specialist knowledge of
an area. This is a definite contrast to my work as a cataloguer which means that I have to
know a little something about a lot rather than a lot about a specialised area.

Lee Pretlove talked to me about archives and records management. The research that takes
place at TWI obviously produces a wealth of documents which need to be stored and and
increasingly this is done electronically. There is an overlap between the records
management process and traditional library services, which means that colleagues get to
collaborate. Lee also talked about the need to establish a retention schedule for documents.
Some of the research conducted at TWI is funded by grants which stipulate that the
resulting reports have to be kept for a set period, but it is important to have a clearly
defined retention policy for all documents. Good records management makes it possible to
supply documents to users in a timely manner which reflects well on the information
service. This process is also useful for staff who need to know where to find documents
quickly and easily. To be a cataloguer I think you need to have quite an organised way of
thinking so all this discussion of records management struck a chord with me!

Maggie Larbey gave me a tour of the MI-21 database of welding consumables, an important
service provided by the information department. As well as being an excellent source of
advice on which materials to use during the welding process, the database takes
information previously only available in hard copy and creates a fully searchable electronic
interface. Users can search by type and property in order to find the most suitable
consumable for their need. The database is keyword searchable and provides links to
further information. One of the things that I liked most about the database was that it
covered both old and new materials. This is especially useful if repairing an old structure
where older materials are hard to come by since the database can recommend equivalent
modern products. The database also allows users to build comparison tables for inclusion in
reports, a very useful feature which must save a lot of time.

Lastly, Margaret Connell showed me the Weldasearch bibliographic database. This database
contains abstracts of over two hundred thousand articles of relevance to TWI users, with
approximately four hundred added every month. The team, comprised of internal
employees and external abstractors, search journals and the web in order to find items of
interest. Abstracts are produced from either the article itself or an existing abstract and are
edited to ensure consistency. Keywords are then indexed using the International Institute of
Welding thesaurus. The database is updated once a month with a range of items which
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appeal to different segments of the user population and users can set up alerts to receive
updates on areas that are of interest to them. This is something which I would I like to be
involved in if I worked in a more specialised library but would be impossible with the range
of materials my workplace receives under legal deposit.

It was fascinating to see a specialised library in action and my visit has given me a new
appreciation of the varied range of tasks that they carry out. At the same time I can see
similarities with the way that we operate in an academic library - we are both focused on
the user and try to present a variety of information in easily digestible formats. Of course, I
would hope that the above is true of all library services!


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4.4 Hyperlinked Library MOOC Certificate

The Hyperlinked Library MOOC was open to participants worldwide. As a result I was able to connect
with fellow information professionals from a range of countries such as New Zealand and the United
States.
I was very involved in the course, especially when interacting with other participants. When taking
part in previous MOOCs I have not always been at participating in this way but I pushed myself with
this course to make sure I took advantage of the opportunities offered. I have kept the connections I
made active after the end of the course via social media.

The Hyperlinked Library MOOC was open to participants worldwide. As a result I was able to
connect with fellow information professionals from a range of countries such as New Zealand and
the United States.
I was very involved in the course, especially when interacting with other participants. When taking
part in previous MOOCs I have not always been good at participating in this way but I pushed
myself with this course to make sure I took advantage of the opportunities offered. I have kept
the connections I made active after the end of the course via social media.

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Claire Sewell, Senior Cataloguer

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