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Descriptive Cataloging Proficiencies Among Beginning Students

Abstract Catalogers and library educators have long articulated the importance of preparing entry-level catalog librarians for the profession. The professional literature suggests that graduates of accredited LIS distance programs will perform at an equivalent level with those from accredited residential programs. This case study of a beginning cataloging class offered in virtual and traditional formats is one contribution to the effort of assessing virtual distance education. A rigorous content analysis methodology was used, with selected differences between the descriptive cataloging proficiencies among traditional-class and virtual-class students being identified. Study findings suggest that traditional-class and virtual-class students will perform at a similar level—that library educators cannot determine that either type of instructional delivery system is more likely to prepare students for successful careers within the community of catalogers.