Teaching cataloguing and classification in the fourth industrial revolution

Lethabo LedwabaMatlala Mahlatji

Introduction and Background • Librarianship is a noble profession that has stood the test of time.• Cataloguing and classification are the backbone of the Library and Information

Science (LIS). • Cabonero and Dolendo (2013) state that they are the core of the profession,

the cohesive force that binds the library into a unified whole.• In Library and Information Science (LIS) education, the cataloguing and

classification module remains one of the core modules and has always held a central position in the curricula of LIS schools (Cabonero & Dolendo 2013).

• South Africa (SA) has twenty-six universities, twelve of which have LIS schools.• Out of these twelve universities, eight universities offer information

organisation modules (Ocholla & Ocholla 2014:2).

The status quo• Cataloguing students at the University of Limpopo performed poorly in

examinations due to a negative perception towards cataloguing module(Ledwaba 2017).

• Studies by Maphopha (2008), Barthorpe (2012), Raju (2013), and Appleby and Pilkington (2014) have shown that LIS market is faced with the problem of graduates entering professional positions being ill-equipped.

• Dulock (2011) and Department of Arts and Culture (2010:91) indicate that cataloguing education in LIS schools is dominated by theory and as such, graduates enter cataloguing positions with insufficient practical experience.

• Scholars have confirmed a shortage of cataloguers in LIS industry (Bowen-Chang & Hosien 2009; Ocholla & Ocholla 2014; Shongwe & Ocholla 2011).

• The fourth Industrial Revolution (4IR) will affect the education of cataloguing in universities

What is the Fourth Industrial Revolution?Speed, Scope and ImpactTechnology Drivers

Three Industrial Revolutions• FIRST INDUSTRIAL REVOULTION (~ 1765)

• Steam Power• Rise of the Factory System• Machine tools, chemical manufacturing, iron production

• SECOND INDUSTRIAL REVOLUTION (~ 1870)• Rapid industrialisation• Electricity, telephone, rail• Increased inter-connectedness

• THIRD INDUSTRIAL REVOLUTION (1970)• Rise of electronics• Microprocessors, telecommunications, automation(Tshwete 2018)

The “fourth industrial revolution”“The fourth industrial revolution refers to the fusion of technologies in the physical, digital and biological domains leading to the creation of new technologies that will usher in a new industrial era characterised by exponential growth, inter –connectedness, increased human productivity and the blurring of the lines between man and machine” (Tshwete 2018).

Driven by artificial intelligence (AI) and cyberphysical systems (CPS) (Marwala 2007).

Technologies for the 4IR

Advanced Robotics Big Data & Analytics Simulation Augmented Reality

Digital Integration Advanced Manufacturing Cloud Computing Internet of Things

Possible opportunities

Teaching methods• Collaborative teaching methods• Blended and e-learning• Use of video-conferences and smart boards?• “Lecturers won’t be the only ones who know anymore but will be the ones

who guide and coach students to deepen their ideas and to take actions.”• Teaching robot?

Teaching presence

• Teaching presence is a significant determinate of student satisfaction, perceived learning, and sense of community.

• Interaction and discourse plays a key role in higher-order learning but not without structure (design) and leadership (facilitation and direction). For example, without explicit guidance, students will “engage primarily in ‘serial monologues” (Pawan, 2003).

• Murphy (2004) is clear “that in order for the highest-level collaborative processes to occur within an OAD [online asynchronous discussion], there must be explicit strategies or techniques aimed at promoting these processes”. Similarly, Gilbert and Dabbagh (2005) concluded that “the number and type of facilitator postings also increased the level of interaction between students”.

Possible opportunities

Language of teaching and learningEnglish is a barrier in cataloguing and classification classes (Ledwaba 2017).

• Multilingual Communication Electronic translation devices will automatically translate information and allow students from different backgrounds with different native languages to understand the presented content without any language barriers.

Possible opportunitiesCataloguing and classification at the fingertipsThe advancement of technology in the cataloguing industry has brought the RDA and the Web Dewey which are currently accessed online. The 4IR will ensure that these tools are available at the fingertips through the smart phones apps, and accessed offline.

Students will be able to catalogue using their smartphones and submit the catalogue to the designated facilitator using the mobile app. While feedback will be provided automatically, the facilitator may also be able to chat with the student to discuss matters.

Possible opportunitiesCollaborative mentorship• An app that connects students and lecturers with the cataloguing and

classification specialists can help promote mentorship.• According to Zhang, Deyoe and Matveyeva (2007), mentoring is a learning

method in which senior people took responsibility to train younger ones that needed occupational skills.

• Bello and Mansor (2013) mentions that mentoring enhances the cataloguers’ managerial and research skills development as well as expertise, competency, and proficiency.

Possible opportunitiesAttendance monitoring through facial recognitionThe respondents’ approach to classroom and its activities have a major impact on the learning of cataloguing and classification.Ledwaba (2017) found that 79% of the students attended cataloguing classes. Issues of late coming were raised in the study.

A block-chain based system that monitors attendance of students by recognising them with cameras may help reduce late coming.

Possible opportunitiesEmbrace massive open online courses (MOOCs)Teaching has long been constrained by the following scenario: students needed to gather in a lecture hall to hear the lecturers or sit around a table to discuss with peer fellows. MOOCs can open new doors for cataloguing and classification education. MOOC is a form of education that provides stand-alone instruction online (Xing 2015). Two big factors underpin a university’s costs: physical proximity requirement and productivity limitation. Because of the need for physical proximity enrolling more students is expensive considering the increase in buildings and instructors.Because of productivity limitation, the maximum number of students that can be compressed into lecture venues and exam-marking rosters are limited. MOOCs can eliminate these obstacles by working completely differently: off campus and online model; and once an online course is created, teaching extra students becomes an advantage.

Possible opportunitiesInternationalisation of cataloguing modulesWith the fast pace of the 4IR, forging various kinds of institutional linkages, both nationally and internationally, to offer more versatile degree programmes and professional qualifications becomes a must.

• Departments can have a joint venture degree is an arrangement where local and foreign education providers and practitioners cooperate to offer a programme for a qualification that is awarded jointly or from each of them.

• Also, a blended learning where local and foreign education providers deliver programmes to enrol students in various mixed forms can suffice, e.g., e-learning.

Challenges

Lack of ICT skills Lack of ICT competencies among LIS academic staff and students is a major inhibiting factor in ICT adoption and use in LIS education and training (Minishi-Majanja 2004; Buarki, Hepworth & Murray 2011)

Abudullahi and Kajberg (2004) recommended that LIS teaching staff should understand current trends in the field to inform teaching and research. They should also be responsible for upgrading their education and ICT skills constantly.

ChallengesLack of ICT facilities to advance 4IR• ICT plays an important role in improving the teaching and learning of

cataloguing and classification (Idris 2015).• The review of literature points out that there is a general lack of digital

resources and facilities in LIS schools (Dadzie 2008; Ocholla & Ocholla 2011).• This affects the plans of incorporating ICT skills into the curriculum and

adopting ICT based teaching methods. • The #FeesMustFall may also affect the procurement of new technologies in

universities.

A new phase of robots and robothings

• Today, robots are present in large numbers.• An industry without robots is now almost inconceivable.• University of Pretoria’s Libby?• The possibility of having a cataloguing and classification robot? Are information

professionals in the cataloguing field comfortable with this?

Thank you