Name:
E-mail Address:
Library school box number:

Part I. Answer each question with a word, a phrase, or a couple of sentences.

1. (10 points) Consider AACR2 in the context of Charles Ammi Cutter's Rules for a Dictionary Catalog. In his Rules, Cutter posits three objectives for a dictionary catalog. In the spaces below, list two of those objectives. For each site a rule or practice from AACR2 that contributes to making that objective a reality in a catalog constructed using AACR2..
   

   Objective 1:

   Objective 2:

   
   
2. (5 points) Assume you know two things about a catalog record-1) it was constructed using AACR2 and 2) there are no [ ]s around the title proper and other title information (i.e., sufields a and b of the 245 field). What conclusions may you draw about this information as it is recorded?
   

   Answer:

   
   
3. (5 points) Briefly describe one good reason for ripping Chapter 21 out of AACR2 and using those pages to start a festive bonfire. Oh, okay-it deals with who or what gets to be main entry and who or what will be relegated to the ignominy of added entries. Does that help?
   

   Answer:

   
   
4. (5 points) Is every MARC record in AACR2 format? Is every AACR2 record in the MARC format? Explain your answers.
   

   Answer:

   
   
5. (5 points) Suppose you're looking at an OCLC-MARC authority record. It has one 100 field, four 400 fields, five 500 fields, and three 670 fields. You decide you like the looks of this authority record and download it into your catalog. Assuming you have works in your catalog that use as main or added entries all of the legal names in the authority record, how many "see" and "see also" references will result from your downloading of this record?
   

   Answer:

   
   
6. (5 pts) "I say to-mate-oh, you say to-mah-toe…" AACR2 Chapter 22 says that we will call Joan of Arc Joan of Arc instead of Jeanne d'Arc. What guiding principle is at work in making that choice?

   Answer:

   
   
7. (5 points) Give one reason why uniform titles can be useful in a catalog. Give an example (made-up or real, and other than the Bible or Hamlet) to illustrate your reasoning.
   

   Reason:
   Example:

Part II. Answer the following question in three or four paragraphs.

(20 points) Congratulations! You have just been hired as technical services librarian for the bran-new, multi-million dollar Gregory M. Cotton Memorial Public (or Academic or School or Special--take your pick) Library. You are the envy of everyone who just passed comps. However, as you will find in the coming weeks, life is not a bed of roses at GMCMPL. The library board consists entirely of members of the Cotton family, a cantankerous and suspicious group. Your director (who never bothered with one of them-there degrees) is one of the worst Cottons to come down the pike. You may expect the board and your director to argue with most of your opinions; in fact, they will undoubtedly try to sabotage your every plan. Dear Cousin Gregory obviously took the easy way out.

You sit at your desk one month after being hired, chin glumly in hand. Your director has just made some rather disparaging comments (which you were undoubtedly meant to overhear) to members of the board and other library staff members concerning the work of those who catalog. Specifically, she said, "I can't see why we need to pay that new little devil that high-priced salary [Editorial aside: $6.05 per hour!] to sit around here and worry about colons and slashes and 'prescribed sources of information,' whatever the hell that means. This cataloging junk is something we could have a trained seal do for us."

In the space below, tell your director (whose name is Letitia) why professional descriptive cataloging is important (which you may read as how it can benefit the patron), supporting your case with specific examples.

Part III.

Examine the exhibits below. These include 1) a title page and verso facsimile, 2) a bibiliographic record (produced by a student who did very poorly on an examination similar to this), and 3) a modified-for-this-purpose record from the OCLC name authority file. You may assume that some of the information included in the bad bibliographic record (such as page numbers, height, etc.) is accurate, even though this information was not transcribed according to our aesthetic. Do not assume that any application of AACR2 on the bibliographic record is correct!

Using these exhibits, in the spaces below produce

1. (35 points) a complete (and, hopefully, correct) bibliographic record for the item (excluding subject headings and classification number, but including a full description as well as the main entry/1XX field and any added entries/7XX fields that AACR2 instructs you to make), and
2. (5 points) all of the "see" and/or "see also" (or "search under" and/or "search also under") reference(s) that will result from downloading the attached authority record into an online catalog. NB: your task is NOT to reproduce the above authority record using Xs or something. You are to supply the references that the catalog user will see using the regular OPAC---something in the form of "Name A see Name B." Do NOT just provide a list of names...your instructor will have no way of knowing what you mean by them!

You may use class notes, AACR2, Wynar, or any other legitimate resources at your disposal other than collegial support. You are not required to cite rules from AACR2, but you may do so if you wish. You may also add any notes or rationale that you feel are necessary. Realize, however, that you are being evaluated not on deft explanations but rather on the bibliographic record and references you produce.