Cataloging and metadata description is one of the major competencies that a trainee cataloger must conquer. According to recent research results, library and information studies students experience difficulties understanding the theory, the terminology, and the tools necessary for cataloging. The experimental application of teaching models which derive from predominant learning theories, such as behaviorism, cognitivism, and constructivism, may help in detecting the difficulties of a cataloging course and in suggesting efficient solutions. This paper presents in detail three teaching models applied for a cataloging course and investigates their effectiveness, based on a survey of 126 first-year students. The survey employed the Kirkpatrick model aiming to record undergraduate students’ perceptions and feelings about cataloging. The results revealed that, although a positive change in students’ behavior towards cataloging has been achieved, they still do not feel very confident about the skills they have acquired. Moreover, students felt that practicing cataloging more frequently will eliminate their difficulties. Finally, they emphasized the need for face to face courses, as the survey took place in the coronavirus pandemic, during which the courses were held via distance learning.

中文翻译：

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学生对编目课程的看法

编目和元数据描述是实习编目员必须掌握的主要能力之一。根据最近的研究结果，图书馆和信息研究专业的学生在理解编目所需的理论、术语和工具方面遇到困难。源自主要学习理论的教学模型的实验应用，如行为主义、认知主义和建构主义，可能有助于发现编目课程的困难并提出有效的解决方案。本文基于对 126 名一年级学生的调查，详细介绍了应用于编目课程的三种教学模式，并调查了它们的有效性。该调查采用柯克帕特里克模型，旨在记录本科生对编目的看法和感受。结果表明，尽管学生的编目行为发生了积极的变化，但他们仍然对自己获得的技能没有信心。此外，学生们认为更频繁地练习编目将消除他们的困难。最后，他们强调了面对面课程的必要性，因为该调查是在冠状病毒大流行期间进行的，在此期间，这些课程是通过远程学习进行的。