One irony of modern life is that as more information becomes available, it becomes harder to find what we actually need. Without effective description, valuable content can all but vanish in the vast disorder of the Web. I was drawn to cataloging and metadata by the opportunity to combine problem-solving skills and professional expertise to make information resources discoverable to users worldwide. This section offers an overview for those considering a career in the field.

OVERVIEW OF THE FIELD

In LIS, “cataloging” (also spelled “cataloguing”) refers to the description of resources in a traditional library catalog, usually encoded in the Machine-Readable Cataloging (MARC) format. Much of this work is copy cataloging, in which records are imported from external sources (e.g., OCLC WorldCat) into a local catalog. Copy cataloging is typically performed by paraprofessionals and overseen by librarians. When existing records cannot be found, catalogers create original records in accordance with national and international standards (see Standards). Adherence to shared rules allows other libraries to reuse records while maintaining consistency.

“Metadata” (“data about data”) describes information resources and is commonly used for work outside traditional catalogs—like institutional repositories or digital collections—typically using non-MARC standards, such as Dublin Core or Metadata Object Description Schema (MODS). Most work focuses on local collections, such as digitized archival materials. Professionals often develop Metadata Application Profiles (MAPs), guidelines for descriptive practices that can apply to specific resources (e.g., digitized postcards) or a broad range of formats.

Usage of the terms “cataloging” and “metadata” varies in professional discourse. In some contexts, “metadata” serves as an umbrella term that includes cataloging, since catalog records are themselves metadata. Professionals may work in both areas or specialize in one.

Although cataloging and metadata may involve different standards, they share key features, including bibliographic control (the description of resources according to shared practices) and authority control (the consistent representation of contributors, titles, and subjects). Both also involve editing and enhancing records in batches using tools such as Excel, Python scripts, or library-specific applications like MarcEdit.

KEY STANDARDS

Key industry standards include:

• Machine-Readable Cataloging (MARC) – The predominant standard for encoding traditional catalog records for use by computer systems
• Bibliographic Framework (BIBFRAME) – An emerging standard intended to replace MARC
• Dublin Core – A widely used metadata vocabulary for resource description, especially in digital environments
• Metadata Object Description Schema (MODS) – A metadata vocabulary created as a more granular alternative to Dublin Core
• Resource Description and Access (RDA) – The predominant content standard for bibliographic and authority data
• Library of Congress Subject Headings (LCSH) – A controlled vocabulary for consistent subject terminology across disciplines
• Library of Congress Classification (LCC) – The predominant classification system for U.S. academic and research libraries
• Dewey Decimal Classification (DDC) – The predominant classification system for U.S. public and school libraries

This list is not exhaustive; knowledge of additional standards may be required for some positions.

IS CATALOGUING AND METADATA LIBRARIANSHIP A GOOD CAREER FIT?

Cataloging and metadata librarianship appeals to those inclined toward technical, meticulous tasks. Success requires keen attention to detail (but not perfection). Because consistent description depends on established standards, the field attracts those who prefer clear rules and structure. No set of standards, however, can account for every situation, making critical thinking and problem-solving skills essential.

This field requires a career-long commitment to professional development through reading, conference attendance, and related activities. Willingness to embrace new technologies is necessary, as software evolves and programmatic approaches to managing bibliographic data become increasingly important.

Interpersonal skills are essential. The stereotype of the solitary cataloger working alone all day is inaccurate. Cataloging and metadata librarians need not be extroverted, but effective written and verbal communication is critical for collaborating on training, workflow development, planning, project management, and other shared activities.

ADVICE FOR ASPIRING PROFESSIONALS

Interested students should take as many relevant courses as possible while earning their MLIS. Most programs offer an introductory course in information organization, and many offer one or more electives in cataloging and metadata. For guidance on course selection, students should consult their advisors.

Practical experience is the most important factor in employability. A paraprofessional or student employee role in cataloging or metadata is an excellent way to gain this, as are practica and internships. If considering a practicum or internship in this field, make sure it involves professional-level responsibilities. Some may focus heavily on basic tasks, such as simple copy cataloging, rather than on the advanced skills that aspiring cataloging and metadata librarians need.

Begin networking early. This may include joining relevant organizations, such as Core (a division of the American Library Association), and subscribing to professional listservs like “AUTOCAT” and “metadataLibrarians,” which can help familiarize you with the field and are regularly used to advertise job opportunities.

THE FUTURE OF THE FIELD

Software tools are increasingly used to batch-process library data. Those entering the profession will do so amid exponential growth in the quantity and variety of resources available, even as staffing remains flat or declines at many institutions. This makes programmatic editing techniques not merely advantageous but essential to the field’s continued relevance.

As AI becomes increasingly pervasive, libraries will continue to explore its possible applications in cataloging and metadata, including generating records, assisting with batch editing, and supporting quality control. A recent literature review suggests that AI cannot currently fully assume cataloging and metadata responsibilities (Engel et al. 2025). However, the authors found growing evidence that it can complement human labor and may offer future benefits.

Linked data—“a set of best practices for publishing structured data on the Web” (World Wide Web Consortium 2023)—is a key driver of many recent developments in the field. It can help migrate library data out of “siloed” environments, such as local catalogs and databases, into the broader Semantic Web—an extension of the Web that enables data to be queried and shared more easily across online systems. This shift is reflected in the gradual transition from MARC to BIBFRAME, although MARC remains the predominant standard for now.

By maintaining established principles while adapting to a rapidly evolving information landscape, cataloging and metadata librarians can continue to support the discoverability and accessibility of information resources.

WORK CITED

Engel, Jonathan Yehuda, Dan Tam Do, Brenda Salem, and Tyler Anthony Cunningham. 2025. “Artificial Intelligence in Library Cataloging: A Review of Literature.” Journal of Library Metadata 25 (4): 261–76. https://doi.org/10.1080/19386389.2025.2526913.

World Wide Web Consortium. 2023. “LinkedData.” W3C Wiki. Last modified September 24. https://www.w3.org/wiki/LinkedData.

RESOURCES FOR FURTHER READING:

ALCTS (Association for Library Collections & Technical Services). n.d. “Career Profiles in Cataloging, Metadata, and Related Fields.” American Library Association. Archived April 28, 2018. https://web.archive.org/web/20180428061213/http://www.ala.org/alcts/mgrps/camms/careerprofiles.

American Library Association. 2025. “Cataloging Tools and Resources.” ALA LibGuides. Last modified June 10. https://libguides.ala.org/catalogingtools.

Core. n.d. “Core Homepage.” American Library Association. Accessed April 28, 2026. https://www.ala.org/core.

Joudrey, Daniel N. 2025. The Organization of Information. 5th ed. Library and Information Science Text Series. Bloomsbury Libraries Unlimited.

Library of Congress. n.d. “Catalogers Learning Workshop.” Accessed April 28, 2026. https://www.loc.gov/catworkshop/.

Minitex. n.d. “23 Linked Data Things.” Accessed April 28, 2026. https://minitex.umn.edu/services/professional-development/23-linked-data-things.

Myntti, Jeremy, ed. 2019. Sudden Position Guide to Cataloging and Metadata. ALCTS Sudden Position Series 1. Association for Library Collections & Technical Services.

Riley, Jenn. 2017. Understanding Metadata: What Is Metadata and What Is It For? National Information Standards Organization. https://groups.niso.org/higherlogic/ws/public/download/17446/Understanding%20Metadata.pdf.

Snow, Karen, Bobby Bothmann, Staci Ross, Elizabeth Russey Roke, Pam Swaidner, and the 2017 ALCTS Cataloging Competencies Task Force. 2023. “Core Competencies for Cataloging and Metadata Professional Librarians.” Core: Leadership, Infrastructure, Futures. December 13. http://hdl.handle.net/11213/20799.

University of Texas Libraries. 2025. “Metadata Basics.” University of Texas at Austin. Last modified December 10. https://guides.lib.utexas.edu/metadata-basics.

Zaleski, Natasha. 2024. “Library Career Paths- Cataloging Librarian.” Interview by Katie Kotacska. Library Career Paths Series. New Jersey Library Association. YouTube, 27 min., 27 sec. Posted September 10. https://www.youtube.com/watch?v=jcjYfGuS0OI.

Zwaaf, Katrina. 2024. “Library Career Paths- Cataloging Librarian.” Interview by Katie Kotacska. Library Career Paths Series. New Jersey Library Association. YouTube, 29 min., 41 sec. Posted June 25. https://www.youtube.com/watch?v=Ubyw_b6tKoI.

Christopher S. Dieckman is the Lead Cataloging Librarian at the Iowa State University Library and adjunct instructor for the course Cataloging and Classification at the University of Iowa, School of Library and Information Science. He previously worked at OCLC as a catalog specialist. He earned a BA in music from Northern Illinois University and an MLIS from Kent State University, where he concentrated in cataloging and metadata. Areas of professional and scholarly interest include subject cataloging, user discovery, rare materials, and library metadata in the broader information landscape.