Competency Description and Scope:

The internet was founded as a decentralized system with minimal content control and organization. From the perspective of an information organization, without standards or structure, the information was difficult to access even when it was made freely available. Metadata that is well-structured and appropriately mapped is essential to attaining this purpose, and even while schemes and processes might vary about how information is preserved, the principles and standards maintain a consistent objective. As I did with the other competencies in my ePortfolio, I like to examine the history of a core principle or standard. I find it useful to comprehend the forces that influenced society enough to alter its structure, organization, and access, as well as the significance of standards and schemas. For my competency, I will discuss how the Internet has had a considerable impact on metadata, which has a direct effect on organizing information, such as classification and controlled vocabulary systems, cataloging systems, metadata schemas, and other methods for making information accessible to a certain clientele.

Defining Description and Scope with History

The Standard Generalized Markup Language (SGML) was created in 1970 to offer a standard method for describing multiple document types. Document-type definitions or schemas, which specify the document's structure, are used to define classes. SGML is currently a nationally and internationally recognized standard (ISO 8879). Additionally, entries in MARC format may be converted into SGML, expanding the application's library-use scope. HTML, the language used to create web pages, was created using SGML. It assisted designers in organizing websites such as displaying images and creating links to navigate the web. Wayne et al. describe HTML as the "first layer" (57) of a three-tiered web (2002, p. 57-64). Online material is tagged with HTML and its shareability is determined by those tags.

XML introduced a new stage for document interchange. The W3C certified XML in 1998 as a subset of SGML and HTML. HTML presents data, but XML explains its meaning. It was created for the Web, but it may also be used for electronic publication. XML is not a fixed format like HTML and is not a replacement. XML is a meta-language that allows users to develop custom markup languages. It provides a standard means for describing and exchanging data, regardless of its kind or how the sender system stored it (Desmarais 2000). XHTML was formed as a result of XML. XHTML is written in XML and is supported by most modern browsers (Lemight and Colburn 2003). SGML, HTML. and XHTML has the advantages of simplicity, machine and human readability, and great expressive power. When discussed in a Web context, the term "metadata" can refer to either type: the tagging system that defines a set of fields and its contents, or the contents of certain fields that act as descriptors for other resources.

Why Does the History Matter?

Metadata tagging has a broad range of uses when online, irrespective of libraries, and it is significant to notice its universal usage in the web environment because the Internet is literally the most widespread and rapidly adopted technology in the history of humanity. When handling the challenge of creating descriptive guidelines for library-related Web resources, we must consider both types of information since "the tagging systems for Web pages and the conventions and standards for processing them create the context within which library practices reside" (Dillon, M., 2001). Metadata may be allocated in social media and the internet in general. People are encouraged to generate and add tags using social tagging or content communities. Hashtags promote social tagging on Twitter, which may increase user participation, conversation, and content production. Social tagging is becoming increasingly popular and encourages engagement. User-assigned tags strengthen traditional search systems while losing the rigidity of controlled vocabularies (Rafferty, 2018). (Pomerantz, J, p.43-53).

In the information profession, cataloging is the fundamental way of organizing. It entails characterizing a record by specifying certain features in order to make that record findable and accessible. Library catalogers construct bibliographic entries that act as substitutes for things in library collections throughout the cataloging process. Catalogers use cataloging standards such as Resource Description and Access (RDA), Library of Congress Subject Headings (LCSH), Library of Congress Classification (LCC), or Dewey Decimal Classification (DDC) to create descriptive data. Classification systems organize such qualities and descriptions and enhance search by allowing users to explore similar sites more easily. Developing standards for cataloging and classifying systems reduces workload by minimizing the need to create a new system for each project. It also fosters record consistency across all types of information institutions, improves interoperability, and enhances user search experiences.

Metadata is everywhere; it is used on a regular basis. In the digital age, it is necessary for cataloging databases or information engines and social networking. Spotify, YouTube, Instagram, and Wikipedia all need it. When it comes to cataloging, libraries, of course, have need it. Metadata may also be found in non-digital environments. Each food label contains metadata (NISO, 2017). (Pomerantz, J, 2015, p.122). Although there are diverse approaches, there is a crosswalk to connect the data or new methods being created to connect the data. LIS professionals play an important role in metadata development and we may be expected to be comfortable with additional digital responsibilities that may include metadata standards and procedures.

Importance to the Profession:

As part of our master's degree program in LIS, our disciplines of librarianship are exposed to cataloging. It is also one of the most difficult courses to comprehend since learners are introduced to sophisticated material with a long history and institutions with their own respected perspectives. To enable LIS students like me to understand cataloging, it is essential to teach both theory and practice simultaneously. Research is also required because some instances of the data process include studies on its presence in both library and non-library settings; unique items that still need a unique scheme; and an overall sense of how other information institutions are connecting information to others in real-time.

It is my expectation that a large portion of my day-to-day work will consist of interacting directly with these systems to guarantee that the information I categorize is accurate, dependable, comprehensive, and shareable. I wanted to establish a connection between my expectations and my present understanding. Coursework-based practice should be considered in a "real-world environment." A "real-world" context involves putting cataloging in the context of library work, showing how cataloging helps users, giving real items and examples for cataloging practice, giving students access to cataloging tools used in practice, talking about local practices, giving students experience with an integrated library system, etc.

My evidential objects will demonstrate how information and knowledge can be saved, how schemas are used to build smooth integration experiences, and how search engine filters can be enhanced so that information can be easily located. From the course readings, I have also seen a transition from information that is published in print to material that is either born digitally or equally made available in several media formats. This change is the result of technological breakthroughs. The LIS professional must understand fundamental concepts and how users seek virtually anything. In competency J, I delve more into information needs and behaviors.

Preparation to Understand Competency G

When I first took a course on metadata, it was a steep learning curve for me to properly comprehend what was going on with schemes and schemas. I had no idea of the many diverse data approaches used. I often referred to Mary Woodley, author of "Metadata Matters: Connecting People and Information" (2016), since her introduction taught me so much in such a short period on such a complex subject. She reflects the functionality of how information and knowledge are stored, automated in machines, and how data is readily available. She details how this ripple effect can ensure search engines operate better and how filters improve the user's discovery. I took care to compile evidence that demonstrated my transition from a student who felt overwhelmed to a LIS student who is now cataloged in her present position. My three objects show my growth and how I blended the theories I learned with my current practice. I chose to end my project with a hands-on task of making a bibliographic records finding aid. Even though I have more experience with academic library classification and public library classification, this was a helpful exercise in the MLIS program that allowed me to go through the motions of actually creating a process. Even though I have more experience with these types of libraries, I found this exercise to be very beneficial. As a result of taking these steps, I was able to put myself in the appropriate frame of mind and was less worried about making mistakes.