ABSTRACT
Significant changes in both the cataloging code and our mode of recording metadata are slated to take place in the coming months and years. These changes give us an unprecedented opportunity to change our teaching strategies and our attitudes towards lifelong workplace learning for the better. In this study, we examine results of the U.S. RDA test, some basic principles of adult learning theory, and currently available training materials in order to consider what is most beneficial to practitioners in developing professional fluency and identity and what changes can be made to serve that end.
