As metadata quality directly affects access to information, training LIS students to create
high-quality metadata is an important task. To provide an effective training, a vision is needed
for where best to focus the efforts. That vision should be informed by empirical data on the
common quality problems in student-created metadata records in relation to the content and
methods of instruction. We attempt to address this need through an overview of the metadata
creation skill-building content of the online introductory graduate metadata course, results of the
analysis of quality in student-created metadata records, and discussion of how the observed
common metadata quality issues might inform curriculum development
