Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Information needsshould relate to:
defining topics
determining formats of information resources
determining the depth, level and complexity of information required.
Sources of information may include:
colleagues
conferences or workshops
electronic databases
external organisations or topic experts
lectures
libraries
newspaper and journal articles
online catalogues
presentations
print and electronic information resources and formats
product suppliers
training sessions
websites.
Basic search strategies may relate to:
brainstorming keywords and phrases
defining topics
searching by identifiers, such as:
author
keyword or phrases
subject
title
searching beyond own library catalogue
searching online catalogues, electronic databases and the internet
searching other library catalogues
techniques to refine searches
use of Boolean operators.
Context or format may relate to:
assistive technology devices
audiovisual and digital formats, such as:
CDs
digital files
DVDs
e-books
e-journals
digital photographs
graphic images
hard copy or electronic formats, such as:
books
electronic copies of newspaper or journal articles presented as an email attachment
faxed or printed copy
photocopies
level of formality
links to internet articles or readings
nature of audience
pictures
posters
realia
social media
style of presentation
urgency of information need.
Information literacy skills may include:
ability to:
assess and evaluate information in response to identified needs
define key terms and topics
locate information
present information in the appropriate context
select relevant information and resources
computer literacy skills
research skills
technology skills.
Opportunitiesmay include:
attending training sessions or workshops
enhancing knowledge of current technologies
participating actively in relevant industry associations
participating in face-to-face and electronic networks
participating in professional development and other learning opportunities
participating in, and contributing to, discussion through:
conferences
courses
meetings
seminars
reading current literature, such as:
industry magazines
specialist journals
seeking feedback from colleagues
seeking opportunities for mentoring or coaching
visiting other libraries or their websites.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
define, locate, select and evaluate relevant information in response to identified needs
present information in a logical, wellorganised and appropriate manner
assess and develop strategies to improve own information literacy skills
complete tasks in industry realistic timelines and conditions.
Context of and specific resources for assessment
Assessment must ensure access to:
current industry technology and systems
a range of different print and electronic information resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance
research project and brief presentation on specified topic
review of a simple report prepared by the candidate in response to a specified information need.
Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBCUS201A Deliver a service to customers
CULINS201A Assist with circulation services.