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 literacy may relate to:
being able to locate, evaluate and use information effectively
information seeking skills
recognising when information is needed
research and computer literacy skills.
An information literate person may be defined as one who:
(Australian and New Zealand Information Literacy Framework 2004)
applies prior and new information to construct new concepts or create new understandings
critically evaluates information and the information seeking process
finds needed information effectively and efficiently
manages information collected or generated
recognises the need for information and determines the nature and extent of the information need.
Information needs may relate to:
authoritative source
currency
format of required information, such as:
audio or video recordings
electronic files
images
texts
level of readership required, such as suitable for:
different age groups
general interest
scholarly and academic research
school assignments
purpose and intended outcomes of information search.
Search strategies may relate to:
brainstorming keywords and phrases
consulting with colleagues regarding similar searches
consulting with topic experts or external organisations
internet searches
mind mapping
refining or narrowing search terms
searching, such as:
electronic databases
external organisations’ websites or remote databases
other library catalogues
own library catalogue
subject headings
topics
use of Boolean operators.
Search tools may include:
card/paper indexes
datasets
electronic databases
internet
online catalogues
print or online indexing services.
Search results may include:
bibliographic citations
explanation of search strategy used
information obtained from websites or external organisations
list of records retrieved from internet search
list of records retrieved from searching electronic databases
results of catalogue search.
Critically analysingmay involve:
comparing
considering merit
contrasting
critiquing
currency
discussion and debate
reflecting.
Standard referencing styles may include:
Australian Government Information Management Office (AGIMO)
Australian Government Publishing Service (AGPS)
American Psychological Association (APA)
Chicago Manual of Style
Harvard referencing style
Modern Language Association (MLA) of America.
Communication methods may include:
blogs
documents
email
face-to-face (individual or group)
fax
mail
phone
SMS
Twitter
verbal
web technologies.
Copyright and licensing issues may include:
conditions of licensing agreements for digital resources
copyright declarations
copyright warnings
restrictions on access and use of electronic resources
restrictions regarding reproduction of works or parts of works.
Strategies and opportunities may include:
participating actively in relevant industry associations
participating in professional development and other learning opportunities
participating in, and contributing to, discussion through:
conferences
courses
journals
meetings
seminars
reading current literature, including specialist journals and industry magazines
seeking opportunities for coaching or mentoring
supporting the development of information literacy skills in the workplace.
Lifelong learning relates to:
continuous building of skills and knowledge throughout life
equipping library clients with the skills to seek information for themselves
fostering learning throughout life
ways that libraries promote lifelong learning, for example, through user education programs.
Current and emerging technologiesmay include:
digital technologies and their applications in contemporary libraries
electronic networks, such as:
e-lists
electronic newsletters
rich site summary (RSS) feeds
internet/web-based systems and services
podcasts
social networking applications
software applications
videoconferencing
web technologies.

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:
source and present varied complex information, ideas or concepts
implement planned strategies to develop and extend own information literacy skills
use complex and contemporary technology to provide information in response to customer requests.
Context of and specific resources for assessment
Assessment must ensure access to:
a range of information sources, including print and electronic
industry-current systems and technology.
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
project to research a work-related topic and a brief presentation on information sourced
review of a simple report prepared 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:
CULINM501A Analyse and describe information resources.