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.

Promotion of literacy, literature and reading may relate to:
author talks
blogs
book clubs
book talks
competitions
displays
online book discussion groups
posters
print and electronic annotated bibliographies
print and electronic booklists
reader's advisory network
signage
staff and client recommendations
story times for all ages
websites
writing workshops.
Publications may relate to:
books about books
best book guides:
most popular
award winners
bibliographies
guides on:
authors
genres
themes
literary resources, such as:
blogs
criticisms
databases
dictionaries
encyclopaedias
guides
histories
reviewing journals
trade journals
websites.
Literature relates to:
children's fiction, including picture books and readers
classics and popular works
collections of literature in languages other than English
different formats, such as:
audiovisual:
audio books
DVDs
blu-ray
electronic books
print in hardback and paperback
drama
essays
fiction genres, such as:
fantasy
historical
humour
mystery
romance
young adult fiction
graphic novels
imaginative or creative writing
independent and publisher reviews
non-fiction, such as:
biographies
memoirs
travel logs
true crime
poetry
short stories.
Methodsmay include:
access via library catalogues
alphabetically by author
blogs
by format
by intended age group or other criteria related to audience, such as:
genre
language level
reading interests
themes
classification schemes
client reviews
content enhancements from online catalogues, such as:
links to reviews
tables of contents
fiction and non-fiction collections
literary databases.
Strategies may include:
adult literacy programs
book clubs
conducting programs for children and young adults from diverse cultural backgrounds
pre-school story times
providing suitable reading materials in a variety of formats that are relevant for a range of reading abilities
rhyme times.
Literature requests may relate to:
age
author read-a-likes or books similar to those already read
literary research for school or tertiary education, such as:
author biographies
character and plot information
critical analysis
reviews
reading level
recommending a book or worthwhile reading
sequels and series
text of literary works where the complete title and/or author are unknown
titles within a genre or theme.
Organisationsmay include:
community centres
cultural centres
educational organisations
galleries
knowledge centres
libraries, in particular:
academic
public
school
museums
physical and online bookstores and library suppliers
virtual libraries.

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:
develop and implement strategies to promote literature and reading
meet customer literature requests
apply information literacy skills when promoting literature and reading
promote the use of an organisation's collections and resources.
Context of and specific resources for assessment
Assessment must ensure access to:
literature reference tools and resources
current industry systems to research information about literature
information about current and emerging technologies to promote literature.
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:
case study or problem-solving exercises to assess ability to respond to a variety of literary information needs, including a range of clients, formats and categories of literary works
verbal or written questioning to assess the knowledge of literature-based resources
direct observation of the candidate presenting literature-based promotional activities
direct observation of the candidate working with customers and promoting a range of literature
review of portfolios of evidence, such as promotional materials and third-party workplace reports of on-the-job performance.
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:
CULEVP503A Develop and promote activities, events and public programs.