Unit of competency Outline
Date retreived
21/07/2026 11:28 PM AWST
21/07/2026 11:28 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Analyse and describe information resources
Analyse and describe information resources
Unit of competency
National Code
CULINM501A
CULINM501A
State Code
D9422
D9422
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
08/03/2012
Field of Education
091301 - Librarianship And Information Management
Original Release Date
08/03/2012
Nominal Hours
100
Description
This unit describes the performance outcomes, skills and knowledge required to analyse and describe information resources in a range of formats so that customers can easily retrieve information.
Notes
Elements and Performance Criteria
1. Identify description requirements
- 1.1 Identify scope and likely use of resources
- 1.2 Assess customer requirements and expectations, including special needs
- 1.3 Determine appropriate type and structure of descriptions
2. Analyse resources
- 2.1 Use analysis and description tools and standards, precedents and techniques appropriate to the nature of the resources, including manual indexes
- 2.2 Analyse subject content of resources to clearly distinguish significant information from minor references
- 2.3 Integrate established general concepts and principles of description and knowledge of relevant standards and authorities
- 2.4 Ensure concepts derived from analysis of resources are appropriate in the context of the subject field
3. Describe resources and format descriptions
- 3.1 Create descriptions that represent concepts appropriately and reflect the overall purpose and intended use of the description
- 3.2 Conform format of description to general conventions
- 3.3 Develop a reference structure of descriptors to display relationships to assist customers
- 3.4 Enhance description to meet identified customer needs
4. Review description practices and procedures
- 4.1 In consultation with colleagues, review description practices and procedures to ensure they take account of industry developments and that customer needs are being met
- 4.2 Take appropriate action within scope of individual responsibility to enhance description practices and procedures
- 4.3 Check descriptions regularly for internal consistency and compliance with established structure, rules and authorities
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.
Scope and likely use of resources may relate to:
available space
available time
document format
purpose, such as:
educational
professional
recreational
subject matter.
Customer requirementsmay include:
access
current awareness
description of contents of materials
enquiry
translation from one language to another.
Descriptions may be:
assigned from a prescribed list or thesaurus, such as:
Education Resources Information Centre (ERIC)
Australian Education Index (AEI)
critical
derived from text or context
formulated to meet identified customer needs
indicative
informative
taken from pre-existing formulations.
Analysis and description tools and standards may include:
Library of Congress Subject Headings (LCSH)
Schools Cataloguing Information Service (SCIS) subject headings and thesauruses.
Manual index entries may be ordered:
according to traditional rules or conventions
alphabetically
alphanumerically
chronologically
numerically
taxonomically.
General conventions may include:
bibliographic organisation and descriptions
geographic descriptions.
Reviewmay involve:
customer feedback
statistics
surveys.
Scope and likely use of resources may relate to:
available space
available time
document format
purpose, such as:
educational
professional
recreational
subject matter.
Customer requirementsmay include:
access
current awareness
description of contents of materials
enquiry
translation from one language to another.
Descriptions may be:
assigned from a prescribed list or thesaurus, such as:
Education Resources Information Centre (ERIC)
Australian Education Index (AEI)
critical
derived from text or context
formulated to meet identified customer needs
indicative
informative
taken from pre-existing formulations.
Analysis and description tools and standards may include:
Library of Congress Subject Headings (LCSH)
Schools Cataloguing Information Service (SCIS) subject headings and thesauruses.
Manual index entries may be ordered:
according to traditional rules or conventions
alphabetically
alphanumerically
chronologically
numerically
taxonomically.
General conventions may include:
bibliographic organisation and descriptions
geographic descriptions.
Reviewmay involve:
customer feedback
statistics
surveys.
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:
use tools, standards and communication skills to analyse and describe resources appropriately
demonstrate use of current industry systems to analyse and describe a range of different resources.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant policies and procedures manuals
relevant thesauruses and database programs
resources to index and abstract.
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
evaluation of appropriateness of descriptions created by the candidate and adaptation to suit different types of information
verbal or written questioning to assess knowledge of tools and standards.
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:
CULINM502A Provide subject access and classify material.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
use tools, standards and communication skills to analyse and describe resources appropriately
demonstrate use of current industry systems to analyse and describe a range of different resources.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant policies and procedures manuals
relevant thesauruses and database programs
resources to index and abstract.
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
evaluation of appropriateness of descriptions created by the candidate and adaptation to suit different types of information
verbal or written questioning to assess knowledge of tools and standards.
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:
CULINM502A Provide subject access and classify material.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D1786 | CULLB505C | Analyse and describe information materials | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWG01 | BSBLIB508 | Analyse and describe information resources | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D697 | CUL50111 | Diploma of Library and Information Services | Qualification |