Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
analytical skills to:
assess and interpret complex searches
review research outcomes
communication skills to:
determine information requirements
discuss and present information to colleagues and customers
literacy skills to critically evaluate complex and varied information, ideas and concepts
learning and selfmanagement skills to:
recognise own information literacy skills
take responsibility for own ongoing learning and professional development
problem-solving skills to locate the best sources of information for specific needs
research skills to source, analyse, interpret and apply complex and varied information references
self-management skills to:
prioritise work tasks and meet deadlines
follow workplace procedures
teamwork skills to seek feedback from colleagues
technology skills to:
use automated systems for research purposes
use complex databases.
Required knowledge
concepts of information literacy and the information literate person
range of information sources and technologies available to meet a wide range of information needs
copyright, moral rights and intellectual property issues and legislation that impact on the research, use and distribution of information
information and resources available for the development of information literacy skills
professional development opportunities and career development strategies in the relevant work context
principles of lifelong learning and how they relate to information literacy
role of information literacy in different occupations.
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. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist