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Elements and Performance Criteria

Required Skills

Required skills

communication and teamwork skills to

describe a wide range of potentially complex information

work collaboratively with others

critical thinking skills to

apply analysis and description tools to a wide range of information types of varying complexity

distinguish significant information from minor references

develop reference structures

initiative and enterprise skills to create descriptions that anticipate and accommodate the ways customers may search for resources

literacy skills to interpret and analyse a wide range of references

numeracy skills to work with indexing concepts

selfmanagement skills to

prioritise work tasks and meet deadlines

follow workplace procedures

Required knowledge

principles of subject access

principles of thesauruses used in indexing

types of indexes and abstracts

abstracting and indexing standards and methods including descriptions and crossreferencing of access points and descriptors

abstracting and indexing standards and methods, including descriptions and crossreferencing of access points and descriptors

methods for allocating major and minor descriptors to information resources

methods for matching reference structure to suit customer needs

methods for enhancing subject access through indexing

monitoring and review processes for indexes and abstracts

copyright moral rights and intellectual property issues and legislation that impact on indexing and abstracting activities

Evidence Required

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 thirdparty workplace reports of onthejob performance

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

CULINMA Provide subject access and classify material

CULINM502A Provide subject access and classify material.

Range Statement

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.