Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CULINL301A Mapping and Delivery Guide
Develop and use information literacy skills

Version 1.0
Issue Date: December 2018


Qualification -
Unit of Competency CULINL301A - Develop and use information literacy skills
Description This unit describes the performance outcomes, skills and knowledge required to define, locate, select, evaluate and present information in response to identified needs.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application As information literacy skills are required by employees and members of the wider community, this unit has broad application in all industries, as well as to broad life skills contexts.At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Source information to meet specific needs
  • Determine exact nature of information needs
  • Confirm purpose of outcomes required from information searches
  • Identify range of potentially appropriate sources of information
  • Use basic search strategies to locate relevant information
       
Element: Evaluate information against needs
  • Assess search results and located information and adjust search strategies as necessary
  • Review search results and select relevant information to meet requirements
       
Element: Prepare and present information to meet needs
  • Prepare results of information searches according to organisational procedures
  • Present information concisely and accurately in a context or format appropriate to the purpose
  • Meet agreed deadlines in relation to the presentation of information
       
Element: Develop own information literacy skills
  • Evaluate own information literacy skills based on feedback from customers and colleagues
  • Seek opportunities to develop own information literacy skills based on evaluation
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

define, locate, select and evaluate relevant information in response to identified needs

present information in a logical, wellorganised and appropriate manner

assess and develop strategies to improve own information literacy skills

complete tasks in industry realistic timelines and conditions.

Context of and specific resources for assessment

Assessment must ensure access to:

current industry technology and systems

a range of different print and electronic information resources.

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

research project and brief presentation on specified topic

review of a simple report prepared by the candidate 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:

BSBCUS201A Deliver a service to customers

CULINS201A Assist with circulation services.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

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 review and assess search results and revise search strategies

basic research skills to:

identify appropriate information sources

sort and process information

communication and teamwork skills to:

interact with customers

liaise with colleagues

present relevant information

learning skills to identify and participate in professional development activities related to information literacy

literacy skills to:

interpret and convey information clearly, concisely and coherently

take notes

questioning and active listening skills to elicit information

self-management skills to:

follow workplace procedures

meet deadlines

technology skills to:

use business technology

use industry-current systems to source information.

Required knowledge

types of information resources available on a range of topics relevant to the job role or required outcome

techniques and procedures for accessing different information sources, including the use of current technology

relevant protocols or organisational policies and procedures in relation to the presentation of different types of information.

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 needsshould relate to:

defining topics

determining formats of information resources

determining the depth, level and complexity of information required.

Sources of information may include:

colleagues

conferences or workshops

electronic databases

external organisations or topic experts

lectures

libraries

newspaper and journal articles

online catalogues

presentations

print and electronic information resources and formats

product suppliers

training sessions

websites.

Basic search strategies may relate to:

brainstorming keywords and phrases

defining topics

searching by identifiers, such as:

author

keyword or phrases

subject

title

searching beyond own library catalogue

searching online catalogues, electronic databases and the internet

searching other library catalogues

techniques to refine searches

use of Boolean operators.

Context or format may relate to:

assistive technology devices

audiovisual and digital formats, such as:

CDs

digital files

DVDs

e-books

e-journals

digital photographs

graphic images

hard copy or electronic formats, such as:

books

electronic copies of newspaper or journal articles presented as an email attachment

faxed or printed copy

photocopies

level of formality

links to internet articles or readings

nature of audience

pictures

posters

realia

social media

style of presentation

urgency of information need.

Information literacy skills may include:

ability to:

assess and evaluate information in response to identified needs

define key terms and topics

locate information

present information in the appropriate context

select relevant information and resources

computer literacy skills

research skills

technology skills.

Opportunitiesmay include:

attending training sessions or workshops

enhancing knowledge of current technologies

participating actively in relevant industry associations

participating in face-to-face and electronic networks

participating in professional development and other learning opportunities

participating in, and contributing to, discussion through:

conferences

courses

meetings

seminars

reading current literature, such as:

industry magazines

specialist journals

seeking feedback from colleagues

seeking opportunities for mentoring or coaching

visiting other libraries or their websites.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Determine exact nature of information needs 
Confirm purpose of outcomes required from information searches 
Identify range of potentially appropriate sources of information 
Use basic search strategies to locate relevant information 
Assess search results and located information and adjust search strategies as necessary 
Review search results and select relevant information to meet requirements 
Prepare results of information searches according to organisational procedures 
Present information concisely and accurately in a context or format appropriate to the purpose 
Meet agreed deadlines in relation to the presentation of information 
Evaluate own information literacy skills based on feedback from customers and colleagues 
Seek opportunities to develop own information literacy skills based on evaluation 

Forms

Assessment Cover Sheet

CULINL301A - Develop and use information literacy skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CULINL301A - Develop and use information literacy skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: