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