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
communication skills to:
conduct interviews in a reader advisory role
provide customer assistance
share information with colleagues
use social networking to promote literature
information literacy skills to:
process information from a range of sources
recognise different types of literature and how to access them
initiative and enterprise skills to develop and implement strategies to promote literature and reading in ways that take account of different reading levels and tastes
learning skills to improve own knowledge about literature and reading
planning and organising skills to:
implement strategies to promote literature collections and reading
systematically organise information in a collection to promote access and encourage reading
research skills to:
identify current or emerging technologies
locate literary works and information to meet customer needs
self-management skills to:
follow workplace procedures
prioritise work tasks and meet deadlines
technology skills to search electronic databases, the internet and online catalogues.
Required knowledge
concept of literacy and the role organisations play in promoting reading
scope and arrangement of literature collections in libraries and related organisations
literature information sources, such as:
blogs
catalogues
databases
websites
methods for arranging literature collections
frequently asked literature requests and strategies for answering such requests
literature reference resources and their applications
categories and genres into which literature is divided.
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.
Promotion of literacy, literature and reading may relate to: | author talks blogs book clubs book talks competitions displays online book discussion groups posters print and electronic annotated bibliographies print and electronic booklists reader's advisory network signage staff and client recommendations story times for all ages websites writing workshops. |
Publications may relate to: | books about books best book guides: most popular award winners bibliographies guides on: authors genres themes literary resources, such as: blogs criticisms databases dictionaries encyclopaedias guides histories reviewing journals trade journals websites. |
Literature relates to: | children's fiction, including picture books and readers classics and popular works collections of literature in languages other than English different formats, such as: audiovisual: audio books DVDs blu-ray electronic books print in hardback and paperback drama essays fiction genres, such as: fantasy historical humour mystery romance young adult fiction graphic novels imaginative or creative writing independent and publisher reviews non-fiction, such as: biographies memoirs travel logs true crime poetry short stories. |
Methodsmay include: | access via library catalogues alphabetically by author blogs by format by intended age group or other criteria related to audience, such as: genre language level reading interests themes classification schemes client reviews content enhancements from online catalogues, such as: links to reviews tables of contents fiction and non-fiction collections literary databases. |
Strategies may include: | adult literacy programs book clubs conducting programs for children and young adults from diverse cultural backgrounds pre-school story times providing suitable reading materials in a variety of formats that are relevant for a range of reading abilities rhyme times. |
Literature requests may relate to: | age author read-a-likes or books similar to those already read literary research for school or tertiary education, such as: author biographies character and plot information critical analysis reviews reading level recommending a book or worthwhile reading sequels and series text of literary works where the complete title and/or author are unknown titles within a genre or theme. |
Organisationsmay include: | community centres cultural centres educational organisations galleries knowledge centres libraries, in particular: academic public school museums physical and online bookstores and library suppliers virtual libraries. |
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