- CULLB203C - Develop and use information literacy skills
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CULLB203C Mapping and Delivery Guide
Develop and use information literacy skills
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CULLB203C - Develop and use information literacy skills |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to conduct basic research and present information in response to an identified need. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements. | ||
| Learning Outcomes and Application | This unit describes the essential foundation information literacy skills required by workers and members of the wider community. It therefore has broad application across all industry and broader life skills contexts. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Nil | ||
| Competency Field | Library Practice | ||
| 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 | ||||||||
| Element: Determine the nature of the information need, in accordance with work requirement and in consultation with relevant colleagues | ||||||||
| Element: Accurately define the purpose, or required outcome, of the information search | ||||||||
| Element: Identify a range of potentially appropriate sources of information | ||||||||
| Element: Select and use appropriate information retrieval strategies | ||||||||
| Element: Assess information | ||||||||
| Element: Review information and select content to suit specific needs | ||||||||
| Element: Check the capacity of information retrieved to meet the required purpose, and take action accordingly | ||||||||
| Element: Prepare/present information | ||||||||
| Element: Record information in line with organisational or user requirements | ||||||||
| Element: Draft text, if required, including all appropriate information | ||||||||
| Element: Express information within the text clearly, concisely and accurately | ||||||||
| Element: Present information accurately in an appropriate context or format appropriate to the purpose and in accordance with required guidelines | ||||||||
| Element: Develop information literacy skills | ||||||||
| Element: Assess information literacy needs against work requirements/planned career outcomes | ||||||||
| Element: Take actions to develop own information literacy skills based on identified needs | ||||||||
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: ability to locate, evaluate and use relevant information in response to an identified need ability to present information in a logical, well-organised and appropriate manner active development of own information literacy skills industry-realistic time lines and conditions for completion of tasks. |
Context of and specific resources for assessment | Assessment must ensure: use of current information, data and information systems access to information sources, including relevant technology. |
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 on-the-job performance by the candidate project to research work-related topic and to deliver information sourced in a brief presentation review of a simple report prepared by the candidate in response to a specified information need. |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. | |
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.
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Required skills |
basic research skills to: identify appropriate sources use questioning and active listening skills to elicit information take notes sort and process information technology skills to source information on an automated system literacy skills to convey information clearly, concisely and coherently. |
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 or recording 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. | |
Sources of information may include: | printed references media internet colleagues product suppliers lectures or presentations |
Context or format for information may relate to: | level of formality style of presentation nature of audience urgency of information need |
Actions to develop information literacy skills may include: | reading current literature, including specialist journals and industry magazines participating actively in relevant industry associations participating in professional development and other learning opportunities participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals enhancing knowledge of current 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
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
Forms
Assessment Cover Sheet
CULLB203C - 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
CULLB203C - 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: