Application
This unit describes the skills and knowledge required to research and implement strategies that encourage and enhance literature and reading in a wide variety of contexts. Particular emphasis is on improving the literacy of customers by creating environments that provide access to relevant and attractive reading material in a variety of formats to suit a range of ages, reading levels and needs.
It applies to individuals responsible for promoting literature and reading to clients as a way of meeting their needs. It applies in many industries, including libraries, information and cultural services, community services and health. Work is undertaken with limited supervision according to organisational guidelines.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1 Maintain knowledge about literature and reading | 1.1 Research promotion of literacy, literature and reading and its importance for an informed society 1.2 Recognise reading levels and tastes of different customer groups 1.3 Maintain a record of key types of publications that provide information about literature 1.4 Source independent, print and electronic publisher reviews about literature 1.5 Use recognised classification systems to physically locate literary works and literary information 1.6 Update own knowledge of a broad range of literary works, publishing trends and formats 1.7 Share information collected on literary works, publishing trends and formats with colleagues |
2 Implement a range of strategies to promote literature and reading | 2.1 Research methods used to organise and access literature collections 2.2 Develop own strategies to promote literature and reading, including using current or emerging technologies 2.3 Interview and provide advice to customers to meet their literature and reading needs 2.4 Source information to meet customer literature requests 2.5 Identify and assess strategies used by organisations to promote reading, and adapt as appropriate for the organisation 2.6 Recommend purchase of literary works and literary information based on customer requests and analysis of reviews |
3 Monitor and evaluate effectiveness of strategies to promote literature and reading | 3.1 Analyse usage data to determine effectiveness of strategies 3.2 Track solicited and unsolicited feedback to the organisation regarding literature collections 3.3 Recommend changes to strategies in response to evaluation feedback |
Evidence of Performance
Evidence of the ability to:
develop, implement and evaluate strategies to promote literature and reading
meet customer literature requests
apply information literacy skills when promoting literature and reading
promote use of an organisation's collections and resources.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
define the concept of literacy and describe the role organisations play in promoting reading
analyse scope and arrangement of literature collections in libraries and related organisations
identify relevant literature information sources located in publications such as:
blogs
catalogues
databases
websites
describe and contrast methods for arranging literature collections
identify several frequently asked literature requests and outline strategies for answering such requests
identify several literature reference resources and describe their applications
describe categories and genres into which literature is divided.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Library – Information Literacy field of work and include access to:
use of special purpose tools, equipment, materials and industry software packages
access to:
literature reference tools and resources
current industry systems to research information on literature
information about current and emerging technologies to promote literature.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.1-1.6, 2.1, 2.4-2.6, 3.1, 3.2 | Selects, synthesises and critically evaluates ideas and information from multiple texts, continually reflecting on relevance of texts to meet identified need |
Writing | 1.3, 1.7, 2.2-2.4, 2.6, 3.1, 3.3 | Uses written text to develop hypotheses, explore complex issues, plan and problem-solve, as well as a functional tool to maintain records, share information and provide advice |
Oral Communication | 1.7, 2.3, 2.4, 2.6, 3.2, 3.3 | Utilises a range of oral structures to convey precise meaning Adapts language to audience, context and purpose Employs active listening skills particularly when conducting interviews in a reader advisory role or sharing information with colleagues |
Numeracy | 1.5, 1.7, 3.1 | Interprets and utilises mathematical information related to statistical data, trends and classification systems |
Navigate the world of work | 1.1, 1.5, 1.6, 2.2, 2.5, 3.3 | Works independently and collectively in making decisions to achieve organisation outcomes Seeks to improve policies and procedures to better meet organisational goals Takes personal responsibility for following explicit and implicit workplace procedures |
Interact with others | 1.7, 2.3, 2.4, 2.6, 3.2, 3.3 | Provides support in field of expertise to management team Cooperates with others and contributes to work practices where joint outcomes are expected |
Get the work done | 1.2-1.6, 2.1-2.6, 3.1, 3.3 | Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Evaluates effectiveness of systems and processes to inform decisions on how to implement improvements Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Uses analytical and lateral thinking to review current practices and develop new or improved processes, models and services Uses a range of digitally based technology and applications to access and filter data, and then extract, organise, integrate and share relevant information |
Sectors
Library – Information Literacy