This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by nominated teacher

ELEMENT

PERFORMANCE CRITERIA

1. Determine student's information requirements in consultation with teacher

1.1 Determine the information requiredby the student

1.2 Identify the reason for the request and prior efforts to access information

1.3 Consider additional sources of information and type of assistance required

1.4 Assist student to identify key questions to inform the research

2. Advise students to access and source additional information in consultation with teacher

2.1 Support students to extend their research skills

2.2 Demonstrate use of reference tools and equipment using developmentally appropriate communication techniques

2.3 Advise students on alternativesources of information

2.4 Inform students of accessconstraints regarding use of reference tools, equipment and information

3. Encourage students to source and evaluate information

3.1 Promote students' independent use of available resources

3.2 Encourage students to evaluate information

3.3 Support students to assemble information in an appropriate format for individual use

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Organisation policy in relation to assisting students in research projects

Organisation policy related to accessing external information

Sources for answering common student requests

Features of the organisation's resource centre and information management process

Inter-library loan process

Use of online search engines

Copyright, moral rights and intellectual property and appropriate referencing in academic work

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate sound understanding and application of communication skills with students

Apply basic research skills

Apply knowledge of the available reference resources

Apply knowledge of bibliographic tools

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use effective communication techniques, including listening, questioning and the use of bibliographic tools and technology

Apply techniques for using standard reference resources and tools, including searching strategies (both manual and online)

Use literacy skills sufficient to evaluate references and interpret a broad range of information

Support students to undertake independent investigations

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Student contact may be:

In person

By phone

In writing

Electronically (internet)

Information required by the student may include:

Current or topical information

Set topics or project work (e.g. school assignments)

Frequently requested information

Reference queries

Sources of information independently accessed by students may include:

School collection or remote sources of information (e.g. searching for known items, use of catalogue system)

Catalogues - digital and manual

On-line resources and other databases

Brochures, pamphlets, promotional materials

Classroom collections

Alternative sources of information may include:

School resource centres

Internet repositories

Libraries (public, private, corporate, school, university etc)

Museums, galleries and archives

Government departments (local, state and federal), agencies or shopfronts

Businesses and corporations

Community advisory organisations or bureaus

Key questions may include:

Where are the most likely sources of additional information?

Is the information relevant?

Does the information answer the question?

Is the information sufficient?

Is the too much information?

Does the information inform the student's conclusions?

Support students to extendtheirresearch skills may include:

Discussion of alternative sources of information

Assisting students to evaluate their own efforts

Offering alternative viewpoints

Introducing new technologies

Valuing students' efforts through specific positive comments

Assisting students to evaluate information

Reference tools and equipment may include:

Catalogues - digital and manual

Computers with internet access

Filing cabinets

Access constraints may include:

Cost

Organisation policy (e.g. school policy on accessing specific topics, use of internet)

Access restrictions to required information

Availability of other assistance (e.g. access to a teacher-librarian)

Ethical considerations

Copyright

Appropriate format for information may depend on:

The preferred format of the teacher/class/school policy

Student age

Educational background or general knowledge

Cultural language background

Language, literacy and numeracy needs

Physical and intellectual disabilities

This unit contains Employability Skills