Promote literature and reading Evidence Guide

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Evidence Guide: CULINL501A - Promote literature and reading

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CULINL501A - Promote literature and reading

What evidence can you provide to prove your understanding of each of the following citeria?

Maintain knowledge about literature and reading

Research the promotion of literacy, literature and reading and its importance for an informed society
Recognise different reading levels and tastes of different customer groups
Maintain a record of the key types of publications that provide information about literature
Source independent, print and electronic publisher reviews about literature
Use recognised classification systems to physically locate literary works and literary information
Update own knowledge of a broad range of literary works, publishing trends and formats
Share information collected on literary works, publishing trends and formats with colleagues

Research the promotion of literacy, literature and reading and its importance for an informed society

Completed
Date:

Teacher:

Evidence:

Recognise different reading levels and tastes of different customer groups

Completed
Date:

Teacher:

Evidence:

Maintain a record of the key types of publications that provide information about literature

Completed
Date:

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Evidence:

Source independent, print and electronic publisher reviews about literature

Completed
Date:

Teacher:

Evidence:

Use recognised classification systems to physically locate literary works and literary information

Completed
Date:

Teacher:

Evidence:

Update own knowledge of a broad range of literary works, publishing trends and formats

Completed
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Evidence:

Share information collected on literary works, publishing trends and formats with colleagues

Completed
Date:

Teacher:

Evidence:

Implement a range of strategies to promote literature and reading

Research methods used to organise and access literature collections
Develop own strategies to promote literature and reading, including the use of current or emerging technologies
Interview and provide advice to customers to meet their literature and reading needs
Source information to meet customer literature requests
Identify strategies used by organisations to promote reading and assess suitability for the organisation
Recommend purchase of literary works and literary information based on customer requests and analysis of reviews

Research methods used to organise and access literature collections

Completed
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Teacher:

Evidence:

Develop own strategies to promote literature and reading, including the use of current or emerging technologies

Completed
Date:

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Evidence:

Interview and provide advice to customers to meet their literature and reading needs

Completed
Date:

Teacher:

Evidence:

Source information to meet customer literature requests

Completed
Date:

Teacher:

Evidence:

Identify strategies used by organisations to promote reading and assess suitability for the organisation

Completed
Date:

Teacher:

Evidence:

Recommend purchase of literary works and literary information based on customer requests and analysis of reviews

Completed
Date:

Teacher:

Evidence:

Monitor and evaluate effectiveness of strategies to promote literature and reading

Analyse usage data to determine effectiveness of strategies
Track solicited and unsolicited feedback to the organisation regarding literature collections
Recommend changes to strategies in response to evaluation feedback

Analyse usage data to determine effectiveness of strategies

Completed
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Teacher:

Evidence:

Track solicited and unsolicited feedback to the organisation regarding literature collections

Completed
Date:

Teacher:

Evidence:

Recommend changes to strategies in response to evaluation feedback

Completed
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Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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.

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: develop and implement strategies to promote literature and reading meet customer literature requests apply information literacy skills when promoting literature and reading promote the use of an organisation's collections and resources.
Context of and specific resources for assessment	Assessment must ensure access to: literature reference tools and resources current industry systems to research information about literature information about current and emerging technologies to promote literature.
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: case study or problem-solving exercises to assess ability to respond to a variety of literary information needs, including a range of clients, formats and categories of literary works verbal or written questioning to assess the knowledge of literature-based resources direct observation of the candidate presenting literature-based promotional activities direct observation of the candidate working with customers and promoting a range of literature review of portfolios of evidence, such as promotional materials and third-party workplace reports of on-the-job performance. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULEVP503A Develop and promote activities, events and public programs.

Required Skills and Knowledge

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.

Range Statement

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.

NTISthis.com

Evidence Guide: CULINL501A - Promote literature and reading

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CULINL501A - Promote literature and reading

Maintain knowledge about literature and reading

Implement a range of strategies to promote literature and reading

Monitor and evaluate effectiveness of strategies to promote literature and reading

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _