NTISthis.com

Evidence Guide: CULINL601A - Extend own information literacy skills to locate information

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!

From the Wiki University

 

CULINL601A - Extend own information literacy skills to locate information

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

Apply information literacy skills to meet needs

  1. Refine understanding of information literacy concepts and what constitutes an information literate person
  2. Determine exact nature and extent of information needs
  3. Develop effective search strategies and select appropriate search tools to locate information
  4. Assess the usefulness and relevance of information resources in relation to customer requests
  5. Evaluate search results and adjust search strategies to meet information needs
Refine understanding of information literacy concepts and what constitutes an information literate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine exact nature and extent of information needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop effective search strategies and select appropriate search tools to locate information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the usefulness and relevance of information resources in relation to customer requests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate search results and adjust search strategies to meet information needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide customers with search results

  1. Critically analyse search results and select relevant information to meet purpose
  2. Compile reference lists and bibliographies of relevant information resources following standard referencing styles
  3. Select appropriate communication methods for presenting information to customers based on nature and purpose of requests and intended audience
  4. Communicate with customers in relation to information requests according to organisational policies
  5. Acknowledge copyright and licensing issues related to access and use of information
Critically analyse search results and select relevant information to meet purpose

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile reference lists and bibliographies of relevant information resources following standard referencing styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate communication methods for presenting information to customers based on nature and purpose of requests and intended audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with customers in relation to information requests according to organisational policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge copyright and licensing issues related to access and use of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own work and skills

  1. Seek feedback from colleagues regarding own information literacy skills
  2. Plan and implement strategies and opportunities to support lifelong learning
  3. Evaluate own information literacy skills against own goals
  4. Update knowledge of current and emerging technologies that impact on information literacy skills
Seek feedback from colleagues regarding own information literacy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and implement strategies and opportunities to support lifelong learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own information literacy skills against own goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update knowledge of current and emerging technologies that impact on information literacy skills

Completed
Date:

Teacher:		 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:

source and present varied complex information, ideas or concepts

implement planned strategies to develop and extend own information literacy skills

use complex and contemporary technology to provide information in response to customer requests.

Context of and specific resources for assessment

Assessment must ensure access to:

a range of information sources, including print and electronic

industry-current systems and 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 onthejob performance

project to research a work-related topic and a brief presentation on information sourced

review of a simple report prepared in response to a specified information need.

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:

CULINM501A Analyse and describe information resources.

Required Skills and Knowledge

Required skills

analytical skills to:

assess and interpret complex searches

review research outcomes

communication skills to:

determine information requirements

discuss and present information to colleagues and customers

literacy skills to critically evaluate complex and varied information, ideas and concepts

learning and selfmanagement skills to:

recognise own information literacy skills

take responsibility for own ongoing learning and professional development

problem-solving skills to locate the best sources of information for specific needs

research skills to source, analyse, interpret and apply complex and varied information references

self-management skills to:

prioritise work tasks and meet deadlines

follow workplace procedures

teamwork skills to seek feedback from colleagues

technology skills to:

use automated systems for research purposes

use complex databases.

Required knowledge

concepts of information literacy and the information literate person

range of information sources and technologies available to meet a wide range of information needs

copyright, moral rights and intellectual property issues and legislation that impact on the research, use and distribution of information

information and resources available for the development of information literacy skills

professional development opportunities and career development strategies in the relevant work context

principles of lifelong learning and how they relate to information literacy

role of information literacy in different occupations.

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.

Information literacy may relate to:

being able to locate, evaluate and use information effectively

information seeking skills

recognising when information is needed

research and computer literacy skills.

An information literate person may be defined as one who:

(Australian and New Zealand Information Literacy Framework 2004)

applies prior and new information to construct new concepts or create new understandings

critically evaluates information and the information seeking process

finds needed information effectively and efficiently

manages information collected or generated

recognises the need for information and determines the nature and extent of the information need.

Information needs may relate to:

authoritative source

currency

format of required information, such as:

audio or video recordings

electronic files

images

texts

level of readership required, such as suitable for:

different age groups

general interest

scholarly and academic research

school assignments

purpose and intended outcomes of information search.

Search strategies may relate to:

brainstorming keywords and phrases

consulting with colleagues regarding similar searches

consulting with topic experts or external organisations

internet searches

mind mapping

refining or narrowing search terms

searching, such as:

electronic databases

external organisations’ websites or remote databases

other library catalogues

own library catalogue

subject headings

topics

use of Boolean operators.

Search tools may include:

card/paper indexes

datasets

electronic databases

internet

online catalogues

print or online indexing services.

Search results may include:

bibliographic citations

explanation of search strategy used

information obtained from websites or external organisations

list of records retrieved from internet search

list of records retrieved from searching electronic databases

results of catalogue search.

Critically analysingmay involve:

comparing

considering merit

contrasting

critiquing

currency

discussion and debate

reflecting.

Standard referencing styles may include:

Australian Government Information Management Office (AGIMO)

Australian Government Publishing Service (AGPS)

American Psychological Association (APA)

Chicago Manual of Style

Harvard referencing style

Modern Language Association (MLA) of America.

Communication methods may include:

blogs

documents

email

face-to-face (individual or group)

fax

mail

phone

SMS

Twitter

verbal

web technologies.

Copyright and licensing issues may include:

conditions of licensing agreements for digital resources

copyright declarations

copyright warnings

restrictions on access and use of electronic resources

restrictions regarding reproduction of works or parts of works.

Strategies and opportunities may include:

participating actively in relevant industry associations

participating in professional development and other learning opportunities

participating in, and contributing to, discussion through:

conferences

courses

journals

meetings

seminars

reading current literature, including specialist journals and industry magazines

seeking opportunities for coaching or mentoring

supporting the development of information literacy skills in the workplace.

Lifelong learning relates to:

continuous building of skills and knowledge throughout life

equipping library clients with the skills to seek information for themselves

fostering learning throughout life

ways that libraries promote lifelong learning, for example, through user education programs.

Current and emerging technologiesmay include:

digital technologies and their applications in contemporary libraries

electronic networks, such as:

e-lists

electronic newsletters

rich site summary (RSS) feeds

internet/web-based systems and services

podcasts

social networking applications

software applications

videoconferencing

web technologies.