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Evidence Guide: CULINM501A - Analyse and describe information resources

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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CULINM501A - Analyse and describe information resources

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

Identify description requirements

  1. Identify scope and likely use of resources
  2. Assess customer requirements and expectations, including special needs
  3. Determine appropriate type and structure of descriptions
Identify scope and likely use of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess customer requirements and expectations, including special needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate type and structure of descriptions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse resources

  1. Use analysis and description tools and standards, precedents and techniques appropriate to the nature of the resources, including manual indexes
  2. Analyse subject content of resources to clearly distinguish significant information from minor references
  3. Integrate established general concepts and principles of description and knowledge of relevant standards and authorities
  4. Ensure concepts derived from analysis of resources are appropriate in the context of the subject field
Use analysis and description tools and standards, precedents and techniques appropriate to the nature of the resources, including manual indexes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse subject content of resources to clearly distinguish significant information from minor references

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate established general concepts and principles of description and knowledge of relevant standards and authorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure concepts derived from analysis of resources are appropriate in the context of the subject field

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe resources and format descriptions

  1. Create descriptions that represent concepts appropriately and reflect the overall purpose and intended use of the description
  2. Conform format of description to general conventions
  3. Develop a reference structure of descriptors to display relationships to assist customers
  4. Enhance description to meet identified customer needs
Create descriptions that represent concepts appropriately and reflect the overall purpose and intended use of the description

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conform format of description to general conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a reference structure of descriptors to display relationships to assist customers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance description to meet identified customer needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review description practices and procedures

  1. In consultation with colleagues, review description practices and procedures to ensure they take account of industry developments and that customer needs are being met
  2. Take appropriate action within scope of individual responsibility to enhance description practices and procedures
  3. Check descriptions regularly for internal consistency and compliance with established structure, rules and authorities
In consultation with colleagues, review description practices and procedures to ensure they take account of industry developments and that customer needs are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action within scope of individual responsibility to enhance description practices and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check descriptions regularly for internal consistency and compliance with established structure, rules and authorities

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:

use tools, standards and communication skills to analyse and describe resources appropriately

demonstrate use of current industry systems to analyse and describe a range of different resources.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant policies and procedures manuals

relevant thesauruses and database programs

resources to index and abstract.

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

evaluation of appropriateness of descriptions created by the candidate and adaptation to suit different types of information

verbal or written questioning to assess knowledge of tools and standards.

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:

CULINM502A Provide subject access and classify material.

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

describe a wide range of potentially complex information

work collaboratively with others

critical thinking skills to:

apply analysis and description tools to a wide range of information types of varying complexity

distinguish significant information from minor references

develop reference structures

initiative and enterprise skills to create descriptions that anticipate and accommodate the ways customers may search for resources

literacy skills to interpret and analyse a wide range of references

numeracy skills to work with indexing concepts

self-management skills to:

prioritise work tasks and meet deadlines

follow workplace procedures.

Required knowledge

principles of subject access

principles of thesauruses used in indexing

types of indexes and abstracts

abstracting and indexing standards and methods, including descriptions and crossreferencing of access points and descriptors

methods for allocating major and minor descriptors to information resources

methods for matching reference structure to suit customer needs

methods for enhancing subject access through indexing

monitoring and review processes for indexes and abstracts

copyright, moral rights and intellectual property issues and legislation that impact on indexing and abstracting activities.

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.

Scope and likely use of resources may relate to:

available space

available time

document format

purpose, such as:

educational

professional

recreational

subject matter.

Customer requirementsmay include:

access

current awareness

description of contents of materials

enquiry

translation from one language to another.

Descriptions may be:

assigned from a prescribed list or thesaurus, such as:

Education Resources Information Centre (ERIC)

Australian Education Index (AEI)

critical

derived from text or context

formulated to meet identified customer needs

indicative

informative

taken from pre-existing formulations.

Analysis and description tools and standards may include:

Library of Congress Subject Headings (LCSH)

Schools Cataloguing Information Service (SCIS) subject headings and thesauruses.

Manual index entries may be ordered:

according to traditional rules or conventions

alphabetically

alphanumerically

chronologically

numerically

taxonomically.

General conventions may include:

bibliographic organisation and descriptions

geographic descriptions.

Reviewmay involve:

customer feedback

statistics

surveys.