Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CULLB505C Mapping and Delivery Guide
Analyse and describe information materials

Version 1.0
Issue Date: June 2024


Qualification -
Unit of Competency CULLB505C - Analyse and describe information materials
Description This unit describes the performance outcomes, skills and knowledge required to analyse and describe material by indexing and abstracting the content and format of materials to ensure the efficient retrieval of information by customers.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.
Learning Outcomes and Application This unit applies to individuals who possess significant technical skills and knowledge for the description of information materials in accordance with national and international standards. This work is carried out autonomously within established guidelines.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field Information Organisation and Management
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify description requirements
       
Element: Identify scope and likely uses of material
       
Element: Assess customer requirements or expectations, including potential special needs
       
Element: Determine appropriate type and structure of description
       
Element: Analyse material
       
Element: Use analysis and description tools, standards, precedents and techniques which are appropriate to the nature of the material
       
Element: Analyse subject content of the material and clearly distinguish significant information from minor references
       
Element: Integrate established general concepts and principles of description and knowledge of relevant standards and authorities
       
Element: Ensure concepts derived from analysis of material are appropriate in the context of the subject field
       
Element: Describe material and format description
       
Element: Create description/s which represent concepts appropriately, and which reflect the overall purpose and intended use of the description
       
Element: Conform format of description to general conventions and any special rules
       
Element: Where required, develop accurate reference structure of descriptors to display relationships to assist customers
       
Element: Where appropriate, enhance description to meet identified customer needs
       
Element: Monitor and review analysis and description practices and procedures
       
Element: In consultation with colleagues, undertake monitoring and review description practices and procedures regularly to ensure customer needs are being met and in response to industry developments
       
Element: Take appropriate action within scope of individual responsibility to enhance description practices and procedures
       
Element: Where required, check descriptions regularly for internal consistency and compliance with established structure, rules and authorities
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

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

Evidence of the following is essential:

ability to appropriately use tools, standards and communication skills to analyse and describe material appropriately

knowledge of principles of subject access

demonstration of skills using current industry systems to analyse and describe a range of different materials.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant policies and procedures manuals

access to relevant thesauri and database programs.

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 on-the-job performance by the candidate

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

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

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CULLB506C Catalogue and classify material.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to accurately and appropriately describe a wide range of potentially complex information

critical thinking skills to apply analysis and description tools to a wide range of different information types of varying complexity

literacy skills to interpret and analyse a wide range of references

numeracy skills to work with indexing concepts.

Required knowledge

principles of subject access

principles of thesauri used in indexing

types of indexes and abstracts

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

allocating descriptors, major and minor

ways of matching reference structure to suit customer needs

ways of 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.

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 material may relate to:

subject matter

available time

available space

probable types of users, e.g. professional, educational, recreational

express brief or document format

Customer requirements or expectations for consideration may include:

access

current awareness

retrospective inquiry

description of contents of materials

translation from one language to another

Analysis and description tools, techniques and standards may include:

SCIS Subject Headings and thesauri

LCSH Library of Congress Subject Headings

Description/s may be:

indicative

informative

critical

assigned from a prescribed list or thesaurus, e.g. ERIC, AEI

taken from pre-existing formulations

derived from text or context

formulated to meet identified customers needs

In manual indexes, entries may be ordered:

alphabetically

numerically

alphanumerically

taxonomically

chronologically

according to traditional rules or conventions

General conventions may include:

bibliographic organisation/descriptions

geographic descriptions

Monitor and review processes may include:

surveys

customer feedback

statistics

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Forms

Assessment Cover Sheet

CULLB505C - Analyse and describe information materials
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CULLB505C - Analyse and describe information materials

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: