You are a library officer within the TAFE Queensland Library Network (TQLN). A copyright research officer (customer) approaches you for assistance in writing her paper on legislation/ethical issues in the library and information industry. She wants you to conduct some research for her paper and wants the information by 5 pm on that day.
| Student Name | Student Number | ||||
| Unit Code/s & Name/s | BSBINS404 Search library and information databases | ||||
| Cluster Name If applicable |
N/A | ||||
| Assessment Type | ☐ Case Study ☐ Assignment ☒ Project ☐ Other (specify) | ||||
| Assessment Name | Identifying & presenting information | Assessment Task No. | 2 of 2 | ||
| Assessment Due Date | Date Submitted | / / | |||
| Assessor Name | |||||
| Student Declaration: I declare that this assessment is my own work. I am aware of and understand the rules related to assessment as outlined in TAFE Queensland Student Rules and acknowledge that failure to comply with these rules will be regarded as misconduct and will be subject to disciplinary action as outlined. | |||||
| Student Signature | Date | / / | |||
| PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. | |||||
| Instructions to Student | General Instructions:
This task requires you to demonstrate the skills and knowledge requirements to use databases to source information requested by a customer. You will demonstrate skills and knowledge required to: · search and analyse information from a range of bibliographic and full-text databases · evaluate the information retrieved · present this information to the customer. You will access the databases via the TAFE Queensland Libraries Network. Please provide names and URLs of the Databases you access This assessment task is in two (2) parts. Part 1 Role Play You are to conduct a reference interview to determine a customer’s information needs. This will be a role play where you will record the interview using a video recording (submitted as mp4 or any other format) by saving it to Google Drive and uploading the link). You will require the cooperation of another person to play the role of your customer. The customer can be a fellow student, friend, family member, work colleague, work supervisor, etc. Part 2 Meeting the information needs of the customer Accessing databases via the TAFE Queensland Libraries Network, you are to access three (3) different databases to source relevant information. Once you have sourced the information, you are to: · choose one (1) article from each database · name and provide URLs for each database · evaluate your search results · compile an annotated bibliography for your customer—this bibliography needs to be in the APA 7th ed. referencing style. Assessment Conditions: Time Allowed: This task is to be submitted by the due dates advised in the Unit Study Guide. If a student requires an extension, they must negotiate this with their assessor before the due date.
Level of Assistance Permitted (If Any): This is an open book assessment task. All work must be your own. Students may: · refer to learning resources, workplace and/or research further information · ask the assessor clarifying questions · access the services of Studiosity to assist in interpreting questions or proofreading text · be referred to learning support for additional assistance. Students must seek any required assistance, reasonable adjustment or negotiate extensions with the assessor prior to the due date.
Location: This assessment is to be completed in a workplace or a simulated workplace, including the classroom or home office environment. This assessment is to be completed in a workplace or a closely simulated workplace, including the classroom or home office environment. Tasks are to be submitted via Connect. This task needs to be observed by your assessor. These skills and activities can be demonstrated in any one of three ways: · in class · in online rooms · video recording (NB: Options available at the assessor’s discretion.) When recording, please confirm your identity as the student being assessed with your name and student number. Plus, record consent from all participants at the beginning of the task. You may use this comment, ‘I am (insert student name and number). This activity is for the purpose of assessment only and will be recorded, viewed and stored following TAFE Queensland procedures. All participants consent to being recorded for these assessment purposes.’ Record and upload a maximum of fifteen (15) minute video recording
Materials to be Supplied: For this assessment, learners will need access to: · internet, device and word processing software (can be accessed through TAFE campuses and facilities) · access to Connect and associated learning resources · access to the library network · organisational strategic and operational plans · workplace policies and procedures relevant to performance development · relevant legislation, regulations and codes of practice · Appendices: – BSBLIB404 Appendix A – Annotated bibliography – BSBLIB404 Appendix B – Literacy Framework
Assessment Criteria: To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard: · All tasks have been completed in full and to a satisfactory standard. · Demonstrated knowledge and skills required to: – conduct reference interviews – access and search databases – compile a bibliography using the APA 7th ed. referencing style.
Work, Health and Safety: · Follow TAFE Queensland Student Rules. · Access TAFE Queensland Student Services for any additional support. · Conduct risk assessments prior to any assessment task to ensure the safety of all participants and the environment. · Ensure an ergonomically safe work environment to complete all assessment tasks.
Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant questions with you and will arrange a date for your 2nd attempt. If your 2nd attempt is unsatisfactory (U), or you fail to attend the scheduled date for a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules. |
| Submission details | Please refer to the Unit Study Guide for the due date.
Submission requirements: Review the Marking Criteria provided for this task to ensure you have evidenced all requirements. Assessment to be submitted via: · TAFE Queensland Learning Management System: Connect: https://connect.tafeqld.edu.au/d2l/login · Username; 9-digit student number For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx> |
| Instructions for the Assessor | The students will demonstrate the skills and knowledge required to:
· search and analyse information from a range of bibliographic and full-text databases · evaluate the information retrieved · present this information to the customer. Assessors are to: · confirm expectations, as detailed in ‘Instructions to Student’, have been followed and met · ensure the safety of all assessment activities by conducting and supporting risk assessments and ensuring all follow TAFE Queensland Student Rules · negotiate observation strategy with the student, including roleplay participant, place and means of observation · provide feedback on all assessment attempts and identify additional learning and/or practice required by the student before their second attempt · use the Benchmark answers and Marking Criteria to record their assessment and feedback · negotiate to complete assessment tasks and/or resubmissions verbally, where the opportunity presents: – scribe the student’s response verbatim on the assessment task/marking criteria, and note the questions verbally addressed on the cover sheet – initial and date additional comments. Interaction with customers Role Play Use the questions provided to evaluate the student’s application of knowledge and understanding of the task performed. Record the student responses to each question in the spaces provided. If a question is not required to be asked, please note in the space provided. Refer to the Benchmark Answers to ensure objectivity and consistency. Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards. |
| Note to Student | An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide. |
Detailed instructions to students
This assessment is in three (3) parts, and each part must be completed satisfactorily.
Part 1: Identifying customer information needs
In a roleplay (videorecording), conduct a reference interview to identify your customer’s information needs.
| Roleplay scenario
You are a library officer within the TAFE Queensland Library Network (TQLN). A copyright research officer (customer) approaches you for assistance in writing her paper on legislation/ethical issues in the library and information industry. She wants you to conduct some research for her paper and wants the information by 5 pm on that day. Remember, legislation/ethical issues are a broad topic. During the interview, you are to narrow this topic down to the customer’s specific needs. Some relevant topics specific to her needs may be: · Information ethics for 21st-century library professionals · Legal and ethical issues of information service delivery · Copyright in digital material – are changes needed and why? Copyright protection and exceptions that apply to Library & Information Industry · Libraries and censorship – information dilemma for libraries (abiding by Censorship legislation) – OR censorship of information – an industry dilemma protecting the customer versus freedom of information cost and barriers of access to information in the digital era – how much is really free? · Library & Information services response to the privacy of personal information
You will require the cooperation of another person to play the role of your customer. The customer can be a fellow student, friend, family member, work colleague, work supervisor, etc.
DO NOT INTERVIEW YOURSELF. |
Conduct a reference interview to confirm your customer’s information needs:
- Record your reference interview using a video recording (submitted as mp4 or another format).
- In this interview, gather all the details you need from the customer to successfully determine the nature and extent of their information needs and the format they require it to be presented to them.
- In your video, you must demonstrate appropriate communication techniques, including active listening, open and closed questioning and the use of encouragers, to clarify the information they need and to confirm your understanding.
- Explain relevant copyright, moral rights and intellectual property issues and legislation relevant to using information from databases, such as printing, downloading full text.
Part 2: Sourcing and presenting information
Once you have determined the information need of your customer, you need to source and present information that will meet their needs:
Step 1: Search three (3) different databases to source the information.
Step 2: Looking at the bibliographical record from each database, select one (1) article from each one that you think will meet the information needs of your customer. Identify suitable search techniques that will effectively gather the information you require and explain the reason for your selection of these techniques. You then need to explain how the information found met the needs of each customer.
Step 3: For each article, state the names and URLs of each database.
Step 4: For each article, explain the search strategy you used to retrieve your information. Use the strategy manual for each of the three (3) databases to enhance your search strategy, to refine your searches and to identify appropriate information. Provide evidence of each strategy manual used, this can be a screenshot of each manual.
Step 5: For each article, evaluate the selected article for its currency, relevance, authority, accuracy and purpose to the information needs of your customer.
Step 6: For each article, present your information by compiling an annotated bibliography, using the APA 7th ed. referencing style, with an annotation summarising the article and explaining its relevance to your customer. In addition, cover the following:
- Present the information verbally to at least two (2) colleagues
- Use language that is appropriate for the audience
- Allow time for questions and clarify any areas that the participants are unsure of
- Confirm the understanding of your colleagues by asking them questions.
- Upload evidence, in the form of a video recording, of you presenting the information to your colleagues.
For those who do not have access to a workplace, find two (2) participants who will play the role of your colleagues.
Use Appendix A – Annotated bibliography to complete steps 3-6.
Submission list:
- Information retrieved from three (3) databases
- The information, explanation and evaluation required for steps 3, 4 and 5
- Evidence of the strategy manual used for each database in step 4 (screenshots)
- A video recording of the presentation of the data for step 6
Part 3: Contingency planning
| Roleplay scenario cont’d
Your customer has requested all the information by 5 pm that same day. Unfortunately, you cannot meet this deadline as you also have other library duties to perform, and you could not gain access to the database. |
Referring to the consulting manual Appendix B – Literacy framework, answer the following questions:
| 1. What is the purpose of the framework? |
| 2. Choose one (1) standard from the framework and explain why it is relevant to searching a database. |
| 3. How can a Librarian assist others in the community according to the framework? |
|
|
Appendix A – Annotated bibliography
Article 1
| Name and URL of database: | ||
| Search strategy used: | ||
| Name of articled selected: | ||
| Evaluate the selected article for its currency, relevance, authority, accuracy and purpose to the information need. | ||
| Currency: ☐ Yes ☐No
Is content recent enough to be relevant to the customer’s needs? |
Explain your response: | |
| Relevance: ☐ Yes ☐No
Does the article answer the customer’s question? |
Explain your response: | |
| Accuracy: ☐ Yes ☐No
Is the content of the article reliable, truthful, and correct? |
Explain your response: | |
| Authority: ☐ Yes ☐No
Is the author(s) credible (e.g., qualifications, credentials, affiliations)? |
Purpose: ☐ Yes ☐No
Are the writer’s intentions clear, is the point of view objective and impartial? |
|
Compile an annotated bibliography for your article.
Your topic title/customer question: Annotated bibliography
APA Citation:
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. https://doi.org/xx.xxx.xxxx
Annotation
In the first paragraph, summarise—in your own words—the main points of your source. Do not copy from the source or use the abstract.
Explain how this article is relevant to your customer and how it will help them develop one or more of the main points in their topic. If using a second paragraph, indent the first line 1.27 cm (0.5 inches).
Article 2
| Name and URL of database: | ||
| Search strategy used: | ||
| Name of articled selected: | ||
| Evaluate the selected article for its currency, relevance, authority, accuracy and purpose to the information need. | ||
| Currency: ☐ Yes ☐No
Is content recent enough to be relevant to the customer’s needs? |
Explain your response: | |
| Relevance: ☐ Yes ☐No
Does the article answer the customer’s question? |
Explain your response: | |
| Accuracy: ☐ Yes ☐No
Is the content of the article reliable, truthful, and correct? |
Explain your response: | |
| Authority: ☐ Yes ☐No
Is the author(s) credible (e.g., qualifications, credentials, affiliations)? |
Purpose: ☐ Yes ☐No
Are the writer’s intentions clear, is the point of view objective and impartial? |
|
Compile an annotated bibliography for your article.
Your topic title/customer question: Annotated bibliography
APA Citation:
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. https://doi.org/xx.xxx.xxxx
Annotation
In the first paragraph, summarise—in your own words—the main points of your source. Do not copy from the source or use the abstract.
Explain how this article is relevant to your customer and how it will help them develop one or more of the main points in their topic. If using a second paragraph, indent the first line 1.27 cm (0.5 inches).
Article 3
| Name and URL of database: | ||
| Search strategy used: | ||
| Name of articled selected: | ||
| Evaluate the selected article for its currency, relevance, authority, accuracy and purpose to the information need. | ||
| Currency: ☐ Yes ☐No
Is content recent enough to be relevant to the customer’s needs? |
Explain your response: | |
| Relevance: ☐ Yes ☐No
Does the article answer the customer’s question? |
Explain your response: | |
| Accuracy: ☐ Yes ☐No
Is the content of the article reliable, truthful, and correct? |
Explain your response: | |
| Authority: ☐ Yes ☐No
Is the author(s) credible (e.g., qualifications, credentials, affiliations)? |
Purpose: ☐ Yes ☐No
Are the writer’s intentions clear, is the point of view objective and impartial? |
|
Compile an annotated bibliography for your article.
Your topic title/customer question: Annotated bibliography
APA Citation:
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. https://doi.org/xx.xxx.xxxx
Annotation
In the first paragraph, summarise—in your own words—the main points of your source. Do not copy from the source or use the abstract.
Explain how this article is relevant to your customer and how it will help them develop one or more of the main points in their topic. If using a second paragraph, indent the first line 1.27 cm (0.5 inches).
Appendix B – Literacy Framework
Australian and New Zealand Information Literacy Framework
Principles, standards and practice
Second edition
Editor
Alan Bundy
The Australian and New Zealand information literacy framework is derived, with permission, from the Association of College and Research Libraries (ACRL) information literacy competency standards for higher education.
Object of the Australian Library and Information Association
To promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy.
Principle
A thriving national and global culture, economy and democracy will be best advanced by people able to recognise their need for information, and identify, locate, access, evaluate and apply the needed information.
Statement
Information literacy is a prerequisite for
- participative citizenship
- social inclusion
- the creation of new knowledge
- personal, vocational, corporate and organisational empowerment
- learning for life
Standard one
The information literate person recognises the need for information and determines the nature and extent of the information needed
Standard two
The information literate person finds needed information effectively and efficiently
Standard three
The information literate person critically evaluates information and the information seeking process
Standard four
The information literate person manages information collected or generated
Standard five
The information literate person applies prior and new information to construct new concepts or create new understandings
Standard six
The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.
What we do
The Framework includes principles and standards that provide a basis for assessing information literacy learning. The learning outcomes are necessarily generic. Therefore educators (teachers, librarians, staff developers, learning advisers, trainers, curriculum designers and others) should work together to develop assessment tools and strategies in the context of particular disciplines and workplaces.
Outcomes
It is holistically essential that teachers and librarians function as educational professionals who can engage in educational debate and decision-making processes, influence policy, forge strategic alliances and demonstrate diplomacy. A well planned, supported and strategically aligned professional development program will ensure:
- consistent, ongoing, timely and relevant information literacy related professional development
- innovative teaching and learning practice which meets the increasingly sophisticated information literacy needs of a diverse and complex student population
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