Assistant roles in libraries, archivesand information services and initial training qualifications

AWARDING ORGANISATION GUIDANCE

March 2010

Assistant roles in libraries, archivesand information services and initialtraining qualifications

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Contents

Assistant roles in libraries, archives and information services and initial training qualifications

Glossary of terms 3

Introduction 4

This document is divided into the following sections:

Section 1: Assistant roles in the libraries, archives and information services sector 5This section outlines the assistant roles in libraries, archives and information services. It indicates the differences in responsibilities between those who fulfill an assistant role and those who have additional management responsibilities and/or areas of specialism.

Section 2: Initial training qualifications 7This section provides guidance for awarding organisations intending to develop qualifications for assistants in libraries, archives and information services. Guidance is provided for two qualifications:

• Level 2 Certificate in Libraries, Archives and Information Services

• Level 3 Diploma in Libraries, Archives and Information Services

Section 3: Units of assessment 16This section details the mandatory and optional units of assessment for both qualifications

This document is available on the Lifelong Learning UK website: www.lluk.org

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Glossary of termsCertificateA qualification within the Qualifications and CreditFramework. The qualification has a value between13 and 36 credits (see also Diploma).

Credit (award of)A method of recognising learner achievement.Within the Qualifications and Credit Framework,credit is awarded for the successful completion ofunits of assessment. Every unit and qualificationhas a credit value. One credit represents tennotional hours of learning, showing how muchtime the average learner would take to completethe unit or qualification.

DiplomaA qualification within the Qualifications and CreditFramework. The qualification has a value of 36credits or more (see also Certificate).

Guided learning hours Guided learning hours are defined as all timeswhen a member of staff is present to give specificguidance towards the learning aim being studied ona programme. This definition includes lectures,tutorials and supervised study in, for example, openlearning centres and learning workshops. It alsoincludes time spent by staff assessing a learner’sachievements, for example in the observation andassessment of workplace practice.

Libraries, archives and information services sector This is the overarching term used by LifelongLearning UK to refer to libraries, archives andinformation services. It includes recordsmanagement.

Mandatory groupThis denotes a group of units which learners arerequired to complete in accordance with the rulesset for the group. It may not be necessary forlearners to achieve all the units in the group.

Mandatory unitsMandatory units are those in which credit mustbe achieved in order to meet the requirements of a qualification.

Optional groupThis denotes a group of units from which learnersmay select units as permitted by the rules ofcombination.

Optional unitsOptional units are those that a learner may selectin order to achieve credits that meet therequirements of a qualification.

Qualifications and credit framework (QCF)This is a unit-based framework and is underpinnedby a system of credit accumulation and transfer,enabling learners to ‘bank’, ‘build’ or ‘save’ creditawarded for achievement. There are 9 levelswithin the QCF covering entry level to level 8

Recognition / Accreditation of Prior Learning This is defined as a method of assessment thatconsiders whether a learner can demonstrate thatthey can meet the assessment requirements for aunit through knowledge, understanding or skillsthey already possess and do not need to developthrough a course of learning.1

Units of assessmentA unit is defined as a coherent and explicit set oflearning outcomes and related assessment criteriawith a title, credit value and level. Within theQualifications and Credit Framework (QCF) theterm ‘unit’ refers to a unit of assessment. Units forthe QCF share a common set of characteristics,are submitted on a template, and can becombined to support the creation of coherentprogrammes of learning and qualifications.

1Claiming credit: Guidance on the recognition of prior learning within the Qualifications and Credit Framework, QCA, 2008, p. 22.http://www.qcda.gov.uk/libraryAssets/media/Claiming_credit_7th_proof_web_ready.pdf

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Introduction

This document provides guidance for awardingorganisations wishing to develop qualifications forassistants in the libraries, archives and informationservices sector. It primarily addresses thoseawarding organisations who can submitqualifications for accreditation within theQualifications and Credit Framework. Otherawarding organisations, including higher educationinstitutions, can use the information to supportdevelopment of similar qualifications within otherframeworks.

Lifelong Learning UK has supported thedevelopment of these qualifications to ensure thatnationally recognised accredited professionaldevelopment opportunities are available forassistants and their employers in libraries, archivesand information services. Lifelong Learning UKhas a role to ensure qualifications are available foremployers and individual practitioners whoidentify accredited opportunities as best meetingtheir needs.

These qualifications are intended to support theworkplace development of assistants and

contribute to the recognition of the valuable roleassistants undertake in their organisations. Thequalifications have been developed to meet theneeds of those currently and newly working inlibraries, archives and information services. Therehas been strong support for this developmentfrom stakeholders. The qualifications will supportcareer progression within the area of libraries,archive and information services and alsoprogression into other roles.

The qualifications are underpinned by the twosuites of National Occupational Standards forLibraries, Archives and Information Services. Theassessment criteria in the mandatory units ofassessment define the essential knowledge,understanding and professional practice requiredof a competent assistant. Optional credit in thelevel 3 qualification provides opportunities toaddress workplace development needs which arespecific to particular parts of this diverseworkforce. Optional credit is also significant inproviding opportunities for supportingprogression.

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Section One Assistant roles in libraries, archives and information services

This section outlines functions of the assistant rolein libraries, archives and information services, withconsideration of additional functions that someassistants may undertake. Information is alsoprovided on the national occupational standardswhich underpin the new qualifications.

These qualifications are designed for assistantsworking in the full range of settings in libraries,archives and information services (includingrecords management).

Assistant roles and responsibilities inlibraries, archives and information servicesResearch has identified a broad operational rolewithin libraries, archives and information services.We use the term ‘assistant’ to describe this role.We do not use the term to refer to a job title, aswe know that these are many and varied.

Those in an assistant role within libraries, archivesand information services operate in a wide rangeof contexts. These include public libraries, healthauthority libraries, joint archives and local studiesservices, specialist archives and county recordoffices. The responsibilities of any individualpractitioner in this role can vary in accordancewith their context and setting.

The core functions identified for the assistant role,whatever the context, are as follows:

• Handling information and/or material in avariety of ways appropriate to context andlevel of responsibility (for example, locating andreplacing information and/or material,protecting and securing information and/ormaterial). This includes the use of ICT skillswhere processes and systems make use oftechnology.

• Using customer service skills to support usersof libraries, archives and information services ina variety of ways (for example, helping users toobtain access to information and/or material).

• Contributing to efforts to ensure that thelibrary, archive or information service is a user-focussed and accessible environment.

• Using ICT skills to support users to make useof digital resources.

As assistants become more experienced, theyoften broaden the range of contexts within whichthey work, take on a wider range ofresponsibilities and/or develop additional specialistknowledge. They may also undertake additionalfunctions including:

• supervision of other assistants andmanagement of resources

• taking part in promotional activities

• providing induction and orientation activitiesfor users

• the development of specialist knowledge of aparticular area in order to support users withspecific interests (for example, palaeography,family history).

Qualifications have been developed for this role attwo levels, level 2 and level 3. The core functionsof the role are addressed in both the level 2 andthe level 3 qualifications, while the additionalfunctions identified above are dealt with in thelevel 3 qualification only. These qualifications havebeen designed in consultation with keystakeholders for libraries, archives and informationservices with the needs of assistants in a widerange of contexts in mind.

Those undertaking an assistant role come from awide variety of backgrounds and bring a range ofprior experience and qualifications to the role.Some may be already qualified in otherprofessions, but all can benefit from training ordevelopment specific to the area of libraries,archives and information services.


The availability of qualifications at level 2 and level3 provides two alternative starting points fortraining for library assistants. Those who elect tostart with the level two qualification will be able toprogress to level 3 without having to repeatlearning which has already been completed, asthere is the facility to carry forward some level 2credit into the level 3 qualification. Others mayelect to take the level 3 qualification as theirstarting point, with all the core functions outlinedabove being addressed at level 3, as well as theopportunity to carry out learning relating to theadditional functions identified.

The optional units relating to managementresponsibilities are at level 4 of the qualificationsframework thus enabling learners to developsome of the appropriate academic skills needed toprogress to and achieve Foundation and BachelorDegrees in the future, also facilitating futureprogression to other roles.

National Occupational Standardsunderpinning qualifications for assistants inlibraries, archives and information services

BackgroundThese qualifications detailed in this document areunderpinned by two complementary sets ofNational Occupational Standards for libraries,archives and information services.

These are:

• The 2008 National Occupational Standardswhich relate mainly to practitioner roles butcontain elements of knowledge, understandingand skills which are of importance to those inthe assistant role across the sector.

• The 2009 National Occupational Standardswhich relate to operational roles. They whichare comprised of separate sets of standards forLibraries, Archives and Records Management.

Together the two sets of standards cover thewhole workforce, comprising staff in operational,practitioner2 and middle/senior managementroles3. The National Occupational Standards wereapproved by the UK Commission for Employmentand Skills (UKCES) in May 2008 and apply acrossthe UK.

The National Occupational Standards for libraries,archives and information services (2008) areavailable on the UKCES website4. The NationalOccupational Standards for libraries, archives andinformation services: Operational (2009) areawaiting approval by UKCES. They are available indraft on the Lifelong Learning UK website.

The Level 2 Certificate in Libraries, Archives andInformation Services and the Level 3 Diploma inLibraries, Archives and Information Services areunderpinned, in the main, by the NationalOccupational Standards for Libraries, Archivesand Information Services: Operational (2009).

The level 4 optional units in the diplomaqualification relate to management responsibilitiesare underpinned by a number of standards fromthe 2008 suite (practitioner and middle/seniormanagement roles). These particular standardswere imported from the National OccupationalStandards for Management and Leadership(Management Standards Centre 2004).

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2http://www.ukstandards.co.uk/Find_Occupational_Standards.aspx?NosFindID=4&SuiteID=14343http://www.ukstandards.co.uk/Find_Occupational_Standards.aspx?NosFindID=4&FormMode=ViewModeSuite&SuiteID=14344http://tinyurl.com/69bha5

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Section TwoThe Qualifications

Key features of the new qualificationsThe new qualifications have been developedfollowing extensive consultation with thesector. They are competence based but alsoinclude elements of underlying knowledge, thusmaking them suitable for inclusion in the newapprenticeship frameworks in England, Walesand Northern Ireland.

The level 2 qualification focuses on core areas ofthe assistant’s role. The units are appropriate forthe three areas; libraries, archives and recordsmanagement. The qualification aims to facilitatetransfer between these areas. Units may becontextualised for each of the areas. The level 3qualification includes mandatory units relevant toall assistants. This qualification also includes arange of optional specialist units which enablelearners to focus on areas of particular interestand importance.

Both qualifications include a unit of assessmentrelating to the use of ICT to support users inaccessing information using digital resources. This reflects the growing importance of new andemerging technologies for the assistant role.Some aspects of the content in these ICT unitswere first identified by the Scottish Library andInformation Council (SLIC) and the ScottishQualifications Authority (SQA). The SQADiploma in Applications of ICT in Libraries wouldbe an appropriate progression route for thosewishing to specialise further in applications of ICTwithin libraries, archives and information servicesorganisations.

The content of the specialist unit on ReaderDevelopment was informed by Opening theBook’s “Frontline” programme5.

Assessment of the qualifications The Level 2 Certificate in Libraries, Archives andInformation Services and the Level 3 Diploma inLibraries, Archives and Information Services arevocational qualifications which require assessmentboth of competence and underlying knowledge, inways which are appropriate to the requirementsof the sector. This could include observation ofworkplace practice.

It is expected that the qualifications will beundertaken by those in employment or withaccess to significant workplace experience.However, the units Understanding the libraries,archives and information services environment andUnderstanding a libraries, archives and informationservices organisation are knowledge based; itwould be possible for these to be front-loadedand delivered as an introduction to working withinthe sector. They could be developed as standalone awards if these were seen as valuable.

Recognition / accreditation of prior learningRecognition / accreditation of prior learning willbe available in line with the requirements ofawarding institutions and appropriate regulatorybodies.

5http://www.openingthebook.com

Level 2 Certificate in Libraries, Archives and Information Services

This section details the level 2 qualification forassistants in libraries, archives and informationservices. The qualification is at level 2.

Title of qualificationLevel 2 Certificate in Libraries, Archives andInformation ServicesAwarding organisations are required to use thistitle when operating in the Qualifications andCredit Framework.

Target audienceThe qualification is designed for those working in assistant roles in the full range of settings inlibraries, archives and information services, forwhom a level 2 qualification would be deemedto be an appropriate starting point. This may be because they are very new to the libraries,archives and information services sector orbecause this qualification would represent theirfirst experience of study at level 2.

Those achieving this level 2 qualification may wishto progress to the level 3 qualification as there isthe facility to carry forward some level 2 creditinto the level 3 qualification

Credit valueThe qualification has a total credit value of 30.

Guided learning hoursThe total guided learning hours (GLH) for thequalification is 175. GLH values for individualunits of assessment can be found in the unittemplates included in Section 3.

Units of assessmentThe qualification contains eight units ofassessment. All units in the qualification aremandatory. There are no optional units ofassessment within the qualification. The structureof the qualification is shown in Fig. 1 and the rulesof combination in Table 1.

Entry requirementsThere are no formal entry requirements for thisqualification. However, awarding organisationswill wish to ensure that learners have theappropriate communication skills to meet therequirements of the course.

Personal skills in English6, mathematics and ICTTrainees should be provided with support andresources to enable them to self assess theirpersonal skills in English, mathematics and ICT. Itis recommended that all trainees work towardsachievement at level 2 of their personal literacy,numeracy and ICT skills.

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6Or Welsh

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Level 2 Certificate in Libraries, Archives and Information Services (30 credits)

(All units are mandatory)

Understanding the libraries, archives and information services environment

Level 2 3 CREDITS

Understanding a libraries, archives andinformation services organisation

Level 2 3 CREDITS

Creating and maintaining a user-focussedenvironment

Level 2 6 CREDITS

Supporting users to make use of digitalresources

Level 2 6 CREDITS

Protecting, securing and copying information and/or material

Level 2 3 CREDITS

Locating and replacing information and/or material

Level 2 3 CREDITS

Issuing information and/or material

Level 2 3 CREDITS

Green Boxes: Units that can be carriedforward to Level 3 Diploma in Libraries,

Archives and Information Services, subject to a maximum of 21 credits

Helping users to obtain access to information and/or material

Level 2 3 CREDITS

Table 1: Rules of combination

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Level 2 Certificate in Libraries, Archives and Information ServicesTotal credit value of qualification: Minimum 30 credits

Credit value at Level 2 30

Credit value of mandatory units 30

Credit value of optional units 0

Group 1: Mandatory units Level Credits

Understanding the libraries, archives and information services environment 2 3

Understanding a libraries, archives and information services organisation 2 3

Supporting users to make use of digital resources 2 6

Protecting, securing and copying information and/or material 2 3

Locating and replacing information and/or material 2 3

Issuing information and/or material 2 3

Helping users to obtain access to information and/or material 2 3

Creating and maintaining a user-focussed environment 2 6

Thirty credits must be achieved from this group. Learners must complete all of the units. There are no optional units in this qualification.

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Title of qualificationLevel 3 Diploma in Libraries, Archives andInformation ServicesAwarding organisations are required to use thistitle when operating in the Qualifications andCredit Framework.

Target audienceThe qualification is designed for those working in assistant roles in the full range of settings inlibraries, archives and information services andwho wish to achieve accreditation at level 3. It isalso designed for those who as well as fulfilling anassistant role have additional managementresponsibilities and/or areas of specialism.

Credit valueThe qualification has a total credit value of 45.

Guided learning hoursThe total guided learning hours (GLH) for thequalification is a maximum of 225. This is basedon learners choosing a combination of the unitswith the highest guided learning hours attachedto them. Different combinations of units mayrequire fewer overall GLH. The remainder of thetotal learning time comprises directed and selfdirected study time. GLH values for individualunits can be found in the units of assessment.

Units of assessmentThe qualification contains three mandatorygroups of units of assessment and one optionalgroup of units of assessment from which learnersare required to achieve a specific number ofcredits in accordance with the rule for eachgroup. The structure of the qualification is shownin Fig. 2 and the rules of combination in Table 2.

Further optional units may be developed in thefuture where a need is identified by the sector.

Entry requirementsThere are no formal entry requirements for thisqualification. However, awarding organisationswill wish to ensure that learners have theappropriate communication skills to meet therequirements of the course.

Personal skills in English7, mathematics and ICTTrainees should be provided with support andresources to enable them to self assess theirpersonal skills in English, mathematics and ICT. Itis recommended that all trainees work towardsachievement at level 2 in all three areas ofpersonal skills.

Level 3 Diploma in Libraries, Archives and Information Services

6Or Welsh

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MandatoryGroup 1

18 credits

Level 3 Diploma in Libraries, Archives and Information Services(45 credits)

Understanding the libraries,archives and information

services environment

Green Boxes: Units from Level 2 Certificate in Libraries, Archives and

Information Services

MandatoryGroup 2 Achieve a

minimum of 6 credits

or

or

or

or

or

Level 2 3 CREDITS

Level 2 3 CREDITS

Level 2 6 CREDITS

Level 3 3 CREDITS

Level 3 3 CREDITS

Level 3 6 CREDITS

Understanding the libraries,archives and information

services environment

Understanding a libraries,archives and information

services organisation

Understanding a libraries,archives and information

services organisation

Supporting users to make use of digital resources

Supporting users to make use of digital resources

Level 3 6 CREDITS

Approaches to the organisation of information and/or material

Level 2 3 CREDITS

Level 2 6 CREDITS

Level 3 3 CREDITS

Level 3 6 CREDITS

Level 3 6 CREDITS

Level 3 3 CREDITS

Providing induction and orientation activities for customers

Creating and maintaining a user-focussed environment

Creating and maintaining a user-focussed environment



Promoting Libraries, Archives and Information Services

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MandatoryGroup 3 Achieve a

minimum of 6 credits

OptionalGroup 1

The remaining 15 credits may be achieved from mandatory groups 2 and 3 or optional group 1:

Level 3 6 CREDITS

Level 3 6 CREDITS

Level 3 6 CREDITS

Level 3 6 CREDITS

Level 3 6 CREDITS

Level 3 6 CREDITS

Reader development

Engaging with the wider community

Local studies

Family history

Palaeography

Health information

Level 4 6 CREDITS

Level 4 6 CREDITS

Level 4 6 CREDITS

Level 4 6 CREDITS

Level 2 3 CREDITS

Level 2 3 CREDITS

Level 2 3 CREDITS

Leading a team

Developing productive working relationships with colleagues

Allocating and checking work in a team

Managing own resources and professional development

Protecting, securing and copying information and/or material

Locating and replacing information and/or material

Issuing information and/or material

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Table 2: Rules of combination

Level 3 Diploma in Libraries, Archives and Information ServicesTotal credit value of qualification: Minimum 45 credits

Credit value at Level 2 Maximum: 21 credits

Credit value at Level 3 Minimum: 24 credits

Credit value of mandatory units 18

Credit value of optional units 27

Mandatory Group 1: Level Credits

Understanding the libraries, archives and information services environment* 2 3

Understanding the libraries, archives and information services environment 3 3

Understanding a libraries, archives and information services organisation* 2 3


Supporting users to make use of digital resources* 2 6


Approaches to the organisation of information and/or material 3 6

18 credits must be obtained from group 1.

*For these units, credit may be brought forward from the Level 2 Certificate in Libraries, Archivesand Information Services subject to the overall requirement that learners should achieve the majorityof the total credit at level 3. Learners who have not previously achieved the Level 2 Certificate inLibraries, Archives and Information Services should achieve these units at level 3.

Barred combinations:

• The level 2 unit Understanding the libraries, archives and information services environment cannotbe combined with the level 3 unit Understanding the libraries, archives and information servicesenvironment

• The level 2 unit Understanding a libraries, archives and information services organisation cannot becombined with the level 3 unit Understanding a libraries, archives and information services organisation

• The level 2 unit Supporting users to make use of digital resources cannot be combined with thelevel 3 unit Supporting users to make use of digital resources

Mandatory Group 2: Level Credits

Helping users to obtain access to information and/or material* 2 3


Creating and maintaining a user-focussed environment* 2 6


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Providing induction and orientation activities for users 3 3

Promoting libraries, archives and information services 3 6

A minimum of 6 credits must be obtained from group 2.

* For these units, credit may be brought forward from the Level 2 Certificate in Libraries, Archivesand Information Services subject to the overall requirement that learners should achieve the majorityof the total credit at level 3. Learners who have not previously achieved the 2 Certificate in Libraries,Archives and Information Services should achieve the units Helping users to obtain access toinformation and/or material and Creating and maintaining a user-focussed environment at level 3.

Barred combinations:

• The level 2 unit Helping users to obtain access to information and/or material cannot be combinedwith the level 3 unit Helping users to obtain access to information and/or material

• The level 2 unit Creating and maintaining a user-focussed environment cannot be combined withthe level 3 unit Creating and maintaining a user-focussed environment

Mandatory Group 3: (specialist areas) Level Credits

Reader development 3 6

Engaging with the wider community 3 6

Local studies 3 6

Family history 3 6

Palaeography 3 6

Health information 3 6

A minimum of 6 credits must be obtained from group 3. This credit must be achieved at level 3.

Optional Group 1: Level Credits

Leading a team 4 6

Developing productive working relationships with colleagues 4 6

Allocating and checking work in a team 4 6

Managing own resources and professional development 4 6

Protecting, securing and copying information and/or material* 2 3

Locating and replacing information and/or material* 2 3

Issuing information and/or material* 2 3

A further 15 credits must be achieved either from this group or from mandatory groups 2 and 3above. Units taken as the mandatory units for groups 2 and 3 must not also be counted towards thefurther 15 credits to be achieved.

*For these units, credit may be brought forward from the Level 2 Certificate in Libraries, Archivesand Information Services or learners can opt to take these units at level 2 as part of the totalcredit, in both cases subject to the overall requirement that learners should achieve the majority of the total credit at level 3.

Section ThreeUnits of assessment

The following units of assessment are offered within the qualifications listed below:

• Level 2 Certificate in Libraries, Archives and Information Services

• Level 3 Diploma in Libraries, Archives and information Services

M denotes a mandatory unit.

O denotes an optional unit.

Please refer back to Section 2 for details of the specific structure for each qualification.

Unit title Level 2 Level 3 Certificate Diploma

Understanding the libraries, archives and information M Mservices environment

Understanding a libraries, archives and information M Mservices organisation

Supporting users to make use of digital resources M M

Protecting, securing and copying information and/or material M O

Locating and replacing information and/or material M O

Issuing information and/or material M O

Approaches to the organisation of information and/or material M

Helping users to obtain access to information and/or material M O

Creating and maintaining a user-focussed environment M O

Providing induction and orientation activities for users O

Promoting libraries, archives and information services O

Reader development O

Engaging with the wider community O

Local studies O

Family history O

Palaeography O

Health Information O

Leading a team O

Developing productive working relationships with colleagues O

Allocating and checking work in a team O

Managing own resources and professional development O

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Level 2 Certificate in Libraries, Archives and Information ServicesUnits of Assessment

Unit title Level Credits

Understanding the libraries, archives and informationservices environment 2 3



Protecting, securing and copying information and/or material 2 3

Locating and replacing information and/or material 2 3

Issuing information and/or material 2 3



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UNIT TITLE: Understanding the libraries, archives and information services environment

CREDIT LEVEL: 2

CREDIT VALUE: 3

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Understand the role of key 1.1 Identify the functions of key types of organisations in the types of organisations in the libraries, archives and information services sectorlibraries, archives and 1.2 Outline the services and materials provided by key types of information services sector organisations in the libraries, archives and information

services sector

2. Understand trends and 2.1 Identify trends and developments in the libraries, archives developments in the libraries, and information services sectorarchives and information 2.2 Describe the impact of trends and developments on the services sector assistant’s role

3. Understand the importance of 3.1 Identify key legislation which affects the libraries, archives key legislation for the libraries, and information services sectorarchives and information 3.2 Describe how the assistant’s role is affected by key services sector legislation

3.3 Describe procedures for dealing with non-compliance in relation to information legislation

4. Understand the role of national 4.1 Outline the purpose and activities of the principal national professional organisations in professional organisations for the libraries, archives and the libraries, archives and information services sectorinformation services sector 4.2 Identify key aspects of the relevant professional code(s)

for the assistant’s role.

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Additional Information about the unit

Purpose and aim(s) of the unit The unit aims to develop learners’ awareness of the wider libraries, archives and information services environment within which organisations operate. It involves an overview of different types of libraries, archives and information services organisations and their role. It includes consideration of trends and developments in the sector and exploration of their potential impact on the assistant’s role. It also involves identifying key legislation and consideration of the role of professional organisations and relevant codes of conduct.

Unit available from 01/04/2010

Unit expiry date 31/03/2015

Unit review date 31/03/2012

Details of the relationship between This unit has links to libraries, archives and information services the unit and relevant national NOS 2008: A1, B2, B3occupational standards or other professional standards or curricula (if appropriate)

Guidance for developing assessment arrangements for the unit (if appropriate)

Additional assessment requirements specified by a sector or regulatory body (if appropriate)

Support for the unit by a sector Lifelong Learning UKor other appropriate body (if required)

Location of the unit within the subject/sector classification system

Name of the organisation Lifelong Learning UKsubmitting the unit

Availability for use Shared

Guided Learning Hours 20

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UNIT TITLE: Understanding a libraries, archives or information service organisation

CREDIT LEVEL: 2

CREDIT VALUE: 3



1. Understand key aspects of 1.1 Identify the aims and objectives of a Libraries, Archives ora Libraries, Archives or Information Service (libraries, archives and information Information Services services) organisationorganisation 1.2 Identify the values of a libraries, archives and information

services organisation1.3 Describe the structure of a libraries, archives and

information services organisation, identifying key roles

2. Understand key policies of 2.1 Identify key policies of the organisation which impact on a libraries, archives and the assistant’s roleinformation services 2.2 Describe the assistant’s role in supporting equality and organisation diversity

2.3 Describe the assistant’s role in maintaining health and safety

3. Understand the role of key 3.1 Identify key stakeholders of a libraries, archives and stakeholders of a libraries, information services organisationarchives and information 3.2 Describe ways in which the assistant can work with services organisation stakeholders to support the organisation’s aims

4. Understand the requirements 4.1 Identify the users of a libraries, archives and information of the users of a libraries, services organisationarchives and information 4.2 Describe the requirements of current users of a libraries, services organisation archives and information services organisation

5. Understand how to work as 5.1 Identify key features of effective teamspart of a team in a libraries, 5.2 Describe how to work effectively as part of a teamarchives and information services organisation

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Purpose and aim(s) of the unit The unit aims to develop learners’ awareness of key aspects of a libraries, archives and information services organisation. This will usually be the one where they are employed*. It covers the aims, objectives, values and structure of an organisation and its key policies. It also covers the role of stakeholders, the needs of users and how to work as part of a team.

*Learners who are not currently in employment can achieve the unit by identifying a specific organisation.




Details of the relationship between This units links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: A2, A3, A5, B4 occupational standards or other professional standards or curricula (if appropriate)








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UNIT TITLE: Supporting users to make use of digital resources

CREDIT LEVEL: 2

CREDIT VALUE: 6



1. Understand the range and 1.1 Describe the range of digital resources provided by own types of digital resources organisationavailable for users 1.2 Describe common open-access and subscription resources

available online1.3 Identify key assistive technologies and software available to

support users with specific needs in accessing digital resources

2. Be able to support users in 2.1 Identify a range of methods for finding information onlinesearching for information using 2.2 Outline why it is important for users to make judgements digital resources about the reliability and currency of web-based sources of

information2.3 Show users how to use web-browsers and search engines2.4 Direct users to appropriate assistive technologies and

software to support users with specific needs in searching and selecting digital resources

3. Be able to support users to 3.1 Identify common online communication toolscommunicate using digital 3.2 Describe ways in which online communication tools can be resources used to access and share information

3.3 Direct users to appropriate assistive technologies and software to support users with specific needs in communicating using digital resources

4. Understand issues relating to 4.1 Identify ways of protecting identity and ensuring personal internet safety and own safety when using the internet organisation’s policies around 4.2 Identify the implications for users of organisation’s policy internet use around internet use

4.3 Advise users on safe and appropriate use of ICT4.4 Identify appropriate action to be taken when organisation’s

policies on internet use are contravened

5. Understand how own ICT 5.1 Identify strengths and areas for development in own ICT skillsskills can be updated 5.2 Identify sources from which own skills in ICT can be updated

5.3 Identify sources for own professional development in using ICT in libraries, archives and information services

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Purpose and aim(s) of the unit The unit aims to enable learners to support users in libraries, archives and information services in accessing digital resources. It includes understanding of the range of digital resources that users may wish to access, issues relating to organisational policy relating to the safe and appropriate use of ICT, and strategies to support learners in accessing digital resources and using digital communication media. It also includes the requirement that libraries, archives and information services assistants audit their own ICT skills and identify ways in which they can be updated.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: F4 and G3occupational standards or other professional standards or curricula (if appropriate)








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UNIT TITLE: Protecting, securing and copying information and/or material

CREDIT LEVEL: 2

CREDIT VALUE: 3



1. Be able to protect information 1.1 Outline why it is important to protect and keep information and/or material and/or material in order

1.2 Protect information and/or materials from accidental damage and incorrect handling

1.3 Handle information and/or material safely1.4 Keep information and/or material in order1.5 Implement access arrangements correctly1.6 Identify any damage to and/or loss of information

and/or material1.7 Take appropriate action to deal with damage and/or loss

2. Be able to minimise the risks 2.1 Identify any working practices and/or aspects of the to the safety of stored workplace which could damage information and/or materialinformation and/or material 2.2 Take action to minimise risks to the safety of information and storage areas and/or material

2.3 Report any risks to the safety of information and/or material and/or storage areas to a person who is authorised to take action

3. Be able to monitor and 3.1 Outline clearly to users any instructions for handling respond to users’ handling of information and/or materialinformation and/or material 3.2 Monitor the way users treat material to identify any threats

to the information and/or material3.3 Deal with mistreatment of information and/or material by

users in a way which is consistent with the law and organisational procedures

3.4 Report any lost information and/or material to a person who is authorised to take action

4. Be able to copy information 4.1 Identify restrictions which may apply to copying information and/or material and/or material

4.2 Use appropriate equipment and techniques to copy information and/or material

25



Purpose and aim(s) of the unit The unit aims to enable learners to protect, secure and copy information and/or material in accordance with organisational policies and procedures. It includes protecting information and/or material, identifying information and/or material in need of cleaning and repair and minimising the risks to the safety of stored information and/or material and storage areas. It involves monitoring and responding to users’ handling of information and/or material. It also considers factors relevant to copying information and/or material.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational, IL 2009/3,occupational standards or other IL2009/4, AS2009/3, AS 2009/4, AS2009/5, AS 2009/7, professional standards or curricula RM2009/1, RM 2009/3(if appropriate)








26


UNIT TITLE: Locating and replacing information and/or material

CREDIT LEVEL: 2

CREDIT VALUE: 3



1. Be able to obtain information 1.1 Identify the location of information and/or material and/or material safely and 1.2 Retrieve the information and/or material required by users securely from storage areas safely and securely

1.3 Use appropriate equipment and technology in handling information and/or material

1.4 Obtain appropriate assistance to resolve any difficulties in finding information and/or material

2. Be able to check the condition 2.1 Check regularly the condition of information and/or materialand arrangement of information taking account of the organisation’s criteria and priorities and/or material for retention

2.2 Check regularly that sets of information and/or material are correctly arranged

2.3 Correct any errors in replacement

3. Be able to process returned 3.1 Identify returned information and/or material using information and/or material appropriate systems

3.2 Identify any damage to and/or loss of information and/or material

3.3 Take appropriate action to deal with damage and/or loss 3.4 Retrieve the record of issue 3.5 Record the return of information and/or material using

appropriate systems and technology3.6 Implement procedures for the return of information

and/or material3.7 Apply charges as appropriate

4. Be able to replace information 4.1 Sort material on its return by the user with minimum and/or materials safely and disruptionsecurely 4.2 Replace information and/or material with minimum disruption

4.3 Obtain appropriate assistance to resolve any difficulties in replacement

27



Purpose and aim(s) of the unit The unit aims to enable learners to locate and replace information and/or material in accordance with organisational procedures. It involves obtaining information and/or material from storage areas, and sorting and replacing information and/or material accurately after use.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational IL2009/1, occupational standards or other AS2009/1, RM 2009/2professional standards or curricula (if appropriate)








28


UNIT TITLE: Issuing information and/or material

CREDIT LEVEL: 2

CREDIT VALUE: 3



1. Be able to implement access 1.1 Confirm the user’s identity, and eligibility and priority arrangements for information for serviceand/or material 1.2 Create accurate records for eligible new users

1.3 Confirm the services required by the user using appropriate questioning techniques and identifying any specific needs and priorities

1.4 Explain any lack of authorisation, identification or eligibility to the user referring them to an authorised person as necessary

2. Be able to provide access to 2.1 Request required user identification consistentlyinformation and/or material 2.2 Identify the requested information and/or material using

search and finding aids2.3 Check that the information and/or material is in a fit

condition for use by the user2.4 Check whether any restrictions apply to the information

and/or material explaining these clearly to the user2.5 Record all details of the information and/or material using

appropriate systems2.6 Apply user conditions, restrictions and security procedures

consistently

3. Be able to process requests 3.1 Check the details of the requested information and/or for information and/or material material and the user, using appropriate systems and

technology to record them3.2 Explain clearly any reservation arrangements or limitations

on access3.3 Provide the user with a realistic estimate of how long it will

take to fulfil the request3.4 Identify the date after which the information and/or material

will be of no value to the user

29



Purpose and aim(s) of the unit The unit aims to enable learners to issue information and/or material in accordance with organisational policies and procedures. It includes implementing access arrangements for information and/or material, processing requests for information and/or material, and locating and issuing information and/or material




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational IL 2009/3,occupational standards or other AS2009/4, RM2009/4professional standards or curricula (if appropriate)








30


UNIT TITLE: Helping users to obtain access to information and/or material

CREDIT LEVEL: 2

CREDIT VALUE: 3



1. Be able to establish user needs 1.1 Identify typical areas of interest for an organisation’sand requirements user groups

1.2 Identify users’ specific needs and requirements

2. Be able to conduct a search 2.1 Identify any organisational constraints on the use of for users information and/or material

2.2 Identify the level of support appropriate to users’ specific needs

2.3 Select information sources appropriate for user requirements, identifying their nature, coverage and. where appropriate, cost

2.4 Select appropriate search terms 2.5 Conduct a basic search2.6 Inform users of any failure to locate their requirements,

suggesting appropriate alternatives

3. Be able to select methods 3.1 Identify potential methods of supplyof supply 3.2 Describe any likely difficulties in meeting user needs,

suggesting possible action when needs cannot be met.3.3 Refer users to an appropriate alternative provider

4. Be able to communicate 4.1 Use appropriate communication methods and techniques courteously with users with users

4.2 Deal with competing user demands courteously4.3 Check that users are satisfied with the service provided4.4 Identify action required if users are not satisfied

31



Purpose and aim(s) of the unit The unit aims to enable learners to establish the user’s needs and requirements for information and/or material, using good communication skills. Learners will be able to conduct a search for information on a user’s behalf for a basic query, and select appropriate methods of obtaining the information/material for a user, suggesting alternatives where appropriate.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/5, occupational standards or other IL2009/6. professional standards or curricula (if appropriate)








32


UNIT TITLE: Creating and maintaining a user-focussed environment

CREDIT LEVEL: 2

CREDIT VALUE: 6



1. Be able to maintain acceptable 1.1 Check the safety and tidiness of public areas standards for users of libraries, 1.2 Identify procedures to be followed when repairs are requiredarchives or information services 1.3 Identify ways to accommodate the specific needs of users facilities appropriately within available resources

2. Understand how to minimise 2.1 Identify types of unacceptable behaviourdisruption to users of libraries, 2.2 Describe strategies to reduce disruption to usersarchives or information services 2.3 Identify when and from whom assistance should be sought

to deal with unacceptable behaviour2.4 Identify organisational procedures for reporting and

recording incidents of unacceptable behaviour

3. Be able to deal with users’ 3.1 Identify the nature and seriousness of the commentcomments 3.2 Identify the most appropriate method of dealing with

the comment3.3 Respond to the user courteously and appropriately

4. Be able to provide directions 4.1 Describe the facilities available clearly and accuratelyon the use of facilities 4.2 Describe how to operate the available equipment clearly

and accurately

5. Be able to set up a display 5.1 Identify the purpose and theme of the display5.2 Display relevant material as directed5.3 Check that the display is stable, safe and accessible

6. Be able to maintain and 6.1 Keep the display clean and correctly laid outdismantle a display 6.2 Monitor the display for stability and safety, identifying any

required action 6.3 Up-date the display as required by its theme and use6.4 Remove the display as directed

33



Purpose and aim(s) of the unit The unit aims to enable learners to create and maintain a user-focussed environment, monitoring the physical appearance of the facilities, providing directions on the use of equipment and accommodating users with specific needs. They will take note of user comments and actively engage with users to minimise disruption as necessary. They will be able to set up and maintain basic displays.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/2, occupational standards or other AS2009/6 and AS2009/12; IL2009/ 2,IL2009/10 and IL2009/11professional standards or curricula (if appropriate)








34

35


Level 3 Diploma in Libraries, Archives and Information ServicesUnits of Assessment

Unit title Level Credits

Understanding the libraries, archives and information 3 3services environment

Understanding a libraries, archives and information 3 3services organisation


Approaches to the organisation of information and/or material 3 6



Providing induction and orientation activities for users 3 3

Promoting libraries, archives and information services 3 6

Reader development 3 6

Engaging with the wider community 3 6

Local studies 3 6

Family history 3 6

Palaeography 3 6

Health information 3 6

Leading a team 3 6

Developing productive relationships with colleagues 3 6

Allocating and checking work in a team 3 6

Managing own resources and professional development 3 6

N.B. Up to 21 credits from the Level 2 Certificate in Libraries, Archives and Information Serviceslisted on page 13 may be carried up to the Level 3 Diploma.

36


UNIT TITLE: Understanding the libraries, archives and information services environment

CREDIT LEVEL: 3

CREDIT VALUE: 3



1. Understand the role of key 1.1 Describe the functions of key types of organisations in the types of organisations in the libraries, archives and information services sectorlibraries, archives and 1.2 Describe the services and materials provided by key types information services sector of organisations in the libraries, archives and information

services sector1.3 Explain the practice of formal and informal co-operation

between libraries, archives and information services organisations

2. Understand the potential 2.1 Summarise key trends and developments in the libraries, impact of trends and archives and information services sectordevelopments in the libraries, 2.2 Explain the impact of trends and developments on the archives and information assistant’s roleservices sector

3. Understand the importance of 3.1 Summarise key legislation which affects the libraries, key legislation for the libraries, archives and information services sectorarchives and information 3.2 Explain how the assistant’s role is affected by key legislationservices sector 3.3 Explain procedures for dealing with non-compliance in

relation to key legislation

4. Understand the role of national 4.1 Describe the purpose and activities of the principal national professional organisations in professional organisations for the libraries, archives and the libraries, archives and information services sectorinformation services sector 4.2 Explain the implications of key aspects of the relevant

professional code for the assistant’s role

37



Purpose and aim(s) of the unit The unit aims to develop learners’ knowledge of the wider libraries, archives and information services environment within which organisations operate. It involves an overview of different types of libraries, archives and information services organisations and their role. It includes consideration of trends and developments in the sector and their potential impact on the assistant’s role. It also involves identifying key legislation and its importance, and consideration of the role of professional organisations and relevant codes of conduct.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: A1, B2, B3 occupational standards or other professional standards or curricula (if appropriate)








38


UNIT TITLE: Understanding a libraries, archives or information services organisation

CREDIT LEVEL: 3

CREDIT VALUE: 3



1. Understand key aspects of a 1.1 Summarise the aims and objectives of a libraries, archives libraries, archives or or information services organisationinformation services organisation 1.2 Summarise the values of a libraries, archives and information

services organisation1.3 Explain the structure of a libraries, archives and information

services organisation, describing key roles

2. Understand key policies of 2.1 Describe the organisation’s key policies, indicating their a libraries, archives and relevance to the assistant’s roleinformation services organisation 2.2 Explain the assistant’s role in supporting equality and diversity

2.3 Explain the assistant’s role in maintaining health and safety

3. Understand the role of key 3.1 Identify key stakeholders of a libraries, archives and stakeholders of a libraries, information services organisation, explaining their rolearchives and information 3.2 Explain ways in which the assistant can work with services organisation stakeholders to support the organisation’s aims

4. Understand the requirements 4.1 Explain the requirements of current users of a libraries, of the users of a libraries, archives and information services organisationarchives and information 4.2 Explain processes for monitoring the requirements of services organisation current and potential users and usage of current services

5. Understand how to work as 5.1 Summarise key features of effective teamspart of a team in a libraries, 5.2 Explain how to work effectively as part of a teamarchives and information services organisation

39



Purpose and aim(s) of the unit The unit aims to develop learners’ knowledge of key aspects of a libraries, archives and information services organisation. This will usually be the one where they are employed*. It covers the aims, objectives, values and structure of an organisation and its key policies. It also covers the role of stakeholders, the needs of users and how to work as part of a team.

*Learners who are not currently in employment can achieve the unit by identifying a specific organisation.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: A2, A3, A5, B4. occupational standards or other professional standards or curricula (if appropriate)








40


UNIT TITLE: Supporting users to make use of digital resources

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the range and 1.1 Review the range of digital resources provided by types of digital resources own organisationavailable for users 1.2 Describe common open-access and subscription resources

available online1.3 Describe the range of assistive technologies and software

available to support users with specific needs in accessing digital resources

2. Be able to support users in 2.1 Identify a range of methods for finding information onlinesearching for information using 2.2 Explain the importance for users of making judgements digital resources about the reliability and currency of web-based sources

of information2.3 Explain to users how to use web-browsers and search engines2.4 Use appropriate assistive technologies and software to

support users with specific needs in searching and selecting digital resources

3. Be able to support users to 3.1 Identify similarities and differences in common online communicate using digital communication toolsresources 3.2 Explain ways in which online communication tools can be

used to access and share information3.3 Use digital resources to download and upload information 3.4 Use appropriate assistive technologies and software to

support users with specific needs in communicating using digital resources

4. Understand issues relating to 4.1 Explain ways of protecting identity and ensuring personal internet safety and own safety when using the internetorganisation’s policies around 4.2 Identify the implications for users of organisation’s policy internet use around internet use

4.3 Advise users on safe and appropriate use of ICT4.4 Take appropriate action when organisation’s policies on

internet use are contravened

5. Understand how own ICT 5.1 Review strengths and areas for development in own ICT skillsskills can updated 5.2 Review sources from which own skills in using ICT can

be updated5.3 Review sources for own professional development in using

ICT in libraries, archives and information services

41



Purpose and aim(s) of the unit The unit aims to enable learners to support and advise users in libraries, archives and information services in accessing digital resources. It includes understanding of the range of digital resources that users may wish to access, issues relating to the implementation of organisational policy relating to the safe and appropriate use of ICT, and strategies to support and advise learners in accessing digital resources and using digital communication media. It also includes the requirement that learners audit their own ICT skills and identify ways in which they can be updated.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: F4 and G3occupational standards or other professional standards or curricula (if appropriate)








42


UNIT TITLE: Approaches to the organisation of information and/or material

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the processing of 1.1 Explain the routines for processing information and/or information and/or material material with particular reference to servicing arrangements within a libraries, archives or and physical processesinformation services organisation 1.2 Identify why it is necessary to process information

and/or material1.3 Explain methods of statistical record keeping1.4 Identify the issues relating to the retention and disposal

of information and/or material

2. Understand the accessioning, 2.1 Explain the routines involved in accessioning, cataloguing cataloguing and indexing of and indexing information and/or material 2.2 Interpret a detailed catalogue or record entry for an item within a libraries, archives and of information and/or materialinformation services organisation

3. Understand the classification of 3.1 Explain the basic principles and features of different types information and/or material of cataloguing or classification schemeswithin a libraries, archives and 3.2 Explain to users the particular features and use of a information services organisation catalogue or classification scheme.

4. Understand the use of ICT 4.1 Explain the ways in which ICT can support access to in relation to accessing information and/or material within the libraries, archives information and/or material and information services sector

4.2 Explain to users the use of ICT in the organisation of information and/or material within the libraries, archives and information services sector

43



Purpose and aim(s) of the unit The unit aims to enable learners to understand how material can be effectively organised and accessed within a specific libraries, archives or information services organisation. It involves the ability to understand, interpret and explain to users the basic principles and features of classification schemes, catalogue entries, indexes and filing systems. It also involves associated processing procedures and an awareness of statistical record keeping




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/9, occupational standards or other AS2009/11, IL20090/7, IL2009/8, RM2009/5, RM2009/6, professional standards or curricula RM2009/7, RM2009/8.(if appropriate)








44


UNIT TITLE: Helping users to obtain access to information and/or material

CREDIT LEVEL: 3

CREDIT VALUE: 3



1. Be able to establish user needs 1.1 Summarise typical areas of interest for an organisation’s and requirements user groups

1.2 Identify the specific needs and requirements of users

2. Be able to conduct a search 2.1 Identify the resources required to conduct a search for users 2.2 Explain any organisational constraints on the use of

information and/or material 2.3 Justify the level of support appropriate to user needs2.4 Select information sources appropriate for user

requirements, justifying choice2.5 Select appropriate search terms2.6 Conduct a complex search2.7 Explain to users any failure to locate exact requirements,

suggesting possible alternatives

3. Be able to select methods 3.1 Review potential methods of supplyof supply 3.2 Identify appropriate action to deal with any difficulties

in obtaining access and meeting user needs3.3 Confirm that a referral is acceptable to the user3.4 Contact a suitable alternative provider to check availability

and suitability for user needs

4. Be able to communicate 4.1 Use appropriate communications methods and techniques courteously with users with users

4.2 Deal with competing user demands courteously4.3 Use appropriate strategies to check that users are satisfied

with the service provided4.4 Take appropriate action if users are not satisfied

45



Purpose and aim(s) of the unit The unit aims to enable learners to establish the user’s needs and requirements for information and/or materials, using good communication skills. Learners will be able to conduct a search for information on a user’s behalf for a complex query and select appropriate methods of obtaining the information/materials for a user, suggesting alternatives where appropriate.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/5, occupational standards or other IL2009/6.professional standards or curricula (if appropriate)








46


UNIT TITLE: Creating and maintaining a user-focussed environment

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Be able to maintain acceptable 1.1 Monitor the safety and cleanliness of public areasstandards for users of libraries, 1.2 Explain procedures to be followed when repairs are archives or information services required, monitoring their completionfacilities 1.3 Summarise ways to accommodate the individual needs of

users appropriately within available resources

2. Understand how to minimise 2.1 Explain types of unacceptable behaviourdisruption to libraries, archives 2.2 Summarise strategies to reduce disruption to usersand information services users 2.3 Explain when and from whom assistance should be sought

to deal with unacceptable behaviour2.4 Explain ways of preventing unacceptable behaviour within

the user environment 2.5 Record incidents of unacceptable behaviour clearly,

following organisational reporting procedures

3. Be able to deal with users’ 3.1 Explain the nature and seriousness of the comment comments 3.2 Review methods of dealing with the comment, indicating

the most appropriate3.3 Respond to the user courteously and appropriately3.4 Initiate follow-up action, monitoring its progress

4. Be able to provide directions 4.1 Explain clearly and accurately the facilities availableon the use of facilities 4.2 Explain how to operate the available equipment clearly

and accurately

5. Be able to create a display 5.1 Explain the purpose, theme and target group of the display5.2 Devise the design and content of the display to ensure

both effective visual presentation and security of material5.3 Display all relevant material, complying with the

organisation’s policies5.4 Locate the display in an appropriate, accessible and safe

place for users5.5 Determine the optimum time duration for the display

6. Be able to maintain a display 6.1 Monitor the display for stability and safety, taking appropriate action as required

6.2 Review the display for its continuing usefulness and attractiveness

6.3 Update the display as required by its theme and use6.4 Remove the display when it is no longer required

47



Purpose and aim(s) of the unit The unit aims to enable learners to maintain a user-focussed environment, monitoring the physical appearance of the facilities, providing directions on the use of equipment and accommodating users with specific needs. They will take note of user comments and actively engage with users to minimise disruption as necessary. They will be able to create, maintain and monitor displays.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/2, occupational standards or other AS2009/6, AS2009/12, IL2009/2, IL2009/10, IL2009/11.professional standards or curricula (if appropriate)








48


UNIT TITLE: Providing induction and orientation activities for users

CREDIT LEVEL: 3

CREDIT VALUE: 3



1. Understand the nature and 1.1 Explain why new users may need induction and orientation purpose of induction and to the serviceorientation 1.2 Explain what users need to learn about the service

2. Be able to plan induction and 2.1 Select objectives, methods and activities which can meet orientation activities for users users’ learning needs within the time and budget available

2.2 Explain how the plan can take account of the prior learning experience of users

2.3 Obtain the materials required to support learning, developing these where necessary

2.4 Obtain required facilities and equipment, preparing these as necessary

3. Be able to review the plan 3.1 Identify parties who need to be informed about the with other parties activities, explaining their implications

3.2 Review the feasibility of the plan with users or their representatives

4. Be able to deliver induction 4.1 Explain the purpose of the induction and orientation activity and orientation activities to usersfor users 4.2 Provide appropriate activities for users

4.3 Provide suitable opportunities for users to ask questions and seek clarification

4.4 Use materials to support and reinforce learning as appropriate4.5 Check users’ understanding of induction and orientation

activities

5. Be able to evaluate induction 5.1 Review the induction and orientation activities, using an and orientation activities appropriate evaluation instrumentfor users 5.2 Analyse the data, identifying strengths and areas

for improvement5.3 Recommend any improvements to the activities based

on the findings

49



Purpose and aim(s) of the unit The unit aims to enable learners to understand the nature and purpose of induction and orientation and different learning styles. Learners will plan, deliver and evaluate appropriate induction and orientation activities, making recommendations for improvement.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational IL2009/12occupational standards or other professional standards or curricula (if appropriate)








50


UNIT TITLE: Promoting libraries, archives and information services

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the purpose and 1.1 Explain the purpose of promotional services/activities in a nature of promotional activities libraries, archives and information services organisationfor libraries, archives and 1.2 Identify promotional activities used by different libraries, information services archives and information services organisations

1.3 Explain strategies used to promote libraries, archives and information services, identifying advantages and disadvantages

1.4 Explain how promotional activities can contribute to income generation

1.5 Explain how legislation, safeguarding issues and security requirements can impact on promotional activities

2. Understand target audiences 2.1 Identify the users and non-users of a libraries, archives and for promotional activities information services organisation, indicating potential

barriers to participation2.2 Explain how promotional activities can assist in breaking

down barriers to participation

3. Be able to undertake a 3.1 Identify a small-scale promotional activity which meets the promotional activity aims and objectives of the organisation

3.2 Identify the target audience, indicating their needs3.3 Explain strategies to involve users in planning a promotion3.4 Plan the promotional activity, identifying materials and

resources required3.5 Obtain necessary approvals for the promotional activity3.6 Implement the promotion, ensuring plans are followed

4. Be able to evaluate a 4.1 Review the promotion to identify strengths and areas for promotional activity improvement, taking account of feedback from users and

colleagues4.2 Make recommendations for any improvements to assist

future promotions

51



Purpose and aim(s) of the unit The unit aims to enable learners to understand the range of promotional activities and techniques which can be used in the libraries, archives and information services sector. They will be required to consider the users and non-users of an organisation. They will be expected to undertake and evaluate a promotional activity.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008 F3 and Libraries, Archivesoccupational standards or other and Information Services National Occupational Standards 2009:professional standards or curricula Occupational AS2009/12; IL2009/10 (if appropriate)








52


UNIT TITLE: Reader development

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand how readers 1.1 Summarise definitions of reader developmentchoose what to read 1.2 Use appropriate communication strategies to identify a

reader’s reading habits1.3 Explain factors in a reader’s choice of reading material1.4 Identify barriers to reading choices, suggesting ways in

which they may be overcome in the library 1.5 Explain the importance to users of browsing

2. Understand the role of library 2.1 Explain the importance of making professional judgements staff in promoting reader about booksdevelopment 2.2 Explain how the layout of the library affects use by different

types of reader2.3 Explain the difference between recommending and

promoting reading material

3. Understand the role of peer 3.1 Explain the potential of peer recommendationrecommendation in reader 3.2 Identify ways of using peer recommendationsdevelopment

4. Understand key issues relevant 4.1 Explain how a reading promotion in a library can widen to the promotion of reading choice for readersmaterial 4.2 Explain the difference between a reader-centred and stock

centred promotion 4.3 Identify different ways of promoting reading4.4 Identify key visual clues that indicate the different types of

reading experience offered

5. Be able to promote reading 5.1 Identify the target group for a promotion, indicating their material reading needs

5.2 Select resources for a reader-centred promotion5.3 Display reading material in different ways to promoted

increased use5.3 Monitor the impact of a reading promotion, reviewing

its success

6. Be able to use ICT to promote 6.1 Explain how ICT can be used to support readers in finding reader development new reading material and using the library

6.2 Explain how ICT can be used to promote peer recommendation

6.3 Explain how ICT can be used to update own stock knowledge

53



Purpose and aim(s) of the unit The unit aims to provide learners with an overview of reader development techniques. They will understand how readers choose what to read, the role of library staff in reader development and the role of peer recommendation. They will be able to promote reading material, evaluating the success of the promotion. They will also consider the use of ICT in promoting reader development.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: F3occupational standards or other professional standards or curricula (if appropriate)








54


UNIT TITLE: Engaging with the wider community

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the libraries, 1.1 Identify the needs of the community within the catchment archives or information services area of a libraries, archives or information services needs of the wider community organisation

1.2 Identify the full range of services which can be made available to meet these needs

1.3 Explain the outreach activities which can be undertaken in order to meet these needs

1.4 Explain how increased engagement can develop skills in the wider community

2. Understand the benefits of 2.1 Explain ways in which working with the community can helpworking with the community to raise awareness of a libraries, archives and information for a libraries, archives and services organisationinformation services 2.2 Identify the benefits of the use of volunteers for a libraries, organisation archives and information services organisation

2.3 Identify sources of funding to support work within the community

3. Understand the use of ICT in 3.1 Explain the ways in which ICT can be used to promote and the work of a libraries, archives provide information to the wider communityand information services 3.2 Explain the ways in which ICT can be used with the wider organisation with the wider community to create online resourcescommunity 3.3 Explain the role of libraries, archives and information

services organisations in promoting digital inclusion and information literacy

4. Be able to engage in 4.1 Identify the target audience for a consultation activityconsultation with the wider 4.2 Plan a consultation activity, identifying resources requiredcommunity 4.3 Obtain necessary approvals for a consultation activity

4.4 Implement a consultation activity, ensuring plans are followed

5. Be able to evaluate a 5.1 Review a consultation activity to identify strengths and areas consultation activity for improvement, taking account of feedback from users

and colleagues5.2 Make recommendations for any improvements to assist

future consultation activities

55



Purpose and aim(s) of the unit The unit aims to enable learners to understand the principles of how any libraries, archives and information services organisation can work effectively in partnership with their local community. It involves the ability to understand and interpret the needs of a community, together with the services and activities which can be provided to meet these needs. It also involves the identification of additional funding sources. They will also plan, undertake and evaluate a consultation activity.












56


UNIT TITLE: Local studies

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the role of the 1.1 Explain the difference between local studies and local historylocal studies service 1.2 Describe the local studies needs of different user groups

1.3 Explain the difference between local studies, archives and museums

1.4 Explain the benefits of joint working with other heritage providers

2. Understand the sources in the 2.1 Describe the range of sources in the local studies collection local studies collection 2.2 Explain the use of ordinance survey maps at different scales

3. Understand the local studies 3.1 Explain ways of acquiring material for the local studiescollection policy collection

3.2 Explain issues relating to retention and withdrawal 3.3 Describe policies relating to the collection of different

types of material

4. Understand how to care for 4.1 Explain the conservation needs of the local studies collectionlocal studies materials 4.2 Describe how to store and protect maps and photographs

4.3 Explain possible restrictions on copying local studies material

5. Be able to create access to 5.1 Explain ways of providing access to information in local studies information local newspapers

5.2 Identify key finding aids for accessing a range of ordinance survey maps

5.3 Identify appropriate sources for school local history projects

57



Purpose and aim(s) of the unit The unit aims to enable learners to develop, organise, care for and promote the local studies collection for a range of users. It involves understanding the range of sources which make up the local studies collection, and policies for their acquisition. It also involves understanding how to protect and repair local studies material, and the value of finding aids to help users access the collection.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/2, occupational standards or other AS2009/5, AS2009/8, AS2009/10, AS2009/12, IL2009/1, professional standards or curricula IL2009/2, IL2009/5, IL2009/6, IL2009/8, IL2009/ 9, IL2009/10, (if appropriate) IL2009/11, IL2009/12.








Useful resourcesCILIP (2002) Guidelines for Local Studies Provision in Public LibrariesDewe, Michael (2002) Local Studies Collection ManagementLocal Studies LibrarianCILIP’s Local Studies Group www.cilip.org.uk

58


UNIT TITLE: Family history

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand how to organise 1.1 Explain the importance of good record keepingfamily history information 1.2 Describe how to create charts and display information

1.3 Explain the first steps in researching family history

2. Understand how to use 2.1 Explain the importance of birth, marriage and death certificatessources for births, marriages 2.2 Explain how to obtain copies of birth, marriage and death and deaths certificates

2.3 Describe the information found in parish registers2.4 Explain how to locate parish registers 2.5 Explain the benefits and limitations of the International

Genealogical Index (IGI)

3. Understand how to use other 3.1 Describe the information recorded in different census sources for researching family returns between 1801 and 1911history 3.2 Explain how to find wills and inventories

3.3 Explain information found in wills, administrations and inventories

3.4 Describe the value of directories and electoral registers for family history

4. Be able to use a range of 4.1 Identify key websites for family historysearch techniques to trace 4.2 Describe how to use search techniques to get the best family history on the internet results from key websites

4.3 Signpost users to online guides to sources for tracing family history

59



Purpose and aim(s) of the unit The unit aims to enable learners to help users with their family history enquiries. It involves understanding the range of sources available, both in the library and online, signposting appropriate sources to pursue a particular line of enquiry, and being aware of search strategies required to link sources together and construct a family tree.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/2, occupational standards or other AS2009/5, AS2009/10, IL2009/5, IL2009/6, IL2009/8, IL2009/12professional standards or curricula (if appropriate)








60


UNIT TITLE: Palaeography

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the styles and 1.1 Explain the different writing styles used in old documents characteristics of handwriting written between 1500 and 1800used in documents written in 1.2 Recognise individual letter forms English between 1500 and 1800

2. Understand the use of Latin in 2.1 Identify types of documents in which Latin is useddocuments written before 1733 2.2 Identify commonly used Latin words for people, places

and dates2.3 Explain techniques that can be used to help read

documents in Latin

3. Understand the use of set 3.1 Identify standard phrases used in different types of documentsforms and abbreviations 3.2 Describe signs, symbols and conventions used for abbreviations

4. Understand dates, numbers 4.1 Describe different ways of recording dates and currency 4.2 Interpret Roman numerals in documents

4.3 Identify finding aids for converting old money into its current value

5. Understand how to transcribe 5.1 Explain different conventions used when transcribing to documents written between deal with non standard spelling and punctuation1500 and 1800 5.2 Explain key techniques used to overcome difficulties in

reading old documents5.3 Identify resources, including dictionaries and glossaries,

which can be used to aid transcription

61



Purpose and aim(s) of the unit The unit aims to enable learners to read and interpret the handwriting found in English documents from 1500 to 1800, particularly those used for local and family history. It involves understanding the different styles used and being able to recognise characteristic letter forms. It aims to give learners with no previous knowledge of Latin the confidence to recognise set Latin phrases, and commonly used words. It also involves identifying and correctly transcribing abbreviations, as well as interpreting dates, numbers and currency.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: Occupational AS2009/5, occupational standards or other AS2009/10, IL2009/5, IL2009/6, IL2009/9, IL2009/12professional standards or curricula (if appropriate)








Useful ResourcesCheney C R & Jones, M (2000) A Handbook of Dates: For Students of British HistoryMarshall, Hilary (2004) Palaeography for Family and Local HistoriansMilward, Rosemary (1977) A Glossary of Household and Farming Terms from 16th Century Probate InventoriesOnline Palaeography Tutorial www.nationalarchives.gov.uk/palaeographywww.measuringworth.com

62


UNIT TITLE: Health information

CREDIT LEVEL: 3

CREDIT VALUE: 6



1. Understand the importance of 1.1 Explain the importance of quantitative and qualitative evidence-based information evidence-based information in healthcarewithin the field of health 1.2 Explain the reasons why users may seek information within

this field

2. Be able to use key sources of 2.1 Identify on-line mailing lists dedicated to evidence-based evidence–based healthcare healthcare

2.2 Identify evidence-based health information web resources 2.3 Identify databases, e-journals and other information

resources provided by the NHS2.4 Review sources of health promotion information2.5 Handle basic enquiries for health information appropriately2.6 Search for relevant literature in a medical data base

3. Be able to refine the search for 3.1 Use appropriate search limiters to retrieve evidence-based evidence-based documents to documents to meet user needsmeet user needs 3.2 Explain the importance for users of making judgements

about the reliability and currency of health information online

4. Be able to support users in 4.1 Provide users with access to information about healthcare accessing health information appropriate to their needs and context

4.2 Explain to users ways of accessing health information

63



Purpose and aim(s) of the unit The unit aims to provide an introduction to the provision of effective and accurate health information, with an emphasis on reliable sources of evidence-based information. It involves an understanding of the broad issues and some knowledge of appropriate resources and information available












64


UNIT TITLE: Leading a team

CREDIT LEVEL: 4

CREDIT VALUE: 6


The learner will: The learner can:1. Understand relevant legal, 1.1 Summarise key aspects of relevant legislation, regulations

regulatory and ethical and ethical guidelinesrequirements relating to leading a team

2. Understand key contextual 2.1 Specify the purpose and objectives of own teaminformation relating to leading 2.2 Summarise the plans of own teama team 2.3 Identify the standards of performance for the work of

own team2.4 Identify an appropriate leadership style or styles for own team

3. Be able to provide direction 3.1 Communicate the purpose and objectives of the team to all to members of a team team members

3.2 Provide opportunities for all team members to be involved in planning how the team will achieve its objectives

3.3 Agree personal, specific, measurable, achievable, realistic and timed work objectives with individual team members

3.4 Check that all team members understand how achieving their personal work objectives will contribute to achievement of the team’s objectives

3.5 Identify the types of support and advice that team members are likely to need

4. Be able to motivate members 4.1 Provide opportunities for team members to achieve their of a team personal work objectives and those of the team using

appropriate methods4.2 Provide recognition for team members when objectives

have been achieved4.3 Encourage creativity and innovation within the team4.4 Provide recognition for creativity and innovation within

the team4.5 Provide opportunities for team members to present their

own ideas listening to what they say4.6 Provide opportunities for team members to take the lead

when they have the relevant knowledge and expertise showing willingness to follow this lead

5. Be able to support members 5.1 Support team members to achieve their personal workof a team objectives and those of the team

5.2 Steer the team successfully through difficulties and challenges resolving any conflict within the team

65



Purpose and aim(s) of the unit The unit aims to enable learners to provide leadership for a team. It is about providing direction to team members and motivating and supporting them to achieve their personal work objective and the objectives of the team. The unit is recommended for team leaders.




Details of the relationship between This unit links Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: H1 (also MSC B5)occupational standards or other professional standards or curricula (if appropriate)










5.3 Support /advise team members as necessary especially during periods of setback and change

6. Be able to monitor members 6.1 Monitor activities and progress across the team using of a team appropriate strategies

66


UNIT TITLE: Developing productive working relationships with colleagues

CREDIT LEVEL: 4

CREDIT VALUE: 6



1. Understand relevant legal, 1.1 Summarise key aspects of relevant regulations and codes regulatory and sector of practicerequirements relating to 1.2 Summarise key aspects of the expected standards of developing productive behaviour and performance in own sectorrelationships with colleagues 1.3 Describe the working culture of own sector

2. Understand key issues relating 2.1 Summarise the benefits of developing productive working to developing productive relationships with colleaguesrelationships with colleagues 2.2 Explain ways of communicating clearly and appropriately

with colleagues2.3 Explain how to take account of diversity issues when

developing working relationships with colleagues2.4 Identify ways of gaining feedback on own performance

from colleagues2.5 Explain how feedback from colleagues on own performance

can be used

3. Understand key contextual 3.1 Identify current and future work activitiesinformation relating to 3.2 Identify the work roles and responsibilities of colleagues developing productive carrying out current work activitiesrelationships with colleagues 3.3 Identify line management responsibilities and relationships

within own organisation

4. Be able to create working 4.1 Establish working relationships with colleagues carrying out relationships with colleagues current work activities

4.2 Agree the roles and responsibilities of colleagues showing recognition and respect

5. Be able to maintain working 5.1 Take account of the priorities, expectations and authority relationships with colleagues of colleagues in own decisions and actions

5.2 Fulfil agreements made with colleagues 5.3 Notify colleagues when agreements have been fulfilled5.4 Inform colleagues promptly of any difficulties or where it

will be impossible to fulfil agreements5.5 Resolve identified conflicts of interest and disagreements

with colleagues in ways that minimise damage to current work activities

5.6 Exchange information and resources with colleagues to promote effective working

67



Purpose and aim(s) of the unit The unit aims to enable learner to develop working relationships with colleagues, within own and other organisations, that are productive in terms of supporting and delivering own work and that of the overall organisation. ‘Colleagues’ are any people a learner is expected to work with, whether in a similar position or in other positions.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2009: H5 (MSC D1)occupational standards or other professional standards or curricula (if appropriate)









The learner will: The learner can:5.7 Provide feedback to colleagues on their performance to help

them identify areas for improvement5.8 Obtain feedback from colleagues on own performance using

this to identify areas for improvement

68


UNIT TITLE: Allocating and checking work in a team

CREDIT LEVEL: 4

CREDIT VALUE: 6


The learner will: The learner can:1. Understand legal, regulatory 1.1 Summarise key aspects of relevant legislation, regulations,

and sector requirements guidelines and codes of practicerelating to allocating and 1.2 Summarise own sector’s requirements for the developmentchecking work in a team and maintenance of knowledge, understanding and skills

2. Understand key contextual 2.1 Specify the purpose and objectives of own teaminformation relating to allocating 2.2 Summarise key aspects of relevant organisational policies and checking work in a team and procedures

2.3 Identify relevant reporting lines within the organisation3. Be able to plan the work of 3.1 Confirm the work required of a team with own manager

a team seeking clarification as required on any outstanding points and issues

3.2 Plan how a team will undertake its work identifying any priorities or critical activities, taking account of health and safety issues and making best use of available resources

4. Be able to communicate work 4.1 Allocate work to team members on a fair basis taking account requirements to a team of their skills, knowledge and understanding, experience and

workloads and the opportunity for development4.2 Brief team members on the work they have been allocated

identifying the standard or level of expected performance4.3 Provide team members with the opportunity to ask

questions, make suggestions and seek clarification in relation to the work allocated to them

5. Be able to support the work 5.1 Provide support to team members in identifying and dealing of the team with problems and unforeseen events

5.2 Use appropriate strategies to motivate team members to complete the work they have been allocated

5.3 Provide any additional support and/or resources requested to help the completion of allocated work where this is possible working within the limits of own authority

5.4 Provide prompt and constructive feedback to team members about their work

6. Be able to check the quality of 6.1 Monitor the team for conflict identifying the cause(s) when the work of the team it occurs and dealing with it promptly and appropriately

6.2 Identify unacceptable or poor performance in the team6.3 Identify the cause(s) of unacceptable or poor performance

in the team

69


Additional Information about the unitPurpose and aim(s) of the unit The unit aims to enable learners to ensure that the work required

of a team is effectively and fairly allocated amongst team members. It also involves checking on the progress and quality of the work of team members to ensure that the required level or standard or performance is being met.

Unit available from 01/04/2010Unit expiry date 31/03/2015 Unit review date 31/03/2012Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 20098: H4 (MSC D5)occupational standards or other professional standards or curricula (if appropriate)Guidance for developing assessment arrangements for the unit (if appropriate) Additional assessment requirements specified by a sector or regulatory body (if appropriate)Support for the unit by a sector Lifelong Learning UKor other appropriate body (if required)Location of the unit within the subject/sector classification systemName of the organisation Lifelong Learning UKsubmitting the unitAvailability for use SharedGuided Learning Hours 15


The learner will: The learner can:6.4 Agree ways of improving performance with team members6.5 Provide recognition for successful completion of significant

pieces of work or work activities by team members and the team as a whole informing own manager

6.6 Use information collected on the performance of team members in any formal appraisal of performance keeping appropriate records

70


UNIT TITLE: Managing own resources and professional development

CREDIT LEVEL: 4

CREDIT VALUE: 6



1. Understand key issues relating 1.1 Summarise sector requirements for the development or to managing own resources maintenance of knowledge, skills and understanding and and professional development continuing professional development, identifying routes to

professional qualifications and appropriate professional bodies1.2 Summarise key principles which underpin professional

development

2. Understand key contextual 2.1 Summarise the vision and objectives of own organisationinformation relating to 2.2 Summarise own organisation’s policy and procedures managing own resources and relating to personal developmentprofessional development 2.3 Identify available development opportunities and resources

in own organisation

3. Understand own work role 3.1 Analyse the current and future requirements of own work and future aspirations role identifying and taking account of the vision and

objectives of own organisation3.2 Analyse own values and career and personal goals to identify

information which is relevant to own work role and professional development

4. Be able to plan own 4.1 Agree personal, specific, measurable, achievable, realistic professional development and timed work objectives with those to whom you report

4.2 Agree how progress in achieving own personal, specific, measurable, achievable, realistic and timed work objectives will be measured

4.3 Devise a personal, specific, measurable, achievable, realistic and timed development plan to address any identified gaps in own current knowledge and skills and support own career and personal goals taking account of own learning preferences

4.4 Agree the personal, specific, measurable, achievable, realistic and timed development plan with the relevant parties

5. Be able to evaluate own 5.1 Undertake the activities identified in own development planprofessional development taking account of own learning preferencesand performance 5.2 Evaluate the contribution of the activities undertaken to

own performance5.3 Review own personal work objectives and development

plan in the light of performance, any development activities undertaken and any wider changes making appropriate revisions

71



Purpose and aim(s) of the unit The unit aims to enable learners to manage their personal resources (particularly knowledge, understanding and time) and their professional development in order to achieve their work objectives and their career and personal goals. Learners need to understand their work role and how it fits into the overall vision and objectives of the organisation whilst also understanding what is driving them in terms of their own values and their career and wider personal aspirations. Identifying and addressing gaps in their skills and knowledge and understanding is an essential aspect of this unit.




Details of the relationship between This unit links to Libraries, Archives and Information Services the unit and relevant national National Occupational Standards 2008: H7 (MSC D1).occupational standards or other professional standards or curricula (if appropriate)










5.4 Obtain constructive feedback on own performance from appropriate parties

5.5 Check that own performance consistently meets or goes beyond agreed requirements

Lifelong Learning UK

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Assistant roles in libraries, archivesand information services and initial training qualifications