Unit of competency details

Release 

Comments 

Release 1

This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Develop ideas for displays

1.1 Consult with colleagues and other stakeholders  to confirm exhibition or display objectives

1.2 Explore interpretive display ideas  in the context of the collection

1.3 Research relevant information on audience profile  and need to inform interpretive approaches

1.4 Obtain and assess operational information  which may impact on the development of displays

1.5 Evaluate existing storylines and conduct research to develop new themes or storylines

1.6 Identify the need for and seek assistance from interpretive or subject matter specialists

1.7 Prepare interpretive display proposals for approval as required

2. Create interpretive displays

2.1 Plan and schedule display approaches and communication media using established techniques  and available resources

2.2 Organise display spaces that meet intended objectives and reflect the principles of universal access

2.3 Select and organise relevant materials and equipment  making creative use  of available materials and supplies

2.4 Participate in the creation and installation of displays according to organisational procedures

2.5 Maintain displays in line with organisational procedures

3. Evaluate interpretive displays

3.1 Obtain formal and informal feedback from customers on effectiveness of display materials

3.2 Challenge and test designs through own evaluation and consultation

3.3 Seek feedback from colleagues to enhance current and future displays

Overview of assessment 

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

Evidence of the ability to:

• research and develop new ideas for interpretive displays
• apply different display techniques when developing interpretive displays
• design and develop displays to address specific audience profiles.

Context of and specific resources for assessment 

Assessment must ensure:

• access to:

• a collection or site
• materials and equipment

• information on audience profile.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance
• evaluation of displays developed by the candidate
• evaluation of candidate’s ability to design displays for different collection and site scenarios
• verbal or written questioning to assess knowledge of display techniques and conventions
• evaluation of formal and informal feedback processes developed by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment 

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

• CULEVP401A Present information on activities, events and public programs.

Stakeholders  may include:

• access specialists
• boards of management
• conservators
• cultural groups
• curators
• designers
• display specialists
• local community members
• school or education specialists
• subject matter experts
• visitors.

Interpretive display ideas  may include:

• charts
• diagrams
• display stands
• electronic presentations
• labels
• maps
• photographs
• signs
• support materials, such as:

• activity books
• guides
• handouts
• publications.

Information on audience profile  may include:

• age
• cultural preferences
• cultural diversity
• disability access required
• educational level
• familiarity with collections or sites
• gender
• physical capabilities
• special interests.

Operational information  may include:

• budget allocation
• collection needs
• duration of exhibition
• floor plans
• lighting
• movement of visitors through the space
• need for utilities, such as:

• electricity
• water

• security issues
• set-up times and duration
• size of display areas, such as:

• booth
• stage

• structure of walls
• type of surface on which display is to be created
• work health and safety requirements.

Techniques  may relate to:

• balance of text and pictorial content
• choice of materials for label production and supports
• creative interpretation techniques
• ensuring access to information
• label hierarchies
• organisational or industry standards, including:

• grammatical correctness
• technicality of language
• use of conventions for information, such as for dates and names

• principles of design
• relationship of cultural material to display mechanism
• use of colour
• use of fonts and typefaces
• use of juxtaposition.

Materials and equipment  may include:

• three-dimensional materials
• adhesives
• audiovisual systems
• boards
• computers
• fabric
• flags
• freestanding display cases and stands
• furniture
• knives
• paint
• paint brushes
• pens and markers
• perspex
• pins
• plinths
• printed materials
• rulers
• scissors
• screens
• signs
• sound systems
• string
• tape measures
• tools
• velcro
• videos.

Creative use  may involve:

• experimenting with colour, shape and texture
• lighting
• placing items in a range of different ways
• testing different approaches
• use of sound.