1. Information search, evaluation and management

Queensland Government employees regularly need to find policies, standards, datasets, legislation, guidance, previous project material, stakeholder information and operational records.

Strong search and filtering skills help employees:

• Find authoritative information more quickly
• Reduce time spent searching across disconnected systems
• Avoid relying on outdated or irrelevant material
• Use the right source for the task
• Improve evidence-based advice and decision-making
• Locate relevant government guidance, data and resources
• Reduce duplication by finding existing work before creating something new
• Navigate search results from traditional search tools and AI-supported tools more critically
• Navigate search results from traditional and AI-supported search tools critically to identify relevant, credible and authoritative information

ForGov, Queensland Government websites, the Open Data Portal and Microsoft 365 environments all contain useful information, but they work differently. Effective searching means choosing the right place to search, using useful search terms and filtering results to find what is relevant.

You may be demonstrating this competency when you:

• Research a new policy issue by combining information from legislation, ForGov guidance, agency resources and approved external sources to prepare evidence-based advice.
• Locate historical project decisions across SharePoint, Teams and records systems to understand previous commitments before commencing new work.
• Use an approved AI-enabled search tool to identify potential information sources, then validate findings against authoritative government material before use.

Tool availability, configuration and approval differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital systems and search environments used to find information, data and digital content.

• ForGov search
• qld.gov.au search
• Queensland Government Open Data Portal
• SharePoint search
• Microsoft Search
• Teams search
• Outlook search
• Agency intranets and knowledge bases
• Approved records and document management systems
• Microsoft Learn search
• Approved AI tools or digital assistants, where authorised

Common processes

Processes are the search strategies and habits that help you find relevant information efficiently.

• Defining the information need before searching
• Choosing the most appropriate place to search
• Using specific keywords and phrases
• Trying alternative terms or plain-language variations
• Applying filters such as date, file type, owner, source or category
• Checking whether results are current and authoritative
• Distinguishing relevant from irrelevant results
• Saving or recording useful sources for future reference
• Updating searches when new information becomes available
• Verifying AI-generated search suggestions against authoritative sources

1. Choose a current work question that requires information.
2. Write the information need in one sentence.
3. Identify three places you could search, such as ForGov, SharePoint, the Open Data Portal or Microsoft Search.
4. Create three search terms or phrases.
5. Run the search in at least two different places.
6. Apply filters where available, such as date, file type, source, category or author.
7. Compare the results and identify which are most relevant.
8. Record which search terms and filters worked best.
9. Identify whether you found an authoritative source or need to keep searching.

Hint: Good searching is not about finding the most results. It is about finding the most relevant and reliable results for your purpose.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Acknowledge the benefits of using different digital search tools and methods depending on the purpose.
• Identify the main features of commonly used AI-driven and traditional search tools.
• Recognise that digital search results can include irrelevant information and depend on the search tool and search wording.
• Use digital search tools to perform, refine and update basic information searches.

Intermediate

• Purposefully explore new digital search tools and strategies.
• Select appropriate digital search tools based on information needs.
• Distinguish between more and less relevant digital search results or outputs.
• Apply search strategies and filters to improve the relevance of results.
• Adapt searches when initial results are not useful or complete.

Advanced

• Organise complex search activities across multiple digital environments.
• Select, combine and refine search methods for different information needs.
• Evaluate whether search results are relevant, current and useful for the task.
• Support others to improve search strategies.
• Use search tools and digital sources efficiently across different work contexts.

Highly advanced

• Develop or improve search strategies for complex or specialised information needs.
• Guide others in using advanced search approaches and tools.
• Contribute to better information discovery practices across a team or work area.
• Identify gaps in searchability, metadata or information architecture that make information difficult to find.
• Support improvements that help others find reliable information more easily.

Search Strategy Challenge

Objective

Define a work information need, search in more than one place, and identify the most useful and reliable result.

Learning outcomes

After completing this activity, you will be able to:

• Define an information need clearly.
• Choose suitable places and search terms.
• Use filters to improve results.
• Compare results and identify an authoritative source.

Instructions

Using the downloadable template:

1. Choose a real work question that needs information.
2. Write the information need in one clear sentence.
3. List at least three places you could search.
4. Write three search terms or phrases, including one alternative term.
5. Search in at least two places and record the results.
6. Apply useful filters, such as date, file type, author, source or category.
7. Compare the results for relevance, currency and authority.
8. Record the best source and explain why it is the best fit.

Reflection

Consider:

• Which search location gave the best results?
• Which search term or filter helped most?
• What would you change next time?

Stretch activity (optional)

For a deeper challenge:

• Repeat the search using an approved AI-supported tool, then verify its suggestions in authoritative systems.
• Create a short search tip for your team based on what you learned.

Evidence of completion

You have completed this activity when:

• The information need is clear.
• At least two search locations and three search terms are recorded.
• The most authoritative result is identified and explained.

Download: Search Strategy Challenge (Excel)

After completing this competency section, consider:

• Did you define the information need before searching?
• Which search location produced the most useful results?
• Which search terms or filters worked best?
• Were any results irrelevant, outdated or from the wrong source?
• How did you decide which result was most authoritative?
• Did an AI-supported tool or search suggestion help, and how did you verify it?
• What is one search habit you could improve next time?
• Which DigComp proficiency statement best reflects your current capability?

• ForGov - Queensland Government
  Primary Queensland Government employee portal for authoritative policies, standards, guidance and services.
• Queensland Government Open Data Portal
  Search and filter Queensland Government datasets and supporting resources.
• Microsoft Search overview
  Explains how Microsoft Search finds people, files, sites and answers across Microsoft 365.
• Overview of search in SharePoint
  Explains relevance, indexing and search experiences in SharePoint.
• Be Connected – How to search like a pro
  Practical techniques for finding quality information.
• DigComp 3.0 - Competency 1.1
  Competence statements and learning outcomes for browsing, searching and filtering information.

Information may be:

• Outdated
• Inaccurate
• Incomplete
• Biased
• Misleading
• Generated by AI
• Lacking evidence or context
• Credible but unsuitable for the Queensland context, intended audience or decision being made

Strong evaluation skills help employees:

• Select evidence that is appropriate to the jurisdiction and work purpose
• Trace claims back to original legislation, data, research or reports
• Explain the strengths and limitations of information used in decision-making
• Apply a level of scrutiny that reflects the consequences if the information is wrong

You may be demonstrating this competency when you:

• Assess whether information used in a briefing comes from authoritative, current and unbiased sources before recommending action.
• Compare conflicting information from multiple sources and identify which evidence should inform a decision.
• Review AI-generated content for factual accuracy, completeness and potential bias before incorporating it into government work.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital systems and search environments used to find, assess and use information, data and digital content.

• Authorised Queensland legislation website
• Queensland Government Statistician's Office
• Australian Bureau of Statistics
• University library and research databases
• Original datasets, research reports and evaluation reports
• Agency policy, records and document management systems
• Microsoft Copilot and approved AI tools, used to assist investigation rather than as authoritative sources

Common processes

Processes are the evaluation strategies and habits that help you judge whether information is credible, reliable and fit for purpose.

• Relevance and fitness for purpose: Does the information answer the work question? Is it relevant to Queensland, the responsible agency, the intended audience and the decision being made?
• Authority and provenance: Who created, commissioned and published the information? Do they have relevant expertise or formal responsibility for the subject? Is it the original source?
• Currency and status: When was the information published or reviewed? Is there a newer version? Is it current, approved, draft, archived, rescinded or superseded?
• Evidence and accuracy: Are claims supported by references, data or transparent methods? Can important claims be checked against the original evidence? Does the evidence support the conclusions being made?
• Purpose and possible bias: Was the information created to inform, advise, persuade, advocate, promote or sell? Who funded, commissioned or sponsored it? Are competing views, limitations or contrary evidence acknowledged?
• Corroboration: Can important claims be confirmed through another authoritative and independent source? Are multiple sources genuinely independent, or are they repeating the same original claim?
• Jurisdiction and context: Does the information apply to Queensland and the relevant policy, legislative, operational or community context?
• Consequence of error: What could happen if the information is inaccurate? Higher-risk decisions require stronger evidence and more thorough verification.

After completing these checks, decide whether the source is:

• Suitable: sufficiently credible, current, relevant and supported for the intended use
• Suitable with caution: useful, but its limitations need to be disclosed or supplemented with other evidence
• Not suitable: lacks sufficient authority, evidence, currency or relevance for the intended use

Hint: A government or university domain is a useful indicator, but it does not automatically make every page current, accurate or suitable. Check the individual source, trace important claims to their origin and use professional judgement.

1. Identify a piece of information you are currently using for work.
2. Describe the decision or work purpose it will support.
3. Consider what could happen if the information is wrong.
4. Identify who created, commissioned and published it.
5. Check whether the creator has relevant expertise or formal responsibility for the subject.
6. Check when the information was published or reviewed and whether a newer or approved version exists.
7. Identify the original evidence, data, legislation, policy or research supporting an important claim.
8. Consider the source's purpose, funding, interests and possible bias.
9. Compare the claim with at least one authoritative and independent source.
10. Check whether the information applies to Queensland and the workplace context.
11. Record any limitations, assumptions, missing context or conflicting evidence.
12. Decide whether the source is Suitable, Suitable with caution or Not suitable for the intended use.

Hint: Reliable information is not always perfect information. Good evaluators understand the strengths and limitations of a source and explain how those limitations affect its use.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise that digital information may vary in quality and reliability.
• Identify basic indicators of trustworthy information.
• Recognise that some online information may be misleading or inaccurate.
• Perform simple checks before using information.

Intermediate

• Assess the credibility and reliability of information sources.
• Check information against multiple sources.
• Identify indicators of bias or misinformation.
• Evaluate information before using or sharing it.
• Recognise the limitations of AI-generated content.

Advanced

• Critically evaluate information from multiple and complex sources.
• Assess evidence, credibility and relevance in different contexts.
• Explain the strengths and weaknesses of information sources.
• Support others to evaluate information effectively.
• Apply critical thinking to AI-generated and digital content.

Highly advanced

• Lead and promote evidence-based information practices.
• Design or improve approaches for evaluating information quality.
• Support others to identify misinformation and disinformation.
• Contribute to organisational approaches for assessing information reliability.
• Guide complex decision-making using critically evaluated information.

Source Credibility Challenge

Objective

Check whether information is credible, current, supported by evidence and suitable for a real work purpose.

Learning outcomes

After completing this activity, you will be able to:

• Check the credibility and authority of a source.
• Trace important claims back to original evidence.
• Compare information across independent sources.
• Identify bias, gaps, assumptions and limitations.
• Check whether information is current and appropriate for the Queensland context.
• Make and explain a fit-for-purpose decision.

Instructions

Using the downloadable template:

1. Choose a current work topic or decision.
2. Describe how the information will be used and the consequence if it is wrong.
3. Select three sources about the topic, using at least two different source types.
4. Record who created, commissioned and published each source.
5. Check each creator's expertise, authority or responsibility for the subject.
6. Record when each source was published or reviewed and whether it is current.
7. Check its relevance to Queensland and the intended workplace purpose.
8. Trace at least one important claim back to its original legislation, policy, dataset, research or report.
9. Review the supporting evidence, references and methods.
10. Identify the purpose, funding, interests and possible bias of each source.
11. Determine whether the three sources are independent or repeat the same underlying information.
12. Compare the main claims and investigate significant differences.
13. Record any assumptions, limitations, missing context or unanswered questions.
14. Rate each source as suitable, suitable with caution or not suitable.
15. Choose the strongest source or combination of sources and explain how it should be used.

Reflection

Consider:

• What made one source more trustworthy?
• Did the sources agree?
• What information is still missing?
• Did you reach the original source of the information?
• Was the publisher responsible for or qualified to address the subject?
• Was the information applicable to Queensland?
• Were the sources genuinely independent?
• What could happen if the information was wrong?
• What limitations should be disclosed when the information is used?
• Would you apply more scrutiny if the information supported a higher-risk decision?

Stretch activity (optional)

For a deeper challenge:

• Ask a colleague to rate the same sources and compare your reasoning.
• Assess an AI-generated answer using the same evaluation criteria, trace its important claims to authoritative original sources and record where verification was needed.

Evidence of completion

You have completed this activity when:

• Three sources have been assessed.
• At least one important claim has been traced to its original source.
• Authority, currency, evidence, purpose, possible bias and Queensland relevance have been considered.
• The independence of the sources has been checked.
• Strengths, limitations and missing information have been recorded.
• Each source has been rated as suitable, suitable with caution or not suitable.
• The final decision explains how the information can be used and what caveats are required.

Download: Source Credibility Challenge (Excel)

• Open data, information sharing, access and use policy
  Current Queensland Government policy for responsible access, sharing, use and release of information and data.
• Information access and use guideline
  Guidance for assessing and using government information appropriately.
• Use of generative AI in Queensland Government
  Guidance on evaluating and safely using generative AI outputs in government work.
• Australian Bureau of Statistics
  Authoritative source of official Australian statistics and evidence.
• UQ Library - Searching for information
  Includes guidance for finding and evaluating quality information.
• Australian Education Research Organisation - Evaluating non-academic sources
  A practical checklist for assessing the currency, relevance, authority, accuracy and purpose of webpages and other non-academic information.
• QUT Library - The CRAAP Test
  A concise Queensland university guide to assessing the currency, relevance, authority, accuracy and purpose of websites, reports, articles and other information.
• Queensland Treasury - Integrating evidence and evaluation
  Queensland Government guidance on different forms of evidence and how relevant, accessible and high-quality evidence supports government decision-making.
• The Runway - Checking web sources for accuracy, reliability, bias and reputation
  Australian Government workplace guidance for checking web sources, including authorship, qualifications, evidence, ownership, conflicts of interest, bias and corroboration.
• DigComp 3.0 - Competency 1.2
  Competence statements and learning outcomes for evaluating information.

After completing this competency section, consider:

• What factors made one source more trustworthy than another?
• Did different sources provide consistent information?
• Were any biases, gaps or assumptions identified?
• How confident are you in the information you selected?
• How would you justify the use of your chosen source to a colleague or manager?
• Which DigComp proficiency statement best reflects your current capability?

Government information is both a working asset and evidence of business activity.

Good information management supports accountability, service continuity, lawful recordkeeping, collaboration and informed decision-making. It helps employees find authoritative information, understand which version to use and reduce unnecessary duplication.

Strong information management skills help employees:

• Locate information quickly when it is needed
• Maintain reliable and accurate records
• Reduce duplication and rework
• Improve collaboration across teams
• Support compliance with recordkeeping obligations
• Improve knowledge sharing and organisational memory
• Enable information to be reused and understood over time

Information must be managed in accordance with applicable recordkeeping, privacy, security, access and disposal requirements. Queensland Government guidance highlights records and information management responsibilities, including recordkeeping, information privacy, right to information, and accessing, publishing and using data.

You may be demonstrating this competency when you:

• Establish a structured information repository for a project so team members can easily locate approved documents and decisions.
• Apply metadata, naming conventions and storage requirements to ensure records remain accessible and compliant with agency requirements.
• Consolidate information from multiple systems into a single source of truth for reporting, assurance or governance activities.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital systems or applications used to store, organise, retrieve, process or analyse information.

Examples include:

• SharePoint document libraries
• Teams workspaces
• OneDrive
• OneNote
• Outlook
• Approved records and document management systems
• Excel tables and structured datasets
• Power Query
• Power BI
• Metadata and content management tools

Common processes

Processes are the agreed ways of working that help information remain reliable, secure, discoverable and usable over time.

Examples include:

• Applying file naming conventions
• Using metadata and document properties
• Managing permissions and access
• Maintaining version control
• Identifying authoritative records
• Applying retention and disposal requirements
• Conducting information reviews
• Maintaining data quality
• Organising information structures consistently
• Improving the findability of information

Metadata can help users organise information consistently and locate content more effectively. Examples may include project names, business areas, years, owners, document types and status classifications.

1. Choose an active Teams, SharePoint or approved records workspace.
2. Identify one type of information your team regularly creates or receives.
3. Review how the information is currently named, stored and organised.
4. Assess whether files can be located easily using search, navigation or metadata.
5. Identify any duplication, inconsistent naming or missing metadata.
6. Develop a simple naming convention.
7. Identify two or three metadata fields that would improve findability.
8. Ask a colleague to locate the information without being told exactly where it is stored.
9. Record what made the information easier or harder to find.
10. Identify one practical improvement your team could make.

Hint: Good information management is not about creating more folders. It is about making information easier to find, understand, access and reuse when needed.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Acknowledge the benefits of managing and organising information in digital environments.
• Recognise functions of data removal, restoration and backup, and the main properties of digital files and folders.
• Download, save, retrieve, move and delete digital files.
• Organise and format simple data in a structured digital environment, such as spreadsheets.
• Update contacts, such as in email systems or digital directories.

Intermediate

Individuals can:

• Acknowledge the importance of careful and ethical management of data and information in digital environments.
• Apply naming conventions to digital files and folder hierarchies.
• Organise folders, and manage, save and delete files on digital devices, external storage and cloud services.
• Identify common types of data and their formats, and use data collection tools for simple processing of data.
• Manage information in digital accounts such as email.
• Organise and format data and apply basic formulas in structured digital environments such as spreadsheets.

Advanced

Individuals can:

• Prioritise ethical and transparent management and processing of data and information in digital environments.
• Apply a variety of functions to transfer and manage data and information in digital environments.
• Describe examples, applications and limitations of open data and big data.
• Use a range of digital tools and methods to collect and process a variety of data and information.
• Apply appropriate analysis to information and data in digital environments to contribute to complex decision-making.
• Assist others with data and information management, processing and analysis in digital environments.

Highly advanced

Individuals can:

• Acknowledge the importance of structuring and documenting data and information in digital environments for the benefit of others.
• Develop and implement strategies for complex or specialised data and information management, processing and analysis in digital environments.
• Use a variety of digital tools and methods to process, manage or analyse complex data or large volumes of information.
• Lead or contribute to initiatives that support others in advanced information and data management, processing and analysis in digital environments.
• Contribute to improvements in or new solutions for data management, processing or analysis in digital environments.

Team Information Organisation Review

Objective

Improve how a team workspace stores, names and describes information so people can find and use it.

Learning outcomes

After completing this activity, you will be able to:

• Review how information is organised.
• Identify duplication and findability problems.
• Create a simple naming and metadata approach.
• Test whether another person can find information.

Instructions

Using the downloadable template:

1. Choose an active SharePoint, Teams or approved records workspace.
2. Select one common type of information in the workspace.
3. Review how the information is named, stored and organised.
4. Check for duplicates, unclear versions, missing metadata or inconsistent names.
5. Write a simple naming convention with one example.
6. Choose two or three metadata fields that would improve findability.
7. Ask a colleague to find one item without being told its exact location.
8. Record one practical improvement, an owner and a target date.

Reflection

Consider:

• What made information easy or hard to find?
• Could the authoritative version be identified?
• How will the improvement be maintained?

Stretch activity (optional)

For a deeper challenge:

• Review a second information type and test whether the same convention works.
• Draft a one-page team information guide.

Evidence of completion

You have completed this activity when:

• The current organisation of information is reviewed.
• A naming and metadata approach is proposed.
• A findability test and improvement action are recorded.

Download: Team Information Organisation Review (Excel)

• Records governance policy
  Foundational Queensland Government requirements for reliable, discoverable and accessible records.
• Implementing the Records governance policy
  Practical advice for embedding good recordkeeping.
• Information governance policy
  Treats government information as a strategic asset across its lifecycle.
• Metadata management principles
  Supports discovery, use, reuse and reliable management of information.
• Data governance guideline
  Guidance for planning, monitoring and controlling data.
• Data maturity assessment tool (DMAT) guideline
  Queensland Government guidance for assessing and improving organisational data maturity across governance, data quality, metadata, architecture, risk, integration and analytics.
• Introduction to SharePoint information architecture
  Guidance on metadata, navigation, taxonomy and findability in SharePoint.

After completing this competency section, consider:

• How easy is it for others to find information within your workspace?
• Can authoritative versions of documents be identified quickly?
• Are naming conventions and metadata being used consistently?
• What causes the most difficulty when locating information?
• What improvement would have the greatest impact on information findability?
• How could your team maintain better information habits over time?
• Which DigComp proficiency statement best reflects your current capability?