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P A U L A S . K I S E R
I N S T R U C T I O N A N D E - R E S O U R C E S L I B R A R I A N
M A R Y B A L D W I N U N I V ...
Learning
Objectives
Objective 1:
Objective 2:
Objective 3:
 Know best practices for e-portfolios, in-class
tech workshops...
I N W H I C H C O M M U N I C A T I O N S E N I O R S
N E E D E D T O C R E A T E E - P O R T F O L I O S T O
G R A D U A ...
Liaison to Communication and Marketing
 Previous interactions:
 one shots for traditional research projects
 purchasing...
Partnership Expectations
Previous interactions
 One class session
 Assignment created by the
professor
 Rarely any foll...
I N W H I C H W E C R E A T E D A N E - P O R T F O L I O
A S S I G N M E N T F R O M S C R A T C H
Research
E-Portfolio Pedagogy
Questions
 Purpose?
 Growth
 Showcase
 Evaluation
 Audience?
 Professor
 Employers
 Graduate ...
Examples
 List provided to students
 Email sent with a list of examples before first class meeting
(flipped classroom)
...
Rubric Sections
 Content created during the semester
 One of the following - Paper or synopsis of an assignment that foc...
Rubric Sections
 Aesthetic Components
 Readability
 Attractiveness
 Navigation
 Taxonomy
 Use of Multimedia
 Writin...
I N W H I C H I M E T W I T H S T U D E N T S
T H R O U G H O U T T H E S E M E S T E R T O S C A F F O L D
T H E A C T I ...
Meeting 1: Goals
 What is an e-portfolio?
 Brainstorming ideas from good and bad examples of
e-portfolios from emailed l...
Meeting 2: Technology
 Determine level of experience
 Very limited – only one person had created a blog or used a WYSIWY...
Meeting 3: Review with Industry Professionals
 Scheduled a class meeting with two staff members of
COMPA
 Discussion of ...
Individual Meetings
 Only mandatory out of class meeting time
 Not all students met with me
 Meetings often focused on ...
Meeting 4: Final Review
 Every student shared their e-portfolio
 Constructive criticism and feedback
 Fixing issues wit...
I N W H I C H W E L E A R N E D W H A T W O R K E D ,
W H A T D I D N ’ T W O R K , A N D W H A T T O F I X I N
T H E F U ...
Successes
 Control of their online presence
 Becoming content creators and building skills for
their resumes
 Making th...
Successes: Transferable Info Literacy Knowledge
Practices and Dispositions
 Authority is Constructed and Contextual
 Stu...
Considerations
 Partnership or Buttonology?
 Very time intensive
 Too much content for a single one-shot
 Make no assu...
Improvements
 More handpicked examples to go over as a class
 Find the industry professional e-portfolios ourselves
 Fi...
Q U E S T I O N S ?
P A U L A S . K I S E R
P K I S E R @ M A R Y B A L D W I N . E D U
Thank you!
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Ready for the Next Step: Combining Information Literacy with Digital Literacy Instruction in e-Portfolio Creation

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Paula S. Kiser | Mary Baldwin University

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Ready for the Next Step: Combining Information Literacy with Digital Literacy Instruction in e-Portfolio Creation

  1. 1. P A U L A S . K I S E R I N S T R U C T I O N A N D E - R E S O U R C E S L I B R A R I A N M A R Y B A L D W I N U N I V E R S I T Y 1 1 M A Y 2 0 1 7 Ready for the Next Step: Combining Information Literacy with Digital Literacy Instruction in e-Portfolio Creation
  2. 2. Learning Objectives Objective 1: Objective 2: Objective 3:  Know best practices for e-portfolios, in-class tech workshops, and collaborating with a department in creating a new assignment.  Recognize potential issues when embedded technology workshops with library instruction.  Advocate for the library to be a digital content partner, emphasizing students as content creators and taking control of their online presence.
  3. 3. I N W H I C H C O M M U N I C A T I O N S E N I O R S N E E D E D T O C R E A T E E - P O R T F O L I O S T O G R A D U A T E A N D T H E H E A D O F T H E D E P A R T M E N T W A N T E D M E T O H E L P Background
  4. 4. Liaison to Communication and Marketing  Previous interactions:  one shots for traditional research projects  purchasing materials  Need from the professor  experience with technology  experience with e-portfolios  experience teaching students  Casual conversation turned into a formal request for a partnership on this project
  5. 5. Partnership Expectations Previous interactions  One class session  Assignment created by the professor  Rarely any follow up from the students  No feedback to students about their work E-portfolio interactions  Several class sessions  Assignment co-created with the professor  Students required to meet with me at least once  Able to see their progress and give feedback
  6. 6. I N W H I C H W E C R E A T E D A N E - P O R T F O L I O A S S I G N M E N T F R O M S C R A T C H Research
  7. 7. E-Portfolio Pedagogy Questions  Purpose?  Growth  Showcase  Evaluation  Audience?  Professor  Employers  Graduate school admissions  Content?  Management?  Timeline  Technology Evaluation  Examples  Other student work  Industry professionals  Rubrics  Composite rubrics from other institutions  Generated in class  Industry best practices  Built in throughout the semester
  8. 8. Examples  List provided to students  Email sent with a list of examples before first class meeting (flipped classroom)  Homework assignment  Students needed to find more examples on their own by Googling  Industry Professionals  Guests from the University’s Office of Communication, Marketing, and Public Affairs (CoMPA)
  9. 9. Rubric Sections  Content created during the semester  One of the following - Paper or synopsis of an assignment that focused on:  Marketing-related theory, technique or practice  Communication theory, technique or practice  Gender, race/ethnicity or global perspective in marketing or communications.  All of the following:  Outline of an oral presentation and one-page synopsis in which you critically reflect on the quality of the spoken presentation.  A descriptive statement that addresses the student’s understanding of ethics and ethical standards as they relate to marketing and communications.  A copy of a senior thesis proposal, a senior project proposal, or a marketing and communication case study summary.  The student’s own statement of strengths and weaknesses as well as several future goals.  Feedback for Department and advice to pass to future students regarding the major.
  10. 10. Rubric Sections  Aesthetic Components  Readability  Attractiveness  Navigation  Taxonomy  Use of Multimedia  Writing Appropriate for Audience  Leadership and Professionalism Component  Leadership and Community  Activity in the Community  Passion for Profession  Competence and Character  Experience (emphasizing nontraditional, as well)
  11. 11. I N W H I C H I M E T W I T H S T U D E N T S T H R O U G H O U T T H E S E M E S T E R T O S C A F F O L D T H E A C T I V E L E A R N I N G P R O C E S S Class Meetings
  12. 12. Meeting 1: Goals  What is an e-portfolio?  Brainstorming ideas from good and bad examples of e-portfolios from emailed list  Wrote down all comments in two sections on whiteboard  I prompted with questions for areas they didn’t come up with themselves  Notes became their first draft of a rubric  Homework to decide their audience, find other e- portfolio examples to emulate, and start to gather content decided by the professor
  13. 13. Meeting 2: Technology  Determine level of experience  Very limited – only one person had created a blog or used a WYSIWYG editor before  Digital natives are native consumers, not creators  Used Wordpress so the same workshop would apply to everyone  Discussion of blog vs. webpage, post vs. page  Allowed for a variety of themes and pages  Buttonology  Sign up  Walk through of the admin panel  Create a Page  Create an About Page and copy over text they wrote in advance  Change page order in the Menu and play with subpages  Go over Rich Text Editor on each page
  14. 14. Meeting 3: Review with Industry Professionals  Scheduled a class meeting with two staff members of COMPA  Discussion of what they look for in applicants and their online presence (e-portfolio, social media, etc.)  Reinforcing current expectations and adding nuance  Volunteers to show their e-portfolios  Constructive criticism
  15. 15. Individual Meetings  Only mandatory out of class meeting time  Not all students met with me  Meetings often focused on technology and writing for the web  Edited the Theme and Navigation for better usability
  16. 16. Meeting 4: Final Review  Every student shared their e-portfolio  Constructive criticism and feedback  Fixing issues with their e-portfolios conducted as reference interviews  Still time to make final edits before submitting for a grade
  17. 17. I N W H I C H W E L E A R N E D W H A T W O R K E D , W H A T D I D N ’ T W O R K , A N D W H A T T O F I X I N T H E F U T U R E Take Aways
  18. 18. Successes  Control of their online presence  Becoming content creators and building skills for their resumes  Making the connection between their work in school and their future employment  Student take their information literacy skills and apply them outside of writing research papers
  19. 19. Successes: Transferable Info Literacy Knowledge Practices and Dispositions  Authority is Constructed and Contextual  Students need to show they are the authority on themselves and their experiences. They can show a mastery of their research.  Information has Value  Open platforms vs. pay for access.  Research as Inquiry  Organizing the content of their eportfolio.  Find other eportfolios to use as examples.  Troubleshoot technology issues by finding solutions online from reliable sources.
  20. 20. Considerations  Partnership or Buttonology?  Very time intensive  Too much content for a single one-shot  Make no assumptions about technology experience  Scaffolding essential  Room to fail and time to succeed
  21. 21. Improvements  More handpicked examples to go over as a class  Find the industry professional e-portfolios ourselves  Find bad examples and be more explicit about explaining why they are bad  Have the rubric from the beginning  Still have the first class discussion but then provide them with the rubric based on best practices  Tech workshop more streamlined with less variation between student  Their homework can be playing with Themes and then creating the sub-pages where needed.
  22. 22. Q U E S T I O N S ? P A U L A S . K I S E R P K I S E R @ M A R Y B A L D W I N . E D U Thank you!

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