The document provides guidance for MLS students on constructing a capstone portfolio to demonstrate their learning and achievement in the program. The portfolio serves both student-level assessment of learning as well as program-level assessment for accreditation. Students are instructed to include 10-12 artifacts from their coursework, accompanied by reflective statements using the C-T-A-P-O method to describe the course purpose, relevant theories, artifacts, practices, and learning outcomes. Examples of reflective statements are provided.

2. Master of Library Science
Capstone
Portfolio Assessment
SLIM, ESU, MLS Outcomes-based
Assessment Plan

3. Portfolio Purpose
The purpose of the MLS Capstone Portfolio is both
student and program level assessment.
1. The portfolio provides evidence of student
learning and achievement (student level).
2. The portfolio provides partial evidence that the
MLS program fulfills the requirements for
American Library Association accreditation
(program level).

4. Alignment of Standards
Candidates becoming academic, public, or special librarians (all except school)
ALA Core
Competencies of MLS Program Course Learning
Librarianship Outcomes Outcomes Assignments
Candidates earning school library media licensure
The
ALA Core Standards Teachers
Competencies for PreK-12 MLS College Course
of School Program Conceptual Learning
Librarianship Librarians Outcomes Framework Outcomes Assignments

5. Capstone Class
The Capstone class (LI880) provides guidance to
organize MLS program materials and artifacts
that provide evidence of student learning and
achievement.
During the course, you will construct an
electronic portfolio, which includes reflective
statements about your selected artifacts.

6. Write reflective statement using the
the C-T-A-P-O Method (Dow, 2010)
• COURSE PURPOSE – What does the syllabus state is the purpose of the course?
• THEORY BASE – What theory is used in the course, and particularly, what
theory/theories (by theory name and theorist’s name) influences my
understanding of the artifact that you include as evidence of your learning?
• ARTIFACT – What is this artifact (e.g., project, manuscript, index, bibliography,
etc.)?
• PRACTICE – What did I practice in the learning activity involving this artifact
(assignment instructions)?
• OUTCOME – What outcomes did I achieve (realize) through this assignment
(reference outcomes in course syllabus)?

7. • The following slides provides guidance in using
the “C-T-A-P-O Method” for writing reflective
statements.
• There are two reflective statement examples:
One from LI801 and one for LI802.
(Remember that these are examples. You may
use them if they apply, or you should revise to
fit your actual experience.)

8. Example – Collaborative Learning Project
Reflective Statement Using C-T-A-P-O
COURSE PURPOSE The purpose of the LI802 course is to teach future librarians
theories of information-seeking behavior and their application to user-centered
services. Students are introduced to models of information seeking, retrieval and
sharing; the selection, evaluation, and use of appropriate electronic and print
resources; information literacy, learning styles, and best practices in providing
user-centered services. Students learn to apply theory from the field of
information psychology. Information psychology is the field of information science
concerned with the development of knowledge of human behavior associated
with the acquisition and use of information.
THEORY BASE We studied learning through the lens of constructivist theories,
which emphasize that individuals construct their understandings of the world
through continuous, ongoing interactions with the people in their lives.

9. Continued
ARTIFACT In this artifact, a research guide prepared and
presentation make to classmates, Vygotsky’s (1978) theory of
the zone of proximal development, and Howard Gardner’s
(1983) theory of multiple intelligences were used to envision
an individualized learning process with the goal of helping
library users to become information literate. In my research
guide focused on ______ (name the library type/topic), I used
shared resources useful in answering the question: _______
(write your reference question).

10. Continued
PRACTICE This was practice in responding to the
unique learning styles and learning needs of individuals
in my group.
OUTCOMES This demonstrates that I know and can
apply major theories from the psychology of learning
as a lens for viewing diverse information-seeking
behavior of library users. It also demonstrates that I
can integrate and connect theories and models from
LIS and the field of psychology to solve problems and
make decisions about reference sources and services.

11. Example – Information Seeker Essay
Reflective Statement Using C-T-A-P-O
COURSE PURPOSE The purpose of the LI801 course is examine philosophical and
ethical underpinnings, roles and societal contexts, and current topics of interest in the
global information society. Students explore the role of information in society, change
as reflected in paradigm shifts, the theory and processes of information transfer, and
the characteristics of information professionals and professional practices.
THEORY BASE We read about and reflected on current and developing issues in library
and information science taking into account a variety of political, economic, technical,
and social factors. We studies the life cycles of information according to Greer, Grover
and Fowler (2007), and basic principles of information ethics according to Severson
(1997).

12. Continued
ARTIFACT As a member of a small team, I participated in
analysis of an information case on the topic of (insert case type,
e.g., intellectual freedom; privacy; professional ethics, etc.). The
team applied Severson’s model for ethical decision-making to
the case, and then created a newspaper, which includes articles
that reflect a variety of points-of-view about the case.

13. Continued
PRACTICE This was practice in using knowledge of basic
principles of information ethics, and in using skills in applying
a model for ethical decision-making.
OUTCOMES This demonstrates that I know and can apply
ethics, values, and foundational principles of the library and
information profession.

14. The MLS Capstone Portfolios must include 10-12
artifacts completed during your program. You
must write a reflective statement for each
artifact. Most of the artifacts you include should
be based on course assignments. It is permissible
to include artifacts that are the result of actual
professional work (ask permission first).
Begin now saving your course products/projects
(artifacts).