Lecture presented by Rhea Rowena U. Apolinario at PAARL Forum held on the occasion of the 15th Philippine Academic Book Fair on 13 July 2011 at SM Mega Mall, Mandaluyong City, Philippines
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The Forum’s Objectives
Library Service • To encourage you to adopt and apply a
business model, portfolio management, in
and Teaching Portfolios library planning and other activities;
• To raise your teaching identity through
Collecting and Creating teaching portfolios, and;
a Professional’s Best
• To acquire practical tips and clear guidance on
producing and collecting successful library
service and teaching portfolios.
Prof. Rhea Rowena U. Apolinario
UP School of Library and Information Studies
Diliman, Quezon City
PAARL ABAP 2011
Portfolio
Topics PORTFOLIO Portfolio Management
• Literally means "a case for carrying loose Library Service Portfolio
Portfolio papers,“-- from Latin, the imperative of
portare "to carry" and the plural of folium,
meaning a 'a sheet for writing upon‘ Teaching Portfolio
(Wikipedia)
Portfolio Management
• The materials collected in such a case,
especially when representative of a
person's work: a photographer's portfolio;
Library Service Portfolio an artist's portfolio of drawings (The Free
Dictionary)
• A selection of a student's work (as papers
Teaching Portfolio and tests) compiled over a period of time
and used for assessing performance or
progress (M-W.com)
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A Photographer’s Portfolio A Make-up Artist’s Portfolio
Portfolio Portfolio
PORTFOLIO MANAGEMENT PORTFOLIO MANAGEMENT
Portfolio Management Portfolio Management
• May refer to: Library Service Portfolio – Project Portfolio Management Library Service Portfolio
– Investment /Financial Portfolio
(PPM)
Teaching Portfolio • A management process designed to Teaching Portfolio
Management
• The art and science of making decisions help an organization acquire and view
about investment mix and policy, matching information about all of its PROJECTS,
investments to objectives, asset allocation for then sort and prioritize each project
individuals and institutions, and balancing
risk against performance. (from Investopedia) according to certain criteria, such as
strategic value, impact on resources,
– IT Portfolio Management cost, and so on (Greer, 2009)
• The application of systematic management to
large classes of items managed by enterprise
Information Technology (IT) capabilities. • The same concept that we
Examples of IT portfolios would be planned
initiatives, projects, and ongoing IT services
can use in Libraries
(such as application support). (from
Wikipedia)
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Portfolio Portfolio
LIBRARY SERVICE PORTFOLIO Portfolio Management
Portfolio Management
Therefore: Library Service Portfolio • A collection of the services or Library Service Portfolio
– Library Portfolio Management Teaching Portfolio
products that the library has Teaching Portfolio
• A management process designed to help offered/ currently offering/
a library acquire and view information and will be offering (Apolinario, 2011)
about all of its PROJECTS and SERVICES,
then sort and prioritize each service and
project according to certain criteria, such
as value, impact on resources, cost, and • Libraries can have as
others (Greer, 2009; Apolinario, 2011)
many portfolios, as they
have services and projects
Portfolio Portfolio
Examples of Library Services Portfolio Management
Examples of Library Services Portfolio Management
• Bibliography & indexing Reader’s advisory
Library Service Portfolio Internet access Library Service Portfolio
• Ask-a-Librarian (virtual reference) Wi-Fi® (Wireless Fidelity) network
• Database searching Microfilm reading and scanning
Teaching Portfolio Teaching Portfolio
• Current awareness services WebOPAC
• Document delivery Photocopying
Preservation
• Interlibrary loan, referrals Printing
• Interactive Virtual Tour Emulation Digitization
(INVITE) Audiovisual room
• Library orientations & tours Discussion room
• Online library instructions Reading zone
Bindery
• Extended reading Microfilm laboratory
• Extended check in/out Barcode and library security machines
• Learning Commons CDS/ISIS & iLib software
• Dubbing service (from the UP Main Library website, 2011) (from the UP Main Library website, 2011)
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Portfolio Portfolio
Examples of Library Projects Portfolio Management
LIBRARY SERVICE PORTFOLIO Portfolio Management
• Exhibits and displays
Library Service Portfolio Library Service Portfolio
• Your library as an “events place” • How do you organize?
(conduct activities in your library)
• Patronage rewards Teaching Portfolio
– By kind of service Teaching Portfolio
• Contests, games, tournament,
marathons, runs – By project
• Book sales / book fairs – By theme
• Ground breaking / ribbon cutting
• Featured writer – By year
• Visiting lecturer – It’s up to you! Make it visually
• Library jingle attractive. Include narratives.
• Library brand
Portfolio
TEACHING PORTFOLIO To recap …
Portfolio Management
• A factual description of a professor’s
teaching strengths and Library Service Portfolio
accomplishments
• Includes documents and materials
Teaching Portfolio
Library Service Portfolio
that collectively suggest the scope
and quality of a professor’s teaching
performance
Professional Portfolio
• Allows faculty members to display
their teaching accomplishments for
examination by others, and in the
(Librarian/Teacher)
process, contributes to sounder
tenure and promotion decisions and
the professional development of
individual faculty members
(Seldin, 2010)
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Why Should I Even Have a Portfolio?
Every librarian should develop a
well-organized portfolio
(Parry, 2001)
(Dunneback, 2004)
WHY a Portfolio? WHY a Portfolio?
• It is a factual description of a person’s strengths,
talents, and accomplishments • It includes documents and materials that
collectively suggest the scope and quality of
• A reflective narrative about librarianship, service, performance
and professional/scholarly activity
• Presents examples of your best work (not a
• As professionals, we have to be continually compendium; thus it is selective)
engaged in reflection and self-assessment
• A career strategy; a professional brand; a
means to promote yourself
• Its creation requires time, effort, and most of all,
contemplation about what you value, what you do
to accomplish the goals you value, how your • It is a conversation starter and represents
effectiveness is measured and how you develop proof of your qualifications
professionally as a librarian/scholar
• It bridges the gap between question and
• A tool for planning, for self-improvement answer
(Brown, 2002; Parry, 2001; Seldin, 2010) (Brown, 2002; Parry, 2001; Seldin, 2010)
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Portfolio Planning Process
Portfolio Planning Process
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Selecting
Uses
Defining Selecting Elements Keeping
Your of Your
Your Your Track /
Portfolio Portfolio
Purpose Standards Updating
Medium Audience
Most appropriate
medium
(Funk; Parry, 2001; Seldin, 2010) (Funk; Parry, 2001; Seldin, 2010)
Portfolio Planning Process Defining Your
Purpose
Selecting Your
Portfolio Medium
Selecting Your
Standards
Elements of Your
Portfolio
Keeping Track /
Updating
Uses
Audience
Most appropriate
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / medium
Purpose Portfolio Medium Standards Portfolio Updating
• The level of personal investment in time,
energy, and commitment is high and that is a
necessary condition for change this
Improving Performance / assists librarians to be continually engaged in
Uses
self –reflection and assessment
Performance Appraisal
• Presents a strong case for your development
as a librarian
Audience Personnel Decision
• Provides a record of performance that details
progress and setbacks, successes, and
disappointments
Most
appropriate Job Searching
medium • Exemplifies why you should receive superior
ratings
(Funk; Parry, 2001; Seldin, 2010) (Brown, 2002; Elmhurst College Faculty Council, Spring 2000; Parry, 2001; Seldin, 2010)
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Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Uses Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Uses
Purpose Portfolio Medium Standards Portfolio Updating Audience Purpose Portfolio Medium Standards Portfolio Updating Audience
Most appropriate Most appropriate
medium medium
• Stirs professors to reflect on their teaching in Provide rational and equitable basis for
an insightful, re-focused way promotion and tenure decisions
• Allows you to describe the role Provide evaluators with hard-to-ignore
scholarly/professional activity plays in your information on what professors do as teachers,
professional development why they do it, how they do it, and the
outcome of what they do
• Allows you to describe your participation in
the life and work of your department, the
college, your profession and your community Focus is on the faculty’s achievements, awards,
and successes
• With the portfolio, the professor is
motivated to improve, knows how to Purpose too is to improve performance
improve, or knows where to go for help
(Brown, 2002; Elmhurst College Faculty Council, Spring 2000; Parry, 2001; Seldin, 2010) (Brown, 2002; Elmhurst College Faculty Council, Spring 2000; Parry, 2001; Seldin, 2010)
Defining Your
Purpose
Selecting Your
Portfolio Medium
Selecting Your
Standards
Elements of Your
Portfolio
Keeping Track /
Updating
Uses
Audience
Portfolio Planning Process
Most appropriate
medium
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Future employers want to see concrete
• Is this to show competence in visual skills or will
evidence of why they should hire you the audience members also care that you can
write? For clients?
Uses
Career counselors and recruiters agree that
• Is this to be sent to others as a stand-alone
most employers respond more favorably to a document or will it be used face to face as part of
presentation that includes tangible examples a conversation? If it must stand alone, each
in addition to verbal explanations Audience illustration needs some explanation.
• Is this for professionals or academics? Prospective
A means of stimulating meaningful employers will likely be less interested in your
Most development over time and more concerned with
conversation during an interview appropriate current skills. Academics may be interested in
medium how far you have developed in a certain
timeframe. The two audiences require different
portfolios.
(Brown, 2002; Elmhurst College Faculty Council, Spring 2000; Parry, 2001; Seldin, 2010) (Forsyth, Spring 2008)
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Portfolio Planning Process Portfolio Planning Process
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating Purpose Portfolio Medium Standards Portfolio Updating
• Guides
– Paper-based (3-ring binder,
Uses
clear book, others) – What are the advantages
of using each of these
– CD
formats?
– Online
Audience – What are the
– Combination
disadvantages?
Most – Which one will best meet
appropriate my individual needs?
medium
• Decide!
(Funk; Parry, 2001; Seldin, 2010) (Funk; Parry, 2001; Seldin, 2010)
Portfolio Planning Process Portfolio Planning Process
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating Purpose Portfolio Medium Standards Portfolio Updating
E Service
• What do I need to demonstrate in Responsibilities Activities & Future Plans
my portfolio? L Philosophy
E
• What outcomes or standards M Professional
should be met? (i.e., teaching Philosophy Appendices
Development
standards, requirements, job E
description, minimum
qualifications, personal goals, etc.)
N
Representative
Evidences
T Materials
(Funk; Parry, 2001; Seldin, 2010) S
(Elmhurst College Faculty Council, Spring 2000); Funk; Parry, 2001; Seldin, 2010)
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Keep in mind… Keep in mind…
… provide a Table of Contents or Overview Page
… be sure to “date stamp” your work so you can … these elements are your guides in
demonstrate growth over time. creating your portfolio.
Ideally, it should be written with the help of a You can create your own!
Mentor.
Mentor
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Teaching Responsibilities
Since coming on board full time at Dona Ana Community College
in the fall of 2007, I have taught most of the English classes we
As a Librarian offer, usually at full or nearly full capacity. My primary teaching
A factual description of your location is at our main campus, but I have also taught some
librarianship responsibilities
classes at the Gadsden and White Sands Missile Range
Includes one or more of the campuses.
following areas: reference
Responsibilities service, bibliographic
Service
Activities &
Philosophy
Future Plans instruction, collection Description of Courses Taught
development, etc.
Effective Communication Skills (CCDE 105) [4 credits] is our
Professional As a Teacher
Philosophy
Development
Appendices first level of developmental English, focusing mainly on
Include course titles, average
enrollments, indication reading, locating main ideas, and writing summaries and
Representative
Evidences whether the course is a responses. Toward the end of the class, students begin
Materials
graduate /undergraduate learning how to construct argumentative essays.
course, required or elective
Use a chart or table
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
(Seldin, 2010)
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Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Teaching Philosophy
Engagement is the core of my teaching philosophy. I tell my
students two things at the beginning of the semester: they will
As a Librarian have more fun in English class than they ever had before, and
A reflective statement they will learn things that will help them in their other college
about the practice of classes. I believe teaching should be enjoyable and useful. In
Responsibilities librarianship and the role of
the academic librarian in order to accomplish these goals, students must be engaged in
the institution the class.
Service
Activities & Future Plans
Philosophy As a Teacher
Philosophy Focus is on the
Professional
philosophy of teaching
Development
Appendices and learning that drives
the professor’s classroom
performance
Representative
Evidences
What do I believe about
Materials the role of the teacher?
Role of the student? Why
do I teach? What can my
students expect from
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010) me?
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating Teaching Objectives, Strategies, and Methodologies
Student Input
At the beginning of this semester, I asked the students in
As a Librarian
Artifacts representative of your
my two General Composition classes about the topics they
work as a librarian (i.e., like to read and write about. I told them that I would
bibliographies, instructional change their assignment calendar so that the readings
materials, electronic etc.) would reflect their interests. They were very open to the
Responsibilities Explain how these examples
relate to your philosophies
idea that they would have a role in structuring the class.
Service
As a Teacher One of their interests was writing about true events,
Activities & Future Plans
Philosophy Philosophy
Teaching methodologies and particularly important influences in their lives. Accordingly,
strategies (i.e., why did I I assigned a narrative essay as their first assignment (see
Professional
Development
Appendices choose such strategies and Appendix A for assignment sheet) and changed the first
Representative methods, how do I describe my readings from essays on keeping a notebook to examples of
Materials teaching style, etc.)
student narrative essays.
Evidences Syllabi, handouts, assignments
(highlights only) Groups
Instructional innovations (i.e.,
what new approaches have I
introduced?, which ones
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
worked well?, etc.)
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Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Student Evaluations
I am especially pleased with the high student evaluations I have
As a Librarian regularly received throughout my twelve years as an adjunct,
From supervisors, peers, which have continued during my full-time tenure. Appendix F
Service
Activities & Future Plans
faculty from outside the contains evaluations from the last two years. My mean ratings
Philosophy
Library, librarians from other since becoming full time, summarized in Table 1, are
Professional institutions, or students consistently at or above those of the college as a whole.
Appendices
Development
Be sure to explain each entry
Responsibilities in the narrative and include Table 1. Overall Student Evaluations by Course and Semester
the letters in appendices
Philosophy
Evidences As a Teacher
Representative Student evaluation narrative,
Materials classroom observations
Teaching awards
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating Purpose Portfolio Medium Standards Portfolio Updating
As a Librarian As a Librarian (cont.)
Service Describe your regular Service May include at least: attendance
Activities & Future Plans Activities & Future Plans
Philosophy participation in a program of Philosophy at professional workshops/
continuing professional education meetings, presentations at
and how you work to become a
professional conferences,
Appendices better librarian Appendices
publications (e.g. book reviews,
Professional Intended to augment your CV and Professional
Responsibilities
provide an understanding of the Responsibilities articles in journals, book
Development Development chapters, indexes, books), etc.
scholarly and professional context
of your work Provide a reflective statement
Philosophy Philosophy
Describe the particular projects about the relationship between
you have or are completing, their your scholarly/professional
Representative Evidences rationale and importance to your Representative Evidences activities and your role as a
Materials field and your own development Materials
librarian
Why do you attend conferences,
do research or presentation or
exhibition or publication?
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010) (Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
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Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Teaching Improvement
Conferences
As a Librarian (cont.) I regularly seek ways to increase my knowledge base.
Service Describe representative Attending conferences helps me connect with colleagues
Activities & Future Plans
Philosophy examples of your work from around the country to share teaching ideas. I use
Where relevant, supply a brief information from conference workshops to make my
Appendices context for understanding the teaching more effective, often immediately, as well as in
content/scope/relevance of planning for the next semester.
Professional
Responsibilities
Development the works cited
Include copies of your work in
an appendix
Workshops Attended
Philosophy
As a Teacher
Evidences Efforts to improve teaching
Representative
Materials (i.e., Curricular Revisions,
Teaching Conferences,
Workshops Attended,
Innovations in Teaching, etc.)
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
Defining Your Selecting Your Selecting Your Elements of Your Keeping Track / Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating Purpose Portfolio Medium Standards Portfolio Updating
As a Librarian
As a Librarian and Teacher
Future Plans Indicate the directions
A factual description of your
Service you believe scholarly/
departmental, collegiate, and
Activities & Service Activities professional activity will
Philosophy external service (including & Philosophy
Appendices Future Plans take in the next few
participation in library
Responsibilities
years
professional organizations)
Professional What ideas, projects, or
Responsibilities May include committees on Development passions do you think
Professional which you have served, your Philosophy Appendices
Development you will be or would like
responsibilities, the challenges
Philosophy
to pursue?
faced and the Evidences
Representative
accomplishments achieved Materials
Evidences Discuss why you are involved As a Teacher
Representative
Materials in such service activities Teaching goals, short
and long-term
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010) (Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
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Defining Your Selecting Your Selecting Your Elements of Your Keeping Track /
Purpose Portfolio Medium Standards Portfolio Updating
Teaching Goals
In the next one to three years, I plan to accomplish goals in the
following areas:
Assessment: Create or adapt assignments for my General
Composition classes that will include pretests and post As a Librarian and Teacher
Service Activities & Future Plans
tests, designed to assess students’ knowledge of APA Philosophy Accomplishments,
documentation style, one of the departmental Student outputs, syllabi, student
Learning Outcomes for this class. APA style is a challenge Responsibilities ratings, etc. mentioned
Professional in the other sections of
for most of our students, and mastery of it is essential to Development Appendices the portfolio
their college success. Philosophy
Do not overkill, be
Feedback selective
Teaching Performance Representative Evidences
Materials
(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)
Portfolio Planning Process
Appendices Elements of Your
Defining Your Selecting Your Selecting Your Keeping Track /
Appendix A: Student Feedback Purpose Portfolio Medium Standards Portfolio Updating
Appendix B: Mid-semester Evaluations
Appendix C: Class Syllabi and Detailed Assignment Calendars
Appendix D: Examples of Student Papers
Appendix E: Student Evaluations • You have to continually
Appendix F: Evaluations by Supervisor and Peers update and keep track of
your portfolio
(Funk; Parry, 2001; Seldin, 2010)
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Examples of Portfolios
Tips on Creating Your Portfolios
1. Know the purpose of the portfolio.
2. Tailor your portfolio to your needs,
what you want to project, or the
position you are applying for.
3. Include projects you have worked on
in your current job or within the last
two years for currency.
4. Show your individuality.
5. Have and maintain both a paper and
electronic portfolio.
6. Keep it clean.
(Funk; Parry, 2001; Seldin, 2010)
https://sites.google.com/site/audramelissabirek/
Examples of Portfolios
http://jvanderhoff.blogspot.com/ http://www.ellyssakroski.com/
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http://www.the-crafty-librarian-portfolio.blogspot.com/ http://staff.howard.k12.md.us/~gwynethj/gajportfolio/portfolio/Gwyneth%20A.
%20Jones%20-%20Electronic%20Portfolio.html
Are you contemplating on making a
PORTFOLIO now? Thank you so much
You should … and you better and have a great day!
start now!
Contact information:
rrmubana@gmail.com
0928-5059283
Definitely, YES!
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References
• Association of College and Research Libraries (2010). Value of Academic Libraries: A Comprehensive Research
Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries.
Available online at: http://www.acrl.ala.org/value/
• Brown, C. A. (2002). Planning Portfolios: Authentic Assessment for Library Professionals. Available online:
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume52002/brownboltz.cfm
• Dority, G. K. (2006). “Creating your Professional Portfolio,” Chap. 6 in Rethinking Information Work: A Career
Guide for Librarians and Other Information Professionals. Westport, Conn.: Libraries Unlimited.
• Dunneback, K. (2004). Punch Up Your Portfolio. Available online:
http://www.liscareer.com/dunneback_portfolios.htm
• Elmhurst College Faculty Council. (2000). The Professional Portfolio for Librarians.
• Farmer, D., Stockham, M. & Trussell, A. (2009). Revitalizing a Mentoring Program for Academic Librarians, College
& Research Libraries.
• Forsyth, A. (2008). Skills in Planning: The Planning Portfolio. Available online at:
http://www.planetizen.com/node/36302
• Funk, M.L. Developing an Electronic Portfolio. Available online at:
http://edtech.kennesaw.edu/eportfoliocourse/eportfolio.htm
• Greer, M. (2009). What’s Project Portfolio Management (PPM) & Why Should Project Managers Care About It?
Available online at: http://michaelgreer.biz/?p=147
• International Foundation for Information Technology. (2009). Library Portfolio Management. Available online at:
http://www.if4it.com/SYNTHESIZED/GLOSSARY/L/Library_Portfolio_Management.html
• Investopedia. Portfolio Management. Available online at:
http://www.investopedia.com/terms/p/portfoliomanagement.asp
• Kimbeldort, M. (1999). Selected Works by Michael Kimbeldorf: Portfolio Library. Available online:
http://amby.com/kimeldorf/portfolio/
• Parry, P.W. (2001). The Librarian’s Portfolio. (from Info Career Trends).Available online:
http://www.lisjobs.com/career_trends/?p=77
• Seldin, P., Miller, J.E., & Seldin, C.A. (2010). The Teaching Portfolio: A Practical Guide to Improved Performance and
Promotion/Tenure Decisions, 4th ed. San Francisco, CA: Jossey Bass.
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