Course Preparation
Digital Repository
Artifacts produced by Group Work
Portfolio Evaluative Criteria
Ready Your Digital Repository
In preparation for the portfolio work of the quarter, students will need to have accomplished the following by the first day of class:
- Preparation of a readily available Web-based digital repository of evidence reflecting your professional competence in the form of artifacts and reflections on those artifacts. Artifacts can be the result of deliverables from your course work (many of your artifacts will be of this sort) as well as artifacts stemming from, DFW, and other relevant volunteer or work experiences. We place no limit on the source of student artifacts demonstrating professional competency.
Students will need provide access to their Web-based digital repositories to:
- the course facilitators (instructors); and
- select students in the class who will serve as peer reviewers
Students should be prepared on the first day of class to provide access to their digital repositories
Because of this need to have accumulated a repository of experiences as evidenced by artifact/reflections pairs, we do not advise taking LIS 596 too early in the permitted timeframe for completion of the University required Culminating Experience for the MLIS. - Get permissions from group members for use of any artifact produced by a group you were in.
- For step-by-step instructions explaining how to set up the digital repository, see the Digitial Repository page.
Any questions you might have regarding these expectations can be addressed to the MLIS Program Chair: Joseph Janes at jwj@uw.edu.
Artifacts Produced by Group Work
Students in the iSchool appropriately do a substantial amount of group course work. In addition, the natural unit of work in professional practice is the group. Thus, experiences and artifacts resulting form group activities are commonly included in the digital repository.
When it is possible to use outcomes from group work in your portfolio, it is best to discuss that possibility with your group colleagues. Should a member of the group object to such uses, a discussion should be had whether use would nevertheless be acceptable with the identity of the person objecting redacted.
A second issue is the actual archiving of artifacts from group work. If you plan to use such artifacts, make every effort to gather all resources to be used as evidence into your own repository. Do not depend on parts of a group project residing in a location controlled by other group members and being maintained in a persistent manner.
Portfolio Assessment Criteria
The course facilitators are aware that students in the MLIS program are extremely diverse in their career objectives with goals ranging from school librarian to user experience designer. We appreciate the fact that professional competencies vary substantially across domains and that professional portfolios need to reflect this diversity in order to be useful. In general, portfolios should reflect your passions as well as the outcomes we seek to promote in the iSchool with each of our graduates. As stated earlier, our goal is to educate students who have competencies and are dedicated to each of the following five attributes:
- Leadership—professionals capable of leading the design of future information systems and services across the many domains we serve;
- Education—professionals capable of imparting information and supporting development of knowledge in activities ranging from creation of meaningful user documentation of services and systems to leading workshops and teaching classes;
- Service—professionals with a strong commitment to leveraging their professional expertise in service of colleagues, organizations, community and society;
- Intellectual Pursuits—professions interested in, and capable of, contributing to the intellectual life of their professional communities; and
- Enabling Technologies—professionals with a keen interest in the technologies that enable both their professional work and their users/customers/patrons in achieving their information goals.
The facilitators are aware that students manifest different levels of dedication to these five attributes depending on their individual passions and goals. The portfolios produced in LIS 596 will reflect this diversity.
With this broad context in mind, the general evaluation criteria used both by the facilitators in assessing final digital presentation portfolios and your peers in your course critique groups:
- The quality of evidence of professional and learning outcomes in terms of meeting expectations for entry-level, competent professional practice;
- The thoroughness and the quality of written reflections as expressed against articulated personal and professional goals;
- The skill in framing existing and future plans for professional development and service; and
- The quality of the design and visual presentation of the portfolio.
More specifically, consideration will be given to the following criteria:
| Criteria | Standard |
|---|---|
| Selection of Artifacts | All artifacts clearly relate to objectives or standards and document best professional practice. |
| Reflections | Reflections clearly answer these questions where appropriate: "What did I do?", "Why does it matter?", "What did I learn?" and "What will I do next?" Reflections relate to objectives and standards. |
| Structure & Navigation | Organization of the portfolio is logical and easy to follow, relationships among portfolio elements are evidenced by meaningful and workable navigation. |
| Layout & Design | Page layout is logically organized, readable, and follows the principles of good design, including appropriate use of color, type size and fonts, contrast, repetition, and proximity. Graphic files are in an appropriate format and sized to load quickly. |
| Media | All media, including photos, graphics, video, and audio are used as artifacts or as enhancements to reflections. Media elements do not detract from, or interfere with, the contents of the portfolio. |
| Publication | The published digital portfolio works seamlessly and has no missing graphics, broken links, or errors in spelling, punctuation or grammar. |
Freely adapted from Marilyn S. Heath. (2004). Electronic Portfolios: A Guide to Professional Development and Assessment. Linworth Publishing.
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Last updated: Thursday, 31-Mar-2011 09:24:41 PDT
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