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SLIS Home – Culminating: LIBR 289 – e–Portfolio

LIBR 289 Advanced Topics in Library and Information Science
(e–Portfolio) Student Handbook

• Introduction
• Eligibility
• Registration
• General Information
  • e–Portfolio Due Date
  • e–Portfolio Software
  • e–Portfolio Advising
  • Coordination
  • Assessment and Standards
  • Grading
  • Disqualification from the MLIS Program and Right to Appeal
  • Withdrawals and Drops
• The e–Portfolio — Content and Process
  • What is an e–Portfolio?
  • How should my e–Portfolio be organized and presented?
    • Introduction and Statement of Professional Philosophy
    • Areas of Competency
    • Summary and Conclusions and Affirmation Statement
  • How do I develop my e–Portfolio?
  • Examples of evidentiary items
  • Publishing a Plone e–Portfolio
• Resources
  • Plone Technical Support
  • Elluminate Recordings
  • InMagic Databases
  • Spring 2008 orientations
  • Fall 2008 orientations
  • FAQs
  • e–Portfolio examples
  • Strategies and tips
  • For further reading

Introduction

The Electronic Portfolio (e–Portfolio) option is one of two ways (see also Thesis) in which a student may satisfy the University's requirements for a culminating experience. The goal of the e–Portfolio is to provide a program–based assessment to ensure that each student demonstrates mastery of all student learning outcomes (core competencies) for the degree before graduation. For a list of the core competencies, see: slisweb.sjsu.edu/slis/competencies.htm. Students selecting the e–Portfolio option as opposed to the thesis option should register for LIBR 289: Advanced Topics in Library and Information Science. LIBR 289 is a 3–unit formal graduate course; students should thus expect to devote a minimum of 135 hours to developing and refining their e–Portfolios. The three credits for this course count toward the total of 42 (or 43) units required for the MLIS degree. Successful completion of the course will result in a Credit grade being given for LIBR 289.

Eligibility

Only students in good academic standing may take LIBR 289. To be in good standing:

• All Incompletes of record must be removed prior to the start of the semester in which the student is enrolling in LIBR 289.
• The student must have a GPA of 3.00 or higher.
• The student must have filed a Candidacy Approval Form. Candidacy forms are due approximately 4-5 months before the beginning of the semester you plan to graduate. See slisweb.sjsu.edu/graduation/process.htm.

Registration

Students may enroll for LIBR 289 in the Fall semester if they plan to complete the degree in December. Students may enroll for LIBR 289 in the Spring semester if they plan to complete the degree in May, or if they will have no more than 3 units/one class remaining to take, which must be taken in the immediately following summer. If a student passes LIBR 289 in the Spring semester and successfully completes his/her one remaining course in the immediately following summer semester, the effective date of such student's graduation will be August. The student may participate in the SLIS Convocation the following May.

It is the student's responsibility to submit all the required Graduation Forms by the specified deadlines, and to re–activate previously submitted forms if the planned date of graduation changes. Failure to do so can result in a student who satisfactorily completes all requirements for the MLIS degree not being allowed by University regulations to graduate in the expected semester.

Students are responsible for maintaining current mailing and email addresses in MySJSU. If you wish to receive your LIBR 289 completion letter (mailed at the close of the semester), please make sure your MySJSU information is correct.

If you are completing an Incomplete from a prior semester for LIBR 289, you do not need to register on MySJSU again for the course.

Effective August 23, 2007, students who receive a grade of No Credit for LIBR 289 may re–register and pay for LIBR 289 one more time only. If a student receives a grade of No Credit twice in LIBR 289, that student will be disqualified from the MLIS program.

Re–registering for LIBR 289: after the first day of classes, email Jane Fisher, stating whether you are a regular or a special session student and requesting a permission number for LIBR 289. After you receive your permission number you may register for LIBR 289. You will not be able to register without a permission number.

General Information

e–Portfolio Due Date

The e–Portfolio is due by 9:00 p.m. PST on the third Monday in November and the third Monday in April. For Fall 2008, the due date is Monday, November 17, at 9:00 p.m. PST

e–Portfolio Software

Students may build and submit their e–Portfolios using the recommended, SLIS–supported, Plone software or another electronic medium or website (not Blackboard) approved by their e-Portfolio advisor. The Plone e–Portfolio software and tutorials for use of the Plone software are available at slisprojects.sjsu.edu. Students are introduced to the elements of portfolios as evidence of performance in LIBR 204 Information Organizations and Management, and are encouraged to develop a Plone home page and to continue saving relevant coursework and building their e–Portfolios throughout their courses at SLIS.

Students enrolled in LIBR 289 must inform their e-Portfolio advisor by email of their Plone site URL before the e–Portfolio due date; if using an alternative electronic medium, students must have prior agreement from their e-Portfolio advisor and inform the e-Portfolio advisor of their e–Portfolio URL. Failure to do so may result in a grade of No Credit for LIBR 289.

E-Portfolio Advising

Beginning with the Fall 2008 semester, LIBR 289 students will be assigned e-Portfolio advisors after registration. The e-Portfolio advisor is responsible for reading and grading the student's final e–Portfolio submitted in LIBR 289. Feedback on student submissions for the e–Portfolio is provided by the student's e-Portfolio advisor; the e-Portfolio advisor will provide at least two review periods when drafts may be submitted for review prior to final submission.

The LIBR 289 course coordinator will assign e-Portfolio advisors according to e-Portfolio advisors' space availability. LIBR 289 students will be notified of their e-Portfolio advisor assignment by a MySJSU message sent after MySJSU registration closes - typically three or four days before classes begin.

Eligible students needing to enroll in LIBR 289 after MySJSU registration has closed will be assigned their e-Portfolio advisor when they request and are given their permission number.

Coordination

LIBR 289 is administratively coordinated by the assistant director for research and professional practice (Jane Fisher). Responsibilities of the assistant director include assigning e-Portfolio advisors, maintaining the course handbook, serving as instructor of record, posting the grades assigned by e-Portfolio advisors, and managing the process of problem resolution, as needed.

Assessment and Standards

The e–Portfolio will be assessed according to a standard checklist; see the section below: "How should my e–Portfolio be organized and presented?"

The standards that are applied to the 16 e–Portfolio components—the Introduction and Statement of Professional Philosophy, the 14 statements of competency and the evidence presented for meeting competencies, and the Summary and Conclusions—are either "deficient" or "satisfactory".

Deficient can mean that the discussion or evidence presented is poorly written, not relevant, or insufficiently demonstrates basic knowledge about a topic, principle, or competency.

Satisfactory means that the student's statement of competency and evidence demonstrates that he or she not only knows about the principle or topic in the competency, but also understands and can "do" something with it, such as apply it or put it into practice in an appropriate setting, or use it to plan for and create products or services.

"Know" and "can do" are the guiding elements in the judgment by which deficient–to–satisfactory is determined for the statements of competency and the evidence presented in the e–Portfolios. What we know is not sufficient, while demonstrating what we can do with what we know is satisfactory.

Grading

CREDIT: Successful completion of the course (all 16 required components are turned in by the e–Portfolio due date, and all are graded as satisfactory) will result in a Credit grade for LIBR 289.

INCOMPLETE: A grade of Incomplete will be given for the following circumstances:

• At least 10 of the 16 required components are turned in by the e–Portfolio due date, and at least 10, but less than all 16 (if 16 turned in), are graded as satisfactory, or
• A request for Incomplete due to illness or family emergency, backed by documentation, is submitted by the student to their e-Portfolio advisor no later than 72 hours or more prior to the e–Portfolio due date.

For more information about INCOMPLETE grades, see slisweb.sjsu.edu/enrollment/incompletes.htm.

NO CREDIT: A grade of No Credit will be given for any situation not mentioned under Incomplete above; for example, 9 or fewer submitted (satisfactory or unsatisfactory) components.

Disqualification from the MLIS Program and Right to Appeal

Students receiving an Incomplete in LIBR 289 must successfully complete the missing or unsatisfactory work for a grade of Credit within the specified Incomplete time period. Failure to complete the assigned work will result in an Incomplete "I" being converted to an No Credit "NC". For the SJSU policy on Incomplete grades, see  info.sjsu.edu/web-dbgen/narr/soc-fall/rec-15.html.

Effective August 23, 2007, students receiving a grade of No Credit twice in LIBR 289 will be disqualified from the MLIS program.

Students may appeal disqualification from the MLIS program under the SJSU Academic Senate Policy F–96–11 II–C. Please also read the Student Rights and Responsibilities section in the San José State University Catalog. The first step is to direct a letter to the Schools' Coordinator of Admissions and Academic Advising with a copy also sent to the Director of SLIS. The appeal letter must provide the facts to be taken into account in evaluating your request. The Coordinator of Admissions and Academic Advising will convene a faculty committee for review of the issues raised and make a recommendation to the Director who will advise the student of the School's decision.

Withdrawal / Late Drop

All SLIS and SJSU regulations for withdrawals and drops apply to LIBR 289. See slisweb.sjsu.edu/enrollment/lateadd.htm for information and deadlines.

The e–Portfolio: Content and Process

What is an e–Portfolio?

The LIBR 289 e–Portfolio provides an opportunity for students to demonstrate competence in each of the core areas for professional librarians (slisweb.sjsu.edu/slis/competencies.htm).

An e–Portfolio is an electronic presentation of the portfolio, which enables the student to seamlessly incorporate multimedia files of different types into the portfolio, exercise a greater degree of creativity, and demonstrate mastery of basic technological skills and the ability to organize information in an online environment. A portfolio showcases the discussion and collection of evidence you have selected and organized to demonstrate and display your knowledge, skills, abilities, accomplishments, and achievements over a period of time). It serves as evidence of the work you have done and can do, and accomplishes the following goals:

• The process of developing the portfolio enhances the learning process.
• The resulting portfolio demonstrates your understanding of professional competencies.
• Both faculty and students can measure individual and group progress toward learning objectives.
• Students can reflect on their MLIS experience to identify individual strengths and develop a professional growth plan.

How should my e–Portfolio be organized and presented?

All e–Portfolios will be evaluated in accordance with the following requirements.

Your e–Portfolio must demonstrate:

• an appropriate structure, with clearly labeled contents
• an appropriate design and layout
• consistent and correct usage of whatever style (MLA, Turabian, APA, or Chicago) your e-Portfolio advisor requires for all citations and references used in any new writing (work product from earlier SLIS courses used as evidence may remain in the approved style required for that course)
• writing (spelling, punctuation, grammar) at the graduate level

Your e–Portfolio should contain the following 16 required components:

1. Introduction and Statement of Professional Philosophy

   • an Introduction to the e–Portfolio (its organization and structure, the process you followed)
   • a Statement of Professional Philosophy (approximately three to five pages)—thoughtful and articulate, with reference to experiences, learning, readings; your conception of librarianship as it relates to the specific type(s) of library or information organization(s) in which you intend to pursue a career; your professional goals, and the relationship of these goals to the items in your e–Portfolio. You should also discuss here your understanding of the final competency O: "contribute to the cultural, economic, educational and social well–being of our communities," and demonstrate (in your discussion) your mastery of this competency.

2. Areas of Competency

   • a Statement of Competency is required for each of the 14 competencies, in which you address the following questions: What do you understand this competency to mean? What course assignments or other work products are you submitting as evidence of your mastery of this competency? Which source(s) or class(es) is your evidence drawn from? Why did you select these particular work products as evidence for your mastery of this competency? How do your selections show not simply learning but also application? What have you learned?
   • It should be clear to anyone examining the contents of your e–Portfolio why you have chosen each item as representative of your knowledge, skills, and accomplishments, and what you have learned.
   • You must include a minimum of one piece of evidence for each competency; however, submitting two or three pieces of evidence is preferred. The final decision rests with your e-Portfolio advisor whether more will be required. See Examples of Evidentiary Items (below) for more specifics about evidence.

3. Summary and Conclusions and Affirmation Statement

   Include here your reflections on your MLIS program, a discussion of your strengths, and a professional growth plan (relating to the achievement of the professional goals outlined in your Statement of Professional Philosophy), plus any final comments and conclusions.

   Affirmation Statement:
   Each e–Portfolio must close with a statement from the student affirming that all introductory, reflective, and evidentiary work submitted is his or hers alone (except where indicated as a group or team project), and has been prepared solely by the student. You may use this exact wording.

How do I develop my e–Portfolio?

1. Understand the purpose of your e–Portfolio. The e–Portfolio will be used to demonstrate your achievement and mastery of particular core competencies, so all the materials you select or develop, and all your discussion and reflections, should be relevant to demonstrating your mastery of these objectives.

2. Understand the criteria for evaluation. Be sure that you understand the standard established to determine whether your e–Portfolio, as a final product, meets its intended purpose. You need to understand the principles on which your e–Portfolio will be judged so that you can select work samples that meet the evaluation criteria. Follow the guidelines for the organization and presentation of the e–Portfolio, be concise, and consult with your e-Portfolio advisor.

3. Closely read and think carefully about each competency (slisweb.sjsu.edu/slis/competencies.htm). What does this competency mean to you? Do you understand and can you explain its importance within the field of librarianship and information science?

4. Think about the organization and presentation of your e–Portfolio. Review the Plone tutorials, and set up the organization of your Plone folders. If not using Plone, make sure to discuss your alternative with your e-Portfolio advisor and obtain approval.

5. Collect evidence of your achievements for potential inclusion in your e–Portfolio. At this point, do not worry about making final decisions; this stage is like brainstorming—just collect as much material which might be relevant as you can. Essays, projects, any of your assignments, special projects completed at your workplace, or evidence (work produced) of knowledge acquired as a result of attending a conference or workshop in your area of study may be appropriate for consideration at this stage. At some point you may need to apply some of your knowledge and develop a new product to demonstrate mastery. Remember that evidence of competency and proficiency need not be limited solely to work done in this program. The issue is evidence of competence, not how or where you developed it. Simple completion of a course or regurgitation of information does not constitute evidence of mastery.

   It is important to have as much evidence as possible before you as you begin the selection process so that you can be certain of choosing the work that best demonstrates your achievements. This is the work you want in your e–Portfolio. The e–Portfolio is not simply an amalgam of everything that you have done but a carefully selected collection or synthesis of your evidence.

6. Select the materials which will become part of your e–Portfolio. First, sort all the materials according to an appropriate organizational scheme. Use this handbook and examples as a guide, and assess each item, selecting those that best represent your skills and accomplishments in satisfaction of the program objectives, and which meet the evaluation criteria. Remember that you may be submitting work already assessed by someone else, e.g., a course instructor, but that a different faculty member, your e-Portfolio advisor, will be assessing the same work as a measure of particular competence, and may reach different conclusions due to a different context.

7. The Statements of Competency (where you present your understanding of the competency and your selected evidence, and make the case for your mastery of the competency) are the most important parts of the e–Portfolio.

8. Begin by working with those competencies that are most familiar to you and for which you feel you have good evidence. Finish one or two, and submit them to your e-Portfolio advisor at the earliest opportunity. Take advantage of the opportunity to get early feedback from your e-Portfolio advisor.

9. Set up your own schedule, and write and submit your work in a timely manner so that you do not run out of time as the semester ends.

10. Evaluate your e–Portfolio as a whole and make adjustments as necessary. At this point it is important to put yourself in your e-Portfolio advisor's place. Try to take an objective look at your e–Portfolio; you might also have peers or colleagues provide a preliminary judgment of your e–Portfolio. A colleague can raise helpful questions for you, of clarity, completeness, and congruence with objectives. Assume that your e-Portfolio advisor knows nothing about you or your work: your e–Portfolio must speak to an independent audience without your background or experience.

    Some questions to consider are

    • Do the items in my e–Portfolio work together to provide a comprehensive and coherent picture of my work and capabilities?
    • Do the items in my e–Portfolio demonstrate my personal and professional development?
    • Does my e–Portfolio meet the organizational and presentation evaluation criteria? Does it reflect creativity?
    • Does my e–Portfolio meet the contents criteria (see "Your e–Portfolio should contain the following" above)?
    • Does my e–Portfolio clearly demonstrate that I have met each of the program objectives and competencies by providing clear Statements of Competency and relevant work samples as evidence?

Examples of evidentiary items

The selection of the evidentiary items to include in your e–Portfolio will depend on the nature of the competency. Some examples of potential documents to include are given below. Be sure that each item you include in your final e–Portfolio represents your best work. If in doubt, consult your e-Portfolio advisor. Again, it must be clear from the Statement of Competency (in which you introduce and discuss the evidentiary items for a specific competency) exactly how and why the evidence relates to the specific area of competence. This list below is merely illustrative.

• essays, reports, research papers
• assignment evaluations, taking into consideration care for privacy of instructors and fellow students (for example the competency for effective communication may be addressed in part through an instructor's evaluation of a presentation)
• analytical papers (such as applying a program area to your work, e.g., assessing your library's organizational culture using course criteria, critiquing a library strategic plan to demonstrate knowledge of planning)
• critical notes
• article summaries and analyses
• professional publications
• database files
• Elluminate recordings
• video capture of an individual or group presentation; media files; PowerPoint slide presentations
• performance appraisals (for instance a written document commending your ability to work in teams, although not sufficient in and of itself, may add weight to other evidence of your collaborative skills)
• professional development (for example participation in and a discussion of your learning from an institute on effective teaching may be one part of the objective on staff development)
• project samples
• photos of library displays, events

Relevant group or team work may be submitted as evidence of competency, but in your Statement of Competency, when you present and discuss the evidence, you must make it clear what your exact role was in the group project and what work was your individual responsibility.

The School is not able to provide access to previous course records. However, you could (for example) write a document demonstrating competence without revisiting a course site.

Publishing a Plone e–Portfolio

It makes sense while you are working on the e–portfolio to keep it private. That way only you and your e-Portfolio advisor will see your work. If you decide to make the contents available to the world after you finish LIBR 289, then you can publish your folders. The Plone tutorial contains instructions on how to do this. Your material is then open for viewing by anyone with a Web browser. No password is needed.

Remember: You must not share your SLIS passwords with anyone else.

Resources

Plone Technical Support

Students may build and submit their e–Portfolios using the recommended, SLIS–supported, Plone software or another electronic medium (not Blackboard) approved by their e-Portfolio advisor. The School will only support the use of Plone software for the e–Portfolio. While a student may choose to use another medium for their e–Portfolios (with their e-Portfolio advisor's permission), the School cannot provide technical support for any medium other than Plone. Plone tutorials are available and linked from slisprojects.sjsu.edu.

In addition, a Blackboard site will be available where Plone users can share technical tips and tricks and help each other troubleshoot technical problems. This site will be solely for tips and tricks and troubleshooting of issues in Plone sites already under construction by students. It is not a place where you may ask other students or technical staff to build your e–Portfolio for you. This support site will not deal with issues that are covered in the tutorials. Please check the tutorials prior to submitting a question to the Plone support site in Blackboard.

You must self–enroll in the Plone support site in Blackboard. The Course Name is: Plone Technical Questions. Please remember that e-Portfolio advisors will help with content; they will not advise on technical matters, as technical competence is a core competency of the program.

Students who wish to use Web projects developed, for example, in LIBR 240, 246, 280 or 287, as sources of evidence should contact Gina Lee after the first day of classes for a usr289 account for the SLIS Web server Senna. Please note: if you previously used Styx for any of these classes you will now use Senna. They are identical. No instruction will be given. It is assumed that you can use SSH and SFTP. Once access is provided you will set up your own directories with appropriate permissions and SFTP your files. If you do not know how to do this, do not ask for a usr289 account. A CGI directory will be available but you may have to adjust path names. Your user account will be locked but not redeployed upon completion of LIBR 289. This means that you—or an employer—can view your files for up to six months. You will not, however, be able to add to the files or change them after completion of LIBR 289. Please request accounts after the first day of the semester.

Students who wish to upload multimedia files should upload the files not to Plone but to the separate SLIS Web server Amazon, and then create links in Plone to the multimedia files on Amazon. Please contact Gina Lee after the first day of classes to request an account on the Amazon server in order to upload multimedia files. Gina will handle distribution of both the Amazon and the Senna accounts.

SLIS will maintain student e–Portfolios on Plone, and Senna or Amazon accounts, for six months following completion of LIBR 289. E–Portfolios and Senna and Amazon accounts for students completing LIBR 289 in Fall 2007 will be kept until (approximately) July 1, 2008. E–Portfolios and Senna and Amazon accounts for students completing LIBR 289 in Spring 2008 will be kept until (approximately) December 1, 2008. Students will be notified by email well in advance of the date for e–Portfolio removal.

E-Portfolios for students working on completing grades of INC or NC will not be removed.

Below are two options should you wish to save the contents of your Plone portfolio yourself once SLIS can no longer host it. However, please note that other than providing a ZEXP file, SLIS support staff will not be able to help you with any of these options. You are responsible for implementing your own solution.

1. Commercial Website Hosting Service: Manually recreate your e-Portfolio as a regular (non-Plone) website, and use a commercial hosting service to host your ePortfolio website.
2. Commercial Plone Hosting Service: Companies exist that provide Plone hosting services. The company hosts an instance of the Plone CMS software, which you then control and manage. Should you choose this option, SLIS technical staff can provide you with an exported archive of your e-Portfolio in a proprietary format known as a ZEXP file.

You should then be able to import your ZEXP file into your hosted Plone instance. (NOTE: Check with the hosting company to make sure they allow you to import from ZEXP files).

Please contact Stanley Laufer if you wish to have a ZEXP file sent to you.

Elluminate Recordings

If appropriate, students may wish to provide links to recordings of Elluminate sessions as evidence for their e-Portfolio. Please include time markers to identify the relevant portion of the recording. Focus on using the shortest segment that will present your content. To identify the link to the recording and the time marker in the recording where your portion begins:

1. Point your browser to https://nexus.sjsu.edu.
2. Select "Recordings".
3. Use the calendar on the right to browse to the date of the session.
4. Right-click on the recording link and copy the link location or shortcut.
5. Play the recording and note the time marker when your selected segment begins.

InMagic Databases

If you wish to include examples of your work with InMagic Databases in your e–Portfolio, you may use screenshots. Another (and easier to read) option is to insert records, the data structure, or validation lists directly into the Word document that you are creating for the e–Portfolio. You can find instructions for how to insert DB/TextWorks files into a Word document by going to the 202 Online Resource (slisweb.sjsu.edu/courses/202/index.html) and clicking on "How to insert files from DB/TextWorks into a Word document." There are also other instructions there if your DBT skills are a little rusty.

If you need to download InMagic, you'll need the restricted readings password for the current semester. If you do not know the restricted readings password for the current semester, please contact your e-Portfolio advisor in order to obtain this information.

After downloading the installer, run the installer. Mid-way through the installation, you will be asked for a "serial number", and you should use the words "demo–version".

King Library Databases

Students working on Incompletes in LIBR 289 who need access to King Library databases should email Suzanne Harris no later than the end of the second week of instruction (for Fall 2008, that date is September 5, 2008).

LIBR 289 e–Portfolio Orientation – Fall 2008

Watch Fall 2008 LIBR 289 Orientation, presented by Jane Fisher at San José on August 23, 2008.

LIBR 289 e–Portfolio Orientation – Spring 2008 (Video Archive)

LIBR 289 Orientations presented by Jane Fisher:
Fullerton on January 19, 2008
San José on January 20, 2008

LIBR 289 e–Portfolio FAQs

See: e–Portfolio FAQs page for frequently asked questions from previous LIBR 289 e–Portfolio students.

e–Portfolio examples

Click on the links below to see some e–Portfolio examples selected from the many satisfactory Fall 2006 and Spring 2007 e–Portfolios, and published with permission of the authors.

• Ben Bolin (Spring 2007)
• Jill Detweiler Clemens (Spring 2007)
• Patricia Jo Margulies (Fall 2006)
• Carol Raymond (Fall 2006)
• Brad Shackleford (Spring 2007)
• Mike Shea (Fall 2006)
• Catherine Starr (Spring 2007)

Strategies and tips

See Strategies and Tips page for suggestions, strategies, and advice from previous LIBR 289 e–Portfolio students.

For further reading

Many examples are also available to you through your own searching.

Brown, C. A. & Boltz, R. (2002). Planning portfolios: Authentic assessment for library professionals. School Library Media Research 5a. Retrieved May 20, 2006 from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume52002/brownboltz.htm

Friedman, B. D., Davis, M. H., Harden, R. M., Howie, P. W., Ker, J., & Pippard, M. J. (2001). AMEE medical education guide no. 24: Portfolios as a method of student assessment. Medical Teacher 23(6), 535–51.

Kortelainen, T. & Vanhala, M. (2004). Portfolio, peer evaluation, and mind map in an introductory course of information studies. Journal of Education for Library and Information Science 45(4), 273–85.

Latrobe K. & Lester, J. (2000). Portfolio assessment in the MLIS program. Journal of Education for Library and Information Science 41(3), 197–206.

Lippert, R. (2004). Student portfolios 101. Techniques (Association for Career and Technical Education) 79(7), 23.

Mason, R., Pegler, C., & Weller, M. (2004). E–portfolios: An assessment tool for online courses. British Journal of Educational Technology 35(6), 717–27.

Simon, M. & Forgette–Giroux, R. (2000). Impact of a content selection framework on portfolio assessment at the classroom level. Assessment in Education 7(1), 83–101.

Skawinski, S. F. & Thibodeau, J. S. (2002). A journey into portfolio assessment. The Educational Forum 67(1), 81–88.

Wright, V. H., Stallworth, B. J., & Ray, B. (2002). Challenges of electronic portfolios: Student perceptions and experiences. Journal of Technology and Teacher Education 10(1), 49–61.

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