BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

ePortfolio as Curriculum

Models and Practices for Developing Students’ ePortfolio Literacy

Paperback
April 2019
9781620367605
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  • Publisher
    Stylus Publishing
  • Published
    4th April
  • ISBN 9781620367605
  • Language English
  • Pages 286 pp.
  • Size 6" x 9"
  • Images figures
$29.95
Hardback
April 2019
9781620367599
More details
  • Publisher
    Stylus Publishing
  • Published
    4th April
  • ISBN 9781620367599
  • Language English
  • Pages 286 pp.
  • Size 6" x 9"
  • Images figures
$125.00
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April 2019
9781620367612
More details
  • Publisher
    Stylus Publishing
  • Published
    5th April
  • ISBN 9781620367612
  • Language English
  • Pages 286 pp.
  • Size 6" x 9"
  • Images figures
$125.00
E-Book
April 2019
9781620367629
More details
  • Publisher
    Stylus Publishing
  • Published
    5th April
  • ISBN 9781620367629
  • Language English
  • Pages 286 pp.
  • Size 6" x 9"
  • Images figures
$23.99

At a moment when the ePortfolio has been recognized as a high impact practice – as a unique site for hosting student integrative learning and as a powerful genre for assessment – this book provides faculty, staff, and administrators with a set of frameworks and models useful for guiding students in designing and creating ePortfolios that clearly communicate their purpose and effectively use the affordances of the medium.

In short, this book both illustrates and provides guidance on how to support the development of students’ ePortfolio literacy. The ePortfolio curricular models provided in ePortfolio as Curriculum include both those integrated within existing disciplinary courses and those offered through credit-bearing stand-alone courses.

In taking up questions focused on what students need to know and do in becoming informed, effective ePortfolio makers, the contributors to this volume – from the standpoint of their course outcomes and institutional contexts – present various approaches to developing an ePortfolio curriculum. Individually and collectively, the chapters explain ways to engage students in understanding the potential purposes, structures, audiences, and designs of ePortfolios; in developing the reflective practices for contextualizing and informing the selection and curation of artifacts; and in creating appropriate focus and coherence.

Synthesizing insights from the previous chapters, the concluding chapter identifies six consistent features of an ePortfolio curriculum that support the development of students' ePortfolio literacy. In addition, Kathleen Blake Yancey identifies and defines seven common ePortfolio curricular dimensions that contribute to students' ePortfolio literacy, among them student agency, digital identity, and campus and global citizenship. Not least, she describes new practices emerging from ePortfolio curricula, including new ePortfolio-specific genres; new metaphors used to characterize ePortfolios and their practices; and new issues that the ePortfolio curriculum raises.

From the Foreword:

“Kathleen Blake Yancey’s ePortfolio as Curriculum is the latest, and in several ways the most profound, addition to the research and practice of ePortfolio – not a statement I make lightly given the panoply of scholars in the field. For those of you who are new to ePortfolio, this book is a wonderful place to begin the journey. If you are a veteran of ePortfolio, this volume is an encapsulation, a framing of ePortfolio practice and thinking that brings together research and application to learning in ways that translate into the results that inspired us to begin ePortfolios.

[This volume] beautifully identifies and presents achievement of three essential goals in the curriculum: 1) supporting student learners in creating ePortfolios in this encompassing understanding of curriculum; 2) fostering ePortfolio literacy, i.e., knowledge and processes; and 3) helping students become ePortfolio makers. In essence, helping students have the space and validation to create and develop their own voice and identity through the interactive and collaborative processes of ePortfolio.

This volume provides multiple applications of how all educators can begin to see themselves contributing to a foundational curriculum that could truly result in all students having a better chance to achieve the learning we espouse for higher education graduates.”

Terrel L. Rhodes, VP, Office of Quality, Curriculum and Assessment, and Executive Director of VALUE - Association of American Colleges and Universities

"Excellent! In ePortfolio as Curriculum, master teacher/learner Kathy Yancey curates a richly fine-grained collection, zooming in on the exciting ways that today’s faculty – and students – use one of higher education’s most transformative practices. Provocative and satisfying. First rate!"

Bret Eynon, Associate Provost - LaGuardia Community College (CUNY) and co-editor, Catalyst in Action: Case Studies of High Impact ePortfolio Practice

"As e-Portfolio implementation comes of age this very timely volume focuses firmly on students as ‘ePortfolio-makers’ - as opposed simply to ePortfolio users. It offers rich and detailed insights into pedagogic practice and cogent rationales for such practice which empowers students as they construct, integrate and make accessible their Portfolios - and themselves learn from their learning over time. Staff learning is writ large here to; so I’ll be delighted to add this to my bookshelf."

Rob Ward, Director Emeritus - Centre for Recording Achievement, UK

"Electronic portfolios have developed into exciting acts that in their creation yield, as one author says, “pivotal learning moments.” New digital capabilities, in fact, draw ePortfolio readers into that learning process so that creators and readers both increase and continue learning. Through this book’s analysis of theory and practice in a breadth of collegial contexts, readers can expand their knowledge of ePortfolio capabilities as processes for learning. I highly recommend this informative and inspiring book."

Barbara L. Cambridge, retired co-director - International Coalition for Electronic Portfolio Research; president of the International Society for Scholarship of Teaching and Learning; professor of English at Indiana University Purdue University Indianapolis

Foreword—Terrel L. Rhodes
Acknowledgments
Introduction: ePortfolio as Curriculum: Models and Practices—Kathleen Blake Yancey  

1) ePortfolio-as-Curriculum: Revisualizing the Composition Process—Amy Cicchino, Rachel Efstathion, and Christina Giarrusso
2) Collateral Learning as an ePortfolio Curriculum—Sharon Burns and Jo Ann Thompson
3) ePortfolios in a World Language Learning Curriculum—Karen Simroth James, Emily E. Scida, Yitna Firdyiwek
4) Hampshire College ePortfolios: A Curriculum on Reflection to Support Individualized Educational Pathways—Laura Wenk
5) Identity Development as Curriculum: A Metacognitive Approach—Susan Kahn
6) Untangling the Past and Present While Weaving a Future: ePortfolios as a Space for Professional Discernment and Growth—Gail Matthews-DeNatale
7) Limiting ePortfolio Requirements, Raising Student Energy: Establishing a Culture of Student Advocacy for ePortfolio Programs—Sue Denning
8) Creating an ePortfolio Studio Experience: The Role of Curation, Design, and Peer Review in Shaping ePortfolios—Kathleen Blake Yancey
9) Macaulay Springboards: The Capstone as an Open Learning ePortfolio—Joseph Ugoretz
10) Metacognition Across the Curriculum: Building Capstone ePortfolios in Stanford University’s Notation in Science Communication—Jennifer Stonaker, Jenae Druckman Cohn, Russ Carpenter, Helen L. Chen
11) The Invited ePortfolio Curriculum—Katherine Bridgman
12) Integrative Learning and ePortfolio Networks—Cheryl Emerson and Alex Reid
13) Concluding Forward—Kathleen Blake Yancey

About the Contributors
Index

Kathleen Blake Yancey

Kathleen Blake Yancey is Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She has focused her research agenda on portfolios for the life of her career. In 1992, she published Portfolios in the Writing Classroom; in 1996, the co-edited Situating Portfolios, in 2001, the co-edited Electronic Portfolios: Emerging Practices in Student, Faculty and Institutional Learning; and in 2009, the co-edited Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. She has served on the AAC&U VALUE Steering Committee and on the Board of Directors for the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL), and she is a faculty member for WASC’s Assessment Leadership Academy and a mentor for WASC’s Community of Practice project. Yancey has also been the president or chair of several writing studies/literacy organizations, including the Council of Writing Program Administrators (CWPA), the Conference on College Composition and Communication (CCCC), and the National Council of Teachers of English (NCTE). Immediate Past Editor of College Composition and Communication, and past co-editor of the journal Assessing Writing, she has published over 100 refereed articles and book chapters and authored, edited, or co-edited 15 scholarly books, most recently Writing Across Contexts: Transfer, Composition, and Sites of Writing; and A Rhetoric of Reflection. She has been recognized with several awards, including the CWPA Best Book Award, the CCCC Research Impact Award, the FSU Graduate Mentor Award, the FSU Graduate Teaching Award, and the CCCC Exemplar Award.