planning portfolios

7/13/2011

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Library Service

and Teaching Portfolios

Collecting and Creating

a Professional’s Best

Prof. Rhea Rowena U. ApolinarioUP School of Library and Information Studies

Diliman, Quezon City

PAARL ABAP 2011

The Forum’s Objectives

• To encourage you to adopt and apply a business model, portfolio management, in library planning and other activities;

• To raise your teaching identity through teaching portfolios, and;

• To acquire practical tips and clear guidance on producing and collecting successful library service and teaching portfolios.

Topics

Portfolio

Portfolio Management

Library Service Portfolio

Teaching Portfolio

PORTFOLIO

• Literally means "a case for carrying loose papers,“-- from Latin, the imperative of portare "to carry" and the plural of folium, meaning a 'a sheet for writing upon‘ (Wikipedia)

• The materials collected in such a case, especially when representative of a person's work: a photographer's portfolio; an artist's portfolio of drawings (The Free Dictionary)

• A selection of a student's work (as papers and tests) compiled over a period of time and used for assessing performance or progress (M-W.com)

Portfolio



Teaching Portfolio

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A Photographer’s Portfolio A Make-up Artist’s Portfolio

PORTFOLIO MANAGEMENT

• May refer to:

– Investment /Financial Portfolio Management

• The art and science of making decisions about investment mix and policy, matching investments to objectives, asset allocation for individuals and institutions, and balancing risk against performance. (from Investopedia)

– IT Portfolio Management• The application of systematic management to

large classes of items managed by enterprise Information Technology (IT) capabilities. Examples of IT portfolios would be planned initiatives, projects, and ongoing IT services (such as application support). (from Wikipedia)

Portfolio



Teaching Portfolio

PORTFOLIO MANAGEMENT

– Project Portfolio Management (PPM)

• A management process designed to help an organization acquire and view information about all of its PROJECTS, then sort and prioritize each project according to certain criteria, such as strategic value, impact on resources, cost, and so on (Greer, 2009)

• The same concept that we can use in Libraries

Portfolio



Teaching Portfolio

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Therefore:

– Library Portfolio Management

• A management process designed to help a library acquire and view information 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 others (Greer, 2009; Apolinario, 2011)

Portfolio



Teaching Portfolio

LIBRARY SERVICE PORTFOLIO

• A collection of the services or

products that the library has

offered/ currently offering/

and will be offering (Apolinario, 2011)

• Libraries can have as

many portfolios, as they

have services and projects

Portfolio



Teaching Portfolio

Examples of Library Services

• Bibliography & indexing

• Ask-a-Librarian (virtual reference)

• Database searching

• Current awareness services

• Document delivery

• Interlibrary loan, referrals

• Interactive Virtual Tour Emulation (INVITE)

• Library orientations & tours

• Online library instructions

• Extended reading

• Extended check in/out

• Learning Commons

• Dubbing service

Portfolio



Teaching Portfolio

(from the UP Main Library website, 2011)

Examples of Library ServicesPortfolio



Teaching Portfolio

� Reader’s advisory

� Internet access

� Wi-Fi® (Wireless Fidelity) network

� Microfilm reading and scanning

� WebOPAC

� Photocopying

� Preservation

� Printing

� Digitization

� Audiovisual room

� Discussion room

� Reading zone

� Bindery

� Microfilm laboratory

� Barcode and library security machines

� CDS/ISIS & iLib software

(from the UP Main Library website, 2011)

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Examples of Library Projects

• Exhibits and displays

• Your library as an “events place”

(conduct activities in your library)

• Patronage rewards

• Contests, games, tournament,

marathons, runs

• Book sales / book fairs

• Ground breaking / ribbon cutting

• Featured writer

• Visiting lecturer

• Library jingle

• Library brand

Portfolio



Teaching Portfolio

LIBRARY SERVICE PORTFOLIO

• How do you organize?

– By kind of service

– By project

– By theme

– By year

– It’s up to you! Make it visually

attractive. Include narratives.

Portfolio



Teaching Portfolio

TEACHING PORTFOLIO

• A factual description of a professor’s teaching strengths and accomplishments

• Includes documents and materials that collectively suggest the scopeand quality of a professor’s teaching performance

• Allows faculty members to display their teaching accomplishments for examination by others, and in the process, contributes to sounder tenure and promotion decisions and the professional development of individual faculty members

(Seldin, 2010)

Portfolio



Teaching Portfolio

To recap …


Professional Portfolio

(Librarian/Teacher)

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Every librarian should develop a

well-organized portfolio(Parry, 2001)

Why Should I Even Have a Portfolio?

(Dunneback, 2004)

WHY a Portfolio?

• It is a factual description of a person’s strengths, talents, and accomplishments

• A reflective narrative about librarianship, service, and professional/scholarly activity

• As professionals, we have to be continually engaged in reflection and self-assessment

• 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 effectiveness is measured and how you develop professionally as a librarian/scholar

• A tool for planning, for self-improvement

(Brown, 2002; Parry, 2001; Seldin, 2010)

WHY a Portfolio?

• It includes documents and materials that collectively suggest the scope and quality of performance

• Presents examples of your best work (not a compendium; thus it is selective)

• A career strategy; a professional brand; a means to promote yourself

• It is a conversation starter and represents proof of your qualifications

• It bridges the gap between question and answer

(Brown, 2002; Parry, 2001; Seldin, 2010)

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Portfolio Planning Process

(Funk; Parry, 2001; Seldin, 2010)

Defining Your

Purpose

Selecting Your

Portfolio Medium

Selecting Your

Standards

Elements of Your

Portfolio

Keeping Track /

Updating



Defining Your Purpose

Selecting Your Portfolio Medium

Selecting Your Standards

Elements of Your Portfolio

Keeping Track / Updating

Uses

Audience

Most appropriate medium


Improving Performance /

Performance Appraisal

Improving Performance /

Performance Appraisal

Personnel DecisionPersonnel Decision

Job SearchingJob Searching







Uses

Audience

Most appropriate

medium

• The level of personal investment in time, energy, and commitment is high and that is a necessary condition for change � this assists librarians to be continually engaged in self –reflection and assessment

• Presents a strong case for your development as a librarian

• Provides a record of performance that details progress and setbacks, successes, and disappointments

• Exemplifies why you should receive superior ratings

(Brown, 2002; Elmhurst College Faculty Council, Spring 2000; Parry, 2001; Seldin, 2010)

UsesAudience

Most appropriate

medium






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• Stirs professors to reflect on their teaching in an insightful, re-focused way

• Allows you to describe the rolescholarly/professional activity plays in your professional development

• Allows you to describe your participation in the life and work of your department, the college, your profession and your community

• With the portfolio, the professor is motivated to improve, knows how to improve, or knows where to go for help







UsesAudience

Most appropriate

medium


� Provide rational and equitable basis for promotion and tenure decisions

� Provide evaluators with hard-to-ignore information on what professors do as teachers, why they do it, how they do it, and the outcome of what they do

� Focus is on the faculty’s achievements, awards, and successes

� Purpose too is to improve performance

UsesAudience

Most appropriate

medium







� Future employers want to see concrete

evidence of why they should hire you

� Career counselors and recruiters agree that

most employers respond more favorably to a

presentation that includes tangible examples

in addition to verbal explanations

� A means of stimulating meaningful

conversation during an interview






UsesAudience

Most appropriate

medium


• Is this to show competence in visual skills or will the audience members also care that you can write? For clients?

• Is this to be sent to others as a stand-alone document or will it be used face to face as part of a conversation? If it must stand alone, each illustration needs some explanation.

• Is this for professionals or academics? Prospective employers will likely be less interested in your development over time and more concerned with current skills. Academics may be interested in how far you have developed in a certain timeframe. The two audiences require different portfolios.






Uses

Audience

Most appropriate

medium

(Forsyth, Spring 2008)

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– Paper-based (3-ring binder,

clear book, others)

– CD

– Online

– Combination







Uses

Audience

Most appropriate

medium


• Guides

– What are the advantages of using each of these formats?

– What are the disadvantages?

– Which one will best meet my individual needs?

• Decide!(Funk; Parry, 2001; Seldin, 2010)







• What do I need to demonstrate in

my portfolio?

• What outcomes or standards

should be met? (i.e., teaching

standards, requirements, job

description, minimum

qualifications, personal goals, etc.)













E

L

E

M

E

N

T

S

Responsibilities

Philosophy

Representative Materials

Evidences

Professional Development

Service Activities & Philosophy

Future Plans

Appendices

(Elmhurst College Faculty Council, Spring 2000); Funk; Parry, 2001; Seldin, 2010)

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… provide a Table of Contents Table of Contents Table of Contents Table of Contents or Overview Page

… be sure to “date stamp” “date stamp” “date stamp” “date stamp” your work so you can

demonstrate growth over time.

Keep in mind…Keep in mind…Keep in mind…Keep in mind…

Ideally, it should be written with the help of a

MentorMentorMentorMentor.

… these elements are your guides in

creating your portfolio.

You can create your own!You can create your own!You can create your own!You can create your own!

Keep in mind…Keep in mind…Keep in mind…Keep in mind…

� As a Librarian

� A factual description of your librarianship responsibilities

� Includes one or more of the following areas: reference service, bibliographic instruction, collection development, etc.

� As a Teacher

� Include course titles, average enrollments, indication whether the course is a graduate /undergraduate course, required or elective

� Use a chart or table

(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)

Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� 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

offer, usually at full or nearly full capacity. My primary teaching

location is at our main campus, but I have also taught some

classes at the Gadsden and White Sands Missile Range

campuses.

� Description of Courses Taught

� Effective Communication Skills (CCDE 105) [4 credits] is our

first level of developmental English, focusing mainly on

reading, locating main ideas, and writing summaries and

responses. Toward the end of the class, students begin

learning how to construct argumentative essays.

(Seldin, 2010)

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� As a Librarian

� A reflective statement about the practice of librarianship and the role of the academic librarian in the institution

� As a Teacher

� Focus is on the philosophy of teaching and learning that drives the professor’s classroom performance

� What do I believe about the role of the teacher? Role of the student? Why do I teach? What can my students expect from me?(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)

Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� Teaching Philosophy

� Engagement is the core of my teaching philosophy. I tell my

students two things at the beginning of the semester: they will

have more fun in English class than they ever had before, and

they will learn things that will help them in their other college

classes. I believe teaching should be enjoyable and useful. In

order to accomplish these goals, students must be engaged in

the class.

� As a Librarian

� Artifacts representative of your work as a librarian (i.e., bibliographies, instructional materials, electronic etc.)

� Explain how these examples relate to your philosophies

� As a Teacher

� Teaching methodologies and strategies (i.e., why did I choose such strategies and methods, how do I describe my teaching style, etc.)

� Syllabi, handouts, assignments (highlights only)

� Instructional innovations (i.e., what new approaches have I introduced?, which ones worked well?, etc.)(Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)

Responsibilities

Philosophy


Evidences



Future Plans

Appendices





Keeping Track / Updating � Teaching Objectives, Strategies, and Methodologies

� Student Input

� At the beginning of this semester, I asked the students in

my two General Composition classes about the topics they

like to read and write about. I told them that I would

change their assignment calendar so that the readings

would reflect their interests. They were very open to the

idea that they would have a role in structuring the class.

One of their interests was writing about true events,

particularly important influences in their lives. Accordingly,

I assigned a narrative essay as their first assignment (see

Appendix A for assignment sheet) and changed the first

readings from essays on keeping a notebook to examples of

student narrative essays.

� Groups

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� As a Librarian

� From supervisors, peers,

faculty from outside the

Library, librarians from other

institutions, or students

� Be sure to explain each entry

in the narrative and include

the letters in appendices

� As a Teacher

� Student evaluation narrative,

classroom observations

� Teaching awards


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� Student Evaluations

� I am especially pleased with the high student evaluations I have

regularly received throughout my twelve years as an adjunct,

which have continued during my full-time tenure. Appendix F

contains evaluations from the last two years. My mean ratings

since becoming full time, summarized in Table 1, are

consistently at or above those of the college as a whole.

Table 1. Overall Student Evaluations by Course and Semester

� As a Librarian

� Describe your regular

participation in a program of

continuing professional education

and how you work to become a

better librarian

� Intended to augment your CV and

provide an understanding of the

scholarly and professional context

of your work

� Describe the particular projects

you have or are completing, their

rationale and importance to your

field and your own development


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� As a Librarian (cont.)

� May include at least: attendance

at professional workshops/

meetings, presentations at

professional conferences,

publications (e.g. book reviews,

articles in journals, book

chapters, indexes, books), etc.

� Provide a reflective statement

about the relationship between

your scholarly/professional

activities and your role as a

librarian

� Why do you attend conferences,

do research or presentation or

exhibition or publication? (Elmhurst College Faculty Council, Spring 2000; Seldin, 2010)

Responsibilities

Philosophy


Evidences



Future Plans

Appendices






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� As a Librarian (cont.)

� Describe representative

examples of your work

� Where relevant, supply a brief

context for understanding the

content/scope/relevance of

the works cited

� Include copies of your work in

an appendix

� As a Teacher

� Efforts to improve teaching

(i.e., Curricular Revisions,

Teaching Conferences,

Workshops Attended,

Innovations in Teaching, etc.)


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� Teaching Improvement

� Conferences

� I regularly seek ways to increase my knowledge base.

Attending conferences helps me connect with colleagues

from around the country to share teaching ideas. I use

information from conference workshops to make my

teaching more effective, often immediately, as well as in

planning for the next semester.

� Workshops Attended

� As a Librarian and Teacher

� A factual description of your

departmental, collegiate, and

external service (including

participation in library

professional organizations)

� May include committees on

which you have served, your

responsibilities, the challenges

faced and the

accomplishments achieved

� Discuss why you are involved

in such service activities


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� As a Librarian

� Indicate the directions

you believe scholarly/

professional activity will

take in the next few

years

� What ideas, projects, or

passions do you think

you will be or would like

to pursue?

� As a Teacher

� Teaching goals, short

and long-term


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






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� 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

tests, designed to assess students’ knowledge of APA

documentation style, one of the departmental Student

Learning Outcomes for this class. APA style is a challenge

for most of our students, and mastery of it is essential to

their college success.

� Feedback

� Teaching Performance

� As a Librarian and Teacher

� Accomplishments,

outputs, syllabi, student

ratings, etc. mentioned

in the other sections of

the portfolio

� Do not overkill, be

selective


Responsibilities

Philosophy


Evidences



Future Plans

Appendices






� Appendices

� Appendix A: Student Feedback

� Appendix B: Mid-semester Evaluations

� Appendix C: Class Syllabi and Detailed Assignment Calendars

� Appendix D: Examples of Student Papers

� Appendix E: Student Evaluations

� Appendix F: Evaluations by Supervisor and Peers


• You have to continually

update and keep track of

your portfolio







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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.


Examples of Portfolios

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?

You should … and you better

start now!

Definitely, YES!

Thank you so much

and have a great day!

Contact information:

[email protected]

0928-5059283

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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.

planning portfolios

Business

main library

management

keeping track

library service

activities

student evaluations

portfolio

teaching portfolio