UNI SLS eportfolio
Updated Nov 11, 2013, 7:40 PM
This is for UNI SLS students to use.
Use template

Resources

Your Name's School Library Vision

Welcome!
This site is for UNI SLS students. You can personalize this site design any way you wish. Use the Tutorial on the right to get started. When you are ready, click the Edit tool at the top and remove this text and design your own Vision page.

Vision: A clear mental picture of a desired future: Clearly articulate what you think a school library program should be, based upon your understanding of both the national and state school library guidelines. A vision statement should convey a sense of purpose for the library program. It should be forward-looking, compelling, and values-driven. A vision should be jargon-free and easily understood by stakeholders. No exhibits.



Portfolio Directions

Purpose: The SLS electronic portfolio is intended as a demonstration about what you have learned in your studies, how your attitudes about school libraries have changed and developed, and what new issues and solutions you are considering. The beginning program portfolio will be assessed for this course using the criteria listed in the scoring guide. [The final program portfolio, which is completed at the end of your master’s degree program, will be based upon this foundation, with updates to show expanded thinking and the addition of two sections: Family Literacy and Professional Resources].

Structure
Use Googlesites or a similar program with sidebar navigation with working links to all reflections. Reflections have links to exhibits pages or documents. Use all six areas in the rubric in this order (Vision Statement, Ethical Issues Reflection, Information Specialist, Instructional Partner, Program Administrator, and Teacher). A template in GoogleSites has been created for you with this structure. A Tutorial explaining how to use the template to create your own site is also on the site. See  https://sites.google.com/a/uni.edu/unislseportfolio/

Exhibits
For each of the four roles a teacher librarian assumes, there should be 3 exhibits to demonstrate understanding (not more than 1 from the same text; aim for a variety). Consider copyright and do not attach a document, unless you have permission to share the document electronically. If it’s in a databases, it’s easy to make a deep link directly to it, even from off campus. 1) In the database, find the Persistent URL. Copy/paste the link to your portfolio page. 2) Proxify the link to the persistent URL to make it work off campus. Enter this just in front of your Persistent URL: https://login.proxy.lib.uni.edu/login?url=  For complete directions, see http://www.library.uni.edu/information-faculty/services-your-classes (Creating Article Links - Proxifying URLs).

Types of Exhibits:

  • brief articles from journals or websites (search Education Full Text or Library Literature EBSCO databases, or use websites of the Iowa DE School Libraries, AASL, IASL, Joyce Valenza’s site, other TL blogs or sites, etc.).
  • excerpts from articles, book chapters or electronic communications with a highlighted quote or phrase (see template sample)
  •  newspaper articles
  • photographs or cartoons
  • brochures
  • charts, graphs, or statistics
  • handouts (from colleagues, a conference, or PD opportunities)
  • board policies
  • student work samples from K-12 or your work/ assignments/ projects

 Reflections
The 3 exhibits should be briefly identified (including the title, author and source) in no more than two to three sentences at the beginning of your reflection using APA citations to them in text and listing them as References to accompany your reflection. The 3 exhibits for each of the roles should be tied together with one reflection of 500-750 words per role (2-3 pages double spaced). Reflective writing does not merely describe the exhibits; rather it comprehensively describes your understanding and new insights about that role, and indicates the importance of the exhibits to your new understanding. See the scoring guide and reflection samples in the Directions document provided in the Introduction course.

How New Insight is Instrumental to Finding a Focus for the Reflection
After your brief statement of the exhibits, state your new insight clearly in the opening paragraph. A new insight is an identification of a big idea, an issue, a discovery, or a key discovered theme about the role. It goes beyond the obvious. A statement that the information specialist role is “important” or “immense” is already well documented through the inclusion of the role in AASL guidelines. Rather your focus might be that the role is essential for providing texts with depth and text complexity in meeting the Common Core Standards. Considering all you have read, provide evidence for what makes you realize the importance of this role. In short, the new insight will become your focus for your reflection. Without a focus, writing may meander and become a series of loosely related statements decorated with quotes. Rather the writing objective in master’s level work is to find a focus to organize your thoughts in your writing. State your new insight clearly at the beginning of your writing.

 

In writing the reflections, use these prompts in addition to those specific to each role in the rubric to help you consider your new insights:
What did you learn that you didn't know before?

What can you do that you couldn't do before?

What will you do that you didn't do before?

What do you still need to know?

  

The writing levels identified in the rubric are Summary, Integration, and Critical Evaluation. Summary is to recall, restate, or paraphrase. may have examples from practice or problems stated, but without reflection about solutions. Exhibits may be basic, but not integral to ideas or solutions.
Integration 
is analysis of components, but without a critical stance or holistic solution. Practical application of ideas may be tied to some exhibits, but are not new insights.
Critical Evaluation level is synthesis of critical new insight. Relates SL issues to the needs and intentions of the larger learning community goals. Practical application is related to solutions. And exhibits provide context and support solutions.

Use This Tutorial To Get Started and to Edit this Site...

1. Decide under which of your gmail accounts you wish to develop your Google Sites portfolio. (You all have a UNI gmail account, but you may prefer to create all of your Google Sites under another account where you have your other sites. This is your choice, but it is difficult to move a Site once created.)

2.a. If you will use your UNI account, enter under your UNI gmail account. Click Sites. Click the red "Create" button.  When prompted to choose a template, click "Browse the Gallery for More." In the search box, type UNI SLS eportfolio. When you see this template, click "Select."

2.b. If you decide to use a different gmail account outside of UNI, send a request to Karla.Krueger@uni.edu to Share this site template with you. In your request, clearly specify WHICH gmail address you'd like it shared to.

2.b. cont. You will receive an email notification that the website has been shared with you. Click on the link to the site in the email message. This will open the page within Google Sites. DO NOT make any changes to the template. Instead, click the More button on the top right. Pull down to Manage Site (click image to see enlarged view).


In the Manage Site window, click the button to Copy site (click image to see enlarged view).


3. Name the site: Whether you began in the UNI or another domain, the next step is to Name your site. Give your site a name (note it will become the final part of your URL so all one word with no spaces is appropriate i.e. kruegerportfolio.  Then click "Create"  and enter the Code shown below to verify you are human... (click image to see enlarged view). If the URL is available it will create; if not you may need to choose something else.


4. Edit: Congratulations! Now you are ready to edit your site! Click on the Edit page button at the top (it looks like a pencil) to edit this page.
Delete my text on this page to replace with your Vision statement. Click the blue Save button on the right when done with a page. Or navigate on the left to another page and click the Edit button for that page.


5. Set Sharing Permissions: Click on the Share button to determine site permissions and sharing. Click the Change link and set to who can access, if Publicly available on the web, or Anyone with the link, as is appropriate for your site. In the Introduction course, also click "Invite People", enter my email, karla.krueger@uni.edu and be sure the selection says, "can edit" so I may provide comments. (We suggest you share it only to those with the link unless you wish to publicly display your portfolio). You may want to change this setting beyond class, when you're sure you are ready to share all of the contents. Keep Copyright in mind (see note in Directions for Exhibits).
 
6. To add Exhibits SEE THE TUTORIAL AND SAMPLES on the page- Role:Information Specialist in the right column. Navigate to this page using the menu on the top left of this page.

7. Photo of You: You can add a picture of yourself to this page, if you wish. To add an image click on the Edit button, then from the Insert menu select "Image". Select the image you want from the web or from your hard drive.  Below the image, list your:

Name
Job Title:
Building:
xxxxxxx Community School District / City, State