The portfolio fulfills the Comprehensive Examination requirement as the final evaluation tool for the Master of Arts degree in School Library Studies from the University of Northern Iowa. The portfolio should be presented to the faculty early in the term that graduation is expected.
This portfolio is to demonstrate the candidate's competence in the areas studied in the program; the student determines which content to use that will illustrate the level of competence in each of the areas listed below. The Vision Statement section will consist of the statement and the reflection about the vision statement. For each of the four roles a teacher librarian assumes (as defined in Empowering Learners), there should be approximately three artifacts of work you have done. The beginning portfolio you started in the Introduction course may provide your structure with reflections revised to demonstrate your learning and connections to your artifacts. Exhibits in the final portfolio are original artifacts of what you have created or adapted through your coursework and experiences. Examples may include, but are not limited to your policy manual, collection management projects, school library website, practicum lesson, practicum inquiry guide, reference pathfinder, text sets, etc. The exhibits should be listed with a link and briefly identified, but APA citations are not required. The exhibits for any area (such as the teacher role) should be tied together with one reflection. Reflective writing does not describe the exhibits; rather it shows how you have thought through that particular role and how the exhibit demonstrates a part of the role. In writing the reflections, it may be useful to think about:
What do I know about this now that I did not know before?
What have you learned in the program that will influence your leadership and decision-making?
What do I still need to do to improve my practice in this area?
- Vision Statement Describing a Superior School Library Program
- The Roles a Teacher-Librarian Assumes
- Information Specialist (Use of information and ideas)
- Teaching of the curriculum based on the AASL Standards for the 21st Century Learner
- Instructional Partner (Collaboration and Leadership)
- Program Administrator
In addition to the above areas, the portfolio includes the following three sections as described below.
- Building Family Literacy in the Community at Large
- Ethical Considerations of Librarianship
- Resources for Continued Learning in Librarianship
Building Family Literacy in the Community at Large
- This is an area that will help you prepare for the National Board process. It is an important area that requires increasing attention. At this stage, it is sufficient for you to present a plan for building literacy in your community. You may want to target a specific audience and include your public library or another institution in your plan.
Ethical Considerations of Librarianship
- Describe your experiences and current thinking about intellectual freedom, privacy and copyright. Exhibits can enhance your description, but are not required.
Resources for Continued Learning in Librarianship
- Include here a list of books, journals, websites, or conferences that you have come to depend upon for professional reading---work, issues, ideas, and inspiration. This list should be in correct APA format.
The portfolio MUST be submitted electronically. The contents of the portfolio will be a private matter between the faculty and the School Library Studies faculty and the student. The School Library Studies Final Portfolio Rubric will be used to assess the portfolio. A template for you to use (optionally) is at https://sites.google.com/a/uni.edu/unislseportfolio/ The template was created for those students completing the Beginning portfolio during the Introduction to School Library Studies course. You may wish to use it to format your portfolio sections, but you may optionally create your own to fit the criteria.