![]() ![]() By organizing my saved class materials according to the competencies supported by that class, I was able track my work over time, and ensure that I was electing to pursue coursework that covered all 14 competencies. Following the advice of previous graduate students, I made it a habit to save assignments, discussion posts, class syllabi, and other documentation of my course progress. I began my graduate studies in the Spring of 2016. ![]() Each competency concludes with a paragraph summarizing how this knowledge and skill might be transferable to future work scenarios. Appropriate references to the relevant literature are provided throughout the document and listed at the end of each document. Each evidentiary item consists of a document link beneath a heading, followed by paragraphs which name and describe the evidentiary item, and provide a cogent argument for how the item a) shows an understanding of the competency, b) demonstrates skills related to the competency, and c) illustrates how transferable this knowledge and ability will be in a future work environment. This description is followed by a statement regarding what coursework or experience prepared me to understand the competency, and a short explanation of how the presented evidence is arranged. Each statement of competency begins by describing or defining the competency and why it is important to me and to the information profession in aggregate. The e-Portfolio as a document consists of this Introduction, Competencies A through O, and a Conclusion and Affirmation. I chose to present my e-Portfolio as a website. O. Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being. Evaluate programs and services using measurable criteria Demonstrate professional leadership and communication skills Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize Design collaborative or individual learning experiences based on learning principles and theories Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies Demonstrate understanding of basic principles and standards involved in organizing information such as classification and controlled vocabulary systems,Ĭataloging systems, metadata schemas or other systems for making information accessible to a particular clientele Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items Design, query, and evaluate information retrieval systems į. Apply the fundamental principles of planning, management, marketing, and advocacy Į. ![]() Describe and compare different organizational settings in which information professionals’ practice Ĭ. Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees ĭ. Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principlesī. There are 14 core competencies for the SJSU MLIS program, listed in alphabetical order:Ī. The e-Portfolio as a program, provides students like me with the space to self-assess their work and demonstrate proficiency with a full-range of competencies necessary for the working information professional. The statement of competency contains references from text books, scholarly articles, library websites, and the American Library Association (ALA).Welcome to Roger Weaver’s e-Portfolio, which was completed in the spring of 2020 in pursuit of a Master’s in library and Information Science (MLIS) graduate degree from San Jose State University (SJSU). I chose the evidence that I feel best demonstrates what I learned about each mastery. In addition, I have included an About page, where I provide a brief self-introduction and my résumé.Įach Competency has a definition of the competency, a Statement of Competency, 3-4 pieces of evidence to demonstrate my mastery of the competency, and references. It is organized into an Introduction, Competencies A through O, Conclusion, and Affirmation. The purpose of this portfolio is to demonstrate my mastery of all program learning outcomes (15 core competencies) for the degree before graduation. ![]() Welcome to the e-Portfolio of Rachel Bryson! This is a culmination project toward the completion of my Master’s degree in Library and In formation Science at San José State University. ![]()
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