Implementation: Design to Delivery

Features of a Digital Portfolio

Between Print and Web:Information Fluency Through Digital Portfolio Design

Christopher R. Friend (friend@ucf.edu) • University of Central Florida

Why Go Digital?

How Students Can Develop

Physical:• No piles of paper to carry to o!ces/meetings• Nothing to shred after studies• Documents returned immediately, not held in o!ce• Simplifies compliance with formatting expectations

Curricular:• Builds information & technological literacies into

composition process• Emphasizes actionable intertextuality through links/

references• Integrates revision and publication processes with the

same tool used for document creation

Benefit to Faculty

…Into Producer-Participants

When Learning• Act as “producers of knowledge” (Johnson, !""#; p. $%,

Lippincott, &''%)• Emphasize procedural knowledge and “learning to

be” (Brown and DuGuid, &''&; p. !&#)• Expected to become “conscientious citizens” (Jenkins,

&''(; p. &%')• Build collective intelligence (Jenkins, &''(; p. &()• Construct meaning (Lessig, Free Culture, &''); p. )$)

When Writing• Employ remix strategies (Lessig, Remix, &''#)• Work within an ecology of hypertext (Bolter, !""!;

Landow, &''(; Manovich, &''!)• Create responsive dialogues (McMillan, &''&; p. &%()

©2012 Christopher R. Friend, University of Central Florida. Graphics courtesy of Dezinerfolio.This work is licensed under the Creative Commons Attribution 3.0 Unported License.

From Knowledge Recipients…

When Learning• Listen to instructor lectures (DaRosa, et al., !""!; Lake,

&''!; Shakarian, !""$)• Use technology “as a sort of intellectual forklift” (Brown

and DuGuid, &''&; p. &!")• Are “receptacles of information” (Johnson, !""#; p. $%)• Emphasize declarative knowledge, “learning

about” (Brown and DuGuid, &''&; p. !&#)• Expected to become “informed citizens”• Build individual intelligence

When Writing• Follow linear prewrite-write-revise-publish process

(Clark, &''*)• Write to an audience of the teacher with no expectation

of joining a conversation• Create monologues, reflecting lecture-based instruction

(McMillan, &''&; p. &%()

Declarative:• Explicit reification of connections between documents

through hyperlinks• Identify consistent formatting considerations• Separate content from presentation style• Learn to preserve content & fidelity across formats

Procedural:• Heightened sense of authorship by adding metadata

and linking to the work of others• Gain skills using advanced word-processing tools• Create content that is adaptable for multi-modality

Benefit to Students

Set Styles/Template

• Styles allow consistent formatting• Computers can "read" styles to find

document organization quickly & accurately

• Changes to a style a"ect entire document; helps adjust to publisher requirements

• Templates assure consistency among students

Write Content

• Use of template eliminates concern over formatting style

• Requirements/guidelines for content can be presented in the template; instructions resemble expected outcomes

• With document formatting & publishing file type separate from content, students can focus more on their writing

Add Navigation

• Much of the document-design process can be automated

• Use app-generated table of contents (ToC) so changes update automatically

• MS Word allows hyperlinked references to headings, figures, and paragraphs; can include page number for sophistication

• Automated references update when documents are merged

Add Metadata

• Search engines & databases rely on tags to categorize

• Tags help track authorship• Adding subject & keywords can increase

awareness of search strategies & SEO• Statistics tracking information can

increase awareness of digital traces• Documents can include richer data than

traditional print forms provide

Export & Publish

• Discussion of destination & output requirements highlights multi-modality of information

• File format & rights-management options lead to discussion of use/access

• Proprietary vs. open-source standards a"ect choices

• Ability to copy, edit, & navigate a"ect file-format decision

Bolter, J. (1991). Writing Space: The Computer, Hypertext, and the History of Writing. Lawrence Erlbaum Associates.

Brown, J. and Duguid, P. (2002). The Social Life of Information. Harvard Business School Press.Clark, I. (2003). Process. In Clark, I. and Bamberg, B. Concepts in composition: Theory and practice in the

teaching of writing. Lawrence Erlbaum, Mahwah, NJ. 1–29.DaRosa, D., Kolm, P., Follmer, H., Pemberton, L., Pearce, W., and Leapman, S. (1991). Evaluating the

e!ectiveness of the lecture versus independent study. Evaluation and Program Planning, 14(3):141–146.Godwin, P. ("##$). Information literacy meets Web ".#: How the new tools a!ect our own training and our

teaching. New Review of Information Networking, !"("), %#%–%%".Hocks, M. ("##&). Understanding visual rhetoric in digital writing environments. College Composition and

Communication, '"(–')'.Jenkins, H. ("##'). Convergence culture: Where old and new media collide. *+, press.Johnson, R. (1998). User-centered technology: A rhetorical theory for computers and other mundane artifacts. State

Univ of New York Press.Landow, G. (2006). Hypertext 3.0: Critical theory and new media in an era of globalization. Johns Hopkins Univ

Press.Lippincott, J. ("##$). Student content creators: Convergence of literacies. Educause Review, #$('), %'.Lake, D. (2001). Student performance and perceptions of a lecture-based course compared with the same

course utilizing group discussion. Physical Therapy, 81(3):896–902.Lessig, L. (2004). Free culture: How big media uses technology and the law to lock down culture and control

creativity. Penguin.Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. Penguin Press.Manovich, L. (2001). The language of new media. -./ Press.McMillan, S. (2002). A four-part model of cyber-interactivity: Some cyber-places are more interactive than

others. New Media & Society, 4(2):271–291.Reynolds, N., & Rice, R. ("##'). Portfolio teaching: A guide for instructors. Bedford/St. Martin’s.Springfield, E. ("##%). A major redesign of the Kalamazoo portfolio. Electronic portfolios: Emerging practices in

student, faculty, and institutional learning, )&–)(.Shakarian, D. (1995). Beyond lecture: Active learning strategies that work. Journal of Physical Education,

Recreation and Dance, 66(5):21–24.

References

FINAL PORTFOLIO

Composition I

Andrea L Miranda

PURPOSE

Submitted as the final project for Chris Friend’s ENC 1101 Course at the University

of Central Florida, Fall 2011.

Miranda 6

Andrea L Miranda6

TABLE OF CONTENTS

Research and Study: The Composing Process of Myself Draft ...........................

..............................

......................... 6

Research and Study: The Composing Process of Myself (Revision 1) .............................

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.......... 15

Administrative Faculty as a Discourse Community (Draft) ..........................

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. 24

Administrative Faculty as a Discourse Community (Revision 1) .............................

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................... 31

Administrative Faculty as a Discourse Community (Revision 2) .............................

..............................

................... 38

Scientific Discourse vs. Popular Discourse (Draft) ..........................

..............................

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............... 45

Scientific Discourse vs. Popular Discourse (Revision 1) .............................

..............................

..............................

... 50

Scientific Discourse vs. Popular Discourse (Revision 2) .............................

..............................

..............................

... 57

Rhetorical Analysis of Sources that Disagree (Draft) .........................

..............................

..............................

............ 64

Rhetorical Analysis of Sources that Disagree (Revision 1) ............................

..............................

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70

Andrea Miranda

Chris Friend

ENC 1101

December 11, 2011

Research and Study: The Composing Process of Myself Draft

Introduction

Just three weeks ago, if I had been asked to mention a study that focuses on writers and

their composing processes I would have drawn a complete blank. Up to that point in time I had

never spent any amount of time thinking or learning about studies that explore writers and their

writing processes. This was as foreign to me as trying to read Chinese, but it soon became my

objective to become familiar with this field of study.

During the last three weeks I’ve been introduced to the subject of studying writers and their

writing processes. After being introduced to this subject I was able to recognize that for a while now

there has been a spate of interest in the study of writers and the process of how they write. Various

studies have been performed that dig into this field, such as Sondra Perl’s study of unskilled writers

Miranda 15

Andrea L Miranda15

Andrea Miranda

Chris Friend

ENC 1101

December 11, 2011

Research and Study: The Composing Process of Myself (Revision 1)

Introduction

Just three weeks ago, if I had been asked to mention a study that focuses on writers and

their composing processes I would have drawn a complete blank. Up to that point in time I had

never spent any amount of time thinking or learning about studies that explore writers and their

writing processes. This was as foreign to me as trying to read Chinese, but it soon became my

objective to become familiar with this field of study.

During the last three weeks I’ve been introduced to the subject of studying writers and their

writing processes. After being introduced to this subject I was able to recognize that for a while now

there has been a spate of interest in the study of writers and the process of how they write. Various

studies have been performed that dig into this field, such as Sondra Perl’s study of unskilled writers

and their composing processes and Carol Berkenkotter’s study of how skilled writers plan and

revise. One aspect that both of these studies shared was using a method in which the researcher

studied other individuals.

After reading about Perl’s and Berkenkotter’s studies I realized that although both

researchers learned more than sufficient information about writers and the writing process, there

was one specific methodology that they hadn’t included in their study. While Perl focused on

unskilled writers and Berkenkotter focused on skilled writers in their natural environment; neither of

them focused on their own writing processes. There has yet to be a study where the researcher

Section Headings As Anchors

• Emphasizes organizational structure• Helps planning & development of drafts• Reinforces use of styles to add consistency• Allows precise external references in future

Names as Email Links

• Emphasizes authorship• Helps students feel ownership• Reinforces connections between authors• Allows student to maintain connection with

document and see how ideas spread

Miranda 44

Andrea L Miranda44

Works Cited

Mirabelli, Tony. “Learning to Serve: The Languague and Literacy of Food Service Workers.”

What They Don’t Learn in School. Ed. Jabari Mahiri. NewYork: Peter Lang, 2004. 143-

62. Print.

Swales, John. “The Concept of Discourse Community.” Genre Analysis: English in Academic

and Researching Settings. Boston: Cambridge UP, 1990. 21-32. Print.

Wardle, Elizabeth. “Identity, Authority, and Learning to Write in New Workplaces.”

Enculturation 5.2 (2004): n.pag. Web. 18 Feb 2010.

Template Consistency

• Emphasizes content over layout design• Helps eliminating formatting concerns• Reinforces multi-modality of data• Allows easier re-use of marked-up content

• Emphasizes intertextuality• Helps students track idea sources• Reinforces connections between documents• Allows future readers to more easily follow

author's thinking

Reference Lists With Links

• Builds from familiar tools (page numbering)• Increases comfort with digital tools• Enhances technological literacy• Allows easier content manipulation (no local

or layout-specific settings)

Extends Automation

Automatic, Interactive ToC

• Reflects document organizational structure• Helps organization of final project• Reinforces revision of drafts• Allows easy navigation when grading

• No paper/toner use• No stacks to carry to/from class• Eliminates physical storage concerns• Allows flexible output formats• Can be changed after electronic publication

Convenient Production

More Information

Sample Screencast• for ENC 1101• shows creation of

Master Document

Handouts• how-to guides• example templates• sample documents