Implementation: Design to Delivery
Features of a Digital Portfolio
Between Print and Web:Information Fluency Through Digital Portfolio Design
Christopher R. Friend ([email protected]) • 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) .............................
..............................
.......... 15
Administrative Faculty as a Discourse Community (Draft) ..........................
..............................
..............................
. 24
Administrative Faculty as a Discourse Community (Revision 1) .............................
..............................
................... 31
Administrative Faculty as a Discourse Community (Revision 2) .............................
..............................
................... 38
Scientific Discourse vs. Popular Discourse (Draft) ..........................
..............................
..............................
............... 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) ............................
..............................
..............................
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