E-Portfolios and History Teaching: Supporting the Development of Information Literacy and Research Skills

Catherine Frances Ladds*

*Corresponding author for this work

    Research output: Chapter in book/report/conference proceedingChapterpeer-review

    1 Citation (Scopus)

    Abstract

    This chapter explores the utility and limitations of student academic e-portfolios in learning and assessment in the humanities. Whereas a substantial literature exists on the benefits of e-portfolios in education, language learning, and writing courses, the potential usefulness of e-portfolios in humanities education is lightly trodden ground. Using two case studies of the implementation of student academic e-portfolios in Hong Kong-based university history courses, this chapter considers how the e-portfolio format can support the development of both discipline-specific research ability and cross-curricular skills, such as information literacy. Furthermore, because of their online nature, e-portfolio assignments are well positioned to exploit recent developments in the digital humanities. Nevertheless, student feedback on the experience of creating an e-portfolio suggests that, while non-history major students were receptive to the low stakes and graduated nature of the assignment, a significant shift in disciplinary cultures of learning and assessment is required in order to implement e-portfolios successfully in advanced-level history courses.

    Original languageEnglish
    Title of host publicationE-Portfolios in Higher Education
    Subtitle of host publicationA Multidisciplinary Approach
    EditorsTushar Chaudhuri, Béatrice Cabau
    PublisherSpringer Singapore
    Pages75-87
    Number of pages13
    Edition1st
    ISBN (Electronic)9789811038037
    ISBN (Print)9789811038020, 9789811099700
    DOIs
    Publication statusPublished - 1 Apr 2017

    User-Defined Keywords

    • Humanities education
    • Information literacy
    • Research portfolio

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