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
PublisherSpringer Singapore
Pages75-87
Number of pages13
ISBN (Electronic)9789811038037
ISBN (Print)9789811038020
DOIs
Publication statusPublished - 1 Jan 2017

Scopus Subject Areas

  • Social Sciences(all)

User-Defined Keywords

  • Humanities education
  • Information literacy
  • Research portfolio

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