Students on placement: building their e-portfolio from practical experience

Like other professions, many undergraduate LIS courses require students to undertake some form of practicum as part of their course work in order to gain a better understanding of the link between theory and professional practice. As part of that placement, they are often required to maintain a learning diary where they reflect on that linkage and other aspects of their workplace learning which then forms the basis of an assessable piece of work. In addition, the learning diary is also used to record their day-to-day activities and the application of their class based learning in the work environment. This information is then used to build and develop their e-portfolios, adding a practical dimension to round out the skills and knowledge already embedded in the portfolio. This paper will report outcomes of a survey of LIS students undertaken in Slovenia and Australia on their experience of work placements and the benefits this can bring to enhancing their personal portfolios. In both countries, undergraduate students undertake a three week placement during the latter stages of their course when their portfolios have been established for some time. The placements are in a wide range of information agencies and have been selected in consultation between the student and staff member for their suitability in meeting the student’s longer term career ambitions. The research has also an important comparative dimension, comparing two geographically distant countries with similar approaches to LIS education, and their experience in using e-portfolio in placements as the part of preparation of students for their future professional careers.

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