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ePortfolios and Audience: Teaching a Critical Twenty-First Century Skill

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Title: ePortfolios and Audience: Teaching a Critical Twenty-First Century Skill
Language: English
Authors: Gallagher, Chris W., Poklop, Laurie L.
Source: International Journal of ePortfolio. 2014 4(1):7-20.
Availability: Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Publishing, Portfolios (Background Materials), Portfolio Assessment, Skill Development, Freshman Composition, Teacher Attitudes, Student Attitudes, Audience Analysis, Audience Awareness, Concept Teaching, Qualitative Research, Case Studies, Content Analysis, Teaching Methods, Instructional Effectiveness, Semi Structured Interviews
ISSN: 2157-622X
Abstract: This article reports on a three-year investigation into how and to what extent ePortfolios sponsor teacher and student learning about audience in first-year writing classes at a mid-sized research university. Through interviews with students and instructors and detailed analysis of students' ePortfolios, we found that, more often than not, the audience for ePortfolios is multiple. We argue that the ability to craft compositions that successfully negotiate multiple audiences' needs and expectations is a critical twenty-first century skill, yet the concept of audience is under-investigated and under-theorized in ePortfolio research. Our study provides evidence that working with ePortfolios shifted the ways that students and instructors engaged with the concept of audience. We observed that many student ePortfolios at least gestured toward invoking multiple audiences. We further observed considerable variance in how successfully students negotiated the needs and expectations of these audiences, often experiencing a phenomenon we call "audience interference." We identified three key rhetorical moves that largely determined the success of the ePortfolio in negotiating multiple audiences' needs and expectations: intentional design of structure and navigation; contextualization of content and artifacts; and flexible use of voices. We conclude by suggesting pedagogical implications of these findings.
Abstractor: As Provided
Number of References: 38
Entry Date: 2016
Accession Number: EJ1107861
Database: ERIC
FullText Text:
  Availability: 0
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  Data: ePortfolios and Audience: Teaching a Critical Twenty-First Century Skill
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+ePortfolio%22"><i>International Journal of ePortfolio</i></searchLink>. 2014 4(1):7-20.
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  Data: Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Audience+Analysis%22">Audience Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Audience+Awareness%22">Audience Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink>
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– Name: Abstract
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  Data: This article reports on a three-year investigation into how and to what extent ePortfolios sponsor teacher and student learning about audience in first-year writing classes at a mid-sized research university. Through interviews with students and instructors and detailed analysis of students' ePortfolios, we found that, more often than not, the audience for ePortfolios is multiple. We argue that the ability to craft compositions that successfully negotiate multiple audiences' needs and expectations is a critical twenty-first century skill, yet the concept of audience is under-investigated and under-theorized in ePortfolio research. Our study provides evidence that working with ePortfolios shifted the ways that students and instructors engaged with the concept of audience. We observed that many student ePortfolios at least gestured toward invoking multiple audiences. We further observed considerable variance in how successfully students negotiated the needs and expectations of these audiences, often experiencing a phenomenon we call "audience interference." We identified three key rhetorical moves that largely determined the success of the ePortfolio in negotiating multiple audiences' needs and expectations: intentional design of structure and navigation; contextualization of content and artifacts; and flexible use of voices. We conclude by suggesting pedagogical implications of these findings.
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      – Text: English
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      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Portfolios (Background Materials)
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Skill Development
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Audience Analysis
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      – SubjectFull: Audience Awareness
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      – SubjectFull: Concept Teaching
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      – TitleFull: ePortfolios and Audience: Teaching a Critical Twenty-First Century Skill
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