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Thoroughly updated to reflect the new requirements of CILIP's revamped suite of Professional Registration qualifications, this is the essential how to guide to producing a successful portfolio. Reflecting on achievements and presenting evidence of enhanced knowledge and skills underpin many professional and educational qualifications. Building a portfolio is key to recording and demonstrating this professional development, and gaining official recognition in the form of Professional Registration qualifications.

Library education (Continuing education) --- Portfolios in education

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Portfolios en éducation. --- Portfolios in education

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Portfolios in education --- Occupational training --- Continuing education --- Portfolios en éducation. --- Portfolios électroniques. --- Formation professionnelle. --- Formation continue.

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Together, computerized writing environments (e.g., physical spaces, hardware, software, and networks) and the humans who use and support such technologies comprise complex ecologies of interaction. As with any ecology, a human-computer techno-ecological system needs to be planned, fostered, designed, sustained, and assessed to create a vibrant culture of support at the individual, programmatic, institutional, and even national and international level. Local and larger infrastructures of composing are critical to digital writing practices and processes. In academia, specifically, all writing is increasingly computer-mediated; all writing is digital. Unfortunately, at far too many institutions, it is difficult to sustain ecologies of digital writing. How then to best plan, foster, design, sustain, and assess the complex ecologies framing the study and practice of digital writing that we do (or hope to do) as teachers, scholars, learners, and writers? The audience for this collection is teachers, scholars, administrators, and graduate students working in fields of composition studies, computers and writing, technical/professional communication, literature, education, and English education. We all face the same dilemma: More and more of our work and instruction takes place in electronic environments, but budget constraints and assessment mandates loom, and often our positions within or institutions prohibit us from active participation in central computing endeavours. This necessarily multivocal collection refines our discussions of the many components of sustainability, providing contextual, situated, and flexible modes and methods for theorizing, building, assessing, and sustaining digital writing ecologies.

English language --- Report writing --- Electronic portfolios in education --- Hypertext systems --- English --- Languages & Literatures --- English Language --- Rhetoric --- Computer-assisted instruction --- Study and teaching --- ePortfolios in education --- Portfolios in education --- Hypertext --- Interactive multimedia --- Germanic languages --- English language -- Rhetoric -- Computer-assisted instruction. English language -- Rhetoric -- Study and teaching. Report writing -- Study and teaching. Electronic portfolios in education. Hypertext systems.

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English language --- Report writing --- Electronic portfolios in education. --- Multimedia systems. --- Rhetoric --- Computer-assisted instruction. --- Study and teaching. --- Composition and exercises --- #KVHA:Taalkunde; Engels --- #KVHA:Taalonderwijs; Engels --- #KVHA:Schrijfvaardigheid; Engels --- #KVHA:Digitale media --- #KVHA:Ethiek --- Electronic portfolios in education --- Multimedia systems --- Computer-based multimedia information systems --- Multimedia computing --- Multimedia information systems --- Multimedia knowledge systems --- Information storage and retrieval systems --- Germanic languages --- ePortfolios in education --- Portfolios in education --- Composition and exercises&delete& --- Computer-assisted instruction --- Study and teaching --- Rhetoric&delete& --- Langue anglaise --- Rhétorique --- Etude et enseignement --- Ecriture assistée par ordinateur --- Rédaction --- Rhétorique --- Rédaction --- Ecriture assistée par ordinateur