I read chapter 3 in the eportfolio book. This chapter focused on the social nature of writing in digital, networked spaces, arguing that students can take advantage of these social affordances. Klein argues that eportfolios allow for “connection, communication, and collaboration” (p.52-53). As a result, eportfolios allow students to showcase their “intellectual leadership, analytical ability, and personal creativity” (p. 53). Klein ties the affordances of Facebook, Twitter, and social bookmarking to eportfolios. She argues that by making portfolios social, the writing they contain can cross the boundary between contexts.
Klein focuses on the eportfolio collection in the honors college of the City University of New York. Students in the honors college create eportfolios using WordPress. The college believed that WordPress provided a platform where students could display their work while also being a social space where students could connect by commenting on one another’s work. Students were able to do just that. Klein reports that “Through written reflections, digital photos, and—in some cases—short films, students demonstrated critical multimedia literacy, the ultimate learning objective of many college-level courses” (p.60).
Klein also believes that by being social, eportfolios allow students to showcase their knowledge and skills for potential employers. This allows work done in academia to cross contexts into the world of business. Klein focuses on one student who showcased his design and marketing skills.