E-portfolios support continuing professional development for librarians

Abstract

The current professional requirements within the Australian health context for evidential mandatory professional development provided the impetus for a small health library to implement an e-portfolio platform for library staff. The primary objective of the project – to provide staff with a tool to record, store evidence of, and reflect on continuing professional development activities – has been achieved. The most challenging aspect of the project was the requirement for staff to engage in reflective practice. The e-portfolio will also be used for the performance review process with the aim of more closely aligning individual professional and career development with the library's goals and the strategic direction of the parent organisation. While the context of this project was a health library, the findings and implications for practice are applicable to the wider library profession.

Keywords:

• e-portfolios
• professional development
• reflective practice
• librarian

Implications for Best Practice

,

•	An e-portfolio is a useful tool to facilitate librarians' participation in meaningful continuing professional development (CPD), including recording, storing evidence of, and reflecting on CPD activities.
•	Implementing an e-portfolio for library staff requires training in the use of the tool and also training in reflective practice in order to use the tool to maximum advantage.
•	Library staff may find the transition from merely recording CPD to active reflection and career planning a challenge.
•	An e-portfolio may assist library staff to prepare for their annual performance development and review.
•	An e-portfolio may prove to be a useful tool for library staff and managers to align individual staff members' professional and career development with the library's objectives and the strategic direction of the parent organisation.

Introduction

Recent requirements regarding mandatory professional development within the Australian health context encouraged the manager of a small health services library in New South Wales to focus on the continuing professional development (CPD) activities of the library staff. Most health professions in Australia are now required to undergo revalidation of professional qualifications, including producing evidence of ongoing CPD. Health librarians are not required to provide evidence of CPD for professional registration and revalidation, thus they risk falling behind their professional colleagues and being relegated to the administrative or clerical streams within the health workforce. The library's annual performance development and review (PDR) process highlighted that minimal recording of CPD was being undertaken by staff and there was no structured approach to reflection on learning derived through CPD. Continuing professional development in this context is understood to consist of activities that maintain, enhance or extend the knowledge, expertise or competence of the participant (Chipchase, Johnston, and Long 2012). The proposed result of undertaking CPD is to ensure that library staff are able to achieve their career aspirations, and can maintain and improve the standards of professional practice within their workplace (Ritchie 2008).

Objective

A workplace project to implement an e-portfolio tool for staff in a small health library was undertaken with the following objectives:

•	To provide library staff with an online tool to record CPD and store documentary evidence.
•	To facilitate active reflection on CPD activities.
•	To encourage staff to undertake regular CPD.
•	To assist staff to prepare for their annual PDR.

As part of this preparation, it was envisaged that the e-portfolio could be used by staff and library management to more closely align individual professional and career development with the library's goals and the strategic direction of the parent organisation by encouraging recording of, and active reflection on, both individual and organisational goals.

Literature review

An extensive amount has been written in the literature regarding professional development, reflection, e-portfolios and their uses within learning contexts. A brief review of the key literature relevant to this project is presented below and is not intended to be exhaustive.

Continuing professional development

CPD is an integral aspect of health professions globally (Jasper 1995; Jensen and Saylor 1994; Kostrzewski et al. 2008; McMullan et al. 2003; Weddle et al. 2002). CPD is fundamental within the Australian health context, as most professions are required to actively participate in and record professional development activities in order to maintain accreditation or registration. The National Registration and Accreditation Scheme for the Health Professions covers 14 professions as of July 2012 (Australian Health Practitioner Regulation Agency 2012). As a result of CPD's heightened profile within the health environment, the need for a structured CPD program for health librarianship in Australia has also been voiced (Hallam et al. 2010a; Ritchie 2008). ALIA, the Australian Library and Information Association, lists the core knowledge, skills and attributes that are expected characteristics of library and information professionals (Australian Library and Information Association 2005). However, health librarianship is a specialisation that requires the further acquisition of a differing set of skills and competencies. The recent ALIA/Health Libraries Australia project report – Health Librarianship Workforce and Education: Research to Plan the Future (Hallam et al. 2011a) – examined both the current and future roles and skills of health librarians, with reference to seven competencies identified by the US Medical Library Association as specific to health librarianship. Health Libraries Australia (HLA) added a further competency: to maintain currency of professional knowledge and practice (Ritchie et al. 2010). While the focus of the ALIA/HLA project was health librarianship, maintaining standards of professional knowledge and practice and engaging in CPD is vital to the library profession as a whole. Regardless of the type of CPD undertaken by librarians, it is recognised as important to record any professional development activities as evidence of new knowledge attainment (Saunders 2003). Currently a generic scheme to record and monitor CPD is provided by ALIA, but this is voluntary and limited to members only. Significant changes to the scheme are expected early in 2013. HLA has been vocal in its concern that within the health environment, health librarians who are not required to present evidence of professional competence for registration or revalidation risk being viewed as somehow diminished in professional status (Ritchie 2008). HLA has suggested, therefore, the development of a structured, competency-based framework for health librarian education and ongoing CPD (Ritchie et al. 2010). Further, the requirement amongst health professionals to record mandatory CPD, and the instigation of an auditing process, has emphasised the importance of maintaining e-portfolios for evidence of practice and CPD achievements (Andre 2010).

E-portfolios

An e-portfolio has been identified as a digital tool with the capacity to accommodate diverse file formats (text, image, video and audio), and the flexibility to tailor content for different purposes and diverse audiences (Hallam et al. 2010b). E-portfolios are recognised as tools that can guide and support active learning, reflection, skills acquisition and career development (Randle 2009). They have long been identified as suitable platforms for recording and reflecting on learning experiences (Coffey 2005; McMullan et al. 2003; Smith and Tillema 2003). They are also recognised as useful in assisting with personal development, overall career planning and, importantly, predicting training needs (Australian Learning and Teaching Council 2008). The ALIA/AeP2 study of student e-portfolio use also highlighted the potential for the development of a community of practice based on shared experiences using these tools (Hallam et al. 2011b).

Three distinct purposes of e-portfolios have been identified by Barrett (2004) and reiterated by Ward and Ellis (2007):

•	E-portfolios may act as assessment tools for documenting progress and the attainment of standards or competencies.
•	They may act as tools of reflection and digital stories that encourage critical thinking and deeper learning.
•	They may act as accessible résumés to showcase abilities and achievements.

Admittedly, e-portfolio usefulness is governed by the skills and motivations of the user, and e-portfolios are often viewed as time-consuming (Andre 2010; Dagley and Berrington 2005; McMullan et al. 2003; Osborn 2009; Rossi, Magnoler, and Giannandrea 2008; Wickersham and Chambers 2006). The literature also raises concerns about e-portfolio users' perceived understanding of ownership (Mitchell 1994; Samuel and Haque 2010; Snadden and Thomas 1998; Woodward 1998). Users may be reluctant to utilise the e-portfolio fully for reflective practice if they are not convinced of the confidentiality of their e-portfolio's content (McMullan et al. 2003). These disadvantages can be mitigated by the provision of clear guidelines regarding purpose, content, structure and use (Crandall 1998; Gannon et al. 2001).

The convenience of utilising an e-portfolio as a focal point to raise awareness of professional development, and as a tool for recording, storing and reflecting on CPD activities, is clear. Saunders confirms, ‘By reflecting on the documents in a portfolio, librarians can identify trends in their career progression and pinpoint areas of strength and weakness’ (Saunders 2003, 56). In effect, e-portfolio users are then able to determine what CPD would be most beneficial to undertake in the future.

Reflection

Reflective practice can be viewed as any instance where an individual thinks critically about an action, thought or experience that enables the increase of their self-awareness and professional competence (Epstein and Hundert 2002; Levine, Kern, and Wright 2008). Reflective practice critically examines not only the what, but also the why. It facilitates personal and professional growth and development, and is considered a critical dimension of professional development for all health professionals (Driscol 1994; Howatson-Jones 2010; Somerville and Keeling 2004). Reflection requires routines and habits that can be learned and practiced (Loughran 2002). The process of engaging in reflective practice enables the development of both personal and professional skills, and leads to an integration of knowledge, personal experience, academic theory and professional experience (Donaghy and Morss 2007; McMullan 2006; Thorpe 2004). Further, this newly integrated and formed knowledge can then be applied to future professional outcomes and experiences (O'Halloran et al. 2006).

Reflection is also recognised as a crucial element in e-portfolio use (Abrami and Barrett 2005; Doig et al. 2006; Kidwai et al. 2010; Riedinger 2006; Samuel and Haque 2010). Riedinger (2006) considers that reflection progresses e-portfolios from simple document storage facilities to personal, long-term narratives of knowledge and learning. Further, Grant notes that analytical reflection ‘can positively influence an individual's future attitudes, behaviour and professional practice’ (Grant 2007, 163). Reflection and reflective writing practices are, however, not inherent skills and require targeted training and development for their successful inclusion in e-portfolio use (Doig et al. 2006; Kidwai et al. 2010; Riedinger 2006).

Method

The literature search that informed the review above was followed by a needs analysis, including a pre-implementation survey of library staff. This survey consisted of questions about CPD and the current PDR process. Determining requirements regarding CPD amongst the library staff necessitated gaining an understanding of user attitudes and needs. This project employed the basic generic model suggested by Maguire and Bevan (2002), which can be used to support the process of generating and validating user requirements. The four stages of this model include information gathering, identifying user needs, envisioning and evaluating, and the specification of requirements. A range of e-portfolios was considered and two were evaluated in-depth. Once an e-portfolio platform was selected, accounts were purchased for all staff and training sessions were provided in using the product and in reflective practice. Both sessions were evaluated by participants at the end of the training. Finally, a post-implementation survey and semi-structured interviews were carried out, to evaluate the implementation stage of the project and scope the future development of the project.

A large volume of data was captured and analysed over the course of the e-portfolio implementation project. The methodological approach known as action research seemed a logical choice for this project, since this type of research is undertaken in real-world situations, and attempts to solve real problems (O'Brien 2001). Further, this type of research does not require objectivity from the researcher, who is free to acknowledge bias to the participants (O'Brien 2001). Action research was therefore employed throughout the development of the surveys, evaluation questionnaires and interview questions that were constructed and distributed.

It was important to the library management that a positive view of the e-portfolio be fostered amongst the staff, in order to encourage their engagement with the e-portfolio platform and CPD activities. The research instruments were therefore purposely skewed toward positive questions for analysis. Staff were, however, free to express negative responses to the survey and evaluation questions, and could comment positively or negatively in the free text responses.

Results

Needs and expectations of library staff

The pre-implementation survey achieved a response rate of 80% (eight out of ten staff). The results suggested that while most of the library staff were engaged in undertaking CPD to some extent, the majority were not following through to the subsequent stages of the CPD process, by either recording or reflecting on their learning. Only three out of the eight respondents (37.5%) indicated that they recorded their professional development activities. Similarly, while three respondents stated that they reflected on their activities, only one respondent indicated that they also recorded this reflection. There was a need, therefore, to provide staff with a suitable tool for recording, storing and reflecting on their CPD, as well as appropriate training in the use of the e-portfolio platform and reflective practices.

Regarding the PDR process, all staff agreed that there were opportunities to get involved in library projects and activities in the workplace, and that there were opportunities for professional development within their field. The majority of respondents felt encouraged to participate in professional-development activities. The barriers to CPD identified most often by the staff included, not surprisingly, time, cost and accessibility, which are issues that could be addressed by library management, within organisational boundaries.

Tasks the e-portfolios would be used for

Discussion between the library manager and the project manager established that the e-portfolio should provide staff with a tool that enables them to record their professional development activities, store documentary evidence of their professional development and actively reflect on any activities undertaken. The manager's intention is for staff to voluntarily utilise the evidence and reflections stored in their e-portfolio during preparation for the annual staff PDR process, where they are encouraged to discuss any future career goals and staff development objectives in conjunction with the library's objectives and the parent organisation's strategic goals.

Library staff would be the owners of their e-portfolios, since they would be the ones who upload their information into the platform, organise this into views and then specify when they want to share the information, and with whom they wish to share. Their primary needs were to be able to add content easily, to organise it, reflect upon it and then share it with others if they wish. A detailed list of required features was identified, adapted from the list built by the E-portfolio Working Group (2008).

Comparison of e-portfolio products

There are generally speaking two options available for e-portfolio platforms, either a licensed pre-existing product, or an open-source software solution. There are advantages and disadvantages for both options. Much of the documentation and discussion retrieved in the course of preparing for the evaluation advocated the use of either PebblePad (pre-existing product) or Mahara (open-source software).

Both PebblePad and Mahara provide the specified requirements in terms of identified user needs as a tool for recording, storing and reflecting on CPD activities. Both systems offer the same type of user experience and functionality. As far as the institutional requirements and costs were concerned, however, the platforms differ in significant ways. Firstly, PebblePad offers complete portability, as the annual licence fee can be taken over by the user/staff member if they are no longer employed at the library. Secondly, unlike Mahara, PebblePad does not require the involvement of IT for set-up and maintenance. For these reasons, PebblePad was recommended as the best e-portfolio platform choice for this project.

Implementation and training

All library staff members were provided with a PebblePad account in August 2012, and training in the use of the e-portfolio and in reflective practice was carried out for all staff over the following two months. The training sessions consisted of a mix of content delivered by the project manager, including practical exercises and opportunities for hands-on practice. Participants were also provided with handouts to which they could refer during and after these sessions. All participants returned completed evaluation forms with questions consisting of a variety of qualitative and quantitative queries covering the delivery of the training, the training material and each individual's estimates of their confidence levels. Overall, the training was very well received and participants indicated that it met their needs in learning how to use the PebblePad platform and increasing their knowledge of reflective practice.

Post-implementation evaluation

The project was evaluated by means of a post-implementation survey and semi-structured interviews. There was an 87.5% response rate, with seven respondents out of a possible eight completing and returning the survey. (Two staff resigned to take up other employment during the course of the project and had not been replaced at the time of the post-implementation survey.)

Six (85.7%) respondents confirmed that they were using PebblePad to record their professional development activities, five (71.4%) were using it to store evidence of their professional development, and five (71.4%) were using it as a place to reflect, while two (28.6%) stated that they had not yet used PebblePad for reflection but were about to commence this practice. When asked whether they considered PebblePad to be useful as a place to record professional development activities, five (71.4%) respondents strongly agreed while one (14.3%) moderately and another (14.3%) slightly agreed. The same response was given when staff were asked whether they considered PebblePad to be useful as a place to store professional development evidence. When asked whether they considered PebblePad to be useful as a place to reflect on professional development, three staff (42.9%) strongly agreed, three (42.9%) moderately agreed and one (14.3%) respondent only slightly agreed.

When asked whether they considered that PebblePad helps overcome some of the barriers to undertaking professional development activities, four staff (57.1%) strongly agreed, two (28.6%) slightly agreed and one (14.3%) respondent strongly disagreed with the statement. All respondents agreed that PebblePad would assist them in preparing for their PDR, with two staff (28.6%) strongly agreeing, four (57.1%) moderately agreeing and one (14.3%) respondent slightly agreeing.

Respondents were given an opportunity to comment at the end of the survey. Two respondents provided comments regarding their PebblePad e-portfolio:

Have yet to fully embrace PebblePad for storing and recording but am confident this will occur. Have used it, but not as much as I anticipate.

I am finding PP a very useful tool for recording, storing evidence of, and reflecting on CPD. I feel I have only just scratched the surface of PP's functionality. I think I will use PP to prepare for my next PDR but at this early stage I'm not sure how or to what extent. The main barriers to CPD remain time and money. However, PP helps to overcome barriers in planning for CPD and, most importantly, it prompts the individual to reflect on CPD (rather than just tick a box for attendance). I think this is where the true value of e-portfolios lies.

Two staff agreed to be interviewed following the post-implementation survey. Due to a delay in implementing the e-portfolios, the time available to library staff to explore and use PebblePad was less than originally predicted, so the responses to both the survey and the interviews were based on the premise that respondents had not had as much time as they would have liked to familiarise themselves with the e-portfolio.

Both interviewees were utilising different functions within PebblePad. One had been building a CV, uploading evidence and keeping a blog as part of a university assignment. This respondent found being able to keep all their records of CPD and evidence in one place a useful aspect of the e-portfolio because it is ‘good to think that it's all just there… it's not on this thumb drive or that thumb drive’. The other felt that ‘the most useful is recording professional assets and courses, things you've done, reflections, but in a personal sense I found the whole reflection thing really fascinating. That was very interesting.’

Both respondents felt that PebblePad would be useful for preparing for their annual PDR. One felt that having all the evidence in one place was useful – ‘it's much easier if it's all just in one spot and I can pull it out or link (the manager) to it’ – while the other thought the e-portfolio would help in identifying patterns – ‘I do think it will be useful, as a template to help you identify your strengths and weaknesses and things that you've actually done and achieved, because providing that structure just helps you to identify things.’

Discussion

The reflective component of CPD seemed to be the most challenging part of the process for some staff, and the most interesting for others. The results of the pre-implementation survey did not make clear why the stages of recording and reflecting on professional development activities were somewhat neglected by library staff but this may have been due to low awareness that these elements are an integral part of the CPD process. If, however, staff were aware that recording and reflecting should be carried out, then perhaps their low levels of observance related to the absence of a suitable tool with which to manage these activities.

The post-implementation survey results confirmed that library staff are engaging with the e-portfolio as a tool for supporting CPD and intend to use it in preparing for their PDR meetings. There are, however, some quite interesting differences in the levels of engagement with the e-portfolio by the staff, which may reflect differences in their awareness of the various benefits afforded by PebblePad. The interviews exposed the fact that there are various elements and functions within PebblePad being accessed and explored by different staff. This is not surprising, considering the range of functionality in PebblePad and the fact that staff were not directed to particular aspects of the software but encouraged to explore the whole product.

Responses to the question in which staff were asked to predict how many hours they expected to spend on professional development activities on average per year following provision of a PebblePad account indicated that for the majority of staff this would either increase or stay the same. It is not possible to attribute a causal relationship between provision of an e-portfolio account and predicted increases or decreases in time spent on CPD, as many other factors impact on CPD commitment. It is important to remember that the use of an e-portfolio is in itself a CPD activity.

There were quite interesting responses to PebblePad being a useful place for recording, storing and reflecting on CPD. The same levels of agreement were obtained in response to questions about recording and storing, however reflecting scored lower. This may indicate the current level of staff engagement with reflection as an aspect of CPD. While the majority of staff confirmed they were using PebblePad to reflect on their CPD activities, they may not yet be confident in either the process or the functionality provided for reflective practices within the e-portfolio platform. They all confirmed, however, that the training had raised their understanding of reflection and reflective practices. It is encouraging to see that, for at least one staff member interviewed, the e-portfolio acts as a prompt for undertaking reflection.

The pre-implementation survey uncovered a range of attitudes and behaviours towards CPD amongst the library staff. The post-implementation survey indicates that awareness of professional development has risen for some staff while confirming that for others this has continued to remain high. Positively for management, all staff felt encouraged to undertake CPD activities and set professional development goals for the future.

Limitations of the study

This study, undertaken at a single institution with a small number of participants, should be considered as an exploratory study. Library managers should regard the results as indicative only, and consider local circumstances when deciding whether this study is applicable to their workplace.

Future directions

Evaluation of the project to date has provided an assessment of the extent to which the original objectives had been achieved, as well as indicating future directions and consolidation of the project. A number of future priority areas have been identified including: the PDR process; alleviation of barriers to CPD; induction of new staff; refresher training; and promotion of e-portfolio use among library staff.

Performance development and review process

It was clear from the surveys conducted that there exists some confusion or misalignment amongst the staff regarding the PDR process, particularly its importance and timing. The library manager should ensure that performance reviews are carried out in a timely manner and given sufficient time and attention. The manager should also encourage staff to use their e-portfolios to assist in preparation for their PDR, particularly the functionality that supports reflective practice. The PDR should be structured to focus on the individual's professional achievements and aspirations in the context of the organisation's strategic direction.

Barriers to CPD

The post-implementation survey found quite markedly differing responses by the staff when asked whether they considered that PebblePad helps overcome some of the barriers to undertaking professional development activities. This disparity perhaps reflects the continuing differences in staff awareness of the various benefits afforded by the e-portfolio, and highlights the continuing need to address the issue of barrier alleviation.

Induction

Purchase of a PebblePad account for new staff and delivery of both the e-portfolio and reflective practices training modules needs to be implemented as a key element in the library's induction process. There is also an opportunity in the future to modify the existing training to develop online/CD-ROM modules. This would enable the training to be an individual/personal, self-paced tutorial session.

Refresher training

Yearly refresher training is currently being considered on the varied range of functionality extant in PebblePad to ensure staff are making the most of the opportunities afforded by the e-portfolio and to keep staff user skills at a high level.

Promotion of e-portfolio use

Within the initial planning stages of the e-portfolio project, it was envisioned that a community of interest around e-portfolio usage should be encouraged and developed. A number of strategies for this to occur include: listing CPD and PebblePad as standing items on the staff meeting agenda as an open forum on usage, including tips and tricks learnt or uncovered; appointing a CPD champion from within the library staff whose role would be to ensure staff are aware of CPD activities and opportunities as they become available, and to seek development activities which address specified needs; and setting up a journal club, where scholarly or industry articles are distributed, critically analysed and discussed. This activity could then be recorded and reflected upon within the PebblePad e-portfolio and utilised as evidence for the PDR.

Conclusion

Despite the short time that library staff have had their e-portfolio accounts, two of the four objectives of the project have been achieved, namely to provide library staff with an online tool to record CPD and store documentary evidence, and to encourage active reflection on CPD activities. The project will be further evaluated after 12 months, when renewal of the e-portfolio accounts will be due, to assess whether having the e-portfolio has encouraged staff to undertake CPD and assisted them to prepare for their annual PDR. Of course, provision of an e-portfolio and training in its use is only one strategy that can be used to facilitate meaningful CPD, and the ever-present barriers of time, cost and access to CPD remain. However an e-portfolio is one tool that can be implemented relatively cheaply and easily to encourage library staff not only to record CPD participation but also to reflect on learning, identify gaps in professional knowledge and skills, and plan for career development. It may also prove to be a useful tool for library staff and managers to align individual professional and career development with the library's objectives and the strategic direction of the parent organisation.

Notes

^1. This paper has been double-blind peer reviewed to meet the Department of Innovation, Industry, Science and Research (DIISR) HERDC requirements.

^2. The research instruments used in this project are available on request from the corresponding author, Narelle Hampe.