The required capping exercise for the MLIS degree is an ePortfolio representing examples of the student’s course work, leadership and innovation potential, communication skills, and involvement in professional life. Normally students are expected to begin developing their ePortfolio during their second semester. The ePortfolio must be completed and submitted during their final term of coursework. It will demonstrate that the student has met the Program Level Learning Outcomes (PLOs) of the MLIS degree.
- To give students an opportunity to synthesize what they have learned in the MLIS program.
- To demonstrate students’ competence in the current digital information environment.
- To provide students with a representation of their work that supports both academic and employment purposes.
- To fulfill the Faculty of Graduate Studies and Research requirements for the course-based master’s degree.
The capping exercise consists of two assignments:
- Tracking of Artifacts to meet PLO competencies (See Below)
- 10 artifacts in total
- Approximately 50 – 100 words per artifact
- SLIS Values Reflection (See Below)
Artifact Tracking – PLO Competence
SLIS’ Program Learning Outcomes (PLOs) are a translation of SLIS’ values into practical and measurable learning objectives. Course-based students must demonstrate competence in each of SLIS’ ten PLO areas in order to complete their MLIS studies.
SLIS’ PLO areas are:
- LIS – Organizations, Society, and Values
- LIS – Ethics, Issues, and Trends
- Critical Thinking and Evaluation
- Leadership and Management
- Professional Communication
- Production of Knowledge
- Information Retrieval
- Information Technologies
- Professional Engagement
To demonstrate their competence in these learning areas, students will submit one artifact for each PLO, a total of 10 artifacts. An “artifact” may fall into one of two categories:
- Programmatic Artifacts - The products of a student’s learning in academic courses that are taken as part of the student’s MLIS program.
- The courses are mapped to the PLOs in the LIS 600 PLO to Course Mapping document. Students should refer to the table within this document in order to identify courses from which they can choose artifacts associated with individual PLOs.
- 3 PLOs must make use of Programmatic Artifacts taken from core courses.
- 3 PLOs must make use of Programmatic Artifacts taken from elective courses. Artifact examples may include:
- Course assignments,
- Reflections, etc.
- 1 PLO must make use of Programmatic Artifacts taken from an IT course. Artifact examples may include:
- Course assignments,
- Reflections, etc.
- Experiential Artifacts – The products of experiences that occurred during the student’s MLIS program that demonstrate their leadership, communication, and professional skills in LIS.
- 3 PLOs must make use of Experiential Artifacts taken from professional and leadership activities. Artifact examples may include:
- leadership roles in organizations,
- academic or professional journal articles,
- research presentations,
- conference attendance (i.e. FIP)
- engagement in professional activities (i.e. Partner's Week)
- attending or viewing recordings of special events (i.e. Speaker's Corner, public talks)
- SLIS, Faculty and University level committees or initiatives
As part of the requirement for LIS 600, students must include a brief (approximately 50 -100 word) explanation for each artifact in relation to the PLO.
SLIS Values Reflection
The School’s core mission and values are the foundation of the School’s operations. Students at SLIS are expected to have had experiences while in their MLIS program that relate to SLIS’ values. To demonstrate this, students must write a brief statement (approximately 350 words) that articulates how their experience at SLIS has allowed them to engage in SLIS’ values.
SLIS is a diverse, inclusive, dynamic and collegial School which honours
- Integrity, diversity, fairness, equity, and respect;
- Excellence in teaching, research, and citizenship;
- Mutual sense of responsibility and accountability;
- Pride in our history, traditions, community, students, and alumni; and,
- Intellectual curiosity, imagination, and creativity.
The completed ePortfolio will be assessed using the LIS 600 Capping Exercise ePortfolio Rubric using six identified criteria. Students are required to meet a minimum of three criteria at the exemplary level, with the remaining to be met at a satisfactory level. If any of the criteria is met at an unsatisfactory level, the Academic Advisor will make suggestions for improvement and resubmission.
Mahara is SLIS’ recommended platform to complete the LIS 600 Capping Exercise course. The ePortfolio Mahara platform is available through the University of Alberta’s eClass. Mahara or some other technology (e.g., HTML) agreed in advance between the student and their Academic Advisor (without advance agreement for an alternative, use of Mahara is required). Mahara allows students to upload a variety of artifacts in different formats (text document, image, audio, video, website, multimedia presentations, weblinks, etc.). If students wish to include artifacts that represent a group assignment or other form of collaboration, they may do so but their explanation must include a clear description of their role in the group assignment. Students, with the agreement of their Academic Advisor, may choose to link their ePortfolio to the “Student Showcase” section of the SLIS website. Mahara also provides students with an option to share their ePortfolio with the public, or privately share with their Academic Advisor.
Course Relationships and Deadlines
Students must complete LIS 600 in the same term as their 16th (final) course. In the event that a student finishes all other coursework but has not registered for the capping exercise, LIS 600 will be the last course completed. Students need to complete the Capping Exercise Agreement Form and submit the completed form to the SLIS Graduate Program Administrator. Deadlines for the Capping Exercise Agreement form, the Data Collection form and ePortfolio completion are listed on this form.
The expectation is that students will begin work on their ePortfolio during their second semester of full-time studies or at an equivalent point during a part-time course of studies. At that time, they will begin to assemble their collection of artifacts, and they are expected to add to it and refine it over the remainder of their time at SLIS.