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iBooks Portfolios: Interfaces, Audiences, and the Making of Online Identities

Thomas Peele and Melissa Antinori
Journal of Basic Writing
Vol. 32, No. 2 (FALL 2013), pp. 28-50
Stable URL: http://www.jstor.org/stable/43744166
Page Count: 23
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
iBooks Portfolios: Interfaces, Audiences, and the Making of Online Identities
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Abstract

In this article, we describe a pilot ePortfolio initiative in which we asked students to turn their end-of-semester writing portfolios into iBooks, a project that grew out of our university's policy of giving an iPadto every incoming student. A template-based software for creating digital books, iBooks affords students the opportunity to personalize their portfolios using the same tools available to them on social networking sites (SNSs). We conclude that while templates are limiting, the kinds of templates that students use matter a great deal. When they make their iBooks portfolios, which use the same tools as those used at social networking sites, including images, videos, and hyperlinks, students have a much greater sense of audience awareness than is evident in print-based portfolios or portfolios that are housed on learning management systems. And, just as students create and curate their identities at social networking sites, they are able to use iBooks to create one version of an academic online identity.

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