ABSTRACT
As important for eportfolio practitioners, theorists, and researchers, the plans for achieving such a vision of lifelong and lifewide learning represent an opportunity to which eportfolio pedagogy and technology are uniquely suited to contribute and support. For lifelong and lifewide learning, several portfolio theorists Barrett, Chen, and Paulson and Paulson highlight the use of the story or narrative stream as the "universal information structure" and primary means for managing, organizing, and essentially curating one's eportfolio. However, the successful introduction of eportfolios at LaGuardia Community College provides another case study documenting the universality of eportfolios and the opportunity they present to immigrants and to low-income and first-generation collegegoers. The vision of a lifelong and lifewide learning career cannot be achieved without overcoming the significant obstacles relating to cultural and socioeconomic inequalities and providing underserved populations with a way to acquire education.
