ABSTRACT
An ePortfolio curriculum includes attention to knowledge about portfolios and experience with creating them, especially as provided in structured ePortfolio activities like curation and reflection. Working together in an ePortfolio, the two dimensions of archive and reflection complement each other. The use of multiple modes to make meaning, including words, slides, visuals, audio, and video, is critical for an ePortfolio curriculum, although the rationale for multimodality can vary. Often considered part of multimodality, design in an ePortfolio curriculum can play a somewhat different role given its connection to identity construction and representation, audience considerations, networking, and metacognition. Although capstones provide an opportune site for ePortfolios at several institutions, capstone functions can differ. The characteristics of an ePortfolio curriculum often include community and collaboration. In addition, the digital literacy animating an ePortfolio curriculum can help students explore analogous issues in other electronic environments, such as the rules of engagement in and use of personal information on social media sites.
