CILIPS > Information Literacy: Securing Change > Chartership

In submitting the Portfolio of Evidence candidates must demonstrate:

An ability to reflect critically on personal performance and to evaluate service performance

In the initial planning stages, the process of identifying the driver requires an evaluation of service performance in order to decide how information literacy could fit into the service to bring about an overall improvement. The impetus for action could take a variety of forms; the publication of an external report or review, examples of best practice witnessed elsewhere or participation in self-evaluation exercises. Whatever the case, any documentation produced at this stage (reports, case studies etc.) could be used in your Chartership portfolio.

Similarly, producing a business case will demonstrate an evaluative approach to service performance and, as such, will form a useful part of your portfolio. If you have been involved in collecting evidence (conducting surveys, observing activities etc.) as part of building an advocacy case, any materials produced could be used to support this outcome within your portfolio.

Following on from your business case, the toolkit recommends consideration of potential barriers. This will require critical reflection on personal performance to identify and address the different types of barriers that may exist. In particular, the handling of knowledge, skills or professional practice barriers will be helpful in illustrating fulfilment of this outcome.

The process of identifying success criteria ties into service evaluation since it requires an awareness of indicators of improvement. Any promotional materials produced to celebrate success would form useful portfolio components.

Active commitment to continuing professional development

In developing an action plan it may become apparent that some level of skills development is necessary to manage the project effectively. Evidence that appropriate measures are taken to satisfy emergent needs (e.g. training records or evaluation documents) can be used to demonstrate commitment to CPD.

Likewise, in the later stages of the project, it will be necessary to identify resources and skills for implementing an information literacy programme (e.g. teaching skills, lesson planning). Acquiring these skills clearly demonstrates a commitment to CPD and any related documentation could be included in your portfolio.

An ability to analyse personal and professional development and progression with reference to experiential and developmental activities

The process of assessing the impact of change will require analysis of both personal and professional development. In identifying the criteria for success you set out marks for your performance to be measured against. This will also demonstrate an awareness of the analytical process. Progress can be measured in a variety of ways but will normally involve the collection of feedback. Whatever approach is favoured, the product (e.g. completed surveys) will serve as evidence for this particular outcome. Similarly, any materials used in celebrating success could be included as portfolio items.

Breadth of professional knowledge and understanding of the wider professional context

In developing solutions to potential obstacles, it is likely that you will draw on examples of work carried out elsewhere to support and inform the development of your case. This shows understanding of the wider professional context. Conducting thorough research into the topic will demonstrate breadth of professional knowledge and could also highlight your understanding of the wider professional context. This research could be presented in a bibliography or discussed in a literature review within your portfolio.

An understanding of the wider professional context would also be discernible from the process of interpreting results collected while measuring progress.