Annotated Portfolios as a Tool for Education and Research through Design in LIS

Zbiejczuk Suchá, Ladislava; Sellner Novotný, Roman

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https://hdl.handle.net/2142/132985 Copy

Description

Title

Annotated Portfolios as a Tool for Education and Research through Design in LIS

Author(s)

• Zbiejczuk Suchá, Ladislava
• Sellner Novotný, Roman

Issue Date

2026-03-12

Keyword(s)

• LIS
• Research through design
• Portfolios
• Education
• Case study

Abstract

Introduction. Research through design (RtD) reframes practice-based projects in Library and Information Science (LIS) as scholarly contributions. Annotated portfolios, from interaction design, capture processes, values, and outcomes to generate transferable knowledge. This paper examines their use in LIS education. Method. In a master’s-level course, students created annotated portfolios of service design projects, combining visuals with structured prompts to articulate rationales, values, and user experiences. Analysis. Portfolios were reviewed for reflection, knowledge articulation, and value engagement, drawing on both student work and teaching observations. Results. Annotated portfolios shifted focus from description to reflection, articulated intermediate-level knowledge, and encouraged ethical and political awareness. They strengthened storytelling and showed value as pedagogical and research tools, though challenges arose with abstraction and service design contexts. Conclusion. Annotated portfolios provide a structured and flexible approach to integrating RtD in LIS education, legitimizing practice-based work and fostering critically reflective practitioners.

Publisher

iSchools

Series/Report Name or Number

iConference 2026 Proceedings

Type of Resource

Other

Genre of Resource

Conference Poster

Language

eng

Permalink

https://hdl.handle.net/2142/132985

Copyright and License Information

Copyright 2026 is held by Ladislava Zbiejczuk Suchá, and Roman Sellner Novotný. Copyright permissions, when appropriate, must be obtained directly from the authors.

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