Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor by encouraging growth through the culmination of experience and through interaction with professional activities. Often the performance of these activities then provides an opportunity to engage with the profession by writing, presenting, or contributing to the scholarly discussion in some other way. Professional development and engagement consist of a series of learning experiences where the librarian, as student, creates goals either alone or within the context of an organization and then reports out to the larger library community. Once the goals are set, motivational factors such as personal interest in a topic, tenure requirements, committee work, or institutional mandate contribute to the completion of the projects. No matter where the motivation comes from, the end result is a pursuit of new knowledge and an attempt to add to the body of literature and experiences that embody library science and librarianship. When viewed as a process of lifelong learning, professional development, and engagement, activities become This column explores ways that one such technology, ePortfolios, is being used in and by libraries and discusses some possible expansions on existing models of ePortfolio implementation. Alternative uses for ePortfolios are discussed that include professional development, professional engagement, and fundraising with an emphasis on better internal communication.