Week 5 – Topic 5
What is digital curation?
The internet offers an abundance of information to assist in the enhancement of teaching and learning. However, the amount of content on the internet is disseminated and expanding exponentially necessitating the use of organisational tools by teachers to collect, coordinate and collate online data into aggregated spaces (Mihailidis & Cohen, 2013, p. 3).
Digital curation is a process utilising technology-based organisational tools to “preserve multimedia artefacts” collected from multiple digital sources regarding a focus topic or issue (Sharma & Deschaine, 2016, p. 71). Pedagogical digital curation entails developing resources catering to 21st-century learner’s information consumption characteristics while also allowing modality for different learning styles and cognitive learning objectives detailed in Bloom’s revised taxonomy (Howell, 2015; Teachthought, 2013).
Content curation for teaching and learning
(Editor B, 2013)
How do educators curate information?
A variety of curation tools offer differentiated features , for example; Scoop-it, Pinterest, Storify, Diigo, and Flipboard. Flintoff. Mellow & Clark advise selecting tools that accommodate “the teaching and learning goals of the process” (2014, para. 7). Inclusion of content for curricular purposes must be assessed to ascertain authenticity, relevancy and appropriateness. A framework by Sharma & Deschaine (2016) offers guidance when critically considering digital information for educational curation platforms;
The five C’s of digital curation
COLLECT – Preserve examined content on curation tool,
CATEGORISE – Organise with similarly represented information,
CRITIQUE – Assess instructional attributes for meaning,
CONCEPTUALISE – Examine for “explicit and implicit instructional goals”,
CIRCULATE – Present content to support learning objectives (pp. 73-75) .
What does digital curation mean for students?
Curation allows students to take ownership of their learning and become critical information discerners. As learners create, collaborate with others, and make sense of content, critical thinking skills and digital literacy skills of “analysis, evaluation and creation” are developed (Mihailidis & Cohen, 2013, p. 5). These skills are imperative for engagement with multimedia and life-long learning.
examples of student digital curation
Word count – 329
Editor B. (2013, October 4). Content creation for teaching and learning [Video file]. Retrieved from https://www.youtube.com/watch?v=iViac9r4lVc?rel=0
Flintoff, K., Mellow, P., & Clark, K. P. (2014). Digital curation: Opportunities for learning, teaching, research and professional development. Proceedings of the 23rd Annual Learning Forum, 30-31 January, 2014. Perth: The University of Western Australia. Retrieved from http://clt.curtin.edu.au/events/conferences/tlf/tlf2014/refereed/flintoff.html
Hilbert, M., & Lopez, P. (2011). The world’s capacity to store, communicate, and compute information. Science, 332(6025), 60-65.
Howell, J. (2014). Living and learning in the digital world, Mod 02 02, Week 5 [iLecture]. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/822c603c-a7da-4f41-8466-5103980d029e
Kratzman, W. (n.d). EYLF [Pinterest page]. Retrieved from https://au.pinterest.com/kratzy5/eyld/
Mihailidis, P. & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education, (1), 1-19.
Sharma, S., & Cohen, J. N. (2016). Digital curation: A framework to enhance adolescent and adult literacy initiatives. Journal of Adolescent & Adult Literacy, 60(1), 71-78.
Teachthought. (2013, February 18). Why Scoop-it is becoming an indispensable learning tool [Blog post]. Retrieved from http://www.teachthought.com/the-future-of-learning/trends-shifts/why-scoopit-is-becoming-an-indispensable-learning-tool/