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Collated articles relevant to Aqua-tnet, the EU Erasmus Lifelong Learning Thematic Network for Aquaculture, Fisheries and Aquatic Resources Management (
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Curation as Digital Literacy Practice

Curation as Digital Literacy Practice | Aqua-tnet |

Ibrar Bhatt writes: "Digital curation therefore is not just about finding relevant material, although that is a significant part of it, but is also about creating a specific and unique experience by utilising the resulting materials which then become contextualised within a new space. A curator, therefore, whether she is a journalist-by-proxy such as Popova or a student completing an assignment in a classroom, not only collects and interprets, but also creates a new experience with it. In this respect, curation is a process of problem solving, re-assembling,re-creating, and stewardship of other people’s writing." 

Via Mary Reilley Clark, Dennis T OConnor
John Bostock's insight:

For Aqua-tnet digital teaching skills  workshop - Social Networking

N Kaspar's curator insight, July 26, 2014 10:39 AM

This would create an interesting twist or option to the practice of assigning an essay as completion of a unit or topic of study.


Lourense Das's curator insight, July 30, 2014 9:59 AM

Curation of information for educational content and context: article worth reading

Bodil Hernesvold's curator insight, August 25, 2014 5:05 AM

More on curation. Creating new content from old. When should you blog about it, and when should you tweet?

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Jim Phillips: On the Curation of Instructional Content (EDUCAUSE Review)

Jim Phillips: On the Curation of Instructional Content (EDUCAUSE Review) | Aqua-tnet |

Higher education institutions are prodigious content producers. Although there are long-standing policies in place to permit the curation of instructional content and of the transactional artifacts of the learning experience, librarians have traditionally concentrated more attention on research. This stance is quite justifiable given the massive amount of research data being generated today as a result of revised data-planning requirements by grant-funding agencies. However, with the tacit rules governing instruction and with market pressures rapidly evolving, has the time come for librarians to intentionally curate instructional content, in all its unwieldy diversity? And as we come to better understand the lasting value of data analytics, what would be the consequences of inaction?

John Bostock's insight:

A very interesting article that raises the issue of ownership and use of teaching materials. It suggests they may increasingly be held by commercial companies (such as Pearson OpenClass) unless university libraries take a more active role in curation, archiving and ensuring accessibility. Add into this debate the rise of Open Educational Resources and you have a very potent set of issues concerning for instance, power, academic freedom, intellectual property rights management, student and teacher privacy......

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