As the director of the Metropolitan Museum of Art in New York, Thomas P. Campbell thinks deeply about curating—not just selecting art objects, but placing them in a setting where the public can learn their stories.
Robin Good: Excellent guide to digital curation resources by Charles W. Bailey, Jr.. It includes alphabetically organized lists of digital-curation related resources from academic programs to file formats, guidelines, organizations, blogs, and a very rich list of digital curation software tools.
From the site: "This resource guide presents selected English-language websites and documents that are useful in understanding and conducting digital curation. It is also available as an EPUB file (see How to Read EPUB Files)."
If you search and pay attention to the concept of “content curation”, you reach the conclusion that some users refer to “content curation” as “digital curation” - something which is likely to lead to confusion.
Digital Curation is the management and preservation of digital material to ensure accessibility over the long-term (1). It’s a discipline with embedded practice and research (2). Wikipedia displays a similar definition: “the process of establishing and developing long term repositories of digital assets for current and future reference by researchers, scientists, historians, and scholars.”
If you want to refer to: “the act of researching, finding, filtering, editing and collecting, valuable information resources into meaningful collections, guides or galleries to help a specific group of people make sense/learn or be updated on a specific topic” (3) then what you mean is Content Curation. That’s what you can do on Scoop.it - you curate or you aggregate (which is a step prior to content curation).
Time to ask: “Who curates those who curate the curators”?
Are you aware of the difference between Digital Curation and Content Curation or do you use the concepts interchangeably? Your feedback will be welcome.
Sherry Stones is presenting the workshop: “A Flipped Classroom: Students as Curators with Storify”.
Storify will be used to demonstrate design multimodal/multimedia research-based assignments, due to its features such as Hashtag specific Tweets, Flicker and Instagram images, Soundcloud audios and Youtube videos.
Most of the expected outcomes of the workshop can be associated to teaching and learning in general.
a) Storify has a great educational potential;
b) You can organize Storify content based on theme or topic;
c) You can easily embed Hashtag specific Tweets, Flicker and Instagram images, Soundcloud audios and Youtube videos;
d) It helps students develop research, synthesis and presentation skills;
f) It helps students to evaluate the credibility and relevance of web sources;
g) It enables teachers to set assignments and rubric;
h) You can embed a Storify page into a Blog;
i) Other types of Open Access Content are great for embedding on Storify, such as: Xtranormal, Goanimate, Animoto animations; Infographics and Flicker images; Google Docs; Vimeo, Big Think, and Academic Earth videos; Webcomics; Prezi and Google Slideshows; Learning Objects.
Robin Good: The Institute for the Future and the University of Phoenix have teamed up to produce, this past spring, an interesting report entitled Future Work Skills 2020.
By looking at the set of emerging skills that this research identifies as vital for future workers, I can't avoid but recognize the very skillset needed by any professional curator or newsmaster.
It should only come as a limited surprise to realize that in an information economy, the most valuable skills are those that can harness that primary resource, "information", in new, and immediately useful ways.
And being the nature of information like water, which can adapt and flow depending on context, the task of the curator is one of seeing beyond the water,
to the unique rare fish swimming through it.
The curator's key talent being the one of recognizing that depending on who you are fishing for, the kind of fish you and other curators could see within the same water pool, may be very different.
Here the skills that information-fishermen of the future will need the most:
ability to determine the deeper meaning or significance of what is being expressed
2) Social intelligence:
ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions
3) Novel and adaptive thinking:
proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
4) Cross-cultural competency:
ability to operate in different cultural settings
5) Computational thinking:
ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
6) New media literacy:
ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication
literacy in and ability to understand concepts across multiple disciplines
8) Design mindset:
ability to represent and develop tasks and work processes for desired outcomes
9) Cognitive load management:
ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques
10) Virtual collaboration:
ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team
I’m really scared for my generation, you know. The thing that scares me most is Tumblr. I hate what Tumblr has become… Instead of kids going out and making their own moments, they’re just taking these images and living vicariously through other people’s moments. It just kills me. Then you’ll meet them and they’re just the biggest turkey in the world. They don’t actually embody any of those things. They just emulate.
To refine a science of how to transmit, explain and illustrate what "needs to be known" or that we empower learners to create their own learning direction, approach, scaffolding and pace, by providing them with the ability to "drive" and "build" their learning value and not by having them become open sponges that memorize and comprehend what we offer them?
From the original article by Dominik Lukes: "A self-directed, self-motivated learner, will take any resources (no matter how pedagogically naive or badly instructionally designed – Khan Academy, iTunesU lectures, iPad ebooks, labs, conventional classes or TED videos) and use them to learn.
As the learner becomes more aware of their own learning (gaining metacognitive skills), they will look for resources that suit their learning better. And, in many cases, will create such resources.
That’s why we need to encourage a culture of the remix. Or in starker terms: Curation and creation over education."
Robin Good: In January of 2009 the McKinsey Quarterly published a video interview and a full article entitled "Hal Varian on how the Web challenges managers" in which Google’s chief economist told executives in wired organizations how much they needed a sharper understanding of how technology empowers innovation.
In the video, Hal Varian says something that if you are trying to understand the emerging curation trend, is as relevant (if not more) today as three years ago when it was first published:
"The ability to take data - to be able to understand it, to process it, to extract value from it, to visualize it, to communicate it's going to be a hugely important skill in the next decades, not only at the professional level but even at the educational level for elementary school kids, for high school kids, for college kids.
Because now we really do have essentially free and ubiquitous data.
So the complimentary scarce factor is the ability to understand that data and extract value from it.
I think statisticians are part of it, but it's just a part.
You also want to be able to visualize the data, communicate the data, and utilize it effectively.
But I do think those skills - of being able to access, understand, and communicate the insights you get from data analysis - are going to be extremely important..."
This piece was written by Jason Heath for Socialfresh
"The latest Pinterest referral traffic data reveals that Pinterest drives more referral traffic than YouTube, LinkedIn and Google+ combined".
That is pretty significant for a social network that most marketers still do not even know exists. And yes, they are still an invite only community.
This data does not include EVERY referral source out there on the web. But it does put Pinterest into context compared to other major social sites. And it can give anyone doing business online a good sense of where strong referral opportunities might exist for their business.
The Highlights of the Data
Here are a few key takeaways from the Shareaholic findings:
Selected and curated by maxOZ covering "Pinterest Watch"
I believe that digital curation will be a new activity that academics in higher education will need to adopt. What do you think? Some questions in my mind:
- What skills will academics need to be effective digital curators? - How ready are they to adopt this activity? - How ready are the systems in our institutions (learning management systems, hardware, software availability, etc but also institutional career progression and research systems) to support the academics in this? - How does this fit into the concept of digital scholarship?
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.