This is a mindmap listing and organizing all types of content curation tools, as well as basic tools for aggregating, mixing, filtering and publishing RSS-based content.
Content Curation: 'Multiliteracies' and 'Project-Based Learning' Contribute to the 'Global Brain'
Through collaboration-friendly venues like Scoop.it!, students may employ their 'multiliteracies' (Cope & Kalantzis, 2006) by exploring print-based text richly supplemented with semiotic materials and additional pertinent links in their favorite medium. For instance, a search on the web may supply 'images' on a particular topic, but they are often cut off from the source or understated, whereas 'Content Curation' sites use a format that simultaneously integrate a robust framework of infographics [see my site "Teaching Techniques for Inclusivity" for a clear definition from a Graphics Editor for National Geographic] that satisfies the need some learners have for visual communication. Not only does argument (or opinion) curation augment the reciprocal exchange of ideas between facilitators and their students, it extends the field of play, by not only providing more opportunities for the translation of ideas into different terms, but to elicit responses from an educated audience of responders.
With regard to comprehensive project-based learning, curation enhances inquiry based learning by allowing more choice in content focus as well as providing a public venue for students to independently locate and publish their own work. Learning in this environment is predicated on granting greater access to the roles experts play (Markham, 2011) which contributes notably to motivation. Ross Dawson looks at the intent of curation and says that it may be a) to contribute to the knowledge of others, b) to develop an expertise, and/or c) to become famous, or at least, be seen (which is equally valid). Dawson says that curation may be perceived as "contributing to the 'global brain'". Of course, educators want to facilitate opportunities for their students to develop an expertise in the content area at hand, but to do so while contributing to the knowledge of others, gives students a taste for learning with real purpose and application in the world.