Content curation is nothing new and has always been a desirable skill. It’s been like this for hundreds of years: think of art galleries, museums, or newspapers.
Teachers have always been the curators, collecting the most valuable materials to help students learn. However, in the past this may have been limited to books, posters, certain materials, guests, etc. However, today we live in a world of information overload.
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At the beginning of a journey, the desired destination must be indicated. This is the case when searching for information. Students must first find answers to the following key questions:
They questions am I trying to answer?
Which rubric should I use to define successful treatment?
In the next phase, the investigation focuses on the selection of tools to be used to explore the Internet.
Various tools can be used to find the information and answers you need. If you are looking for everyday topics, then “Googling” is the focus. However, students should be prepared to use specialized research tools if the research involves more nuanced research topics.
At the same time, they have to answer the following key questions: What information are you looking for? What academic database subscriptions are available? In addition, students should be fully aware of the research tools available in their academic disciplines. To facilitate this, teachers can, for example, ask students to submit initial lists of these resources selected from various research databases.
This first step illustrates the similarities and inconsistencies between choices and rankings presented by search tools in response to frequently asked questions.
The next crucial step is source research. Although everyone knows how to search for information on Google, many do not properly construct search terms and queries. Therefore, for practical information about suitable sources, use general terms (sometimes) or use very specific terms to weed out weak sources.
Key questions to answer during the research phase include:
After summarizing the process results, the main task is to determine the most effective and appropriate dissemination format for external audiences. Traditionally, the gold standard in higher education has been for sharing academic work. While this is likely to continue, researchers can now consider other ways to share their work in digital contexts such as websites.
Teachers are vested in ensuring that students master the content of their academic disciplines and achieve specific learning outcomes. Once that’s done, consider adding value: students demonstrate what they’ve learned by creating an authentic digital product. The Internet offers vast resources and tools in every field, with step-by-step tutorials and guides.