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Curation & Digital Literacy
Transcript of Curation & Digital Literacy
. New directions in digital literacy
Literacy practices for an assignment emerge through an 'assemblage' of people and things
Broader research is based on my PhD study (Bhatt 2014) which empirically explores and theorises the practices of assignment writing, and developed further in my forthcoming book '
Assignments as controversies
Here I focus on
as one aspect of digital literacies...
@ibrar_bhatt | Dept of Educational Research, Lancaster University, UK
Source: http ://en.wikipedia.org/wiki/London_Debating_Societies#/media/File:The_coffeehous_mob.jpg
Learners’ practices of anthologising and mobilising old content to produce new content, organising, collating, and judicious selecting = a complex interplay of digital literacy practices in need of theorisation.
Curation: from Latin root curare ('to take care of’), has now evolved to describe practices in digital environments (Rosenbaum 2011).
Prolific Web users can be effective digital curators.
'Crap-detection' is key (Rheingold 2012).
The curation practices of modern digitally-equipped learners need to be:
- better understood
- educationally acknowledged
- harnessed for pedagogical purposes.
Capturing the dynamic interplay of practices involved in classroom tasks through a composite picture of digital literacy practices
Expanding the educational ethnographer's toolkit (digital methods for digital literacies)
See Bhatt & de Roock (2013), Bhatt
(2015) for more on my methods
without a moment’s hesitation she opens up an assignment from the previous unit criterion. She plugs in her USB drive, and locates and opens files and folders. These are well organised files and folders mobilised immediately into action on her screen.
She scrolls through sections of the texts of previous assignments, highlights and deletes sections, and incorporates others into a new file within the same folder of collected work, keeping elements of the previous text. What follows is a swift movement between files open in
different windows on her laptop. Judiciously archived previous work allows her to open her
files quickly, move between them, and interweave the contents of a previous assignment into
the current file. She does this whilst discussing henna styles with Lauren (the student beside her). The writing of the new assignment is already well under way.
Sara then starts discussing the assignment’s contents further, repeating the same questions
that she asked the teacher to Lauren beside her, as she glances at the whiteboard instructions, her already notes from the previous session, and her screen. This includes guessing and working out what is required in terms of format and submission. She discusses its contents with Lauren who says that she will ‘just copy and paste…’ from a similar previous assignment, ‘…cos it’s our own words anyway’.
She stops typing, pauses, and then refers to Google for information on ‘child protection’. The algorithm’s interruptions and suggestions leave her stumbled, so she asks Lauren and the
teacher again for help.
Sara, upon receiving her assignment instructions...
'authentic' work Vs curated work? Curation, like many digital literacy practices, can be from the classroom 'underlife' (Goffman 1961)
Re-imagining assignment tasks and the literacies they ostensibly assess through empirical examinations of how learners tackle them
Curation practices: how learners harness the wisdom of networks, solve the problem of assignments through synthesising information/resources
Exploratory pursuits and problem-solving skills are part of 21st Century 'hard to assess' Skills [AQA] (Ahmed 2015)
Vignette extract from Bhatt et al (2015)
If the most basic and naïve goal of education is to gain knowledge, then in the digital age, knowledge accumulation requires a high degree of
Discernment and a critical mindset are vital to any educationally serious notion of curation.
The example of Maria Popova:
Supports other work on digital literacy and digital learning
Ahmed, A. (AQA, 2015)
Assessing ‘hard to assess’ skills (The future of assessment: 2025 and beyond)
[Online] Avail at: http://www.aqa.org.uk/about-us/supporting-education/policy/the-future-of-assessment-2025-and-beyond/assessing-hard-to-assess-skills Accessed 10th Oct 2015
Bhatt, I. & de Roock, R. (2013)
Capturing the Sociomateriality of Digital Literacy Events
, Research in Learning Technology, Special Issue: Scholarship and Literacies in a Digital Age, Vol 21(4) doi:http://dx.doi.org/10.3402/rlt.v21.21281
Bhatt, I (2014)
A sociomaterial account of assignment writing in Further Education classrooms
, PhD thesis (submitted: Nov 2014) School of Education, University of Leeds.
Bhatt, I, de Roock, R & Adams, J. (2015)
Diving deep into digital literacy: emerging methods for research
, Language and Education, Vol 29 (6) 477-492
Goffman E. (1961)
Asylums: Essays on the Social Situation of Mental Patients and
Rheingold, H. (2012).
Net smart: how to thrive online
, London: MIT Press.
Rosenbaum, S. C. (2011).
Curation nation: how to win in a world where consumers are creators
, New York: McGraw-Hill Professional; London: McGraw-Hill
What’s the point of education if Google can tell us anything?
The Conversation, July 24 2015, available at: https://theconversation.com/whats-the-point-of-education-if-google-can-tell-us-anything-44441
Curation is the empirical realisation of
: how a text relies on and draws from a discursive field of other texts (Bazerman & Prior 2004)
SRHE conference, 9 Dec 2015