As 21st century educators, we benefit from an abundance of accessible digital information. Digital sources can conceive multiple layers of messaging and are open to varying levels of interpretation, from traditional text-based forms to audio, video content and social streams (Howell, 2014). Too much information, however, can leave us feeling overwhelmed.
Open source social platforms such as Pinterest provide an online, image-based catalogue of assets to view, filter and categorically archive. Users conduct keyword searches to locate specific content and save (pin) to their online library. The collated content can then be shared amongst co-workers or the greater Pinterest community, promoting cross-collaboration of resources and the preservation of ideas (Pinterest, 2017). View the modern-day principals of Pinterest below.
The Art of Curation
The process of collecting and archiving online artifacts (assets) is known as ‘Digital Curation’. Digital curation tools have changed the way we bookmark, share and re-purpose information (Flintoff, Mellow, Clark, 2014), benefitting teachers with a time-saving library of ideas and critiqued assets. An example follows of a collaborative curation board, Teachers Helper Pinterest Board.
Taking curation one step further, teachers can fuse compelling content into an interactive lesson, through video content, imagery, maps, charts or songs. This level of exposure encourages critical thinking in students, they engage with digital content and evaluate key messages from multiple sources (Howell, 2012).
The USC Rossier School of Education provides an excellent guide for digital curation below.
Unfortunately, not all sources of digital information are reliable. Policing the integrity of digital information relies on regular evaluation; understanding the strength of sourced content. Information found on websites ending in .gov or .edu are credible sources as they are supported by reputable organisations (Howell, 2014).
According to Flintoff, Mellow and Clark (2014), the scope of digital curation for educational settings has not reached its full potential, ongoing experimentation is required. Active participation and the sharing of rich, educational assets will support the cause and benefit the wider, 21st-century learning community.
Flintoff, K., Mellow, P., Clark, K. P. (2014). Digital curation: Opportunities for learning,
teaching, research and professional development. In Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum. [Online]. Perth: The University of Western Australia. Retrieved from http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/flintoff.html
Gopin, L. (2012, February 28). Edudemic uses pinterest. [Video File]. Retrieved from https://youtu.be/ULfVP1m_-tg?list=PL1A834A972E2D5ECA
Howell, J. (2012). Teaching with ICT. Digital pedagogies for collaboration and creativity. South Melbourne, Australia: Oxford University Press.
Howell, J. (2014). Living and learning in the digital world. Mod 02 02. Week 5. [Video File]. Perth, Western Australia: Curtin University. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/822c603c-a7da-4f41-8466-5103980d029e
Levy, L.A. (2017). The guide to pinterest for educators. [Online]. Los Angeles, California: University of Southern California Rossier School of Education. Retrieved from https://rossieronline.usc.edu/pinterest-for-educators/
Pinterest. (2014, April 8). What’s pinterest? [Video File]. Retrieved from https://youtu.be/1QkMOdW0Kyc
Pinterest. (2017). About. [Online]. Retrieved from https://about.pinterest.com/en-gb
Pixababy. (2017). Digital Marketing. [Image]. Retrieved from https://pixabay.com/en/digital-marketing-1563467/
USC. (2017). The guide to pinterest for educators. [Image]. Los Angeles, California: University of Southern California Rossier School of Education. Retrieved from https://rossieronline.usc.edu/pinterest-for-educators/