Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Mihailidis, Paul

doi:10.1177/2042753016631868

Cited by 22 publications

(16 citation statements)

References 40 publications

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“…Given the impact of the internet on employment and career development (Hooley, 2012), curation is an important skill for young people in terms of managing their digital footprints over the longer term. Curation is considered to be a ‘core competency’ for critical inquiry, online presence and participation in digital cultures (Mihailidis, 2016). Children and teenagers should be taught to curate a positive digital footprint, rather than solely being apprehensive of the ramifications a negative one can have (Camacho et al, 2012; Ferriter, 2011).…”

Section: Literature Review: Digital Footprint Internet Use and Identitymentioning

confidence: 99%

Post no photos, leave no trace: Children’s digital footprint management strategies

Buchanan

Southgate

Smith

et al. 2017

E-Learning and Digital Media

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Given that today's children are prolific users of the internet, concern has been raised about the future impact of the digital footprints they are currently generating. Here we report on the Best Footprint Forward project which utilised focus groups to investigate the digital footprint awareness of thirty-three children (ranging in age from 10 to 12 years old) from three primary schools in regional Australia. The children were very aware of their digital footprints and cyber safety but had little awareness of the positive potential of digital footprints. Instead they exercised their agency through the use of strategies to minimise their digital footprint. We offer an alternative perspective to the dominant discourse that insists that a digital footprint is primarily a liability and seek to counter the positioning of children as naïve, passive consumers of digital culture. We conclude that 10-12 years old is an appropriate age to begin to educate for positive digital footprint curation as this would build on children's demonstrated knowledge of cyber safety and supplement their existing digital footprint management strategies with beneficial alternatives.

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Section: Literature Review: Digital Footprint Internet Use and Identitymentioning

confidence: 99%

Post no photos, leave no trace: Children’s digital footprint management strategies

Buchanan

Southgate

Smith

et al. 2017

E-Learning and Digital Media

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“…Their learning experiences were perceived to be positive. Mihailidis (2015) concluded by arguing "curation as central to the development of digital and media literacy competencies that are student-driven, creation-driven" (p. 453). Chen (2017) explored the potentials of curated materials for improving English listening skills among 27 English majored undergraduates in Taiwan.…”

Section: Digital Curationmentioning

confidence: 99%

“…Context, Agency and Digital Curation The existing literature explained the barriers to innovative curation of digital resources from the perspective of digital literacy (e.g. Mihailidis, 2015). However, this inquiry argues that the phenomenon of digital curation is also linked to a combination of contextual factors.…”

Section: 1mentioning

confidence: 99%

Digital Curation of Online Resources among English Learners at Chinese Universities

Zeng

Zhang

2020

Beijing Int. Rev. Educ.

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Moving beyond the ‘digital native’ rhetoric, this paper investigates what Chinese undergraduates are actually doing with online resources to learn English outside the classroom. Particular attention is paid to their dealing and managing online resources in their English learning context. A sociocultural framework is adopted to understand learners’ behaviours surrounding digital technology. This theoretical position guides the exploration into the contextually mediated choices and practices of English learners in the information-rich age. Data collection for this study includes semi-structured interviews with 49 undergraduates from two large Chinese universities. The data demonstrate that when it comes to digital curations of English learning resources, learners personalize online data and build towards a digital library. Yet, many online resources were rashly disposed and consumed. More importantly, the ways that learners deal with digital information and resources are largely shaped by their context of language learning. In light of the above, the paper goes on to consider the number of contextual factors that appear to constrain learners’ curation of online learning resources – not least the cultural artefact of examination and the existing beliefs about language learning.

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“…In particular, studies of the digital world are presented in Dolan's (2016) work; the phenomenon of digital education, the digital culture of modern society is considered by Mihailidis (2016). Information approach as a knowledgeable paradigm, analysis of information theory, big data, digital traces are explored by Thatcher (2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Educational Footprint as a Way to Evaluate the Results of Students’ Learning and Cognitive Activity in the Process of Teaching Mathematics

Galimova

Конышева

Kalugina

et al. 2019

EURASIA J MATH SCI T

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Overcoming the effects of the global economic crisis and focusing on innovative development demanded the modernization of the education system, a key factor in improving various areas of human activity. Digital technologies nowadays are a comprehensive platform for the development of all sectors of the economy, including the field of education. The use of digital technologies in higher education has a didactic potential in organizing the educational and cognitive process, providing new qualitative opportunities through the implementation of the principles of virtualization, mobility, adaptability, instant feedback. Digital education dictates new requirements for subjects of the educational process, for the content of the information and educational space, for the regulation of the interaction of all participants in the educational process, for methods and parameters for evaluating the educational and cognitive activity of students. Thus, the purpose of the article is to study the specificity of evaluating the results of students' educational and cognitive activity in a digital educational environment. The leading method here is the design of students' digital educational footprint, which combines motivational, cognitive and reflective components. As a result of the study, the authors have determined the structural and informative characteristics of the digital educational footprint as a way to assess the results of students' learning and cognitive activity in the process of teaching mathematics; revealed the didactic potential of digital technologies in organizing the process of teaching mathematics; developed a methodological system that allows to evaluate students' digital educational footprint in teaching mathematics in a digital educational environment. Practical use of the research results contributes to the improvement of teaching mathematics in higher educational establishments.

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Digital curation and digital literacy: Evaluating the role of curation in developing critical literacies for participation in digital culture

Cited by 22 publications

References 40 publications

Post no photos, leave no trace: Children’s digital footprint management strategies

Post no photos, leave no trace: Children’s digital footprint management strategies

Digital Curation of Online Resources among English Learners at Chinese Universities

Digital Educational Footprint as a Way to Evaluate the Results of Students’ Learning and Cognitive Activity in the Process of Teaching Mathematics

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