African American Civil Rights
Aircraft
American Decades: 1970s
Annotation for Comparing Country Population Data
Assessing Technology Integration: The RAT- Replacement, Amplification,and Transformation - Framework
Building Resiliance: Getting Started (Scenario)
Char Booth's USER Method
"Content Curation: Finding the Needles in the Haystacks" by Christopher Lister
Curriculum Curation Process: A Modified TPACK
Disciplinary repositories
"Diversity in Collection Development: An Interpretation of the Library Bill of Rights" (ALA 2014)
Final Product: Components of an Annotated Source List
Finding Background Information
Goodbye SAMR, Hello RATL!
Grant Wiggins' Understanding by Design
How did the post-war economy, and themes of anxiety and consent impact consumption patterns in the 1950s?
Infusing SAMR into Teaching and Learning
Introduction to the SAMR Model
LibGuides Community
LucidChart Venn Diagram Template
NoodleTools MLA Lite (free)
OER Commons
Planning Conversation Matrix
Resources' Value to Learners
T-Chart Template
Technology's Value to Learners
"The Trailblazers: The Art of Curation in the Information Forest" by Cathy Evans, Dorcas Hand, Robyn Martin, and David Wee
TPACK Explained
Venn Diagram Template
Curriculum Curation
Overview
Collection development, a foundational component of the library program, is the formal, professional process of selecting, with the aid of appropriate evaluation tools and knowledge of the school, comprehensive and balanced materials to meet the diverse needs of the community.
Rather than using a comprehensive and balanced acquisitions procedure, curriculum curation is a tightly targeted selection process to meet the knowledge and/or cognitive goals of instruction in service of student learning. Rather than generalized pointers to resources, curation will identify a specific section or element within each resource. Therefore, curriculum curation requires co-planning with faculty and using professional discernment, adding value to the chosen resources.
Dialogue between librarian and instructor must be part of the curation process In order to surface student learning goals. Such negotiated curation shines a light on the expertise that each educator brings to the conversation about the thinking tasks and relevant experiences that will augment student learning.
This module scaffolds and models curating an interdependent set of OER sources and tools to support the instructional core of a unit.
Granite State Learning Outcomes
3. Demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner (and) make the discipline(s) accessible and meaningful for learners;
6. Design and implement instructional strategies that engage students’ interests and develop their ability to: inquire; think both critically and creatively; and ethically gain and share knowledge;
15. Complete a narrative reflection on the course and personal growth.
AASL Competencies
AASL Standard 1.2 a: Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.
AASL Standard 1.2 b: Make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.
AASL Standard 1.3 a: Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.
AASL Standard 1.4 c: Integrate the use of technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.
PSEL Standard 4 a: Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.
PSEL Standard 4 e: Promote the effective use of technology in the service of teaching and learning.
Distinguishing Curation from Collection Development
Collection development is the professional function of building content and technology resources based on the needs of the school community, the school's ascribed mission and standards, as well as knowledge of the strengths and gaps in the current collection. While curation is described as "adding value" to a set of online resources, educators often conflate the goals of curation with those of collection development. This initial task will ask students to examine this misconception and begin to explore how and why these concepts are different.
Collection development is the professional function of building content and technology resources based on the needs of the school community, the school's ascribed mission and standards, as well as knowledge of the strengths and gaps in the current collection. A foundational component of the library program, the goal of a selection process is to choose, with the aid of evaluation tools and a broad knowledge of the school, comprehensive and balanced materials representing diverse points of view for the school community's needs and interests.
Begin exploring the role of curriculum curator by reading "Diversity in Collection Development," an interpretation of the The Library Bill of Rights (ALA), "The Trailblazers" (2015), an exploration of the curation process authored by four school librarians and an IT teacher's reflection for a grad class on his evolving insights about effective digital "Content Curation."
Drawing and journaling are two methods of exploring and documenting one's understanding of a concept. By blending linguistic information with a nonlinguistic representation in a graphic organizer, your students are prompted to transform their evolving understanding through analysis, evaluation and higher-order thinking. If students are given a choice of representations, they will experience inquiry at self-selected levels of proficiency.
The class will need a landing page or another public space so that they can read, view and respond to their peers' individual comparisons of curriculum curation and collection development.
Draw on the readings and your own professional practices to document your current understanding of the differences between collection development and curation. Sketch, journal or select a graphic organizer to record what you identify as the key attributes of each concept. For example, you can use a Venn Diagram to visually list the overlaps and distinctions between these two concepts. Or you can use a T-chart to categorizes facets in parallel columns.
While private journaling can result in personal growth, public journaling and visual documentation prompt reflective writers to recognize that a learning community can be an important source of growth and emerging insights - rather than a space for finalizing ideas or displaying polished products. Your own commitment to transparent self-analysis and risk-taking sets the stage for shared learning in the classroom and for life.
"Wondering is about entertaining and exploring possibilities. It is about hope and faith. It can also be about questioning and doubt..." (Jamie McKenzie)
Upload your draft drawing to the designated class sharing-space provided by your instructor so that you and your peers can share emerging insights. Here is a suggested process for peer reviewing a graphic. After viewing these drafts, use the class's public journaling space to respond to these questions:
- What do you wonder about curation now?
- What behaviors or actions might you question?
Planning Resource Curation
This task and framework can be grounded in a school curation project using OER resources or the scenario created to stand-in for an actual project.
- An advantage of using actual school work is that students can turn to this learning community for advice and then test ideas within the real-world of their schools.
- An advantage of using the climate change scenario to stand-in for a real-world project is that the learning community you build for the class can develop common content knowledge and evaluate the same topical sources as they explore the process of curation.
You and your students will need a shared space to brainstorm initial questions for the instructor. In preparation for their co-curation meeting with an instructor, each student will select questions from the brainstormed list to add to their "Planning Conversation" template. This rough draft will be refined further before meeting with the instructor. Ultimately the questions will help them precisely identify the goals and clarify the structure of a curricular project.
Either (a) identify a school project that involves curating OER resources or (b) use the scenario on climate change below.
a. School project: You will work with a specific teacher about learning goals in preparation for curating a set of resources. So that your peers can understand your situation, compose an initial narrative description similar to the scenario below (b) and share it with the class.
b. Scenario: A teacher is beginning an action-research project in which student groups with diverse abilities identify a climate problem and then plan, implement and monitor a practical, doable solution. The action-research process is described at the U.S. Climate Resilience Toolkit website where information has been gathered from across U.S. federal government agencies. The website's goal is to help communities and businesses understand actual climate problems, anticipate their risks and options, and identify more "resilient" responses to climate events.
Your first step is to understand something about the topic. If you are using the scenario, view "Building Resiliance: Getting Started" and then explore the website in order to understand how resilience will frame the actions students will choose. If you are working on a school-related project (a), use "Finding Background Information" to acquire basic content knowledge and definitions of important disciplinary terms.
Add to the class's brainstormed list of questions that you might want to ask your teacher. If you have trouble beginning to brainstorm, start with journalistic question stems like Who...? What...? Where...? When...? and Why...?
A Canadian elementary school teacher describes the "added value" of curation in this way:
More than merely collecting content on a specific subject; to curate is to make sense of the information we consume online. Strong curation involves carefully selecting content and evaluating it for a specific purpose, topic, or subject. It also involves making decisions about what is and is not useful to deepening understanding of the subject. Content deemed useful can then be customized and personalized, by the curator, by adding ones professional experience to enhance it before sharing that curated content with one’s learning network. Curating is a higher-level thinking skill. In order to curate content that is useful for others the content needs to be synthesized, evaluated, and interpreted before being disseminated. Well curated topics and subjects help to inform and allow learning to happen at faster rates.
Planning for curation depends on explicitly identifying learning goals, taught through what instructional process and with what learners. To prepare for a fruitful dialogue with an instructor, this next task uses a matrix, (another graphic organizer) to begin to frame relevant and specific questions at potential entry points.
The statement that "students will do an action-research project" does not, in itself, define the kind of learning that is going to happen. One teacher might identify the learning goal of an action-research project as "understanding different trade-offs" while another might want students to "collaboratively learn to solve problems" and a third might emphasize "confident public speaking."
Therefore curriculum curation requires conversation with the instructor. To prepare for a negotiated process of co-curation, you will brainstorm questions to help the teacher clearly explain his/her learning goals and instructional orientation, so that you can pinpoint both salient and essential resources. Rather than one set of curated resources, it is likely that you will develop a sequence of curated sets built progressively in response to learning and teaching needs. These may be outlined by the teacher initially but, in practice, may be revised as the unit progresses.
A curator’s open-mindedness is a mental shift for most school librarians. Ask questions that will clarify the scope and goals of the teacher’s assignment. Use the "Planning Conversation Matrix" to add and revise questions from the class's brainstormed list in preparation for your meeting with an instructor.
A Landscape Scan
Professionally librarians are trained in a discipline-neutral information literacy process. However, without content-area background, curated sets of resources may lack an appropriate disciplinary focus. For example, the C3 Framework (66-67), identifies how disciplinary "Ways of Knowing" affect the kinds of data sources that are used by political scientists, economists, geographers and historians below.
This step suggests that curators use a landscape scan as a strategy to develop a working bibliography of key sources to bring to the co-curation conversation.
All investigations begin by developing background. Whether we are guiding students through an "Immerse phase" or doing scientific research that results in "small modifications of prior knowledge," we are operating under the premise that background frames and fortifies new learning. Initially you developed content background.
Your landscape scan will help you locate the hubs and experts that will jump-start the pinpointing of key sources and expert knowledge centers from which you will extract elements to curate for the topic:
- LibGuides is a hub of pathfinder-creating experts - around 120,000 librarians from 70+ countries - who are aggregating resources for instructors in over 5000 institutions of different types.
- OER Commons is a hub of curriculum experts and instructors at all levels who are developing high-quality open-education resources to meet the needs of teachers and learners.
- Discipline-specific repositories are hubs of scholarly work and data within a particular subject.
Browse these hubs and bookmark potential experts, resources and tools that you will consider for a working bibliography.
Scenario: Many STEM teachers identify time and lack of expertise as barriers to finding media-rich, current and curriculum-linked resources for their curricula (Mardis). One curator uses OER to search the high-school level-resources on glaciers. To see what other librarians are identifying as useful, s/he uses terms like "environmental studies," "Earth Sciences" and "glaciers" to narrow down to relevant curricular pathfinders in LibGuides, a community of multi-type librarians. S/he contacts several curators to ask practical questions about how successful certain approaches have been in their own instruction. From them s/he develops a pool of high-quality hubs and experts that seem to fit the teacher’s learning goals.
A working annotated bibliography is a highly specialized type of organizer that acts as a rough-draft for a curated set. It provides a low-stakes platform on which co-curators can discuss and evaluate potential sources.
Weed and organize your bookmarks into several working bibliographies, noting why they might be useful in the annotations. You will share these rough draft organizers with your instructional partner.
In STEM disciplines your working bibiliographies might support such varied goals as:
- Conceptual understanding
For example, these sources define and explain the concept of "food sustainability." - Data analysis
For example, these sources point to data sources for global poverty and tools for analyzing the data. - Rhetorical analysis
For example, this text set by one author who has published his scientific research study in three formats for different audiences.
In our scenario, the Toolkit website is a perfect hub because the teacher plans to use its problem-solving process and resources. The site contains a wealth of tools and topics directly related to the project. However, since it has been designed for an adult audience, you will need to pinpoint and scaffold:
- content within these sources
- directions about using these tools
that will enable high school students to participate effectively in the cognitively-rich tasks that the teacher plans to assign.
To create and save an annotated MLA Works Cited rough draft list of tools and resources, register for a free NoodleTools MLA Lite account.
Rough-Drafting Resources for a Curated Set
Distinguishing between just-in-case collection and just-in-time curation is challenging; one always wants to "hedge the bet" by adding a few extra sources. By using a matrix to explicitly align the resources with the instruction or learning goals, the curator can become more rigorous, more willing to reject Google-search knowledge in favor of deeply-targeted, essential resources.
While a Google search will aggregate “best guess” relevant resources that “match” a topic, you will target essential resources for specific learning goals contextualized by the teacher's needs and the students' diverse strengths. Less is more.
Use a matrix (another type of organizer) to help you cull and evaluate resources. It requires that you identify the teaching and learning criteria that guide your selection. As you add resources, specify the exact learning and instructional goals that they meet. To do this:
- Copy the "Resources' Value to Learners" to your own account.
- Use the first column of the matrix to identify each teaching or learning goal stated clearly and succintly.
- Add a resource by replacing the green placeholder at the top.
- Match it to the goal, explaining why in the corresponding matrix cell. Why it is relevant, essential and unique?
Acquisition of both knowledge and cognitive process goals are often intertwined, so document both and explain how they will interact.
It is time for your students to return to their initial comparison of curation vs. collection development in order to document new understandings. The act of taking notes on notes - in this case, perhaps also revising a sketch - encourages metacognitive awareness and can raise new questions. Rather than erasing their first draft, suggest that they use a new color so that the diagram and words become a visible record of learning.
Return to your initial comparison of collection development vs. curation. Using a different color, revise your rough draft diagram (do not erase your first ideas) to reflect your new learning.
Upload your draft or drawing to your class space so that your peers can view your emerging insights.
After viewing your peers' draft ideas, use your journaling space to respond to this prompt:
- What do you wonder about curation now?
- What behaviors or actions might you question - and why?
Rough-Drafting Technology for a Curated Set
A number of models have emerged from educational practice to help teachers select a technology they will use with students. Ostensibly each model's goal is to deepen engagement and amplify learning through technology. However, as this blogger points out, none have been validated in research studies and only some consider the interaction betwen teaching, learning and technology.
Rather than favoring one, offer these models as thought-starters and ask curators to organize and frame a process that fits their thinking, instruction and learning within the context of their project. This task continues to characterize graphic organizers as thinking tools rather than forms to complete. Our goal is to have learners recognize that co-curation involves thinking independently as well as interdependenly.
Before you include technology as part of a curated set, identify what benefits might accrue from its use. Just as you have done previously with resources, ask yourself why and how they contribute to learning goals.
Educators have created a number of frames or models to help teachers decide which technology tool they want to use. While SAMR is the most popular model, various others (RAT, TPACK, IOI) have their own loyal supporters. Their value is in scaffolding your thinking about technology selection.
After you familiarize yourself with these models, read "Infusing SAMR into Teaching and Learning" by Aaron Davis, a secondary school English / Humanities teacher and ICT integrator in Melbourne, who weighs the strengths and weaknesses of various models. Your task is to either select and modify one of these models or develop your own hybrid model to guide your curation choices.
Return again to the collaborative learning community to draw, share and reflect - identifying the new understandings that have emerged - this time by creating your own graphic organizer to model a curator's thinking process. On what basis does the curator justify particular technologies?
In the readings for Task 1, Christopher Lister included a process model of curation practice but it omitted teaching and learning goals. In contrast, the student's graphic organizer should merge a curation thinking process with learning and instructional goals.
In an accompanying "Purpose Statement" your curators will explain their thinking map. How do they use linguistic information and a nonlinguistic representation to expose differences between collection development and curation?
A thinking map is a graphic organizer which visualizes a thought process (Hyerle). From your reading and professional practices, develop a thinking map that explains your process for technology curation. The map should:
- use learning goals as curation criteria
- model a dynamic curation process
If you are inspired by one of the existing models, modify it to reflect your unique situation and original thinking. One example variation is a revision of TPACK called "Curriculum Curation Process: A Modified TPACK." A second example, "Technology's Value to Learners," retools the resources matrix you used earlier to address technology curation.
Your organizer must consider the dynamic relationship between:
- the knowledge and cognitive process goals for learners
- the teacher's instructional strategies
In an accompanying "Purpose Statement," explain why and how this graphic organizer captures the concept of your curation process. How does curation of technology differ from assigning a technology tool? What is the added value?
Share your diagram and statement with your learning community. Respond to the diagrams and purpose statements that others post.
Moving from Rough-Draft Aggregations to a Curated Set
It makes sense that experts spend more time on problem-definition than problem-solving. It's foolish to try to solve a problem you don't understand or work toward a solution which doesn't match your goals. In How to Solve It, George Pólya, a mathematician known for an elegantly simple problem-solving framework, says that understanding the problem is the first step toward solving it. Indeed, when one is able to develop an accurate, complex representation of a problem, creative solutions are more likely to occur.
The curator's previous planning has been devoted to defining the problem and developing the necessary background which will be further refined during a co-curation dialogue with an instructor. It is time to listen with respect and empathy to the teacher's characterization of the project, ask thoughtful questions, wrestle with trade-offs and revise working drafts in order to create a curated set of essential and unique resources.
Co-curation involves a shift from being expert to actively seeking to understand your partner’s expertise and goals. Rather than immediately presenting a teacher with your “best guess” resources, initiate an exploratory conversation, listen with empathy and ask questions in order to gain insights about gaps in knowledge and the teacher’s own learning affinities and capabilities (Abilock, Growing Schools 352) as well as the goals of the assignment.
As you discuss the unit, use your draft Planning Conversation matrix as a transparent roadmap and revise it in coversation with the instructor. By seeking to understand deeply before you curate, you are assured of targeting what's essential to student learning rather than just what’s relevant to a particular unit or lesson.
Scenario: The librarian decides to test his/her own understanding of the scope of a project by running choices by the teacher. (Q#1) S/he emails the teacher with a pointer to an inventory of glaciers and asks if the students will need to learn how to select their own glaciers. The teacher thanks her for the pointer but responds by attaching a list of the most important glaciers s/he’s already identified - each student will choose one to research.
Q #2. In the same e-mail s/he points to an article describing field work on glaciers and asks if students need to understand how glacial mass is measured. The teacher confirms that this is a key concept for students to understand about glacial melting
During the co-curation discussion s/he provides the instructor with a rough draft bibliography along with clarifying questions. Included are several tools and simulations that would help students learn about glacial mass change (factual knowledge), evaluate data about their glaciers (cognitive processes) and communicate their findings to the class (procedural knowledge).
Asking knowledge questions
Q #3. The librarian asks how students will learn factual information about glacial mass. To prompt the teacher’s thinking s/he shows a definition source which has an overview explanation of how the length and thickness of glaciers are measured. Written by the USGS’ Glaciology Project, this source describes how glaciers respond to climate changes (conceptual knowledge) and how scientists use glaciers to both predict and prepare for climate change impacts (procedural knowledge).
Q #4. As a follow up question, the librarian wonders if the teacher would like students to learn how to read the charts and graphs the students will encounter in this source and others (procedural knowledge). If so, the librarian could add several online tools to help students develop data literacy skills. Many of the sources the librarian has reviewed display data visually, such as these visual explanations of glacial mass balance.
Asking cognitive process questions
Q #5. The librarian shows the teacher a discussion of the significance of glacial mass research. S/he wonders if this could serve as a model for students’ own synthesis of the evidence of change for their own glacier.
Q #6. The librarian is aware of the many opportunities to teach data literacy in STEM curation. S/he has found two key data sets about glaciers and wonders if students would find these useful in gathering evidence they need:
The Arctic Sea Ice Thickness Maps Data from The Centre for Polar Observation and Modelling (CPOM) is a source of near-real-time current data from comparing satellite radar signals that bounce off ice vs. water which, when used with ice concentration and other types of data, can produce accurate thickness measurements. She refers to a Nature News article that explains the process by which satellites are used to measure glaciers.
The second source, the Glacier Mass Balance Data, is an archive of historical downloadable data which could be used in computations. Data for the period from 1945-2003 has been compiled and published by the National Snow and Ice Data Center (NSIDC), an organization which supports research about the cryosphere.
Ask product and audience questions.
Q7. The librarian wonders to whom students will be presenting their results and if students will need help using a particular technology (procedural knowledge). As an example, s/he shows the teacher a lesson plan which ends with students creating Google Earth tours to explore “key characteristics and visible changes” in individual glaciers.
Negotiate curation
The teacher considers the librarian’s choices (Q#3 & Q #4) and realizes that s/he will need to help students understand and discuss glacial mass in class prior to their research. However, s/he asks that the librarian include both sources in the curated list just in case students need to refer to them during their research.
The teacher asks the librarian to introduce both data sources (Q #6) to students. Having explored these sources already, the librarian proposes that s/he do a minilesson in which s/he describes their content, explains how they are used and, finally, helps students locate data for their own glaciers (factual and procedural knowledge). S/he adds that this information will also be included in her curated set.
In response the teacher realizes that it would be helpful to find software that would aggregate and compare (cognitive process) the students’ data from all the glaciers. So s/he asks the librarian to investigate what online options would allow students to view each others’ work. The librarian makes a note to check out online tools for collaboration.
Addressing product and audience (Q #5 & Q #7), the science teacher tells the librarian that s/he’d like to hold off teaching Google Earth or any other presentation of information until s/he sees how long students spend on the first part of the process. S/he wants students to use the information they gather from this exploratory research to pivot toward action research, Step 5 in the Toolkit.
Once the curator and instructor have met and agreed on what students have to know and learn to do - and how instruction will scaffold that learning - then it is time to turn the rough-drafted source list into a curated set with annotations that explain how and why the sources or tools are useful. This process can be used iteratively throughout a long-term project or at a high leverage / high impact entry point in the curriculum.
Many technologies are billed as "curation tools" but only a few can scaffold the curation needs defined in this module. However, it is useful for your students to determine this themselves by exploring tools and seeing how others curate or aggregate resources.
Once you meet with the instructor, it is time to turn your rough-drafted source list into a curated set with annotations. Below are four different approaches to curation - but others exist. Which are loosely-organized aggregations and which are curated sets?
There are an overwhelming number of technologies billed as "curation tools." Browse them. What are their strengths and flaws? Share your ideas on the class discussion board.
Your students have done the intellectual "heavy lifting" for successful curation. They spent significant time building knowledge, evaluating options and understanding the instructor's goals. Now they should be able to rather quickly turn a few sources into a curated set in a format they select. If the school does not have access to a particular curation tool, the student can mock-up the curated set in a word processing document that can be shared with others or even as an annotated source list in a free NoodleTools MLA Lite account.
Accompanying the curated set will be the final revision of their evolving curation graphic organizer and the planning document they used to co-curate resources with an instructor. There should be time for their work to be explained, discussed and honored within your learning community.
You have done the intellectual "heavy lifting" that allows you to create a tightly targeted selection of resources to meet the knowledge and/or cognitive goals of instruction in service of student learning. Your final annotations will add significant value based on your thoughtful work and will support the instructional core of a unit.
This checklist will remind you of the substance of these annotations and help your peers review your curated work:
- Identify the learning goal.
- Succinctly describe the purpose of each resource.
- Explain why it is useful for the goal.
- Include tips or cautions to help students navigate or use the resource.
- Organize the curated set in a useful way for learners.
You may choose to present your curated set in any curation tool, do a mock-up in a word processing document that can be shared with others, or even revise your annotated source list in a free NoodleTools MLA Lite account.
You will share your curated set anong with a final revision of the curation graphic organizer and the planning document you developed for the co-curation dialogue with an instructor. Your instructor will provide time for you to explain your work, celebrate the work of others, and discuss your insights about curation with your learning community.
Finalize and Submit
Your students have done the intellectual "heavy lifting" of becoming successful curators. They spent significant time building knowledge, evaluating options and understanding the instructor's goals. Now they should be able to rather quickly turn a few sources into a curated set in a format of choice.
If the school does not have access to a particular curation tool, the student can mock-up the curated set in a word processing document or even as an annotated source list in a free NoodleTools MLA Lite account.
They will share with their peers:
- their curated set
- the final revision of their evolving curation graphic organizer
- the planning document they used to co-curate resources with an instructor.
They should have an opportunity to explain, discuss, evaluate and honor their work and that of their peers in your learning community.
You have done the intellectual "heavy lifting" that allows you to create a tightly targeted selection of resources to meet the knowledge and cognitive goals of instruction in service of student learning. Your final annotations will add significant value because they are grounded in your thoughtful preparation and are uniquely suited to amplify the instructional core of a unit or project.
An annotation for one source in this list and the "Components of an Annotated Source List" (both in the resources below) review the substance of these annotations which:
- identify the learning goal
- succinctly summarize the resource's content or tool's purpose
- explain why the resource is useful for the goal
- include tips or cautions that will help students navigate or use the resource.
You may choose to present your curated set in any tool that allows for annotation and organization. Alternatively you can mock-up your set in a word processing document, or even revise your annotated source list in your free NoodleTools MLA Lite account. If you have created multiple sets, organize them in a useful way for learners. Now share:
- your curated set
- a final revision of the curation graphic organizer
- the planning document developed during a co-curation dialogue
Your instructor will provide time for you to explain your work, celebrate the work of others, and discuss your insights about curation with your learning community.
Reflect to Synthesize
Reflection enables synthesis and transfer. Leave time for this last journal entry because it will go to the heart of their learning.
To reflect on your experience and your learning, use this visible thinking routine “I used to think...but now I think..." to identify how your thinking has evolved. Then respond to these questions in your journal:
- How has your understanding of curriculum collaboration changed? What significance does this have for your teaching?
- How does it fit with your operational model for instructional design? See Booth and Wiggins examples below or use your own.
- What concerns do you have about this role? How strongly do you feel about these concerns and how might you go about resolving them?
- What questions remain about the curation process itself? What steps might you take to investigate answers to them?
- What changes do you anticipate making in your future teaching? Who might you call upon to support your learning?