What filters do you use when curating?
Here's a brief list that approximates my process.
1. Re-scoop from my community. I trust the folks I follow and often find a few on topic articles in the scoops of others. Scoop.it
encourages you to follow the work of other curators. It's easy to 're-scoop' articles selected by people you trust. This is one way that Scoop.it becomes a community of experts helping each other discover ideas and resources.
2. Prismatic: http://getprismatic.com/
This search aggregator is my 'go to' filter for new stories on all the topics I curate. Once you set up your areas of interest, Prismatic presents you with a long scrolling page of articles. I open them up, scan or read deeply then make the Scoop or No-Scoop decision.
3. Dig deeper into credible sites. There are many websites out there rich in content, These sites have archives of articles and many resources that are not readily apparent. I go below the surface and find valuable resources to post. One of the sites I use, is my own website the 21st Century Information Fluency Project http://21cif.com
. It has been built up over 10 years with scads of material about information fluency: Other deep websites with solid content:
4. Twitter: the more I use it, the more I find. I'm setting up lists of big hitters on Twitter and skimming their recommendations weekly. Follow me: @wiredinstructor
5. My own writing; I blog on on several sites: The Keyword Blog
, The E-Learning Graduate Certificate Blog
, E-Learning and Online Teaching Jobs blog
. I always curate new materials and often 're-run' key articles I want in my networks.Questions for all: Where do you find your articles?
Here are the free tutorials we offer on detecting plagiarism and properly paraphrasing and citing resources. Launch Page (flash based)
One of the most difficult things to teach is paraphrasing without plagiarising. 21CIF.COM's new Plagiarism Dropbox
gives you a way to provide self-paced on-demand training that will help you students recognize plagiarism as they learn how to paraphrase. Try our free sample to see how this works!
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Teaching Information Fluency describes the skills and dispositions of information fluency adept searchers. Readers will receive in-depth information on what it takes to locate, evaluate, and ethically use digital information.
The book realistically examines the abilities of Internet searchers today in terms of their efficiency and effectiveness in finding online information, evaluating it and using it ethically. Since the majority of people develop these skills on their own, rather than being taught, the strategies they invent may suffice for simple searches, but for more complex tasks, such as those required by academic and professional work, the average person’s performance is adequate only about 50% of the time.
The book is laid out in five parts: an introduction to the problem and how search engine improvements are not sufficient to be of real help, speculative searching, investigative searching, ethical use and applications of information fluency. The intent of the book is to provide readers ways to improve their performance as consumers of digital information and to help teachers devise useful ways to integrate information fluency instruction into their teaching, since deliberate instruction is needed to develop fluency. Since it is unlikely that dedicated class time will be available for such instruction, the approach taken embeds information fluency activities into classroom instruction in language arts, history and science.
Numerous model lessons and resources are woven into the fabric of the text, including think-alouds, individual and group search challenges, discussions, assessments and curation, all targeted to Common Core State Standards as well as information fluency competencies.