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<\/a>The Sharing Wheel of Content Curation<\/p><\/div>\n
For many years the emphasis in K-12 has been on obtaining information and then often regurgitating it or, as in the case of Common Core<\/a>, testing for mastery.<\/p>\n The model of information sharing and curation appears to have shifted from linear hierarchy to a more organic or circular modality. How does this communication evolution impact the classroom?<\/p>\n What is the challenge for modern students in the 21st century? Will creativity and originality survive in a world of sharing, clones and wannabes?<\/p><\/blockquote>\n Content curation is the first challenge of the 21st century communications shift. It has developed in response to the vast store of information now afforded by the Internet. If one looks at the various job boards, one can now find employment positions for content analysts<\/a>.\u00a0These are different\u00a0folks than database administrators who manage the technology that underpins\u00a0content and learning management systems.<\/p>\n Why you must curate content in 2015<\/a><\/strong> is a well done article by Julia McCoy<\/a>. It appeared in Search Engine Journal. McCoy clearly explains the necessity of managing the explosion of web content. She also provides free, cloud-based tools to accomplish that goal. However, one point that really grabbed me was her conclusion:<\/p>\n Though many new tools are appearing on a daily basis and making the job of content curation experts simpler, human involvement is still the most important factor for success.<\/p><\/blockquote>\n Curation is only one aspect of managing vast information stores. In fact, the dilemma may be in the compulsion to manage and share as opposed\u00a0to the creation of novel ideas or original analysis. We need a mental model. One of the most lucid is KQED Mind\/Shift’s 4-part series by Justin Reich<\/a> and Beth Holland<\/a> (they are co-founders of\u00a0EdTechTeacher<\/a>).<\/p>\n Sharing is the second challenge of the 21st century communications shift. It needs to be seen as a gradient of experiences and interactions. Let’s differentiate between simple sharing (I found something cool); task-related sharing or collaboration to achieve an objective of goal; and the building of community.<\/p>\n Creativity is the third challenge of the 21st century communications shift. What is creativity? What does it mean to be original? In the context of the current blog, does over-sharing interfere with originality? Several issues and strategies offer some insights.<\/p>\n The movement to Project Based Learning (PBL)<\/a> may offer some help into a higher level use of educational standards. The foundation of PBL might be said to be the driving question<\/a> (sometimes called an essential question). The key point that differentiates it from lower order thinking is that a driving question is open-ended. It is not simply the search for one right answer. Because PBL admits to multiple right answers, it fosters greater creativity in inquiry\u00a0as well as\u00a0more original content creation.<\/p>\n One might make the argument that citizen journalism began when the first user reported a breaking story on Twitter before the news rooms could put together their stories. It leads us to ask: What is journalism, and how does it relate to the world of high school students? Can a preconceived narrative interfere with an uncovering of facts? Is it more important to tell or story, or to tell the truth? Journalists put a lot of emphasis on getting the story first; yet more important is to get it right.<\/p>\n Given that many of the younger Millennial generation get their news from Bing, Yahoo, Twitter or an aggregator like Digg<\/a>, it is important for educators to start developing lessons around standards of content curation and content creation.<\/p>\n Kids love their music. Robin Thicke and Pharrell Williams produced the hit song Blurred Lines<\/a> in 2014. The family of Marvin Gaye said they had\u00a0copied the guts of Marvin Gaye’s 1977 hit song, Got to Give it Up<\/em>. Thicke and Williams said they were paying homage to Marvin Gaye.\u00a0However, the jury found in favor of the Gaye family, and Thicke and Williams were ordered to pay $7.3 million.<\/p>\n This raises the question: Where does homage end and infringement begin?<\/strong> Copyright has a long history.\u00a0Many educators and others use short sections of copyrighted work under the doctrine of fair use<\/a>. But can it\u00a0survive the 21st century? By extension we can ask the same of sharing. There are excesses for sure. Yet where does sharing start, and when does it become simply copying?<\/p>\n We live in a rapidly changing world dominated by a flood\u00a0of information, multi-leveled communication, and a wealth of sharing.\u00a0It is an interwoven phenomenon of\u00a0both process and content,\u00a0and it is evolving rapidly. Teachers need to explore and understand how\u00a0this evolution affects student behavior, student thought and classroom practices. The explosion of information as a practical matter requires both teachers and students to learn how to curate and to evaluate content. It requires that we explore models of sharing in education. When is an idea ours? When and how is it derived? Equal value has to be given to creativity and to one’s ability to use analytic skills.<\/p>\n The Rolling Stone case of errant reporting<\/a>. The issue of sexual assaults on college campuses has been gaining quite a lot of traction recently as the public becomes more aware. In November 2014 Rolling Stone Magazine<\/strong> published an investigative piece about a purported gang rape on the campus of University of Virginia titled A Rape on Campus<\/strong>. The report outraged many. However, others\u00a0dug deeper. After the Washington Post discovered many inconsistencies in the story – and after an in-depth investigation by the Columbia School of Journalism; and after an in-depth investigation by the local police department\u00a0 – Rolling Stone Magazine retracted the story. The Columbia School of Journalism concluded:<\/p>\n Rolling Stone’s repudiation of the main narrative in “A Rape on Campus” is a story of journalistic failure<\/strong> that was avoidable. The failure encompassed reporting, editing, editorial supervision and fact-checking<\/p><\/blockquote>\n In psychology the phenomenon of seeking out information and sources that confirm our previously held beliefs is called\u00a0 “confirmation bias<\/a>.” As such it definitely has a legitimate place in\u00a0teaching students to cite and evaluate evidence<\/strong> to support their arguments.<\/p>\n CCSS.ELA-LITERACY.RL.9-10.1 <\/a> Reveal <\/a>is\u00a0produced by the\u00a0Center for Investigative Reporting. The CIR originally produced the I Files<\/a>. Check out some of their previous work.<\/p>\n This topic\u00a0is really an extension of\u00a0Levels of Sharing<\/strong> explored above. What people know about us has increased with the explosion of Facebook, Twitter, Instagram\u00a0and other social media. What are the boundaries between you and me? Can we have any reasonable expectation of privacy in a world of ever present social media and the powerful algorithms of Google?\u00a0It will\u00a0have to be the topic of a future blog.<\/p>\n World without walls: Privacy may not be dead, but it has certainly altered. Most communication about which we are talking occurs in the cloud. The cloud, by definition, is somewhere out of our control. Transparency rules the day<\/p>\n","protected":false},"excerpt":{"rendered":" The Evolution of Sharing and the Explosion of Content: Mash-ups, Citizen Journalism, Citing Sources and Original Thought Education offers multiple opportunities for taking sharing to the next level. The Internet gave birth to the World Wide Web in the early … Continue reading A. Content Curation<\/h2>\n
The Mind\/Shift Model of Curation, Creation and Connection<\/h2>\n
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B. Levels of Sharing<\/h2>\n
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C. Creativity and Originality<\/h2>\n
Project based learning<\/h2>\n
Citizen Journalism<\/h2>\n
Mash-ups, Paying Homage\u00a0and YouTube<\/h2>\n
Conclusion<\/h2>\n
Case Study in Narrative Seeking<\/h3>\n
\nCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.<\/p><\/blockquote>\nThe Shift in Privacy<\/h2>\n