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Digital curation is the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation establishes, maintains and adds value to repositories of digital data for present and future use. This is often accomplished by archivists, librarians, scientists, historians, and scholars. Enterprises are starting to use digital curation to improve the quality of information and data within their operational and strategic processes. Successful digital curation will mitigate digital obsolescence, keeping the information accessible to users indefinitely. Digital curation includes digital asset management, data curation, digital preservation, and electronic records management.

Much like the word archive has layered meanings and uses, the word curation is both a noun and a verb used originally in the field of museology to represent a wide range of activities, most often associated with collection care, long-term preservation, and exhibition design. Curation can be a reference to physical repositories that store cultural heritage or natural resource collections (e.g., a curatorial repository) or a representation of varied policies and processes involved with the long-term care and management of heritage collections, digital archives, and research data (e.g, curatorial/collections management plans, curation life-cycle, and data curation). Yet curation is also associated with short-term objectives and processes of selection and interpretation for the purposes of presentation, such as for gallery exhibitions and websites, which contribute to knowledge creation. It has also been applied to interaction with social media including compiling digital images, web links and movie files.

The term curation entered the legal framework through federal historic preservation laws, starting with the National Historic Preservation Act of 1966, and was further defined and coded into federal regulations through 36 CFR Part 79: Curation of Federally-owned and Administered Archaeological Collections. Curation has since permeated into an array of disciplines but remains closely tied to heritage and information management.

The term "digital curation" was first used in the e-science and biological science fields as a means of differentiating the additional suite of activities ordinarily employed by library and museum curators to add value to their collections and enable its reuse from the smaller subtask of simply preserving the data, a significantly more concise archival task. Additionally, the historical understanding of the term " curator" demands more than simple care of the collection. A curator is expected to command academic mastery of the subject matter as a requisite part of appraisal and selection of assets and any subsequent adding of value to the collection through application of metadata.

There are five commonly accepted principles that govern the occupation of digital curation:

Manage the complete birth-to-retirement life cycle of the digital asset.

Evaluate and cull assets for inclusion in the collection.

Apply preservation methods to strengthen the asset's integrity and reusability for future users.

Act proactively throughout the asset life cycle to add value to both the digital asset and the collection.

Facilitate the appropriate degree of access to users.

The Digital Curation Center offers the following step-by-step life cycle procedures for putting the above principles into practice:

Sequential Actions:

Conceptualize: Consider what digital material you will be creating and develop storage options. Take into account websites, publications, email, among other types of digital output.

Create: Produce digital material and attach all relevant metadata, typically the more metadata the more accessible the information.

Appraise and select: Consult the mission statement of the institution or private collection and determine what digital data is relevant. There may also be legal guidelines in place that will guide the decision process for a particular collection.

Ingest: Send digital material to the predetermined storage solution. This may be an archive, repository or other facility.

Preservation action: Employ measures to maintain the integrity of the digital material.

Store: Secure data within the predetermined storage facility.

Access, use and reuse: Determine the level of accessibility for the range of digital material created. Some material may be accessible only by password and other material may be freely accessible to the public. Routinely check that material is still accessible for the intended audience and that the material has not been compromised through multiple uses.

Transform: If desirable or necessary the material may be transferred into a different digital format.

Occasional Actions:

Dispose: Discard any digital material that is not deemed necessary to the institution.

Reappraise: Reevaluate material to ensure that is it still relevant and is true to its original form.

Migrate:Migrate data to another format in order to protect data for using better in the future.

The term "digital curation" is sometimes used interchangeably with terms such as " digital preservation" and " digital archiving". While digital preservation does focus a significant degree of energy on optimizing reusability, preservation remains a subtask to the concept of digital archiving, which is in turn a subtask of digital curation. For example, archiving is a part of curation, but so are subsequent tasks such as themed collection-building, which is not considered an archival task. Similarly, preservation is a part of archiving, as are the tasks of selection and appraisal that are not necessarily part of preservation.

Data curation is another term that is often used interchangeably with digital curation, however common usage of the two terms differs. While " data" is a more all-encompassing term that can be used generally to indicate anything recorded in binary form, the term "data curation" is most common in scientific parlance and usually refers to accumulating and managing information relative to the process of research. Data-driven research of education request the role of information professional gradually develop tradition of digital service to data curation particularly at the management of digital research data. So, while documents and other discrete digital assets are technically a subset of the broader concept of data, in the context of scientific vernacular digital curation represents a broader purview of responsibilities than data curation due to its interest in preserving and adding value to digital assets of any kind.

The ever lowering cost, and increasing prevalence of entirely new categories of technology has led to a quickly growing flow of new data sets. These come from well established sources such as business and government, but the trend is also driven by new styles of sensors becoming embedded in more areas of modern life. This is particularly true of consumers, whose production of digital assets is no longer relegated strictly to work. Consumers now create wider ranges of digital assets, including videos, photos, location data, purchases, and fitness tracking data, just to name a few, and share them in wider ranges of social platforms.

Additionally, the advance of technology has introduced new ways of working with data. Some examples of this are international partnerships that leverage astronomical data to create "virtual observatories", and similar partnerships have also leveraged data resulting from research at the Large Hadron Collider at CERN and the database of protein structures at the Protein Data Bank.

By comparison, archiving of analog assets is notably passive in nature, often limited to simply ensuring a suitable storage environment. Digital preservation requires a more proactive approach. Today's artifacts of cultural significance are notably transient in nature and prone to obsolescence when social trends or dependent technologies change. This rapid progression of technology occasionally makes it necessary to migrate digital asset holdings from one file format to another in order to mitigate the dangers of hardware and software obsolescence which would render the asset unusable.

Modern tools for program planning often underestimate the amount of human labor costs required for adequate digital curation of large collections. As a result cost-benefit assessments often paint an inaccurate picture of both the amount of work involved, and the true cost to the institution for both successful outcomes and failures.

The concept of cost in business field would be more obvious. Varieties of business systems are running for daily operations. For example, human resources systems deal with recruitment and payroll, communication systems manage internal and external email, and administration systems handle finance, marketing and other aspects. However, business systems in institutions are not designed for long-term information preservation initially. In some instances, business systems are revised to become Digital Curation systems for preserving transaction information due to cost consideration. The example of business systems are Enterprise Content Management (ECM) applications, which are used by designated group people such as business executives, customers for information management that support key processes organizationally. In the long run, to transfer digital content from ECM applications to Digital Curation (DC) applications would be a trend in large organizations domestically or internationally. The improvement of maturity models of ECM and DC may add value to information that request cost deduction and extensive use for further modification.

An absence of coordination across different sectors of society and industry in areas such as the standardization of semantic and ontological definitions, and in forming partnerships for proper stewardship of assets has resulted in a lack of interoperability between institutions, and a partial breakdown in digital curation practice from the standpoint of the ordinary user. The example of coordination is Open Archival Information System (OAIS).

OAIS Reference Model allows professionals and many other organizations and individuals to contribute efforts to the OAIS open forums for developing international standards of archival information in long-term access.

The curation of digital objects is not limited to strictly born-digital assets. Many institutions have engaged in monumental efforts to digitize analog holdings in an effort to increase access to their collections. Examples of these materials are books, photographs, maps, audio recordings, and more. The process of converting printed resources into digital collections has been epitomized to some degree by librarians and related specialists. For example, The Digital Curation Centre is claimed to be a "world leading centre of expertise in digital information curation" that assists higher education research institutions in such conversions.

For some topics, knowledge is embodied in forms that have not been conducive to print, such as how choreography of dance or of the motion of skilled workers or artisans is difficult to encode. New digital approaches such as 3D holograms and other computer-programmed expressions are developing.

For mathematics, it seems possible for a new common language to be developed that would express mathematical ideas in ways that can be digitally stored, linked, and made accessible. The Global Digital Mathematics Library is a project to define and develop such a language.

The ability of the intended user community to access the repository's holdings is of equal importance to all the preceding curatorial tasks. This must take into account not only the user community's format and communication preferences, but also a consideration of communities that should not have access for various legal or privacy reasons.

Access can be increased by providing information about open access status with open data and open source methods such as the OAI-PMH endpoints of an open archive, which are then aggregated by databases and search engines like BASE, CORE and Unpaywall for academic papers.

There are three elements for essential needs of institutions dealing with issues of digital curation: Leadership, Resources, and Collaboration. Three elements related to the role of advance-guards for librarians and archivists working with open approaches to technology, standardized process and scholarly communication. The archivist with leadership, who needs to be a dynamic and active role to embrace technology, standardized process, and scholarly communication. In addition, Archivist leader might adopt the business concept and methods to deal with their workflow such as raise funds, invest technology system, and comply with industry standards, in order to obtain more resources. Collaboration in archives and digital curation community could provide and share training, technologies, standards and tools to help institutions on challengeable issues of digital curation. Digital Preservation Coalition (DPC), the Open Preservation Foundation or novel partnerships offer collaboration opportunity to institutions facing similar challenges in digital curation issues.

Information field especially in libraries, archives, and museums significantly need to bring knowledge of new technologies. Traditional graduate school education is not enough to meet that demand; training program for current staffs in cultural repository would be an efficient supplement for that request, such as professional workshops, and MOOCs (Massively Open Online Courses) in data curation and management.

International Digital Curation Conference (IDCC) is an established annual event since 2005, aiming to collaborate with individuals, organizations and institutions facing challenges, supporting development, and exchanging ideas in the field.

Peer reviewed technical and industry journals

The International Journal of Digital Curation (IJDC) is administered by IJDC Editorial Board including the Editor-in-Chief, Digital Curation Center (DCC), and the following members. IJDC dedicate to provide scholarly platform for sharing, discussing, and improving knowledge and information of digital curation within the worldwide community. IJDC has two types of submission under editorial guidelines, which are peer-reviewed papers and general articles base on original research, the field information and relevant events in digital curation. IJDC is published by the University of Edinburgh for the Digital Curation Centre in electronic form on a rolling basis two times a year. The open access to the public supports knowledge exchangeable in digital curation worldwide.

Many approaches to digital curation exist, and have evolved over time in response to the changing technological landscape. Two examples of this are sheer curation and channelization.

Sheer curation is an approach to digital curation where curation activities are quietly integrated into the normal work flow of those creating and managing data and other digital assets. The word sheer is used to emphasize the lightweight and virtually transparent nature of these curation activities. The term sheer curation was coined by Alistair Miles in the ImageStore project, and the UK Digital Curation Centre's SCARP project. The approach depends on curators having close contact or 'immersion' in data creators' working practices. An example is the case study of a neuroimaging research group by Whyte et al., which explored ways of building its digital curation capacity around the apprenticeship style of learning of neuroimaging researchers, through which they share access to datasets and re-use experimental procedures.

Sheer curation depends on the hypothesis that good data and digital asset management at the point of creation and primary use is also good practice in preparation for sharing, publication and/or long-term preservation of these assets. Therefore, sheer curation attempts to identify and promote tools and good practices in local data and digital asset management in specific domains, where those tools and practices add immediate value to the creators and primary users of those assets. Curation can best be supported by identifying existing practices of sharing, stewardship and re-use that add value, and augmenting them in ways that both have short-term benefits, and in the longer term reduce risks to digital assets or provide new opportunities to sustain their long-term accessibility and re-use value.

The aim of sheer curation is to establish a solid foundation for other curation activities which may not directly benefit the creators and primary users of digital assets, especially those required to ensure long-term preservation. By providing this foundation, further curation activities may be carried out by specialists at appropriate institutional and organisation levels, whilst causing the minimum of interference to others.

A similar idea is curation at source used in the context of Laboratory Information Management Systems LIMS. This refers more specifically to automatic recording of metadata or information about data at the point of capture, and has been developed to apply semantic web techniques to integrate laboratory instrumentation and documentation systems. Sheer curation and curation-at-source can be contrasted with post hoc digital preservation, where a project is initiated to preserve a collection of digital assets that have already been created and are beyond the period of their primary use.

Channelization is curation of digital assets on the web, often by brands and media companies, into continuous flows of content, turning the user experience from a lean-forward interactive medium, to a lean-back passive medium. The curation of content can be done by an independent third party, that selects media from any number of on-demand outlets from across the globe and adds them to a playlist to offer a digital "channel" dedicated to certain subjects, themes, or interests so that the end user would see and/or hear a continuous stream of content.

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Digital curation is the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation establishes, maintains and adds value to repositories of digital data for present and future use. This is often accomplished by archivists, librarians, scientists, historians, and scholars.

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Curtin University would like to pay our respect to the indigenous members of our community by acknowledging the traditional owners of the land on which the Perth Campus is located, the Wadjuk people of the Nyungar Nation; and on our Kalgoorlie Campus, the Wongutha people of the North-Eastern Goldfields.

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Category: Professional practice

Digital curation: Opportunities for learning, teaching, research and professional development
Kim Flintoff
Curtin University
Peter Mellow
University of Melbourne
Kerensa Pickett Clark
Aoraki Polytechnic, NZ
Email: K.Flintoff@curtin.edu.au

The concept of digital curation has evolved from its original use. While the digital preservation of artifacts is still the primary domain of digital curation, due to Web 2.0/social media applications it has allowed anyone to easily create a topic centered library online to share with the world. Assets found online can now be quickly collated into a visually appealing web site using freely available tools. This descriptive paper explores the potential use of digital curation within three tertiary institutions.

Introduction
The current growth of the Internet is phenomenal. A recent estimate stated that 639,800 Gb of global IP data is transferred every minute (Intel, 2013). How do we make sense of the information available and how do we find it all? Search engines are becoming increasingly more sophisticated and their algorithms can produce a lot of data around what is entered into their search field boxes. However we still often have to wade through many irrelevant search results to find what we are looking for.
Digital curation tools have allowed anyone to become a creator and a curator, allowing a person with a focused interest in a specific topic to find and collect artifacts on the Internet to share with their target audience. Curators add a level of quality control around a topic. They can filter a lot of the less important content and allow quality material to surface to the top. Many of the new digital creation tools allow for the end user to further filter and refine the collection, and to quickly and easily add items to their own collection.

A curator's comment adds context to the found artifact sharing experience and ideas for potential applications giving readers a frame of reference that they might apply in their situation. Readers can also comment on posts by curators allowing a collaborative experience to develop. Digital curation has the potential to enhance education in many areas. "Curation is an act of creating new meaning by combining existing content with new perspective" (Minocha and Petre, 2012).

Digital curation sits very firmly in the context of "participatory culture" (Jenkins et al, 2009) where average users are enabled, by technology, to have the capability to "archive, annotate, appropriate, and recirculate media content in powerful new ways." (Jenkins et al, 2009) Wresting authority and power from the established estates of media, government and the academy, individual internet users and communities of practice, are able to construct new articulations of knowledge and frame existing knowledge in ways that serve their own needs, rather than a pervasive hegemony. In this way the new modes of engagement provide a platform for resistance, for critical reappraisal, reflection and ownership of knowledge at both personal and community levels. Professional learning networks are empowered to construct and refine their own interests and collections of resources in strikingly simple, timely and effective ways because of the levelling ability of the new technologies for curation.

Practicalities
There is a wide range of digital curation tools freely available on the Internet. Some are standalone applications installed on your computer and commercially available however most are open source and web based. Some are highly visual and images based such as Pinterest; whilst others allow for a greater synthesis of text and images; and have a visual magazine style such as Learnist, Pearltrees, Storify, BagTheWeb or Scoop.it. As available software develops it may accommodate an increasingly wider range of artifacts including PDF files, video as well as traditional web pages.
There is an emerging trend in feed reader applications, such as Flipboard (Figure 1), which now allows users to curate magazines that can be shared with other users of the same application. This social extension opens up opportunities for educators to create magazines within apps that focus on specific topics, and can accommodate social interaction through a comment system.

Figure 1: Flipboard magazine formatting using the iPad.

There are many curation tools available and educators need to identify tools that accommodate the teaching and learning goals of the process. Common attributes of a good curation tool are those that allow you to:

1. Aggregate and gather web pages specific to the topic

2. Filter content allows the curator to select the best material

3. Publish to your collection with ease

4. Share, syndicate and distribute to your audience and the wider community

5. Allow the curator to edit and add comments as well as providing a comment stream for the audience to nurture discussion around the article

6. Analytics so you can track the usage of the site

7. An export facility or a way to backup the curated work
(Adapted from De Rossi & Good, 2010)

This paper explores the use of the Scoop.it digital curation toolset (http://www.scoop.it). Individuals can set up an account and curate five topics for refe. As with many freemium (free to use basic services) business models, features are limited but it allows for an easy entry into the world of curation. More features can be unlocked for a subscription fee. Once the account has been set up and a topic chosen a Java bookmarklet is added to your web browser window to allow easy curating of any web page that is loaded in the browser.
Curator's thoughts and comments can be added to any post as well as some level of customisation of images and text included in the post. Scoop.it adds a link and attribute to the original artefact. Visitors can add comments or 'scoop' the article to their collection if it is relevant. This creates an environment of cooperation and collaboration. In an educational setting this can be a powerful example of crowd sourcing knowledge.

There is a growing trend with curation tools to facilitate collaborative curation where teams of curators can work together to build and refine a collection around a topic. This creates opportunities for these tools to be utilised as the technology component of rich engaging learning activities and focussed activity within professional learning networks. The crowd-sourcing component spreads the load to some degree, although it is common for a few key individuals to drive the entire process when a collection is a group undertaking.

Research
Minocha and Petre (2012) write, "Instead of bookmarking with social bookmarking tools like Delicious, researchers are now using curation tools such as Scoop.it". Curation can be used as an informal literature search when scoping out resources around a topic. The work collected within the topic may not be curated specifically for public viewing, yet the ease of the toolset allows a lot of resources to be collected in one site very quickly. An example of this is the fly in fly out (FIFO) workers and press perception page on Scoop.it (Mellow, 2012). At the time of creation there were questions around the attitude the popular press had of the FIFO worker and lifestyle. By using meta-data tags and adding a plus or a minus symbol at the end of each article based on if the article appeared to show the FIFO lifestyle in a positive or a negative light; it is very easy to use the tag filter to quickly see the results. A more detailed analysis could be done once the articles have been grouped.
Professional development
The eLearning Advisors at Curtin University started using Scoop.it collaboratively in April 2012. The topics curated were focused around current issues in tertiary education and to-date there are 18 topics (http://www.scoop.it/u/the-centre-for-elearning) (Figure 2). A number of staff were given curation rights and by the end of October 2013 the topics have been viewed in sum over 62,000 times.

Figure 2: Scoop.it topics overview page

This project was originally designed to be an additional resource for Curtin University staff to use to explore new learning activities and technologies. Staff can quickly see the most recent thoughts around topical issues and quickly get a perspective of the landscape in these emerging areas. Staff are encouraged to keep up to date with new developments in learning and teaching and reading selected articles in a curation feed is one way to easily do this. Many curation tools allow the development of newsletter and structured visualisations that can be used in "push" strategies; selected/filtered subsets of a curated collection can be isolated and targeted towards the specific needs of an organisation's professional development activities.

It also documents the curators' work as a measurable outcome. An added bonus means that the openness of the resource made it available to any educator in the world. Cooperative curation can be a productive team activity that contributes to the institutions professional development and is a good example of intra-institution collaboration. At the University of Melbourne ( http://www.scoop.it/u/Learning_Environments), guest curators from different areas of the University are invited to join specific topics of interest to get an institutional perspective on a subject. Curation can also facilitate cross-institution collaboration. When one of the Curtin curating team took up a post at another University they were allowed to keep their curation rights on the Curtin site and a year later are still actively contributing to a range of topics.

One topic in the collection was dedicated to a special interest group that had formed at Curtin around the use of iPads. The topic allowed users to build a collection of resources that spread from, tutorials and tips guides around the use of the iPad, to recommendations for apps from the App Store, links to published reports about iPad implementation in higher education settings, and more general materials relating to operating system updates.

At Curtin, staff in Teaching and Learning have recently begun applying the Minocha and Petre (2012) approach to developing a collaboratively constructed and shared professional reading resource around the university's transformation agenda. Staff are able to identify relevant reading material and use the "curator's insight" feature of Scoop.it to succinctly summarise the material down to its key points, thereby reducing the overall reading requirement across all staff and allowing a more focused level of engagement by staff across different parts of the Teaching and Learning portfolio. It has been witnessed that keyword tagging is still a somewhat ignored feature, and potentially the most valuable feature for creating focused subsets of the overall curated collection.

Teaching/learning case study
Some educators have started using digital curation as a way of providing their students with an additional resource around their specialist subject area. Seth Dixon (438,000 views), a geography professor at Rhode Island College states "Seriously more people know me from Scoop.it than all my research in academic journals" on the Scoop.it home page (http://scoop.it).
Scoop.it caters for educational use by allowing up to 30 co-curators per topic and 20 topics. This could be used for small groups of students as a shared activity to develop and manage a topic specific to their area of study, and can accommodate up to 600 co-curators across the topics. For example, within a nursing unit, one group of students could be looking for relevant scientific articles around the cardiovascular system while another group is responsible for finding articles for the digestive system.

The eLearning Advisory team at Curtin devised an approach to curation for use in a common core first year Health Sciences unit. While the unit is still to embark on implementation, the structured activity is worth considering as a template for a range of activities that generally relate to "information literacy" and "information fluency". During August 2012, the curators of the Digital Curation in Higher Education topic ( http://www.scoop.it/t/curation-in-higher-education) identified an article entitled "Doctors are the new search engine" (Berek-Lewis, 2012) where it was suggested that doctors might be able to use curation strategies to provide quality information to their patients. An expansion of this suggestion was identified as a rich, authentic opportunity to address issues around information literacy and appropriate technology use with undergraduate Health Science students. The task challenges students to create a focussed topic around a specific aspect of their disciplinary knowledge. They are asked to imagine they are now practitioners and to think of the curation strategy as a way to educate their clients about quality information sources. Using a tool like Scoop.it they were to identify and critique sites that relate to their chosen topic. This can include identifying sites that provide misinformation as well as high quality sources. The task is useful on many levels in that:

Students can improve their own critical appraisal of information

Students build a resource that can be used beyond their studies

Students can collaborate and share these resources with their disciplinary peers

Teaching staff can use the collections as part of their assessment strategy

Students engage more broadly across a topic, often encountering leading edge research and developments that can be overlooked in general undergraduate studies

The collections become a highly focused and selective distillation of information around a topic and serve as a learning resource in their own right

Diploma of Sport and Fitness tutors at Aoraki Polytechnic in New Zealand started using Scoop.it in 2012 to offer students an opportunity in true group collaboration towards a common goal. Second year students have been provided with Scoop.it projects for Exercise Physiology (http://www.scoop.it/t/exercise-physiology), in which management of the Scoop.it topic was handed over to students who were responsible for the content they scooped, content they co-authored and how they presented the artifacts. This additionally became a repository for material students could call upon for exam study or perhaps to provide resources for assignments. A large part of the learning process was in collaboration over what to include on the Scoop.it page. Students engaged in critical dissemination of relevant information, as a group rather than individually "collecting" artifacts which could potentially exclude input from other group members. Tutors had expectations of student reflection on what was scooped, with curation opportunities providing deeper engagement with the topic content.
Tutors on this program propose that Scoop.it developed into a valuable tool for encouraging critical thinking and analysis skills, enabling students to collectively argue the merits of artifacts being offered for curation, as well as being cognisant of the work they co-authored being offered for open curation. Tutors were aware of initial resistance from students perhaps due to the unfamiliarity with the concept and expectation of curation. "Once they (the students) embraced the idea of collaboration in crafting a digital resource, they bought into the scope it offered. In fact they eagerly anticipated our weekly reviews to see comments from other curators and this inculcated a sense of ownership for the topic, encouraged teamwork and professionalism, and opened their eyes to the value of collaborative research" (Clark, 2013)

Sport and Fitness students at Aoraki Polytechnic are "hands-on learners" (Clark, 2013), and tutorsargue that digital curation is a modality in teaching and learning technologies, which can pack a big punch in a less-formal setting that these particular students may engage more deeply with. They suggest "this is ideal for Gen-Y learners, who are dialed into social-media modalities. Scoop.it can offer a collaborative and co-operative informal research experience that is presented in a manner not unfamiliar to them due to the social-media interfaces they are currently in-tune with (Clark, 2013).

Conclusion
As with any new technology, the evolution of its potential application is constantly evolving. While current practices are often applied in using emerging technology, it's full impact and potential to enhance and enrich the educational and learning experiences have not yet been fully realised. More research and sharing of the application of digital curation within educational settings is needed.
Digital curation is a social media tool that can be applied in multiple ways within education. It facilitates cooperation and collaboration within an institution and between institutions. It has potential for use in an educational context throughout the lifespan of both teachers and learners, from early childhood education, through to higher academic and research-based contexts. Curators can be thought leaders and change agents with their insightful selection of artifacts.

References
Berek-Lewis, J. (2012). Doctors are the new search engines. Healthy Startups, 26 July. http://healthystartups.com/founders-blog/2012/7/26/doctors-are-the-new-search-engines.html
Clark, K (2013). Personal communication.

De Rossi, L. C. & Good, R. (2010). The 15 basic traits of a news / content curation system. http://www.masternewmedia.org/real-time-news-curation-the-complete-guide-part-6-the-tools-universe/#ixzz2Voik0DTw

Intel (2013). What happens in an Internet Minute? Intel Corporation. http://www.intel.com/content/www/us/en/communications/internet-minute-infographic.html

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K. & Robinson, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st Century. A report for the MacArthur Foundation. Boston: MIT Press. http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf

Johnson, L. (2013). Why Scoopit is becoming an indispensable learning tool. TeachThought. http://www.teachthought.com/technology/why-scoopit-is-becoming-an-indispensable-learning-tool

Mellow, P. (2012). FIFO - Fly in fly out workers and press perception. Scoop.it. http://www.scoop.it/t/fifo-fly-in-fly-out-workers-and-press-perception

Mihailidis, P. & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education, 2013/02. [viewed 8 Oct 2013] http://jime.open.ac.uk/article/2013-02/html

Minocha, S. & Petre, M. (2012). Vitae Innovate - Handbook of social media for researchers and supervisors - digital technologies for research dialogues. The Open University. http://www.vitae.ac.uk/policy-practice/567271/Handbook-of-social-media-for-researchers-and-supervisors.html

Zhong, C., Shah, S., Sundaravadivelan, K. & Sastry, N. (2013). Sharing the loves: Understanding the how and why of online content curation. ICWSM 2013 (The International AAAI Conference on Weblogs and Social Media) Conference Proceedings. Boston. http://www.inf.kcl.ac.uk/staff/nrs/pubs/icwsm13.pdf

Please cite as: 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, 30-31 January 2014. Perth: The University of Western Australia. http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/flintoff.html

© Copyright 2014 Kim Flintoff, Peter Mellow and Kerensa Pickett Clark. The authors assign to the TL Forum and not for profit educational institutions a non-exclusive licence to reproduce this article for personal use or for institutional teaching and learning purposes, in any format, provided that the article is used and cited in accordance with the usual academic conventions.
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TL Forum 2014: Flintoff, Mellow and Clark - Digital curation: Opportunities for learning, teaching, research and professional development

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Category: Professional practice Digital curation: Opportunities for learning, teaching, research and professional development Kim Flintoff Curtin University Peter Mellow University of Melbourne Kerensa Pickett Clark Aoraki Polytechnic, NZ Email: K.Flintoff@curtin.edu.au The concept of digital curation has evolved from its original use.