"in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through synthesis and evaluation of the collected items."

"The key phrase here is inquiry process.  My conclusion is that to do justice to using the term “curating” for educational resources, inquiry must be a part of the process. Part of this process is deciding what goes “in” to the collection – meaning many, many items are evaluated and set aside."

"when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate."

"Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important. So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."

"With curating, a larger goal is to benefit not only the collector, but other potential learners as well. It is meant to be shared."

"One element that seems to be understood about curating is that it is done for a broader audience. This necessitates that the curated items be organized, annotated, and published. This is an important part of the learning process that comes with the educational benefits of curating as compared to collecting."

"through publishing the curated resources, you add value to the collection as a whole by allowing others to share in that knowledge, comment on it, add to it, and participate in the learning that it generates. It gets back to my belief that learning is a social endeavor.  Participatory learning leads to increased understanding."

"The act of true content curation allows students to construct knowledge."

"For the past 5 years I have continued to curate information about curating, using the same Scoop It site I started in 2012."

"There are three important additions to the infographic: personal connection, an increased emphasis on sharing with opportunity for comments and discussion, and the element of storytelling."

"Students who are given choice in selecting a topic for curating are far more likely to engage in deeper learning, in my experience."

"A curator’s need for an audience and authentic feedback became apparent when I launched two nearly identical projects with two different classes of middle school students."

"The teacher in the highly successful curation project made a concerted effort to provide feedback and comments daily on the student blogs through the life of the project – enlisting the help of dozens of teacher friends to assure that students knew their voice was being heard."

"The other teacher had concerns about sharing student work publicly, and so students did not receive any outside visitors other than classmates who were required to comment on a handful of blogs as part of their grade."

"When we curate, we “cherry pick” the items that best tell the story that is forming in our minds. We arrange the content in such a way to tell that story, and we feel compelled to share the story as it develops."

"“Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.”"

"The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through synthesis and evaluation of the collected items."

"As I sifted through many so-called examples of curated items, I noticed that a lot of these resources seemed to be pretty loosely connected and lacked evidence of any real depth of understanding on the part of the collector. There seemed to be randomness to many of the collections that didn’t inspire deeper thinking."

"My conclusion is that to do justice to using the term “curating” for educational resources, inquiry must be a part of the process."

"I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate."

"So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."

"One element that seems to be understood about curating is that it is done for a broader audience. This necessitates that the curated items be organized, annotated, and published."

"My conclusion is that through publishing the curated resources, you add value to the collection as a whole by allowing others to share in that knowledge, comment on it, add to it, and participate in the learning that it generates."

"It gets back to my belief that learning is a social endeavor."