Content Curation can give students the ability to search, evaluate, compare, analyse, compare sources, classify, organize, ask questions, assign meaning to resources and content; this also means becoming aware of the different ways of searching and finding information, applying strategies, and mastering the tools.
From copy-and-paste we move on to a practice of research and use of content based on an exploratory and critical methodology.
According to Key Oddone,
Digital content curation is a meta-skill, and it is evident that it includes an array of information and digital literacy skills. The process of digital content curation offers many learning opportunities that are ideally taught by the teacher librarian or teacher within the context of a larger research project. Spread over a term or semester, students could curate and publish resources relevant to their chosen topic. This in itself could be an assessment task. The curated collections could be used as a basis for a research project or, even better, could be shared and used to inform future students’ study.
Antonio Fini explains the usefulness of content curation in the classroom:
The use of content curation in teaching can be decidedly interesting: first of all a “passive” use, as users of content already selected by others is a first step, also useful for teachers same who could “follow” topics of specific interest by finding daily new and always significant contents. The next step is of course the active use that can be also in this case by the teacher but also directly by the students. […] The boy who carries out a search on Wikipedia (provided that it is aimed at a reworking and not the trivial copy-paste!) certainly activates a series of good level competences, but if the same student is called to update or to create a new voice, the commitment and skills that it can develop they are certainly of a higher order.