Content Curation is the process of gathering information relevant to a particular topic or area of interest; it allows us to find, give meaning and share the information we need. It is a fundamental activity that aims to filter the flows of information, by their chaotic nature, that move on the net and give them an order according to a specific criterion.

This process requires the development of digital competences that activate cognitive processes of organization and evaluation, and which are part of the set of competences defined as Information Literacy, essential for knowledge workers of the 21st century.

The project CURRY aims to provide teachers with tools, procedures, and methodological guidelines to carry out Content Curation activities at school, supporting them in the development of innovative approaches to make students acquire Information Literacy.

Project’s objectives are:

• to identify and describe models, theoretical and methodological foundations of content curation;

• to create an online repertoire of procedures and practices for content curation at school;

• to support teachers in the implementation of innovative approaches and training activities for content curation and information literacy;

• to support schools and educational institutions to make students acquire information literacy.

The project target group is composed by school teachers (ISCED1, ISCED2 and ISCED3 levels).



The Starter Kit is a methodological study on content curation: will identify the scientific paradigms, the models, the fields of application and the potential to be applied at school.


The Competence tree will identify the competences that are part of content curation; will be implemented starting from the existing reféréntiels.


The Model Setting consists of the scheme and procedures that will be followed to implement the Repertoire, with the milestones foreseen for the work.


The prevalidation has the function to validate in the school filed the Starter kit for content curation, and the Competence tree, and to involve the audience of the teachers in the design of the Repertoire. A panel of teachers and school managers will be established in each school; the partner’s contact will explain the project and the results produced, and the participants will produce a SWOT analysis, followed by a debate. The results will be collected in the pre-validation report and will allow redirecting the actions and testing the validity of the results obtained.


The Online System will contain the Repertoire structured into thematic areas and the project’s information.


The Repertoire of contents and resources for content curation in the school is so named with reference to the double value of the term: “a collection of items, contents, resources”; but also, “a stock of skills or type of behaviour that a persona habitually uses”.

In fact, each thematic area is referred to a cluster of competences and contains criteria, procedures, methodological indications; and instruments and operative tools to put the instructions contained in the procedures into practice.

The Repertoire is articulated into 4 sections:


Criteria and procedures to follow to use a browser, search contents, verify sources, evaluate information on the web, manage data; operative tools such as checklists, grids, conceptual maps, tips, etc. in order to put into practice the research, filtering and evaluation activity based on the given criteria.


Indications and procedures for the publication of online contents, in order to adding value to the information and to develop design, creative, expressive and technological skills; indications about the operative tools such as web tools, apps, online editors, blog platforms, etc.


Principles of computer mediated communication and collaborative learning; operative indications about the social media and tools to use for communication and collaboration online, guide to the choice of the instruments, etc.


Assessment and evaluation procedures, approaches and tools.


The Handbook will contain the operative indications to implement the didactic activities on content curation developed with the Repertoire, with the aid of tools such as schemes, examples, lesson and activity models, etc. The operative indications will integrate the contents and the tools realized in the Repertoire for each one of the areas, and will be systematized and collected in the Online system.


An intermediate validation is scheduled in the months 14-16, to be carried out through a web survey. The results will be elaborated and interpreted in a summary report.

A final validation activity at months 20-24 is to be carried out through laboratory activities (day labs) of teachers with their students.

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