Digitální informační kurátorství v pedagogickém kontextu
| Title in English | Digital information curatorship in the educational context |
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| Authors | |
| Year of publication | 2015 |
| Type | Monograph |
| MU Faculty or unit | |
| Citation | |
| Description | The publication Curating Digital Information in Pedagogical Context is the first Czech monograph introducing the issue of curatorship into the area of teaching. It offers a wider pedagogical and technical perspective as well as practical information and insights, which makes it useful both for teachers and theoreticians. This work starts with more general pedagogical issues, such as ICT at schools, the Whittaker model, the definition of digital curatorship, its relationship to education and the competences of a curator. It then goes on to explore the creating of personal educational environment as well as different tools of digital curatorship. A part of it is dedicated to technical questions, such as digital libraries, RSS, Atom and other technologies for automatic content delivery, and, last but not least, special services dedicated specifically to digital informational curatorship, mostly even in the context of education. As one of the ways towards modern teaching, curatorship requires much more than the activity of a teacher or the technical background and tools. What it requires in the first place is a change of thinking, the willingness to think out of the learned framework and to experiment. It threads the thin line between information science and teaching. The information science will provide knowledge about information behaviour, the use of resources and the visual presentation of data. Pedagogy is going to provide the ability to work systematically with a topic, give it a complex form and a story, select appropriate materials and create a personal education environment that will be functional in the long term and will lead to good results. This publication brings the pedagogical, technical and curatorship aspects into one whole, which is functional and necessary for the development of modern education – both in the context of connectivism and constructivism. |
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