ABSTRACT
In this chapter, the author supports and theorises the curation practices he observes during assignment writing. He connects curation as a digital literacy practice to the goals of education, knowledge production, and criticality. Fitting with the information theorist Edward Tufte's conception that follows, other related theories, and traditional and contemporary connotations of the word, the author argues that many of the practices employed by Sara, Anne, and Paulo were sophisticated and yet self-taught acts of digital curation. His purpose, is not just to try to develop a theory of curation as a digital literacy practice but also to reflect upon how we perceive educational end products such as assignments with curation as a central component. Curation as a digital literacy practice has found a home in the personal, educational, and professional lives of students, and this will only grow and become more entrenched over time.
