Curating to Enhance Organizational Learning

By Kelly, David | Talent Development, February 2013 | Go to article overview

Curating to Enhance Organizational Learning

Kelly, David, Talent Development

The growth in digital information is staggering. As trusted content curators, learning professionals help learners cut through the noise to get the information they need.


Studies have shown that the amount of digital information available doubles every 18 to 24 months. As a result, it's becoming increasingly difficult to find the right information, and it's even more difficult to determine if the information you find is the best or most appropriate resource.

Businesses need employees to focus on what is critically important and to not get distracted by the endless noise of noncritical digital information. So how can learning professionals help employees sort through this avalanche of information?

Enter content curation, which "replaces noise with clarity. And it's the clarity of your choosing; it's the things that people you trust help you find," according to Steve Rosenbaum, author of Curation Nation.

What it is

Marketing expert Rohit Bhargava defines content curation as "the act of finding, grouping, organizing or sharing the best and most relevant content on a specific issue."

Learning professionals may read that and think, "That doesn't sound all that different from what we do today." You're right. The ultimate goal of a curator isn't that different from a learning professional's--to bring the content needed or desired by an audience to them without them needing to find it.

You are probably curating information today without even knowing it. If you use Facebook or Twitter to post or share something you think someone else may be interested in, you are curating content. More important, when you look at your Facebook feed, chances are there are certain people's posts that you will take a longer look at than others because you connect better with what they're sharing. It's that relationship--the trust that the reader has in the relevance of what the poster is sharing--that is at the heart of curation.

Why it works

Curation only recently has started to be applied to the learning and performance field, but it's something you've probably seen often without consciously thinking about it. When most people think of the word "curator," the image that likely comes to mind is a museum curator.

Museum curators are responsible for deciding which of the millions of artifacts ultimately appear in a museum, and how they get displayed. Museum curators, through their choices, shape a museum visitor's experience. The same can apply to information.


Curation isn't about creating new content, at least not in the way instructional designers are accustomed to creating it. Curation deals with content that already exists.

In her blog post "How Nonprofits Can Use Social Media," Beth Kanter breaks down curation to a three-step process (adapted from Harold Jarche's framework for personal knowledge management) that can easily be applied to a learning and development context.

Seek. Find information that is of value to workers. This involves aggregating the available content and filtering it based on a set of criteria. That sentence sounds somewhat mechanical because there are many technologies that can automate much of the search processes for you.

Sense. Make sense of the identified content and add value that shows how it applies to the work and work environment. This, in many ways, is the human component of curation. A computer can identify content that matches a search query, but it cannot verify that what it identifies matches the themes or intent of the curator. The sense-making part of the process enables curators to point out why they are sharing this piece of content, and the context that makes it relevant.

Share. Once content is identified and the curator has added context, the content can then be shared. Although selecting what format to use for the sharing may take some time, once selected, many tools also can automate much of this process. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Curating to Enhance Organizational Learning


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

    New feature

    It is estimated that 1 in 10 people have dyslexia, and in an effort to make Questia easier to use for those people, we have added a new choice of font to the Reader. That font is called OpenDyslexic, and has been designed to help with some of the symptoms of dyslexia. For more information on this font, please visit

    To use OpenDyslexic, choose it from the Typeface list in Font settings.

    OK, got it!

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search


    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.