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<p>Critical thinking (CT) consists of a deliberate and reflective process that can lead to informed decisions. It involves scrutinizing the trustworthiness and consistency of underlying assumptions, the sources of data, and the validity of other information. CT embodies deliberate, self-regulated judgment incorporating cognitive abilities such as analysis, evaluation, and inference. In this follow-up study to Gadot &amp; Tsybulsky (<CitationRef CitationID="CR1">2023</CitationRef>), we confirm the role of Digital Curation (DC) as a catalyst for CT and present a structured taxonomy of DC practices that enhance CT. This taxonomy is designed to act as a systematic framework for categorizing DC tasks while capturing the personal and social facets of curation activities. The curation workflow is broken down into the acquisition and assimilation stages and incorporates the level of complexity. This classification can thus be harnessed by educators and practitioners to define the aims and competencies that are critical to fostering CT skills through DC practices.</p>

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Taxonomy of digital curation activities that promote critical thinking

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月11日

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  • Rivka Gadot,
  • Dina Tsybulsky

摘要

Critical thinking (CT) consists of a deliberate and reflective process that can lead to informed decisions. It involves scrutinizing the trustworthiness and consistency of underlying assumptions, the sources of data, and the validity of other information. CT embodies deliberate, self-regulated judgment incorporating cognitive abilities such as analysis, evaluation, and inference. In this follow-up study to Gadot & Tsybulsky (2023), we confirm the role of Digital Curation (DC) as a catalyst for CT and present a structured taxonomy of DC practices that enhance CT. This taxonomy is designed to act as a systematic framework for categorizing DC tasks while capturing the personal and social facets of curation activities. The curation workflow is broken down into the acquisition and assimilation stages and incorporates the level of complexity. This classification can thus be harnessed by educators and practitioners to define the aims and competencies that are critical to fostering CT skills through DC practices.