# Content Curation in E-Learning: A Case of Study with Spanish Engineering Students
## 2 Background  
### Content Curation  
The search for information and resources is one of the most important stages in the learning process nowadays [11; 12]. Searching the Internet is a complex task, as the amount of information grows exponentially. It is estimated that in a few years, every 72 h, the amount of information will double and also become quickly obsolete. This will lead to a great saturation of content [13]. The abundance of information that is received by being permanently connected can lead to \"information overload\", which generates anxiety and confusion [14; 15]. In order to optimize searching on the Internet, it is essential to be able to locate and recognize the best and proper information. In addition, quick access and prioritization of quality over quantity are important issues. Since the demand for quality information cannot be solely satisfied by internet search engines, it is required for experts in the matter to filter and share the relevant information [16]. In this sense, continuous and autonomous learning depends on skills such as searching, organizing, and processing information [17; 18]. [PERSON] et al. [19] consider that the ability to \"learn to learn\" is the best guarantee for students and future professionals to continue their educational itinerary in formal and non-formal structures. Learning collaboratively, managing information, and developing their talent adequately in digital media are essential skills. In this sense, it is necessary to create adequate resource management on the Internet through a process that would include the searching, filtering, analysis, editing, and dissemination of information [17; 18]. In this context, the concept of content curation (CC) appears, and it is defined by [PERSON] [20] as a \"System carried out by a specialist (content curator), consisting of the search, selection, characterization and continuous dissemination of the most relevant content from various sources of information on the web about a specific topic and area, for a specific audience, on the web or in other contexts, offering added value and thereby establishing a link with the audience/users\". [PERSON] [21] refers to this concept as \"the interactive act of investigating, finding, filtering, organizing, grouping, integrating, editing, and sharing the best and most relevant content on a specific topic in a significant online digital collection, which could be important for a group of people whose sense of learning can be updated around this topic\". From the point of view of [PERSON] [22], a content curator is a \"critical intermediary of knowledge, someone who continuously searches, groups and shares what is most relevant in his/her field of specialization\". [PERSON] [23] defines the methodology of content curation in four steps, called the \"4S's model\": search, select, sense making and share. In order to guarantee the effective development of the different content curation steps, the use of digital tools is recommended. Moreover, it must be highlighted that this model is not linked to any particular digital tool. Table 1 shows the objectives of each step of content curation and the most used tools [20; 23; 24; 25]. Content curation involves cognitive and metacognitive skills along with managing tools and disseminating content skills [18]. Content curation represents an evolution in information management activity in such a way that the person who carries out this activity becomes a \"critical knowledge broker\" [26; 27]. The content curator is a facilitator between information and its community, selecting the best information and improving it through the addition of new digital elements. Content curation could be considered as a new methodology to be developed, as it favors teachers to become \"critical intermediaries of knowledge\" and help students develop the skills and attitudes necessary for the development of their profession.