Designing Curation for Student Engagement

  • Raphael Hallett Keele University
  • Nicholas Grindle UCL


In this article we discuss the ways students currently engage with, and navigate through, their learning resources. Working from the argument that students now read and research in ways that privilege assembly, visualisation and interconnection, we propose that questions of student engagement can be opened up profitably by concentrating on a particular trope of learning and assembly. That trope is ‘curation’ and we explore how this approach and activity might be used to enhance student learning, creativity and ownership. In our discussion we explore particular theories of curation, ‘bricolage’ and collaborative assembly, and explain ways in which these are directly relevant to today’s patterns and habits of student scholarship. After offering case-studies of curation pedagogy at the scales of module, programme, project and institution, we conclude by visualising and explaining our ‘curation learning cycle’. In this way, we tie theory, case-studies and taxonomy together to propose a curriculum design approach that heightens student learning and engagement.

Author Biographies

Raphael Hallett, Keele University

Dr Raphael Hallett is Associate Professor of History and Director of KIITE, the Keele Institute for Innovation and Teaching Excellence, Keele University. He is a HEA National Teaching Fellow (2016).

Nicholas Grindle, UCL

Dr Nicholas Grindle is Senior Teaching Fellow in UCL’s Arena Centre for Research-based Education. He has a longstanding interest in curation and his current project has the working title ‘Pedagogy of the Addressed’.


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How to Cite
Hallett, R., & Grindle, N. (2019). Designing Curation for Student Engagement. Student Engagement in Higher Education Journal, 2(3), 181-198. Retrieved from