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In its negotiations with the Chinese over Internet controls, the Olympic committee official said, the panel insisted only that China provide unregulated access to sites containing information useful to sports reporters covering athletic competitions, not to a broader array of sites that the Chinese and the Olympic committee negotiators determined had little relevance to sports. The official said he now believed that the Chinese defined their national security needs more broadly than the Olympic committee had anticipated, denying reporters access to some information they might need to cover the events and the host country fully. This week, foreign news media in China were unable to gain direct access to an Amnesty International report detailing what it called a deterioration in China’s human rights record in the prelude to the Games.

So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives

Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.

Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.

As Stanford researcher Danah Boyd (2007) points out, we are discovering the potentials and pitfalls of this new public space. What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year.

Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation?

Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.