Model how they will do this on VoiceThread by viewing it on the 3M system‍‍‍‍.

Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance.

The term Web 2.0 reflects a shift in leading-edge applications on the World Wide Web, a shift from the presentation of material by website providers to the active co-construction of resources by communities of contributors.

Some faculty ban the use of online sources and deride the validity of any perspective that does not come from a disciplinary scholar. Many see social networking sites as useless or dangerous and do not recognize the diagnostic value of folksonomies for understanding the language and conceptual frameworks that students bring to the classroom. This refusal to acknowledge the weaknesses of the Classical perspective and the strengths of Web 2.0 epistemologies is as ill-advised as completely abandoning Classical epistemology for Web 2.0 meaning-making.

Some faculty ban the use of online sources and deride the validity of any perspective that does not come from a disciplinary scholar. Many see social networking sites as useless or dangerous and do not recognize the diagnostic value of folksonomies for understanding the language and conceptual frameworks that students bring to the classroom. This refusal to acknowledge the weaknesses of the Classical perspective and the strengths of Web 2.0 epistemologies is as ill-advised as completely abandoning Classical epistemology for Web 2.0 meaning-making.

In a December 2008 interview, Don Tapscott, a popular writer on the subject of the Internet and society, argued that the Internet is now "the fountain of knowledge" and that students need not memorize particular facts such as historical dates. "It is enough that they know about the Battle of Hastings," he said, "without having to memorise that it was in 1066. They can look that up and position it in history with a click on Google."1