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The Cities of Vancouver, Richmond, Burnaby, New Westminster, Port Coquitlam, Coquitlam, and Port Moody have already implemented residential organics collection programs.

Laura is not just publishing, and others are not just reading. Now when she wants ideas for charities to work for as her project enters its 11th month, Laura says, "I ask my readers" (Richardson, 2008).

In addition, under her mother's guidance and care, Laura is learning online network literacies firsthand. 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. What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial. The things we create are searchable to an extent never before imagined and will be viewed by all sorts of audiences, both intended and unintended.

These new realities demand that we prepare students to be educated, sophisticated owners of online spaces. 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? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.

More than ever before, students have the potential to own their own learning — and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.

Will Richardson is the author of Blogs, Wikis, Podcasts, and Other Powerful Tools for Classrooms (Corwin Press, 2006) and cofounder of Powerful Learning Practice (http://plpnetwork.com). He blogs at http://weblogg-ed.com and can be reached at weblogged@gmail.com.