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And so we can think of the CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.

Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?

A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.

Students can publish links to external objects, but can’t link back in.

implications of digital technology should be considered when deciding whether to incorporate computer teaching tools into classroom instruction.

many older people may absorb more or learn faster by flipping through pages, because their brains have been trained to read hard copy, whereas younger readers may learn faster digitally, because they're accustomed to working online