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Interestingly enough, schools often seem to discourage activities with these distributed forms of knowledge and resources, instead focusing on testing for what students have "inside their heads". However, I think it's just as important to recognize, evaluate, and help develop students' strategies for learning, collaborating, and accessing knowledge that they don't already possess, as this seems to be much more aligned with what we do as adults. I mean, I don't know all sorts of things, but I have pretty good strategies in place for finding them out.

experts and novices participate in the same areas and activities in affinity spaces. So, as I mentioned previously, novices aren't prevented from engaging in creative activities that they find interesting, even if these activities are challenging for them. And, through working in the same space as experts, novices are able to benefit from this exposure, by asking questions, collaborating, and by observing how experts go about certain tasks.

The new tools don’t always make sense right away and I tend to be a bit hesitant rather than “rah rah rah” check this out.   And if I don’t get it, I tend to put it on the back burner for a while and then come back later with a fresh viewpoint.  In fact, with delicious, one of my most popular tags is “comebacktolater” because I can see possible potential in the site but am not able to put my finger on just what that potential is. And it is important at times to marinade.  To take the time to figure it out and not put a stamp of approval on a tool that perhaps should not carry that stamp.  My teachers depend a lot on my help and trust that when I present to them, it is tried and true and not just a whim.  So, it it good sometimes, to not rush into the “newest and best” until I can say for sure that it is.