You know you are a 21st C TL if.....

This is scooped entirely from Joyce Valenza's blog...where she compiled the following ideas:


Make sure your learners and teachers can (physically & intellectually) access developmentally and curricularly(?) appropriate databases, portals, and websites, blogs, videos, and other media.
Organize the Web for learners. You have the skills to create a blog or website or wiki to pull together resources to meet the information needs of your learning community. That presence reflects your personal voice. It includes your advice as well as your links. You make learning an engaging and colorful hybrid experience. You intervene in the research process online while respecting young people’s need for independence.
Are helping learners put together their own information spaces using blog widgets, and iGoogle gadgets, and browsers like PageFlakes. You seek ways to help students learn to use push information technologies.
Think outside the box about the concept of “collection.” That collection might include: ebooks, audiobooks, open source software, streaming media, flash sticks, digital video cameras, and much more! You lend this stuff.
Think of your web presence as a knowledge management for your school. This is collection too, and it includes student-produced learning objects, handouts, policies, and collaborative wiki pathfinders to support learning and research in all learning arenas.
Think Web 2.0. You know the potential new technologies offer for interaction–learners as both information consumers and producers.
Consider new interactive and engaging communication tools for student projects--digital storytelling, wikis, podcasts, streaming video as possibilities beyond the mortal powers of PowerPoint
(And you are rethinking what PowerPoint should/could be!)
Are thinking interactive service: materials suggestion forms, book review blogs, surveys, online calendars, etc.
Know your physical space is about way more than books. Your space is a libratory. You welcome media production—podcasting, video editing. You welcome telecommunications events and group gathering for planning and research and social networking.
Include and collaborate with the learner. You let them in. You fill your physical and virtual space with student work, student contributions—their video productions, their original music, their art.
Expanded your notion of searching. You work with learners to set up RSS feeds and tag clouds for research. Your own feeds are rich with learning content, evidence of your networking.
Are concerned that, when it matters, your students move beyond information satisficing. They make solid information decisions.
Are concerned about a new digital divide: those who can effectively find quality information in all media formats, and those who cannot.
Consider just-in-time, just-for-me learning as your responsibility and are proud that you own the real estate of one desktop window on your students’ home computers 24/7. (My website is used as much after school as it is during)
Know that one-to-one classrooms will change your teaching logistics. You realize you will often have to partner and teach in classroom teachers’ classrooms. You will teach virtually. You will be available across the school via email and chat.
Use new tools for collaboration. Your students create together, They synthesize information, enhance their writing through peer review and negotiate content in blogs and wikis and using tools like GoogleDocs, Flickr, Jumpcut, Voicethread
Are concerned about what you can do that Google or Wikipedia cannot. What customized services and instruction will you offer that will not be outsourced to Bangalore?
Are concerned about how information fluency changes as the information landscape shifts. What skills will you teach that will not be outsourced to Bangalore? How will you share new understandings of searching, and evaluation, and analysis and synthesis, and digital citizenship, and communication?
Read both edtech journals and edtech blogs, not just the print literature of our own profession. You learn by visiting the webcast archives of conferences you cannot attend. You visit David's Hitchhikr to discover new events. You visit sites like edtechtalk.
Consider your role as info-technology scout. You look to make “learning sense” of the authentic new information and communication tools used in business and academics. You figure out how to use them thoughtfully and you help classroom teachers use them with their classes.
Consider ways to bring experts, scholars, authors into your classroom using telecommunication tools like Skype and Internet2.
Grapple with issues of equity. You provide open source alternatives to students and teachers who need them. You lend flash sticks and laptops and cameras and . . . You ensure your students can easily get to the stuff they most need by using kid-friendly terms and creating pathfinders. You ensure that all students have access to audio and ebooks and databases.
Consider new ways to promote reading. You are exploring downloadable audio books, or Playaways. You (and your students) are creating digital booktalks or book trailers.
Model respect for intellectual property in a world of shift and change. You encourage and guide documentation for media in all formats and recognize and lead students and teachers to the growing number of copyright-friendly or copy left portals. You understand Creative Commons licensing and you are spreading this gospel.
Know this is only the beginning of social networking. Students will get to their MySpace accounts through proxy servers despite any efforts to block them. You plan educationally meaningful ways to incorporate student excitement (and your own) for social networking.
Are beginning to consider iPods as learning tools. You know that when you interrupt a student she might be in the middle of a chapter, recording a podcast, transferring data, taking audio notes.
Seek professional development that will help you grow even if you cannot get professional development for that growth. You can't "clock" these hours.
Understand that learning can be playful.
Don’t stop at “no.” You fight for the rights of students to have and use the tools they need. This is an equity issue. This is an intellectual freedom issue.
Unpack the good stuff you carried from your 20th century trunk. Rigor, and inquiry, and high expectations, and information and media fluency matter no matter what the medium. So do excitement, engagement, and enthusiasm.
Library is not just between the 4 walls of the building.
Library services are becoming more customizeable for your teachers and students. Greater empowerment of teachers and students to use the tools of the library.