Editor’s Message The new digital technologies are eliding the boundaries that used to exist between text and video, between school and society, between physical and virtual space. As they do, they also elide the lines we have drawn between student and teacher, learner and mentor, and in the case of schools between teacher and librarian. In the United States today, job categories such as “library media specialist” and “technology coordinator” are in rapid flux; the lines blur even as administrators and boards of education attempt to delineate them. These changes are played out dramatically in libraries everywhere. Their role as repositories for printed information is significantly expanding. As that role enlarges, many questions arise: What will libraries become? What do students need to learn about navigating the new library space? How is the role of librarian changing? What do these new roles and capacities imply for the relation between teacher and librarian? What do they imply about new literacies? For this month’s column, guest author Cushla Kapitzke articulates key changes occurring around information literacy and raises issues that many are only beginning to consider. She also shows how technical and social changes cannot be separated.
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