I found it very interesting reading through the various postings to your (Kristi's) comments with respect to ironic situation that arises when considering the restrictions that historically have been placed on reference material vs. the full on-line access that is available 24/7.  This certainly reflects the 'change' that Loertscher discusses in Flip This Library article.   His discussion of the need for "...a 180-degree switch", and movement from a "..library owns to collection" to "...access to copyrighted infomation becomes elastic access rather than ownership...".  Kristi's example has made me reflect upon the policies and  procedures that were historically effective (given the cost of the resources and the lack of technology) but today are they relevant?  Even something as simple as the number of books a student is allowed to check out... does this require reflection given the access to ebooks - however, will all our students have access to ebooks at hom? (could this widened a gap between economically advantaged and disadvantaged students) , from a replacement point of view do we want unlimited number of books going out to one student at anytime?  All interesting questions to ponder as a TL and as you develop policies for the learing resource center.  Technology has and will continue to elict ongoing reflection in terms of what we do, how we do it, and is what we do relevant and effective for our students.

I liked Beth's initiative to have students compare the print and nonprint resources. Having students work with the strengths and limitations of varying resources and their formats, not only allows students to develop a criteria system for the usefulness of a particular resource for a specific use but also broadens their perspective on how varying resouces add pieces to the "picture" of the concept - and isn't that about creating knowledge from information.  :)  As well Jodi's point about comparing varying sources helps teach information literacy skills for different resource format is valid and an example of how this can be taught in context if integrated into a curriculum outcome.