My thoughts on personal learning networks

My perspective as a literature and language teacher, personal learning networks is like a coin with 2 sides, advantages and challenges always come together. We have seen a lot of the positive impacts that the powerful networks has on teaching-learning model in 21st century, here I am trying to see the other side of things . The below is my personal thoughts on this.

1) Traditional VS modern approaches in teaching and learning

21st century technology enable us to reach and use the authentic, the latest info online for free, anywhere, anytime. We see textbooks are not updated as fast as the actual change of our world. 'Truths' are constantly changing. Textbook is no longer the only teaching material; Paper is not the best way to share our work and facts, publishing are made so easy in this digital age.
However, "...the challenges of this moment are significant. ...deluge of info produced by millions of amateur authors without traditional editors and researchers as gatekeepers. ..." (Will Richardson) .
So at what extent, we rely on those online information, abandon our belief in the traditional way of obtaining knowledge?
Thus I have this following critical thinking:
To certain extent, the speed of information and the range of new ideas that come from new media may seem to make it more useful than it really is. In comparison with slower traditional methods of knowing things, new media appears to help us make a giant leap forward in our knowledge base. At the same time, the value of new media may be seen as dubious simply because the usual scope of vigour that traditional methods bring with them might not apply to new media.
Whilst the way of classical knowledge systems may seem narrow from our new perspectives. There are acknowledged human values applied to traditional knowledge. For example, the academic honesty is very much valued in 'face to face' classroom environment; The true relationship built among classmates, workmates in real life situation teaches us how to be sensitive, considerate with the others' needs, how to get along well with the others to appreciate the bond within the community where we locate. The ability of discovering a whole new thing through the tiny details observed in people's manners of daily life is important. There are values that new information does not necessarily have. For knowledge is to be " knowledge", it must survive analysis, reflection, comparison, accuracy, and lastly culture and social acceptability, all these are the tools we use to judge what is valuable and what is not. Thus it takes efforts, arguments, censure and many trials of validity over time. From time to time, new media provides information the way TV news provides entertainment. Entertainment is to be enjoyed whereas knowledge is to be trusted.

In terms of language teaching, we all know that within language are also inherent cultural meanings. We all know that new words enter this bank of understanding each day. We know that new technology is useful in inspiring students and ourselves to know more, to search more and to be more understanding, and at the same time, have more critical thinking: for it is only through that understanding and healthy criticism that real learning can come along.

New media is, in this way, useful.
A glance at new media in terms of language teaching quickly shows that online information provides very flowed knowledge indices, wrong pronunciation, wrong character writings, wrong expressions and quite often totally wrong meanings, especially when we have not been qualified enough to properly evaluate those information.
As for teaching students to appreciate the beauty and the arts of langauge in a literature work, to analyze the particular meaning of the context and so on...these make it very important that we should select the suitable materials to show the learners the right approaches, and the top works represented the highest achievement of the arts of language and literature. As only when you see the best work in that area, should you know where your way is leading to.

For this prediction of the future role of teacher as connector first and content experts second, I would love to have this confidence in this. However, in order to become a good connector, I wonder--
a) how much editorial effort and skills are needed in teachers in order to make sure that online resources are properly represented?
b) How widely should teachers search/navigate/collaborate via the collaborative spaces in order to create the high quality of the teaching and learning resources?
c) How precisely we know the community formed online from people whom we might not know, may never meet, is consists of qualified professional people?

"The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality? "--will Richardson

And lastly, How much time and energy shall the teachers invest in the above matters in order to become both right connector and right content expert?