At a recent conference on technology and education, the theory of connectivism was a hot topic. Proponents of this educational theory argue that technology has changed so substantially in the past several decades that they must review previous learning theories to ensure that they accommodate new processes that technology makes possible. Connectivism accounts for the vast pools of knowledge accessible through the Internet, social networking, and other databases such as those available in libraries. Perhaps the most obvious connection that libraries have to connectivism is the principle that the "capacity to know more is more critical than what is currently known." Libraries must continue to explore ways they can remain relevant to the needs of their users. Connectivism offers libraries one more way to look at how they provide services, this time with less emphasis on the physical and more on the virtual. This article explores the theory of connectivism, with special emphasis on how that theory differs from the education theory with which librarians are already familiar. This article also suggests that librarians are already immersed in several of the main tenets of connectivism, and that connectivism itself is merely a natural extension of the path libraries have been on for many years.