To succeed
in Literacy 2.0 reform, schools must be driven by forward-thinking,
technology-attuned visionaries who can articulate the optimal characteristics
needed for technology-supported education reform. Focused on preparing students to live, learn,
and work in the 21st Century, the visionaries of Literacy 2.0 learning must cultivate enriched technological
environments for learning, environments where teachers give students more opportunities
to work together, so as to establish the confidence, support, and trust needed
for desired change.
A Literacy 2.0 school cannot exist without a shared vision. Without a
focus on and commitment to a vision/goal that the stakeholders themselves truly
want to achieve, the forces protecting the status quo can and usually do
overwhelm the forces supporting meaningful change. With shared vision, the
stakeholders are more likely to expose their accustomed ways of thinking and
redefine them in more cooperative and constructive terms, thereby identifying
personal and organizational shortcomings. Thus, developing a collective vision
for the future of the Literacy 2.0 school is the first strategy to a systematic
design for a successful paradigm shift into the future. At its simplest level, a shared
vision is the answer to the question, "What do we want to create?" and
when that question is answered by the stakeholders, a sense of community will
permeate the school and give purpose and meaning to diverse activities. Shared
vision is vital for the Literacy 2.0 school because it provides the focus and
energy for learning. However, educational visionaries must first understand the
strategies involved in enabling stakeholders to gain confidence in the technological
advances to virtual learning.
To meet the
challenge of mandated education reform issues, schools will need to realign
their present visions by establishing new priorities linked to the new
standards. This does not mean that schools must change their beliefs; instead,
they must examine how their present beliefs support the challenges of required
change. If schools are to be viewed as Literacy 2.0 learning schools, then they
must engage in strategic exploration so that the school’s stakeholders will be
provided the opportunity to formulate a common vision for the future that will
then guide them on their journey. To accomplish this new venture of
reconstruction, schools will need to begin exploring a new reference guide for the development of right
brain activities through;
1.
the design
of digital lessons,
2.
allowing
students to create digital stories,
3. provide time for students to synthesize concepts by comparing strands of
ideas and to create new elements of thought,
4.
provide meaning to educational opportunities
by allowing students to learn collaboratively,
5.
Play through creativity;
6. and understanding the importance of ethics and empathy
when learning in a literacy 2.0 environment.
Without
these six essential elements in place we give
students a lesser opportunity for survival, security, belonging, ego, and a
driving spirit for being competitive in their future world, "The
Conceptual Age" . According to Pink, “Artists, inventors, designers,
storytellers, caregivers, consolers, big-picture thinkers – will reap society’s
richest rewards and share its greatest joys”.2
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