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