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It’s like making children from around the world complete an obstacle course to fully participate in society but requiring the English-speaking participants to wear blindfolds

Unlike many other languages, English spelling was never reformed to eliminate the incongruities. In a sense, English speakers now talk in one language but write a different one

By contrast, languages such as Finnish and Korean have very regular spelling systems; rules govern the way words are written, with few exceptions. Finnish also has the added bonus of a nearly one-to-one correspondence between sounds and letters, meaning fewer rules to learn. So after Finnish children learn their alphabet, learning to read is pretty straightforward—they can read well within three months of starting formal learning, Bell says. And it’s not just Finnish- and Korean-speaking children who are at a significant advantage: A 2003 study found that English-speaking children typically needed about three years to master the basics of reading and writing, whereas their counterparts in most European countries needed a year or less.

the “learning paradox”: the more you struggle and even fail while you’re trying to master new information, the better you’re likely to recall and apply that information later.

let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.

These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.

Sweating already under the unforgiving sun, he strapped pouches with the word “Biblioburro” painted in blue letters to the donkeys’ backs and loaded them with an eclectic cargo of books destined for people living in the small villages beyond.

“I started out with 70 books, and now I have a collection of more than 4,800,” said Mr. Soriano, 36, a primary school teacher who lives in a small house here with his wife and three children, with books piled to the ceilings.

A whimsical riff on the bookmobile, Mr. Soriano’s Biblioburro is a small institution: one man and two donkeys. He created it out of the simple belief that the act of taking books to people who do not have them can somehow improve this impoverished region, and perhaps Colombia.

You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.

Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.

What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.

Howard Rheingold (howard@rheingold.com) is the author of Tools For Thought, The Virtual Community, Smart Mobs, and other books and is currently lecturer at the University of California, Berkeley, and Stanford University.

I focus on five social media literacies: Attention Participation Collaboration Network awareness Critical consumption

lthough I consider attention to be fundamental to all the other literacies, the one that links together all the others, and although it is the one I will spend the most time discussing in this article, none of these literacies live in isolation.

Jump’s work has elements of management consulting and a bit of design-firm draftsmanship, but its specialty is conceiving new businesses, and what it sells is really the art of innovation. The company is built on the premise that creative thinking is a kind of expertise. Like P.&G. and Mars, you can hire Jump to think on your behalf, for somewhere between $200,000 to $500,000 a month, depending on the complexity and ambiguity of the question you need answered. Or you can ask Jump to teach your corporation how to generate better ideas on its own; Jump imparts that expertise in one- and five-day how-to-brainstorm training sessions that can cost $200,000 for a one-day session for 25 employees.

What’s clear is that in recent years, much of corporate America has gone meta — it has started thinking about thinking. And all that thinking has led many executives to the same conclusion: We need help thinking. A few idea entrepreneurs, like Jump, Ideo and Kotter International, are companies with offices and payrolls. But many are solo practitioners, brains for hire who lecture at corporations or consult with them regularly. Each has a catechism and a theory about why good ideas can be so hard to come by and what can be done to remedy the situation.

“We’re not only blind to certain things, but we’re blind to the fact that we’re blind to them.”

Many of the most valuable conversations around technology and many other fields happen on Twitter. If you’re not there you don’t really exist, especially if you’re just getting started in your field.

Facebook calls this “frictionless sharing”, which is their euphemism for silent total surveillance.

What most people don’t know is that the Like button tracks your browsing history. Every time you visit a web page that displays the Like button Facebook logs that data in your account. It doesn’t put anything on your wall but it knows where you’ve been. This even happens if you log out of Facebook. Like buttons are pretty much ubiquitous on mainstream websites so every time you visit one you’re doing some frictionless sharing. Did you opt in to this? Only by registering your Facebook account in the first place. Can you turn it off? Only by deleting your account.

A defining condition of being human is that we have to understand the meaning of our experience

we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection

Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.

For instance, a recent longitudinal study of 11,000 British children found that those who watched TV for 3 hours or more a day at age 5 had a small increase in behavioural problems two years later compared with those who watched for under an hour. But they found no effects at all for those who played computer games.

"It doesn't say anything about what you're using that time for."