While our efforts are largely exploratory, still too new to really judge their efficacy, we do know that what we have been doing has heretofore been impossible. In the past, teachers may have shared "teacher lore" in the hallways, but thanks to today's social networking tools we are able to focus teachers' and students' innovative ideas. Despite being able to focus these ideas, we are clearly limited by our own literacy skills, many of us lacking the technology authoring skills to redesign social software for our educational needs. In the future, we can anticipate a space where students vote on essays, bringing the best documents to the forefront.

Of course, we have faced some resistance along the way, related to the fact that our instructors are largely graduate students or adjuncts, as opposed to instructors or professors with benefits --leading them to focus their attention more on the courses they take as students or their understandable desire to find more secure long-term work, and perhaps less on learning to use new technologies. Yet as community develops around our efforts, as the technologies become transparent, allowing for a vital focus on community, resistance becomes thoughtful reflection on what we need to do next as well as a thoughtful space for exploring future literacy evolutions.