I’ve been thinking about lenses on the Web Literacy Map again. Specifically the “Leadership” component of what we do at Mozilla. In his post, Mark called this piece fuzzy, but I think it will become clearer as we define what “leadership” in the context of Mozilla means, and how we can offer professional development that brings people closer to that definition. What does it mean to be “trained” by Mozilla? Or be part of Mozilla’s educational network? What do the leaders and passionate people in our community have in common? What makes them sustainable?
What do we need to cognitively understand? What behaviors do we need to model? How do we unite with one another locally and globally?I have some theories on specific competencies a leader needs to be considered “fluent” in open source and participatory learning. I’ve indicated possibilities in the above graphic. The Web Literacy Map Doug Belshaw and the Mozilla community created is extremely relevant in this work, which is why this post is using the word “fluency” – to indicate the relationship between the map and this lens on it. It feels like leadership in our context requires fluency in specific competencies - the highlighted ones on the web literacy map above. There is a lot of content for professional development around teaching Web Literacy. I’m working on collecting resources for an upcoming conceptual and complete remix of what was Webmaker Training (and before that the original Teach the Web MOOC). Last week in a team call, we talked about my first attempt to use blunt force in getting the Web Literacy Map to cover skills and competencies I think are part of the “Teach Like Mozilla” offering at Mozilla. I made the below graphic, trying to work out the stuff in my brain (it helps me think when I can SEE things), and I immediately knew I was forcing a square peg into a round hole. I’m including it so you can see the evolution of the thinking behind the above graphic:
I’d love to hear thoughts on this approach to placing a lens on the Web Literacy Map. Please ask questions, push back, give feedback to this thinking-in-progress. 
