​The following is not prioritised as most challenging to least challenging.
Challenge (a)
For the sake of simplicity, information may be regarded as documents, images, sound, videos, and spreadsheets (Floridi, 2009).
The sheer volume of information generated on the World Wide Web, accessed via the internet, is colossal. Humanity had accumulated some 12 exabytes of data before the advent of personal computers (Floridi, 2009). In 2002 alone, 5 exabytes of new information was created (Floridi, 2009). This exponential growth of information, worldwide, is expected to increase to a total amount of 44 zettabytes by 2020 (Koso, 2016).
The issue is: how to manage; store; identify; optimise and share such voluminous amounts of information? One possibility is to have a biological and technological ‘marriage’ (Floridi, 2009), whereby librarians utilise technology to tag categories of information. This symbiotic relationship would enable the flow of unstructured data into an institution to become more accessible (Brown & Duguid, 2002). There is also significant investment in Artificial Intelligence (A.I.). Behavioural algorithms can be used to predictively learn as to what information is most relevant to each individual, saving enormous time in futile searches.
Challenge (b)
The centralization of controlling information is in schools is deemed necessary to protect data from being mined. The apprehension is that the information may be used to the detriment of the organisation by an employee. Thus, rigid barriers/obstacles are created to protect what is deemed to be ‘sacred’ information (Brown & Duguid, 2002). Vigilant tracking (Brown & Duguid, 2002) is initiated to prevent unauthorized access to certain ‘private’ information. Such a process may adversely affect a school as it prevents real collaboration amongst employees. On an emotional level, teachers who are denied access to certain information could feel ostracised and devalued. There are teachers who hold the position that the democratisation of information would be empowering.
It may be that management simply does not want to dilute their authority or share power. Brown and Duguid (2002) argue that such an attitudinal mindset “… is ultimately a sort of social and moral blindness.”
A remedy to the above is not simple as it involves a paradigm shift in managers who have been inculcated with the predominant traditional business model of line management.
Challenge (c)
As the number of computers increase year by year, there is an ethical consideration concerning their effect on the environment. Steadily, computers are consuming more and more electricity (Floridi, 2009). It is estimated that carbon emissions from computers alone will add 670,000,000 tonnes to our atmosphere by 2020 (Floridi, 2009).
A remedy may be found in alternate forms of energy generation; such as solar power, wind power, geothermal power and so on.

Positive psychology has boomed in popularity. Schools, especially, have embraced the concept of cultivating happiness; it is offered as ‘vaccine’ to permanently improve our lives.
But our mood largely governs our state of ‘wellness’ which is genetically predetermined. Emotions are the variable that can complement or overwhelm the stableness of our mood.
An individual who is unable to think positively is affected by depression; a psychopathological condition requiring medical intervention – no amount of attitude adjustment will make such people perpetually happy. In fact, to be of the latter disposition may also be a sign of mental dysfunction.
Happiness is always in a state of flux and may have close to zero impact in regards to longevity. For instance, a study followed some 720,000 women (Lancet, 2015) and found that death befell itself in equal proportions upon those who registered themselves as happy or sad. Thus, there appears to be little health benefit in being happy.
As well, euphoric happiness seems to be subject to erosion. Take for example marriage. The belief that the level of happiness one experiences on their wedding day will continue unabated – however, studies have shown that after a year the level of happiness returns to ‘normal’.
It is also contended that the mere giving of thanks can have a remarkable impact on one’s well-being. But the act of giving gratitude may position an individual to feel they owe that person; that you are obligated to pay them back. Suddenly, one has been emotionally engineered to behave in a manner where some other person’s state of happiness becomes paramount.
So what is the secret to happiness? Adaptability.
​

Romanticised allegiance to paper texts is a noble pursuit. Many readers assert their preference to print texts:

• the nostalgic feel of paper;
  
  
• the freedom to be independent from a device that needs recharging;
  
  
• the inflated costs makes that enhances a book’s emotional worth;
  
  
• the joy of stumbling across a ‘gem’ in a library via ‘book binder shopping’;
  
  
• the ability to share a text multiple times with friends, family and colleagues;
  
  
• the fun of reading annotations written by many previous borrowers.
  
  

(Jabr, 2013).

Researchers of printed text point to scientific studies that they claim proves greater retention levels, enhanced comprehension and present a pathway towards more authentic engagement than an ebook: “Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.” (Jabr, 2013).

Yet, digitally reproduced / produced narratives are gaining greater acceptance amongst consumers as their quality and features evolve: “In the U.S., e-books currently make up between 15 and 20 percent of all trade book sales.” (Jabr, 2013). The interactivity and flexibility provide astonishing experiences that no print book could ever replicate. For instance, Touch Press has released an ebook on gems and jewels. A user can rotate, zoom and in some cases view a 3D rendered image. The visuals are connected to textual information, enhancing the experience. The blending of traditional printed and digital texts has augmented learning and the acquisition of knowledge (Walsh, 2013).

But this synergy may come at a price. Even though a tactile relationship remains, although in a different format, ebooks may promote a culture of scanning (digital tunnel vision) rather than ‘deep’ meaningful reading (Jabr, 2013). A reader using an ebook is able to search for a particular word or phrase, thereby skimming (power browsing) through most of the text: “When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation.” (Jabr, 2013). Another concern is that the brain’s neural processes are ‘wired’ differently when it comes to reading paper books and ebooks. Studies, based upon Functional magnetic resonance imaging (fMRI), indicated remembering is more likely to occur via reading a paper book. There is also a concern that those who read illuminated screens over prolonged periods of time are more prone to blurred vision, headaches and tiredness (Jabr, 2013 articulates these affects as computer vision syndrome).

The synergy of old and new textual formats has led to multitasking, whereby a reader of an ebook is often distracted by links (multimedia…) embedded in the text. Thus, cognitive continuity and deep thought may be disrupted when a reader’s attention is constantly drawn to another cognitive activity.

Teachers need to be aware of what makes a good ebook (Walsh, 2013). A criteria for this process is necessary just as it is when teachers make decisions regarding what constitutes a good paper book.

Perhaps students in junior years should have limited exposure to e-literature, allowing time for their neural networks to develop. As they proceed through school, students can then be further immersed into the more complex and challenging synergies of the new and old. One thing is a surety, ebooks will come to dominate classrooms – it is incumbent that teachers guide and assist students through this synergetic evolution.

• Jabr, F. (2013) The reading brain in the digital age: The science of paper versus screens. Scientific American, April 11. Retrieved from: http://www.scientificamerican.com/article/reading-paper-screens/
  
  
• Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).