By Debra Kay Logan peblr sings part aman tcl Teco lla acpi) gyro aan gation of technology into the curriculum. The library media center is one ofthe most technologically rich places in many schools, Library media specialists ae also frequently among their schools’ most experienced and sophisticated technology users. While many teachers may not fel comfortable with incorporating technology into their own classroom projects they're likely to be more willing to tackle such a project when collaborating with one ofthe school’ technology experts and leaders. Library media specialists are in an excellent Position to introduce and promote the integrated use of technology Even a seem: ingly nonthreatening, low-tech project can ‘be loaded with activities that incorpo ‘ate the International Society for ISTE’ National Educational Technology in Educators (ISTES) Technology Standards National Fducational Technology Standards. available onthe Web: ABag Full of Standards hitpfenets.isteorg/index ml Person i a Paper Bag isan example of a collabo rative project that intially appears tobe asim- _ISTElhas NETS Student ple, low-tech activity. begins with each tu Standards and Teacher dent choosing a subject for study fom a Standards Standards for lengthy and diverse list of famous peoples administrators are being names, Students then research“theie” famous developed. individual, leara about that persons contribu tions to society, and select and make tems to represent the lif oftheir subject. The learners create and collect materials that are meaningful to their subjects biography—such as pretend birth certificates, plo mas, marviage licenses, photos, hats, stuffed animals, and fake mustaches—then place these materials in decorated grocery bags and present information about ther subjectsInformation Power's Nine Information Literacy Standards for Student Learning ‘an be found on the Web -chup:/iwwiealaorg/aaslip_ninehtmI> ‘rin Information Power: Building Partnerships for Learning. American Library Association and Association for Educational Communications and ‘Technology. (ALA, 1998) by pulling items out ofthe bags. Ultimately, students put in and take more out ofthe Person in a Paper Bag project than the scraps ‘of construction paper and selected objects. What could a seemingly low-tech project such as Person na Paper Bag have to do with meeting ISTE’ National Educational Technology Standards? This activity is an ‘excelent vehicle for the meaningful integra tion of technology skills into the curriclum, “The basic research proces involves finding and selecting information from a variety of print and electronic resources, By having stu dents begin their esearch with print reer ence tals, nonfiction books, biographies, CD-ROMs, and subscription databases, theyre better prepared to evaluate informa: tion when they move on to using Web sites as resources, Standard Five ofthe ISTE NETS Technology Foundations Standards for ‘Suudemt includes using “technology to locate, ‘evaluate, and collect information from a vai ‘ety of sources” Standard Five is inherently part ofthis research process and align with ‘Standards One and Two of AASLS Information Literacy Standards for Student Learning (information Power, American, Library Assocation, 1998; summary available online at ), which address accessing and evaluating information. Teaching students about the ethical use of information ia fundamental part ofthe information literacy process. This project provides an opportunity to teach students bout this important facet of research. AS students plan how to decorate their paper bags and tell the stories of the lives oftheir famous people, using images found in elec tronic and print resources is a natural step, Before students are taught how to download mages or given permission to print or copy images, you can discuss with them the con- cepts of intellectual property and copyright Limits are set anda form is made available to record and credit image owners. Young researchers learn what steps are necessary to acquite permission to use sources. The eth cal use of technology is encompassed in the second Technology Foundations Standard, Which includes"Social, ethical, and human issues’ and in Standard Bight of ASL Information Literacy Standards for Student Learning NETS Standard Three addresses the use of “Technology productivity tools” As students continue to look for materials to help com ‘municate their findings, using productivity tools to create visuals sa logical part of the process. Programs such as PrintShop ot Print Artis can be used to create faux documents, suchas birth certificates, patents, award eer titicates, diplomas, marrage licenses, and death certificates. Problem-slving skill are apart of this proces, as wellas students brainstorm possible uses of productivity tools and determine what facts are needed and appropriate for faux documents I's even possible that as students think about how to ‘make their documents as authentic as poss: ble, they may begin to question when such documents came into us. A student recently asked if it was appropriate to crete abicth certificate for William Shakespeare: “Did they hhave birth certificates in his timed” Using productivity tools in this fashion aso sup- ports Standard Three of ASL’ Information Literacy Standards, which states,“The student ‘who is information literate uses information accurately and creatively” The use of productivity tools isn limited to the creation of documents. Students also utilize productivity tools for clipart as they prepare presentations. Once students become “experts” on their subjects, they know exacily what information they wish to impart. ‘Students approach clip-act programs know- ing the specific types of images they need to communicate that information Researchers learn to think of appropriate key word in ‘onder to fn appropriate clip art. Searches ‘become purposeful Clip-art programs ae seen as meaningful tools. Designing and cre- ting props for a presentation adds an ee ‘ment of excitement to the proces, Even st dents who dont perceive themselves as artis- tic can avoid frustration and find satisfaction ‘when creating tems with productivity tools When productivity tools are used to create resources that wll convey ideas, they become communication tools. Students need to be aware ofan audience when creating items for projects. Will the print be dark and large enough forthe rest of the cass to see? Is the selected font readable? Which colors willbe ost elective? What symbol(s) or images When productivity tools are used to create resources that will be used to convey ideas, they become communication tools. clearly wll en the desired messages? How big does the image nee to bein onder tobe visible? Standard Four ofthe ISTE NETS Technology Foundations Standards for Students advocates student use of technology in onde tocommunieate“nfrmstion and ideas effectively...” Several standards in AAST Information Literacy Standards addres the topic of using, generating, and «contributing knowledge Indicator Fou of Standard Three specially mentions the communication of information and ides. Productivity tools such as Timeline or Inspiration canbe used as organizational tools Makinga time ine wll ep students sequence the evens ina famous person’ i Timelines canbe used t structure and organize Person in a Paper Bag presentations andor be among the tems included in stu- dents bogs. STE NETS Standard Sx deals Tue Boo Rison Sonor 0) 7with problem-solving and decision-making tools. Indicator One of Standard Three of ASUS Information Literacy Standards addresses organizing information ‘While Pern ina Paper Bagi designed to bea project-based activity, it cam be linked with tra itonal written report or with a short biographi Project-based research activities that are technology rich promote hands-on and ac learning. When e technology is integrated into research projects, students learn content, formation process, and technology skills. cal sketch. Ifa teacher decides to pair projects such as Person in a Paper Bag with a writen report, students can be invited to use the library media center’ word processing resources. Creating written reports allows students to practice and improve their word-process- ing and keyboarding capabilites. Word processing supports editing and revision for dearer and more fective communication. ‘To Teach Is to Learn The Japanese proverb “To teach isto learn” is true Duaring projects such as Porson ina Paper Bag, stu- dents progress at different rates. Some students will be ready for instruction inthe use of research, productiv- ity and communication technologies wel before oth ers ate ready to utilize them After individual or small groups of students are instructed in the use of new resources, the trained students can teach athe st- dents how to use those technolugies. Students are almost always happy to become teaching assistants ‘Stepping back and allowing students tobe instruc> tonal assistants has a variety of fringe benefits. type of peer tutoring gives the teachers and librarian/media specialist more time to work with students who need individualized hep. It also helps students to become, and t sce themselves as, profi cient users of technologies. Standard One of ISTE [NETS deals with “Basic operations and concepts” and calls for students to become proficient users of tech: nology. Project-based research activities that ae technolo gy rich promote hands-on and active learning, When technology i integrated into research projects stu dents learn content, information proces, and technol- ‘ogy skill. The introduction of technology to activities B Tue Boon Reon «pioneer 2001 suc as Person ina Paper Bag provides additional ‘motivation for students and teachers. The majority of students prefer working with a computer, so when a project assigned that utilized technology, what stu- ents normally view as homework" loses some ofits negative connotations and can be een asa chance to be on a computer. Students’ positive attitudes and superior project results will in turn motivate teachers tolook for other ways to integrate technology into their instruction. Once a teacher has experienced suc- ‘cess with integrating technology it easier to sell the idea of collaborating on projects involving more sophisticated technologies. The teachers know thatthe librarian/media specialist will assist them and their students through the intricacies of working with aval able equipment and programs. Thinking Out of the Bag ifa seemingly low-tech project sich as Perso in Pape Bags loaded with ways to interate technology and meet the ISTE NETS Standards jos hink of what can be don with high-tech project. What ecology skills infarmation proeses an content wil our studens"pul oo” of ther next projet? When state conten standards and local uricolum conten re linked wth projects that meaning tize resources sich as cannes, multimedia projector, digital comers, video equipmert, raked po grams, spreadsheets, productivity tools, databases, We eitorsonne database, the Internet, e-mail, ani other technology resources, these types of pro ects do more than simply meet the ISTE NETS Sandan Madson jets wth integrated technol- ogy pt ring into he hands of stdents Stents are atively involved and engage nearing content ‘while becoming efctie user of information and technology: alin the bag Debra Ray Logan is the LibrariantMedia Specials at Mt. Gilead Hig Schoo in ME, Gilead, Ohio, an she can be reached at jdSlogan@right.net. Her Person in a Pape Bag lesson willbe publised in Tori Buzzeo’s forthcoming book Collaborating to Meet Standards: ‘Teacher/Librarian Partnerships for K-6 (Linworth, June 2002). She' also the author of lnformation Skills ‘Toolkit: Collaborative Integrated Instruction for the ‘Middle Grades (Linworth, 2000). Logan and Cynthia Beuselinck are the authors ofthe forthcoming book K-12 Educators Web Page Planning and Publishing Kit (Linworth, Nowember 2001).