STANDARDS FOR ENGLISH LANGUAGE ARTS
Created by
National Council of Teachers of English and
International
Reading Association
ISTE NET Technology Foundation Standards
AASL Information Literacy Standards
NCLB legislation has mandated that all students achieve
high standards of academic success.
Although each state has created its own standards in each subject area,
these fifty sets of state standards in the area of language arts are based on a
common understanding of what constitutes success in reading, writing, listening
and speaking. Twelve Standards for English Language Arts created by NCTE and
IRA have become the guidelines for the standards created by each state. PaperToolsProª, when used according to the directions given in the
Tutorial, helps students meet seven of the twelve reading and writing
standards.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
PaperToolsProª helps students build this understanding:
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Notes are put in the studentÕs own words, which
requires engagement with the text.
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The Thesis Statement text box keeps the focus of the
entire project in front of the student.
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The Ideas Page lists ideas from all sources used so
that connections between ideas are easily seen and made.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
PaperToolsProª helps students develop these reading skills:
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The Ideas Page lists keywords used in the research
process to help generate questions and predictions for further reading.
á The Evaluating Sources from Resources menu helps evaluate and choose good and appropriate sources.
á The Thesis Statement textbox keeps the focus on the purpose of research.
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The textbox to put notes in own words is used for
summaries and paraphrases in order to comprehend and interpret what students
are reading.
á The Ideas Page lists ideas from all sources used so that ideas can be easily seen, evaluated, and synthesized.
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Notes with citations can be copy/pasted or drag/dropped
into their place in the outline or draft where the student then composes the
paper around this framework.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
PaperToolsProª can be used for research projects that are spoken,
written, or visual by enabling students to drag into a program folder any
graphic, sound, or video file; students can then write note cards in their own
words for each file, including a descriptor and key words, and enter
bibliography information so that the notes can be documented in the final
project.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
PaperToolsProª helps students communicate effectively in preparing
an oral, written, or visual project:
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The Thesis Statement text box keeps the focus of the
entire project in front of the student.
á
The Ideas Page provides a place for brainstorming and
listing ideas that can be worked into a sentence outline.
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The note card format of program focuses on gathering
and documenting notes as quotations and/or information in the studentsÕ own
words so that the project is based on accurate research.
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Bibliography information is entered in text boxes for
each kind of source; from these entries PaperToolsProª creates bibliography/works cited lists and in-text
citations in MLA, APA, ACS, CBE, AAAS, and Chicago Manual styles.
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When creating a sentence outline from the Ideas Page,
the student sees all the main ideas of the research in one place so that a
logical organization can evolve.
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Notes can be organized using a search query based on
text in the notes, descriptors, or keywords so that elaboration can be
thorough, accurate, and documented; organized notes with citations can then be
copy/pasted or drag/dropped into the exact location in the outline or draft
where the information is used and developed.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
PaperToolsProª provides desktop space to gather, document, and
make meaning from information researched from a variety of sources:
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The Evaluating Sources from Resources menu provides
students with questions to ask about paper and electronic sources in order to
establish and apply criteria for choosing good and appropriate sources that
contain the kind of information they need.
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Access to Internet is available through pre-set URLs or
by entering a URL.
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Note taking ability allows students to gather
information from an unlimited number of sources from all kinds of paper,
electronic, interview, and artifact sources.
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Notes can be organized using a search query of text
from the notes, quotations, descriptors, or keywords.
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The Ideas Page provides a place for brainstorming and
listing ideas, questions, and problems to consider.
á
The Ideas Page lists keywords used to help generate
questions and predications for further reading.
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The Ideas Page lists ideas from all sources used so
that researched material can be synthesized and developed into a sentence
outline of connected and related information.
á
Bibliography information is entered in text boxes that
are provided for each kind of source.
From these entries PaperToolsProª
creates bibliography/works cited lists and in-text citations in MLA, APA, ACS,
CBE, AAAS, and Chicago Manual styles to communicate researched information
appropriately and ethically to any audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
PaperToolsProª is software to write note cards with citations and
bibliography cards using the technology of a computer. With this program, students gather
information, process researched material in their own words, then organize the
information into the outline and draft of a research project. While using the program, students
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access the Internet through pre-set URLs or by entering
a URL.
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create databases of notes and bibliography entries.
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use a word processor to create the pre-writing,
drafting, and revision steps.
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copy/paste or drag/drop to take information from PaperToolsProª to a word processing file.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
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For any literacy community, PaperToolsProª safeguards students against unintentional plagiarism
so that their work can ethically reflect their knowledge, reflections,
creativity, and critical thinking.
á
The software provides instruction on the seriousness of
plagiarism, what it is, and how to avoid it in the Avoiding Plagiarism resource
page.
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StudentsÕ learning is enhanced because researched
information is processed in their own words.
á
StudentsÕ productivity is increased because information
that is entered into PaperToolsProª
either as quotations, notes, or bibliographies with accompanying in-text
citations is transferred directly into the outline or draft; students no longer
laboriously hand write notes and then type them into their paper.
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FOR STUDENTS
PaperToolsProª also helps students master the Technology Foundation Standards for Students as defined by ISTE NET:
2. Social, ethical and human issues
PaperToolsProª
3. Technology productivity tools
5. Technology tools
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INFORMATION
LITERACY STANDARDS FOR STUDENT LEARNING
Prepared by
American Association of School Librarians
and Association of
Educational Communications and Technology*
The Standards for Information Literacy created by American Association of School Librarians and Association for Educational Communications and Technology consists of three categories, nine standards and twenty-nine indicators. PaperToolsProª, when used according to the directions given in the Tutorial, helps students meet eight of the nine standards.
Standard 1
The student who is information literate access information efficiently
and effectively.
The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.
Indicator 1. Recognizes the need for information.
Indicator 3. Formulates questions based on information needs
PaperToolsProª helps students recognize the need for information and formulate questions:
á The Ideas Page lists keywords used in the research process to help generate questions and predictions for further reading.
Indicator 5. Develops and uses successful strategies for locating information.
PaperToolsProª helps students locate information online:
á Access to Internet is available through pre-set URLs for frequently used databases and websites or by entering a URL
Standard 2
The student who is information literate evaluates information critically
and competently.
The student who is information literate weighs
information carefully and wisely to determine its quality. That student understands traditional
and emerging principles for assessing the accuracy, validity, relevance,
completeness, and impartiality of information. The student applies these principles insightfully across
information sources and formats and uses logic and informed judgment to accept,
reject, or replace information to meet a particular need.
Indicator 1. Determines accuracy, relevance, and comprehensiveness
Indicator 4. Selects information appropriate to the problem or question at hand
PaperToolsProª provides an Evaluating Sources page accessed from
the Resources menu. This page
provides students with questions to ask about paper and electronic sources in
order to establish and apply criteria for choosing good and appropriate sources
that contain the kind of information they need.
Standard 3 The student who is information literate uses information accurately and creatively.
The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety or purposes, both scholarly and creative;; to a range of audiences, both in school and beyond, and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings.
Indicator 1. Organizes information for practical application
PaperToolsProª helps students organize information:
á
The Thesis Statement text box keeps the focus of the
entire project in front of the student.
á
The Ideas Page lists ideas from all sources used so
that connections between ideas are easily seen and made.
á
The Ideas Page provides a place for brainstorming and
listing ideas that can be worked into a sentence outline.
á
The Ideas Page lists keyword history to help generate
questions and predications for further reading.
á Descriptors and keywords for each note relate to ideas from all sources on Ideas Page.
á
When creating a sentence outline from the Ideas Page,
the student sees all the main ideas of the research in one place so that a
logical organization can evolve.
Indicator 2. Integrates new information into oneÕs own knowledge
PaperToolsProª helps students integrate information:
á The textbox to put notes in own words is used for summaries and paraphrases in order to comprehend and interpret what students are reading.
Indicator 3. Applies information in critical thinking and problem solving
PaperToolsProª helps students apply information:
á The Ideas Page lists ideas from all sources used so that researched material can be synthesized and developed into a sentence outline of connected and related information.
Indicator 4. Produces and communicates information and ideas in appropriate formats.
PaperToolsProª helps students produce and communicate information:
á Bibliography information is entered in text boxes that are provided for each kind of source. From these entries PaperToolsProª creates bibliography/works cited lists and in-text citations in MLA, APA, ACS, CBE, AAAS, and Chicago Manual styles to communicate researched information appropriately and ethically to any audience.
INDEPENDENT LEARNING
STANDARDS
Standard 5 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
The student who is an independent learner applies the principles of information literacy to access, evaluate, enjoy, value, and create artistic products. That student actively and independently seeks to master the principles, conventions, and criteria of literature in print, nonprint, and electronic formats. The student is able both to understand and enjoy creative works presented in all formats and to create products that capitalize on each formatÕs particular strength.
Indicator 2. Derives meaning from information presented creatively in a variety of formats.
PaperToolsProª provides the means to take notes in the researcherÕs own words and create citations and bibliographies for information from a variety of formats: print, electronic, sound, and video.
Indicator 3. Develops creative products in a variety of formats.
PaperToolsProª can be used for research projects that are spoken, written, or visual by enabling students to drag into a program folder any graphic, sound, or video file; students can then write note cards in their own words for each file, including a descriptor and key words, and enter bibliography information so that the notes can be documented in the final project. Finally, information can be copy/pasted or drag/dropped from PaperToolsProª to a word processing file.
Standard 6 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
The student who is an independent learner applies the principles of information literacy to evaluate and sue his or her own information processes and products as well as those developed by others. That student actively and independently reflects on and critiques personal thought processes and individually created information products. The student recognizes when these efforts are successful and unsuccessful and develops strategies for revising and improving them in light of changing information.
Indicator1. Assesses the quality of the process and products of personal information seeking
PaperToolsProª helps students assess the quality of information for seeking personal information:
á The Evaluating Sources from Resources menu helps evaluate and choose good and appropriate sources by posing questions to evaluate print and electronic sources.
Standard 7 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
The student who is socially responsible with regard to information understands that access to information is basic to the functioning of a democracy. That student seeks out information from a diversity of viewpoints, scholarly traditions, and cultural perspectives in an attempt to arrive at a reasoned and informed understanding of issues. The student realizes that equitable access to information from a range of sources and in all formats is a fundamental right in a democracy.
Indicator 1. Seeks information from diverse sources, contexts, disciplines, and cultures.
PaperToolsProª lists previously used sources by kind of source rather than alphabetically by author so that the student can see the variety of kinds of sources used.
Standard 8 The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
The student is socially responsible with regard to information applies principles and practices that reflect high ethical standards for accessing, evaluating, and using information. The student recognizes the importance of equitable access to information in a democratic society and respects the producers of intellectual property. The student applies the principles across the range of information formatsÑprint, nonprint, and electronic.
Indicator 2. Respects intellectual property rights
PaperToolsProª helps students respect intellectual property rights:
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For any literacy community, PaperToolsProª safeguards students against unintentional
plagiarism so that their work can ethically reflect their knowledge,
reflections, creativity, and critical thinking.
á
The software provides instruction on the seriousness of
plagiarism, what it is, and how to avoid it on the Avoiding Plagiarism resource
page.
á
StudentsÕ learning is enhanced because researched
information is processed in their own words.
á
StudentsÕ productivity is increased because information
that is entered into PaperToolsProª
either as quotations, notes, or bibliographies with accompanying in-text
citations is transferred directly into the outline or draft; students no longer
laboriously hand write notes and then type them into their paper.
Standard 9 The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
The student who is socially responsible with regard to information works successfullyÑboth locally and through the variety of technologies that link the learning communityÑto access, evaluate, and use information. That student seeks and shares information and ideas across a range of sources and perspectives and acknowledges the insights and contributions of a variety fo cultures and disciplines. The student collaborates with diverse individuals to identify information problems, to seek their solutions, and to communicate these solutions accurately and creatively.
Indicator 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.
PaperToolsProª permits sharing researched informationÑnotes, citations, and bibliographyÑwith other students for the purpose of collaboration because the database of information generated can be printed, emailed, or transferred into a word processing page.
Standards for English Language. 02-APR-2005 <http://www.ncte.org/about/over/standards/110846.htm>.
àCurriculum and Content Area Standards: NETS for Students. 02-APR-2005 <http://cnets.iste.org/currstands/cstands-netss.html>.
* American
Association of School Librarians and Association for Educational Communications
and Technology. (1998). Information Literacy Standards for Student Learning:
Standards and Indicators. American Association of School Librarians.
Retrieved 10-OCT-2005, http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf.