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Teaching Librarian 24 Ontario School Library Association will probably surpass yours! Take advantage of this fact and recruit students who are familiar with designing and creating Web pages -- you just might be surprised at how many of your students possess some Web site design skills and what can be learned from them. In coordinating the Web site design, keep simplicity in mind. The minimum of an intro- duction page and five Web pages per Web site is very easily achieved. The completion of a GrassRoots project is an excellent means of addressing the Information Technologies strand of the Ontario School Library Association's Information Studies: Kindergarten to Grade 12 document. This docu- ment provides a continuum of technology-relat- ed skills to choose from which are applicable to many grade levels at both the elementary and secondary level. The following are just some of the expectations that could be addressed by the teacher-librarian: n Use preselected bookmarks to access Web pages (gr. 3) n Publish electronically a product for sharing (gr. 4) n Prepare simple, multimedia works to present research (gr. 5) n Use e-mail and Web pages to share information (gr. 6) n Publish a report, newsletter or pam- phlet using word processing and desk- top publishing software (gr. 7) n Design a Web page to report findings with citations for other sources used (gr. 8) n Integrate information from a variety of print and electronic sources including digital photos, scanned images, and notepad information for presentations (gr. 9) n Use advanced features of word process- ing and telecommunication to commu- nicate knowledge (gr. 10) n Create a Web page to organize links to other sources of information (gr. 11) In our particular Block Project, a great deal of learning took place during the eight months.