final edits

https://docs.google.com/spreadsheet/ccc?key=0AkFAOIq5EPpndDIyTUhSOVhpUnZjWlhwM2piRTFrSkE

Friday Dec 9th

Here are our agenda items for today:

• Proofs are here.  Your pages have already been proof read and detailed info has been given to you regarding each page.  You should consult your proofs to look for the following issues:

1. color issues
2. image issues
3. border/background issues
4. font/type issues
5. legibility

• Story Assignments - everyone will be writing a story for faculty or underclass.  Rough drafts are due on Monday!  Interview today or on Facebook!!!

• At 10:40 photo J's will be here.  They will have their images uploaded for underclass, performing arts, and clubs.  We will be consulting with them regarding these pics and what we still need.

• DEADLINES!  We have a couple upcoming deadlines, we are charged $250 per page if we do not have our pages complete and turned in on time!!!

1. Underclass - Dec. 16
2. Faculty - Dec. 16 
3. Fall Sports - TODAY
4. Organizations - Jan 18th
5. Performing Arts - Jan 18th
6. Winter Sports - Jan 18th

***  Stories for the Jan 18th deadlines will be assigned next week.

Today you need to sign up to help the 3 sections on deadline.

Tasks that need to be completed for EVERY section:

• captions for every pic
• spell checking story/captions
• aligning images
• triple checking headshots for every senior
• names bolded 
• no missing peeps
• no ugly stuff!
• rad pages

Helping Sections Today...

Captions:

The old saying goes, “A picture is worth a thousand words.” However, without a caption, readers may get a thousand different messages from a picture-and all of those messages may be wrong.

• Strong captions add much-needed depth and clarity to both newspapers and yearbooks.
• While writing quality captions for every photo is challenging, it is not impossible.
• The rules for caption writing are simple and easy to remember.

The do’s of caption writing

• a natural extension of the photo without stating the obvious
• first three to five words grab attention and link photo and rest of caption
• lead-in states the obvious in an unobvious way
• include 5 w’s and H
• use a variety of adjectives and adverbs
• consider the action before and during the photos, and reaction to the event
• use strong, visual, specific nouns
• use colorful, livley, vital action verbs
• write in present tense, active voice (unless changing tenses to make logical)
• keep them factual
• use a variety of snetence patterns
• identify all people pictures (up to seven, and then just the main participants)
• use complete sentences
• use complete names
• interview teachers, sponsors, officers, coaches and other sources
• captions should be at least two sentences long-the first sentence is written in present tense and describes the activity occurring in the photograph and the second sentence is written in past tense and provides background information relating to the photo
• incorporate adequate detail

The dont’s of caption writing

• don’t begin with name leads or overuse the same lead pattern
• don’t begin with label leads
• don’t state the obvious-well written captions provide information which the reader would not otherwise know without reading the caption
• avoid excessive use of verbals (-ing words)
• don’t use “during” as lead
• don’t use “pictured above,” “shown above,” “seems to,” “attempts to”
• avoid use of to be verb (is, as, was, were)
• don’t pad the caption
• don’t use “gag” or joke captions
• don’t comment, question or talk to the picture
• don’t editorialize

Special caption considerations in sports

• identify both the school’s players and opponents by jersey number and name
• stating position of player adds depth to the description of the action
• consider those players which lead up to the action shot
• tell result of the play or outcome of the game

Special caption considerations for posed group shots

• begin with name of group
• identify from left to right, but don’t write that as part of the caption
• give clear row designation of Front row, Row 2, Row 3, Back row
• row designations should be set in different typeface or in parenthesis

Turn in story rough drafts

To the shareserv:

Shared Docs:

Performing Arts Photo Assignments:

https://docs.google.com/document/d/1CYHO_fh27I19RcEBCC_zbZNxYyAafw_kCZ54MkPAoGY/edit?hl=en_US

Story Assignments:

https://docs.google.com/spreadsheet/ccc?key=0Ak7lZkQ7lv_-dGZXcHRNRkFxVVh3bDd1ekVydW8ta3c&hl=en_US#gid=0

Photo Assignments:

https://docs.google.com/spreadsheet/ccc?key=0AkFAOIq5EPpndE1kcE80QlVTX0EyOFZTWlMyTWFjeXc&hl=en_US#gid=0

Writing Tips...

Some Tips for Writing a Yearbook Story

Pre-planning:

When writing a story for a yearbook, do a little planning in advance. It may be wise to look at how the same event was covered in previous yearbooks to get a feel for the basics of what you need to do, but more importantly, to get an idea of how you can make your story more unique.

Interviews:

Conducting an interview to add supporting material to your story is a good choice. An interview can make the story/feature feel more engaging and personal. A variety of sources can also give your story more credibility.

At the actual event (if applicable):

While at the event, you’re not just there to take photos. You’re also there to record or remember the sights, sounds, smells, and tastes you encounter. Be sure to take notes on crucial imagery that can enhance your story so that you don’t have to rely on memory.

Writing a lead:

The lead is the first sentence of the story, sets the tone, and gets the readers’ attention. Grabbing the attention is key, especially in the yearbook, because so many people only tend to look at the pictures. Include the 5 W’s and H of journalistic writing (who, what, when, where, how and why)!

Some writing guidelines for yearbook stories:

• · Write in the past tense and use the active voice.
• · Introduce the story with an attention-grabbing lead.
• · Keep your sentences and paragraphs short.
• · Name an unexpected outcome from the event.
• · Incorporate interesting and descriptive quotes.

writing assignment

Your task today is to write a story about the events of the day, RAIN!

• step one - make a plan
• step two - interview (at least 2 people)
• step three - write your lead
• step four - write the story!!!

Pages & Servers

Steps to working on the correct pages:

• Log on to the Shareserv
• Your pages are organized by section and page number in the pages folder
• Drag you page # folder from the server to your computer
• Open the ID file form your computer 
• Work on your page
• Save the file to your computer
• Drag the entire page # folder back to the server after working on it.  Computers crash (TIP - double check the time/date the page was last modified to be sure your page is the most recent one before replacing versions on the server)

  TIPS:

• You can copy and "paste in place" objects from other documents to these pages, but you must work from these pages.
• To work on these pages you MUST move them from the server to your computer.
• NEVER WORK ON YOUR PAGES WHILE THEY ARE ON THE SERVER

Harper Wynn Story

I'm out for a bit

Here are your tasks!

• You should complete 3 double spreads per section in the next week
• Images.  What do you have, what do you need.  Make a spreadsheet explaining what you have and need (especially sports & homecoming, it is the last week of sports and HC coming up!)
• We need to make a bunch of posters announcing that yearbook pre-sales end on October 14th, sales will return in December, but prices will be HIGER!  Buy from Ms Denny for $55/$65 NOW!!!
• More to come next week!

your First Double Spread

Your task for today, and some of Wednesday, is to make the first double spread in InDesign for your section.  Your spread needs to include:

• background color/image/design
• images
• story
• captions
• heading

Use the fonts on your computer to make it looks super doooper.  We want this to look like a ready to publish spread (although it will not have images yet).

CLEAN UP AFTER YOURSELF!

You have a lot of freedom in this class, but you are however not free to leave a mess for me and others to deal with.  YOU NEED TO PICK YOUR STUFF UP!  Everything has a home, nothing should be left on your desk at the end of the day...  even the chaotic annual pile is going away today.

• no folders
• no envelopes
• no food
• no yearbooks
• no cables/card readers
• no other crap

put it all away!

thanks.

Tasks for today

HC - Where?  How to bring in Disney?

Sports - Look at the pics from Photo J.  What do you have & what do you need?  Make a matrix

UC - What are you going to do aside from headshots?

PA - Have you started contacting groups for schedules?  which teams/groups do you want stories/features about?

Org - How are you going to break up the clubs?  how many are there?  Which are you going to have feature stories on?  how are you going to photo them?

Editors - Folio time.  also design a cover and come up with a written description for anything special.

SL - what are your features going to be?  overarching theme?

Open/Close/Faculty - Opening.  Have any summer pics?  if not, how are you going to get them ASAP?  what else are you going to cover, we do NOT have much time to decide, write, layout and finish.

InDesign Layout

Turn in your ID folder to the classes folder.  Your file should include:

• text box(s)
• pictures(s)
• BG on the master
• colors
• and generally be nice...

Details:

SENIOR HEADHOTS:

• Due October 7th
• No headshot = No Senior Quote
• Turn into English class Folders

SENIOR CANDIDS:

• email senior.allison.janie@gmail.com
• turn into folders in english classes
• due October 7th

SUMMER PICS

• Turn into folders in English classes
• email to scsummerpics@gmail.com
• Due October 7th

BUY YOUR YEARBOOK

• $55 with ASB
• Prices go up at the end of October
• Ms Denny's window
• Buy before we sell out!

MARKETING

We need to do a lot of advertising for the annual...

• We need to sell books
• Seniors need headshots
• We need senior childhood candids
• Opening needs summer pics

To get the word out we need to do three things:

• Make posters
• Make fliers in PS
• Make movies for SCNN

Section Planning

From your manual:

• Look at your timeline, what do you need to get started on for your section?
• Look at the wishlist, how can you avoid these mistake?

Let's be proactive and make this annual radical.  The best way to do this is to be organized, have a plan, and stick to it.

Today we start making that plan.

You plan should include some ideas for your section.  What you need to get done in the month of September and October.  Some of you will have a VERY long list.

Weekend Homework

Bring in a Magazine or two...  does not matter what mag (classroom appropriate!).

Themes!!!

After we vote today and narrow down the themes to a few, we are going to break into "camps" (much like Twilight fans).  Each camp is going to brainstorm ideas for their selected theme, ideas should include:

• Cover ideas
• Divider Pages
• Endsheets
• Folio
• a list of linked topics, works, headings etc.

Example Letter

Dear ______,

We are terribly sorry for our mistake. It is unacceptable that your club/picture/quote etc were not in the 2011 Shorecrest Loch. I hope that you can still enjoy your annual in light of our egregious mistake. We are working as a class to learn from this mistake and try to improve in future editions of the Loch.

Again we are very sorry for this editing error.

Sincerely,
Section Editor - PUT YOUR NAMES(S)

Apology Letters

While the 2011 Luch may be one of the more interesting aesthetic annuals we have produced, this years annual is FLUSH with mistakes. LOTS of mistakes.

Today you will be writing personal apology letters to all those staff, students, and clubs/groups impacted by our poor editing skills.

Senior Ads:

• Blake Hartley
• Janaki Nagarajan
• Madelyn R-P
  
• other spelling errors?

Senior Section:

• Janaki Nagarajan - wrong headshot
• Charlie Webber - wrong headshot
• Blake Hartley - misspelled name
• Al-Attal - misspelled name
• DJ Oliver - wrong pic
  
• Kevin Nguyen - wrong person's pic
• Nathan McIlvenna - not pictured list, but headshot with juniors
• Charlie Webber - apology to his mom about his quote, not OK.
  
• others I have not found

Organizations:

• no Art Club
• TONS of clubs without last names in the caption and misspelled (NHS)
  

Underclass:

• Cathy Lee/Le misspelled

Sports:

• tons of names spelled wrong: Katie Eshelmen, Melissa Ruhlman, etc

Photo J:

• A couple sports pics are underexposed

Faculty:

• Mr. Barkers caption is misspelled

more to find!

Edtainment schedule

Thursday 6-2

• Mariah & Steven
• Nick
• Emily

Monday 6-6

• Janie & Ted

Tuesday 6-7

• Chrruti, Natty, Alejandro
  
• Erika & Mara
• Sean D.
  

Yearbook Crit...

Time to take a critical eye to the 2011 annual and make note of all the "oops" we ended up with... This is your last section of your manual. You are going to build a resource of the mistakes you find in your section, with page #. You will also then come up with an idea or two to resolve this issue next year.

Example:

• p. 293 cation is missing one name
• solution - next year caption pages earlier so as not to scramble for names. Also, be sure pages are in early and ALL changes are found in proofs. Leave nothing to the last minute.

more edutainment:

Tuesday:

• Rachel & Allison
• Emily
  
• Noah & Janie

Thursday:

• Jacqueline & Estefania
  

THURSDAY

Is day one of edutainment. Come prepared to learn!

• Narie & Annie
• Amelia & Jenny
• Adam

You guys are up on Thursday!!!

Monday/Tuesday

Today and Tuesday you have 3 assignments -

1. Finish your manual. These are due in FINAL draft, with at least 3 rubrics from your peers, ready for me to grade at the start of class on Thursday.
2. Prepare for your edutainment. You need to have a detailed outline as well as a powerpoint, poster, blog, video, poster or some other interactive component. Remember you need to inform the class, teach us something, model it, and allow time for play/practice. 20 min per student starting on Thursday.
3. Create a poster for the yearbook! You can do this in photoshop, InDesign, or with pens and paper!
   

OPTION A:

• Advertise Annual Day
• May 27th
• To pick up your annual you must PAY YOUR FINES, RETURN YOUR BOOKS/LAPTOP, and have PURCHASED AN ANNUAL

OPTION 2:

• Advertise Yearbook Sales
  
• Prices are $65 w/ ASB and $75 w/o
• There are only 31 yearbooks left, buy yours before we they sold out!
• buy from Ms. Denny

GRADING FOR EDUTAINMENT

YOU WILL BE GRADED ON 4 PARTS EQUALLY:

• PREP (outline turned in, answers to Q's on blog, all supplies prepared prior to event)
• ACTIVITY (was your edutainment a success?)
• TEACHING/PRESENTATION (Were you informative, entertaining, educational, well prepared and organized etc.
• ROLE AS A PEER (each day is worth 5 points, if you are not listening, not participating, or are being a distraction you will loose ALL 5 points for that day, it is a 0 or 5 score, no middle ground.

Today we begin, your first chance to win 5 points starts with MY example edutainment... It will follow the outline example on the blog:

objectives (you should have a goal for the lesson)

· anticipatory set (a fun, witty opening that will get the class paying attention)

· teaching (nuts and bolts, how/what are you instructing us on, what are the steps/process etc) teaching should include the following:

* input
* modeling
* check for understanding
· guided practice/monitoring

· closure – wrap it up, when/how does the teaching end.

questions to answer today

Who will be working on this Edutainment Day project?


What is your Edutainment Day project/activity? What skill, knowledge, info etc will be taught.


How much time will your project require (20 min per person required, more is OK)?

What supplies will we need? Can you provide these?

What day do you want to present (Mon, Tue, Thurs? or a specific date)

YEARBOOK EDUTAINMENT ASSIGNMENT: This should take you a page or MORE!

· objectives (hit us with your goals/topic etc)

· anticipatory set (a fun, witty opening that will get the class paying attention)

· teaching (nuts and bolts, how/what are you instructing us on, what are the steps/process etc) teaching should include the following:

* input
* modeling
* check for understanding
· guided practice/monitoring

· closure – wrap it up, when/how does the teaching end.

· independent practice

READ THIS...

Tuesday:

Read this, then find 4 things you think will be useful for your Edutainment activity...

Introduction

The first day of class is a very important time for faculty to establish a tone for what will happen the rest of the term. It is appropriate that a teacher reflect on just what climate and first impression she/he would like to establish. This article offers some ideas about that all important day. Reflecting on the first day of class, McKeachie (1986) suggests that "... meeting a group of strangers who will affect your well being, is at the same time exciting and anxiety producing for both students and teacher." Research on the first day of class by Knefelkamp showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire. If the participants on both sides don't understand how to develop their relationships, learning will be diminished. If you have experienced some anxiety about this meeting, planning some specific steps can not only reduce that feeling, but can get students to share in the sense of purpose you hold for the class. Some faculty avoid the "first day anxiety" by handing out a syllabus, giving an assignment, and dismissing the class. This only postpones the inevitable. It also gives students a sense that class time is not too important. Most of all, it loses the opportunity to use the heightened excitement and anticipation that students bring that day; the chance to direct that excitement toward enthusiasm for the class. What can you do to establish a positive beginning? How can you make sure student's attitudes toward you, the course, and the subject matter will support a constructive learning climate for the semester? The following ideas have been gathered to stimulate your thoughts about these questions. Perhaps you will think of others, but the following are things which could contribute to this goal. They are not in a particular order, but can be sampled to fit your own preferences.

Enthusiasm

Conveying a sense of enthusiasm for the content is important. Scholl-Buchwald suggests that professors "Rarely ... need to impress students with our command of the material. What is not always clear to students is whether we are interested in the subject and whether we will be able to help them become as competent as we are." He suggests that one way to demonstrate enthusiasm is to talk about yourself and your own excitement about what you teach. What intrigues you, and what could interest them? Another approach is to give a short lecture or lead a discussion to stimulate interest in the problem-solving that this subject matter could enable students to do. Consider core ideas, typical problems in the field, cutting-edge discoveries, commonly held myths, provocative insights/interpretations or other stimulating insights into the field. Do you have slides or videotapes to enhance these images of inquiry? What interesting, related research is going on here at UNL? How might this have impact on their lives? How can you relate these ideas to their own experiences? Perhaps an interesting experiment or problem to solve can introduce the field.

Ice-Breakers

Opening communications among students as well as between yourself and students will pay dividends throughout the semester. Exercises which do this are called "icebreakers" and can take many forms such as the following: Have students raise hands indicating whether they are freshmen, sophomores, juniors, or seniors; majors, nonmajors, or other interests; those who have had related course and those who haven't; or other categories of student descriptors. This will immediately initiate participation and can give you useful information about the students. Have each person introduce themselves and give some information you and other students can associate with the person. This could be hometown, field, questions they have, why they took the course, what they did this summer, etc. Include yourself in the introductions. Use a "naming cycle" in which students introduce one another with each successive person repeating names of all those already introduced. This can be a device to help you learn names quickly, and this will pay significant dividends in how students feel about you as an interested teacher. Have students interview one another and then have them introduce someone else on the next day. A variation could be to write a short sketch about the interviewed person to be turned in as well as being used for introductions. Have students complete an interest or experience survey from which the teacher would provide summarized feedback for discussion the second day. A variation could be oral student responses to the survey in class or responses with a show of hands. Select a key word from the course title and have students do an "association exercise" by reporting what first comes to mind, record answers on the chalkboard and use these to give an overview of the course. Ask students to suggest what problems or ideas they would like to see included in the course, or have them tell what they have heard about the course. Post these on the chalkboard and refer to the list when the syllabus is reviewed. Students can clarify or correct perceptions they have held.

Your Own Introduction

Who you are and what you are like is of great interest to new students. Learning in the classroom results from an interrelationship of people, and what students perceive about you can help support that interaction. Sometimes students never have the sense that the professor is a "real person," and they may respond in ways that would be unthinkable to someone they felt they knew. Sharing something about yourself can begin a constructive relationship. You might share your own experiences in the course when you first took it. How did you study it, when did it come together for you? Share what you as a teacher expect from them. What do you believe about teaching and learning? Who is responsible for what in an academic setting? What are your hopes for them when they have completed the course? Be sure to put your name on the board so they know what it is and how to spell it correctly. It is always surprising to find that many students don't know the names of their teachers. Let them know your attitudes about when and where it is appropriate to contact you outside of class. Are you willing to spend a few moments after each class for those questions which may not warrant an office visit? McKeachie suggests that the teacher "characteristics" most appreciated by students are: Enthusiasm and willingness to work to make the course worthwhile. Objectivity (the students will call it, "fairness"). A sympathetic attitude toward the problems of students Your attitudes in these areas would be useful topics to convey your values. Caution: Do not focus on your own inadequacies or limitations. This only increases the insecurity on the part of students, and may lead to their blaming their own limitations on the inadequacies you have identified.

Course Expectations

A well designed syllabus can go a long way toward clarifying expectations so students have a sense of knowing what they are to do. The teacher can give them the idea that he/she is prepared to help them learn, while also developing the sense of their own responsibility for achieving course goals. The syllabus usually includes: information about the course, policies, requirements, tests, assignments, texts, references, prerequisites, schedule, grading policies, etc. For more information on syllabus writing, see Teaching at UNL, Vol. 7, No. 1, August 1985 or the TLC Resource Room for detailed references.

Textbook Introduction

Tell students how you expect them to use the text in their learning, and what is useful about it. Do not criticize it or the author. This is not constructive and can undermine learning. If discrepancies occur between your views and the text, explain that rival interpretations exist, and give reasons for your choice. You can encourage realization that clear "truths" are not always agreed upon. Do clarify for students which ideas are acceptable for examinations purposes.

Student Questions

Provide an opportunity for students to ask questions about the course, you, the text or other aspects of the course. It is important to establish a sense that you are willing to change things they do not understand. Be accepting of all questions. This does not mean you need to change your plans, but you can listen to questions and be responsive to cmfication.

Student Feedback

At the end of the first class period, give students two minutes to write their reaction to the first day. These should be anonymous so you get an accurate sense of the students' views. This can provide feedback on doubts, or questions that students were afraid to raise. It can also begin to build a learning climate in which they have responsibility for thinking about learning in this class.

Checklist For The First Day

Am I energized to be enthusiastic about this class? Is the classroom arranged properly for the day's activities? Is my name, course title, and number on the chalkboard? Do I have an ice-breaker planned? Do I have a way to start leaming names? Do I have a way to gather information on student backgrounds, interests, expectations for the course, questions, concerns? Is the syllabus complete and clear? Have I outlined how students will be evaluated? Do I have announcements of needed information ready? Do I have a way of gathering student feedback? When the class is over; will students want to come back? Will you want to come back?

EDUTAINMENT IDEAS

Each person needs to teach/train 20 minutes for their edutainment. If you are in a group it would be 20 per group member (ie 40 minutes for a pair).

Today, come up with a list of potential edutainment ideas! Come up with 3 ideas for you and or your group. Answer the questions below.

MAKE WAY FOR EDUTAINMENT

Edutainment (also educational entertainment or entertainment-education) is a form of entertainment designed to educate as well as to amuse. Edutainment typically seeks to instruct or socialize its audience by embedding lessons in some familiar form of entertainment. Examples might be guided nature tours that entertain while educating participants on animal life and habitats, etc.



Who will be working on this Edutainment Day project?


What is your Edutainment Day project/activity? What skill, knowledge, info etc will be taught.




How much time will your project require?





Your grade for Edutainment Day (which makes up 25% of the fourth quarter grade) will be based on two factors:
1. My evaluation of your ability to meet the following objectives:
· teach the members of this class something they don't already know,

· create a fun, educational and well organized atmosphere,

· provide something tangible for us all to come away with.

2. Evidence of thorough advanced preparation for your day. Materials should be organized, instructions should be clear and well-prepared, and you should plan your time so that your activity uses all the allotted time and finishes by the end of class.

Past requests to leave campus have been turned down, so activities generally need to be done here. Use the space below to explain what your project will teach us and/or what product we'll take away from the day.








FOR PLANNING PURPOSES:

What supplies will we need? Can you provide these?











What needs to be organized before our Edutainment Day?























Tips/outline for a good well thought out lesson:

· objectives (hit us with your goals/topic etc)

· anticipatory set (a fun, witty opening)

· teaching (nuts and bolts)

* input
* modeling
* check for understanding
· guided practice/monitoring

· closure

· independent practice

INDEX EVERYTHING & FINISH THAT MANUAL!!!

• We need to be sure EVERY page of the annual is indexed and saved into that file on the server. This has to be DONE today so we can paste it into the corporate ads. DUE THIS FIRST THING.
• Second - is your manual done? If it is, you need to have one member of the annual staff read it over and fill out a manual rubric & critique for you (on the server). They should make note of what is missing or incomplete etc.

MANUAL TIPS -

• Make sure to include in your appendices all letters, forms, spreadsheets, and other communication that you used as part of your work this year.
  
  • Be specific with your information, wishes, tips, etc. Whether it is the schedule of a certain club or the format for a certain page, tell the future-you exactly what they need to know. It will save much pain and heartache next year.
  
  • Work on giving your manuals some graphic sense...part of the purpose of doing them on InDesign, and part of what I hope is that you will leave this year with the ability to do more than simply put text on the page. This does not apply to all roughs, but many were a little bland.
  
  • Another tip for some...modify your font size choices. Unless your document is made for posting, there is no need for it to be in 20 pt. font and beyond. Tell everything you know, but don’t feel like you have to stretch it out.
  

TIME TO INDE YOUR PAGES... all of them

open your pages up in InDesign. then follow these steps:

• Click on WINDOW > WPC INDEX
• Click on the arrow at the top and select ADD NAMES FROM OPEN DOCUMENTS.
• Double check spelling etc.
  
• Names that need editing, click on "edit" with that name highlighted.
• Select/highlight the names from the list you would like to add to your index.
• choose "OK" with them highlighted.
• then set your index settings to the following settings (field 1 = first name, field 2 = ignore, field 3 = last name)
• click OK.
• Save AS the document to the INDEX folder on the shareserv. Make sure the document is named the PAGE NUMBERS of your page. Also make sure your page numbers are correct (i.e. click on Modify Page Range and double check you are on the correct pages so the names index as they should).
  

• 

Manual Due Dates

3/22 - one section of your manual must be completed in draft form

3/29 - 3 sections of your manual completed in draft form

4/4 - 3 sections completed FINAL DRAFT

4/25 - all sections complete

4/28 manual due

Manual Overview

2011/12 ANNUAL MANUAL

Now that our kick-butt 2011 version of the Loch is nearly completed, we have to turn our eyes to the future. The staff for Loch 2012 has nearly been chosen and will eventually attempt to produce a quality book of their own. Your next task is to make them as prepared as possible for the challenges ahead.

Think back to the manual you received at the beginning of this year. If it was good (and you chose to use it), this text gave you perspective on the duties and the timeline for your staff position. In fact, your manual is just that...a textbook for your staff position. Your manual should provide instruction, tips, advice, and encouragement for the staffer(s) who will replace you. Many of you have talked about how you would have done things differently if only you would have known. This is your chance to keep next year's editors from making the same mistakes. The goal is that this manual will provide new staffers with a place to start next fall and a guide through the agony of deadlines. Consider all the information and experience you have gained, and create a manual which will make next year’s staffers as effective as possible.

The basic sections your Annual Manual must contain include the following:

1) Introduction letter - Use this opportunity to introduce yourself and welcome the new staffer to the promises and challenges ahead. You will not know their names yet, so leave that part blank.

2) Time line for your job’s activities - This time line should represent an editor’s ideal pacing for responsibilities during the year and during the specific deadline. Base your time line dates on weeks of the school year (e.g. first quarter, third week, etc.) as opposed to specific dates (which will change). Think of the ideal timing of all aspects of your position...focus especially on ways to limit deadline scrambling. Your time line must include all of the items that should be completed before deadline begins as well as those things you do during a 3 week deadline period.

3) Step-by-step guide - Provide the new staffer with a progression of what needs to be done. Whereas the timeline will simply list when they need to accomplish certain duties, this section should actually show the how to do and who to contact, the actual guts of the job. I would like you to include references to any procedures (cropping, story assignment sheets, caption sheets, etc.) in this section. Imagine if the new staffer(s) in your position had to do the job without any help; create a manual which will allow them to succeed in that situation. The step-by-step guide should be very thorough and should make up the bulk of your manual.

4) Staff interaction tips – Include in your manual a section of tips and suggestions to explain how this editor can best work with and assist the following fellow staffers:

- PHOTOGRAPHERS - CHIEF EDITORS

- STAFFERS WRITING THEIR STORIES

- STAFFERS WANTING TO HELP DURING THE DEADLINE

5) A wish list -- This list should contain all the things you wish you had done and would do if you were re-doing the job. I really want you to examine the process this year and leave some great suggestions for those who follow.

6) Appendix of related documents – Include any fliers, handouts you used, letters you sent, organizational charts you created, or other documents related to your position. These items may be discussed in your step-by-step guide. Included in your appendix should be any charts or spreadsheets that you wish you would have had...create these for the staffers now, because they may not have time next year to create them on their own. Also, include copies of all these files on the server in your section’s folder, after you delete all the random stuff you no longer need.

7) Technology tips – This section should contain as much info as possible to help new staffers get familiar with using the server, scanner, and PhotoShop software. For example: How do you save a story? Where should it be saved and under what name? How do I use the scanner? What do I do with my proofs? How do I make changes in the data base editor?

• Most importantly, I am expecting a very usable tool which next year’s staffer will utilize far beyond the first day he/she receives it.

If you did not refer to your manual, why not?

Manual Pondering...

Oddly enough, it is already time to start pondering for your manual - a guide to next years staff. you can type this and turn it into the classes folder or hand write it.

What did you NEED to know this year for your section?

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What did you LEARN along the way that will help next years kidos?

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If you could start your section over again, what would you do differently?

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We need to step it up

You are graded 60% on your productivity and professionalism in your pages/images for the annual. This means you MUST complete your assignments on time. If you have a deadline, EVERYTHING should be done prior to that deadline. You will then have time to edit etc. This has not been happening lately, and that is not acceptable.

final exam!!!

http://learn.shorelineschools.org/shorecrest/bstory/index.php?section=discussion&threadID=27989