1. DON’T TOUCH THE YEARBOOKS!
We have an activity to do first 

2. Introductions Examine the yearbooks in front of you.
You are only allowed to pick one.
When it comes your turn, we need the following:
Your name…
Why you picked the book you did…
One thing you’ve done this summer…

3. Miss Shogren & Ms. Kellogg
Let’s put the
“yea” in
Yearbook!
Yearbook Camp 2011
Word Art was used on the opening slide. I also ungrouped the clip art and took off the “shout” marks.

4. Nuts and Bolts of Working Together
Yearbook Staff

5. Adviser Editors-in-Chief Design Editor 1 Sports/Activities Academics
Miss Shogren
Editors-in-Chief
(Both)
Design Editor 1
Sections Beow
Sports/Activities
Writers
Academics
Copy Editor
Proofreaders
Ms. Kellogg
Design Editor 2
Sections Below
Student Life
People
Photo Editor
Photographers
This smart art is animated by level.

6. Do you want an editor position?
Knowledge, confidence and experience are the foundation of leadership.
Leaders inspire others.
Leaders address needs.
Leaders have tested their skills and inspire other people to work with them to create success. The best staffs have a clear outline of what they need from staff leaders.
Yearbook staff leaders: inspire creativity and loyalty, effectively share their goals and visions, help staff members by seeing and encouraging talents and interests, and are examples for every staff member.
Benjamin Franklin: We know that Benjamin Franklin had a lot of interests. But many people don’t realize that the inventor and founding father was also a journalist. His The Pennsylvania Gazette began in the 1730s, and Franklin used it to help get his ideas out there and influence the populace leading up to the American Revolution.

7. Do you want an editor position?
Leadership reflects a belief in oneself.
Leaders know their strengths and weaknesses.
Strong leaders surround themselves with those who complement their own strengths and weaknesses.
A positive view of yourself is necessary if you’re to be an effective leader. You have to be able to manage yourself before you can manage others. A positive self-image is contagious.
Vision and goals are essential for effective leadership. Plus, you need to share them with everyone!
Joseph Pulitzer: This man is so famous that his name is on the prize given for the best journalism contributions. He wrote for newspapers and later purchased and ran the New York World. After it became obvious that his circulation war with Hearst was becoming problematic for the sensationalized stories, he gravitated toward truth in journalism.

8. Do you want an editor position?
People skills are a necessary component of leadership.
Leaders play many roles.
Practice leadership qualities.
Helen Thomas: This woman is the first lady of print journalism. She is a veteran journalist in the finest tradition, and has been a White House reporter since She is known for her relentless questions, and for her ability to get to the heart of the matter. Thomas gained new influence and prominence during the administration of George W. Bush for her sharp questions and criticisms.
Effective yearbook staff leaders often wear many hats. There are times when you will be a coach building and team and reinforcing desired behavior. Other times you’ll be a counselor, encouraging and empathetic. You’ll also be a cheerleader supporting your team, and a manager, organizing and planning activities.
Editors should practice guiding and critiquing staff members effectively. Provide each other with pointers on how to compliment and criticize another student’s work.

9. What will my responsibilities be?
Provide feedback.
Delegate responsibility.
Conduct a meeting.

10. Valued leadership traits:
What others can
we brainstorm?
Dedication to the people
and the publication
Open-minded attitude,
accepting of new ideas
Consistency
Responsibility
Other traits that can be added: knowledge about publication skills and tasks, respect of staff members, generosity with praise, trustworthiness, fairness, strong work ethic, etc.
Enthusiasm
Maturity
Communication Skills
Persistence

11. Overview
The book Itself

12. The Yearbook’s Functions
Picture book
History book
Reference book
Educational book
Fun book
Explain how!
Pictures of readers and their friends.
Documenting the school year.
Confirming students enrolled at the school, spelling of names, or scores of athletic events.
An educational opportunity for students who create it.
Exciting for students to read and staff to produce.

13. The Yearbook’s Stories
Photos and words are the tools that tell the stories.
The yearbook is printed in 16-page, mini-booklets.
These are called SIGNATURES.
Each staff member will create a signature by folding a piece of paper into a small 16-page book, number the pages and unfold the sheet. The two sides will look like the diagram.
Fold an 8 1/2″ x 11″ sheet of paper in half, short sides together and facing right.
Fold in half again. Fold down, short sides together and facing down.
Fold in half again. Fold so the left side goes behind and meets the right side, short sides together. Now you are going to number the “pages” from 1 to 16 at the bottom. The bottom is the short side with the most access to what will be pages; the “top” will have two folds.
Starting with the front page, place a number 1 on the bottom right corner. Peel back the next page and place a 2 on the bottom left corner, so it is on the back of the 1. Proceed to number the subsequent right and left corners, until you get to 16 on the back. Because of some folds, it will be difficult to place the numbers 10, 11, 14 and 15; you may have to unfold slightly to reach the corners.
When you are done, unfold the paper. You will see the pages of flat A, including page 1 and the natural spread of pages 8 and 9, on one side. The pages of flat B are on the other side. Both sides make up the first signature of a book.

14. What do your readers want?!
Who reads the yearbook?
The primary audience is students.
The secondary audience includes staff and parents.
What do your
readers want?!
To ensure demand for the book, every student should be included multiple times (more than just a portrait). Coverage of all school activities, organizations and athletic teams is important. However, the true challenge is including the growing number of students who attend school but don’t participate in activities, organizations or sports.

15. What do readers want? Expect content that interests them
Photos of themselves and friends
Like photos more than words
Like text presented creatively
Good first impression cover

16. Keep a yearbook handy.
Vocabulary

17. Vocabulary Introductions
As each vocabulary word is introduced, find an example of that vocabulary word in your book.
Please share your “answer” with the people around you.

18. Vocabulary Bleed: Body Copy: Byline:
A photograph that extends past the exterior margin to the edge of the page, without leaving a margin.
Body Copy:
The main text of a page, section, or book that details the story of an event, as distinguished from headlines or captions.
Byline:
Line at beginning of copy giving name of person who wrote it.

19. Vocabulary Candid Photo: Caption: Closing: An un-posed photo.
Used to describe a picture. Captions should be placed as close to their corresponding pictures as possible and no more than two captions should be stacked. Every picture should have it own individual caption.
Closing:
The final one to five pages of the yearbook where the theme is wrapped up.

20. Vocabulary Colophon: Cropping: Die Cut:
A statement recording the names of the staff and printer, book specifications, size of the edition, and other information about the production of the yearbook.
Cropping:
Eliminating portions of a photo to improve its composition and make it proportional to layout space.
Die Cut:
A pattern or design that is cut out by a die and removed from a page or cover so that part of the next page is visible.

21. Vocabulary Division Pages: Dominant Photo: End Sheet:
A spread used to separate each of the sections in the yearbook.
Dominant Photo:
The first picture to be placed on the layout. The dominate photo should be two to two and half times larger than any other picture on the spread.
End Sheet:
Paper that attaches the book to it cover, there are end sheets in the front and back of the book. The end sheets in the front of the book usually contain the table of contents.

22. Vocabulary Eyeline: Folio: Gutter:
Formed by arranging photos, type, or other pages elements to form an even band of white space across the spread. It is used to visually link a spread.
Folio:
A page number placed at the bottom corner of the page.
Gutter:
The center of the spread where the two pages meet.

23. Vocabulary Headline: Index: Justify:
A line of larger type used to tell the reader what is to follow, introducing the topic and main point of interest of the copy.
Index:
One complete listing of all students, teachers, advertisers, and subjects included in the yearbook and the page numbers where they can be found.
Justify:
To set type so that both sides of a column are straight.

24. Vocabulary Margin: Mug shot:
Space forming the border of a page or sheet.
Mug shot:
A photo of a person’s head and shoulder area only, usually a class picture.

25. Vocabulary Opening: Pica:
The first one to five pages of the yearbook after the title page where the theme is introduced.
Pica:
A unit of measurement equal to 12 points or 1/6 inch.

26. Vocabulary Quotes: Section:
Direct statements obtained through the interviewing process by the reporter, to be included word-for-word in copy or captions.
Section:
Portions of a yearbook devoted to a particular topic (i.e.: sports, academics, clubs, student like, people, and community.)

27. Vocabulary Spread: Theme: Title Page: Two pages that face each other.
The central idea or concept. It unifies the entire yearbook.
Title Page:
Page one of the yearbook. It should include the name of the book, name of the school, completed school address, volume number, and year.

28. Vocabulary White Space:
Blank area where no elements are placed. Planned white space is an important part of the spread.

29. Student Press Rights & Responsibilities
The most important part of publication
Student Press Rights & Responsibilities

30. Legal decisions have changed students’ rights
Supreme court decisions and changing public views have increased restrictions on students’ First Amendment rights.
In the landmark Hazelwood School District v. Kuhlmeier decision in 1988, the majority opinion of the court granted school administrators the right to exercise “editorial control” over school-sponsored publications.

31. Legal decisions have changed students’ rights
The Kansas Student Free Expression Law
is such a provision and provides
student journalists attending
Kansas public schools with added
protection against administrative
censorship.
February 21, 1992:
(a) The liberty of the press in student publications shall be protected. School employees may regulate the number, length, frequency, distribution and format of student publications. Material shall not be suppressed solely because it involves political or controversial subject matter.
(b) Review of material prepared for student publications and encouragement of the expression of such material in a manner that is consistent with high standards of English and journalism shall not be deemed to be or construed as a restraint on publication of the material or an abridgment of the right to freedom of expression in student publications.
(c) Publication or other expression that is libelous, slanderous or obscene or matter that commands, requests, induces, encourages, commends or promotes conduct that is defined by law as a crime or conduct that constitutes a ground or grounds for the suspension or expulsion of students as enumerated in K.S.A , and amendments thereto, or which creates material or substantial disruption of the normal school activity is not protected by this act.
(d) Subject to the limitations imposed by this section, student editors of student publications are responsible for determining the news, opinion, and advertising content of such publications. Student publication advisers and other certified employees who supervise or direct the preparation of material for expression in student publications are responsible for teaching and encouraging free and responsible expression of material and high standards of English and journalism. No such adviser or employee shall be terminated from employment, transferred, or relieved of duties imposed under this subsection for refusal to abridge or infringe upon the right to freedom of expression conferred by this act.
(e) No publication or other expression of matter by students in the exercise of rights under this act shall be deemed to be an expression of school district policy. No school district, member of the board of education or employee thereof, shall be held responsible in any civil or criminal action for any publication or other expression of matter by students in the exercise of rights under this act. Student editors and other students of a school district, if such student editors and other students have attained the age of majority, shall be held liable in any civil or criminal action for matter expressed in student publications to the extent of any such student editor's or other student's responsibility for and involvement in the preparation and publication of such matter.

32. Avoid LIBEL when referencing people
The basic elements of libel
Publication
Identification
Injury
Fault
The best defense against libel is truth.
In order to be libelous, a statement must be published. A personal letter cannot libel a person.
An individual must be identifiable. Even if the person’s name is not used, if even a small group of people can identify the person, the statement can be considered libelous.
If an individual’s reputation is damaged, even among a small group, the statement can be considered libelous.
Fault is controversial because it is based on circumstance. A reporter’s potential fault in libel cases depends on whether the individual claiming libel is a public figure or not, and on whether a reporter verified the information in a story before it was published. A public figure, like a mayor, can only claim damages if the reporter didn’t check facts or acted with malice.

33. Using ™ and ®
Copyrights and trademarks may prevent the use of material belonging to others.
You can’t use material that belongs to someone else without permission.

34. Materials often protected by copyright
Song lyrics
Poetry
Book, song, or movie titles
Stamps and money
Cartoon characters
Photos of famous people
Movie and television characters
Video or board games

35. I love COOKIES!!!
Theme Development

36. Basic Ingredients Cover Theme fonts Theme Meaning
Graphic Representations
Possible colors should start here
Bellaire High School
Notice how the theme logo is a visual representation of a sound.

37. Basic Ingredients
Endsheets
Great Place for the table of contents

38. Basic Ingredients Title Page Name of Book
School name and complete address, phone, fax,
Volume number
School population

39. Basic Ingredients Opening Sets the tone
Gives reason why you chose the theme you did

40. Basic Ingredients Division Pages
Consider spin-offs within each division so that the division page mirrors the opening but also introduces something new

41. Basic Ingredients Closing
Mirrors the opening and brings the book to a nice, logical conclusion
Colophon

42. Chocolate chips, sprinkles, and icing
Other places to use theme:
Folios
Fonts
Headlines
Layout
Gimmicks
Photos
Graphics
The drawing tool was used to highlight some of the parts listed at the left.

43. Cooking Directions Theme Types Pride Actual Event Slogan Anniversary
Fun
Geographic Landmark
Double-Edged
Olympia HS – Face It
Bishop Kenny HS – inspired
McKinney HS – The Lion

44. Don’t overdose on the sugar!
Don’t have too much of a good thing – theme doesn’t have to be on every page.
Or, if it is, make it subtle.

45. Gathering the Ingredients
When I think of my school, these five words come to mind:
I left room for myself to write on the board for this slide and the next two.

46. Gathering the ingredients
Five most unique things about my school are:

47. Gathering the ingredients
Other schools in our league say this about us:

48. Gathering the Ingredients
We are a lot lie an Oreo cookie in this way:
On the outside we look like –
But on the inside we are really –
I removed the background on the oreo.

49. Gathering the Ingredients
We are a lot like a chocolate chip cookie in this way:
The dough of our school is –
The chocolate chips are –
I removed the background on the cookie.

50. Letting the Cookies Bake…
While we let our ideas bounce around in our head, let’s examine how other schools developed their theme.
I took out a wine glass from this clip art.

51. Yearbook 101
Let’s see what you know!

52. What category will you tackle?
Yearbook 101
Structure
The Lead
Capsule
5Ws & H
Series
Page #
This hub slide hyperlinks to question slides.

53. Structure Question
Generally, a news story is written in what structure?
Pyramid
Chronological Order
Inverted Pyramid
Narrative Form
Yearbook 101
I added the title on the stem then grouped the clipart and text box to create one item that can is hyperlinked to the opening game page.

54. The Lead Question The lead of the story is:
The first paragraph or the first few paragraphs
The theme of the story
The conclusion
The tone of the story
Yearbook 101

55. Capsule Question
A basic news lead which gives the reader the most important information in a capsulized statement is called a/an:
Graphic lead
Narrative lead
Novelty lead
Summary lead
Yearbook 101

56. 5 Ws & H Question
The following lead features which of the Ws or H?
President Bush put the finishing touches Monday on a major speech on fighting drugs by attacking both supply and demand.
What
Why
Who
Where
Yearbook 101

57. Series Question
Which of the following series is grammatically correct in yearbook copy writing?
Apples, Bananas, and Oranges
Apples, Bananas and Oranges
Yearbook 101

58. Page # Question The page number in a yearbook is called: Folio Rail
Gutter
Endsheet
Yearbook 101