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What works, what doesn't and what might
 

What works, what doesn't and what might

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This session is designed to help yearbook advisers make the job easier and the publication better by looking at standards for journalism educators and sample formats for staff structure, production ...

This session is designed to help yearbook advisers make the job easier and the publication better by looking at standards for journalism educators and sample formats for staff structure, production and grading. Other topics include building a staff culture and using some technology tools to improve the process.

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    What works, what doesn't and what might What works, what doesn't and what might Presentation Transcript

    • Tuesday, July 9, 13
    • WHAT WORKS, WHAT DOESN’T AND WHAT MIGHT Ideas for every yearbook adviser to make the job easier and the book better presented by Sarah Nichols, MJE Tuesday, July 9, 13
    • WHAT WORKS, WHAT DOESN’T AND WHAT MIGHT Ideas for every yearbook adviser to make the job easier and the book better presented by Sarah Nichols, MJE @sarahjnichols #JEAai Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • WHY WE’RE HERE TODAY ADVISING CAN BE TIME CONSUMING AND STRESSFUL. Beginning  advisers  ask,  “How  can  I  do  that?” Tuesday, July 9, 13
    • WHY WE’RE HERE TODAY ADVISING CAN BE TIME CONSUMING AND STRESSFUL. Beginning  advisers  ask,  “How  can  I  do  that?” Emerging  advisers  ask,  “How  can  I  do  it  be;er?” Tuesday, July 9, 13
    • WHY WE’RE HERE TODAY ADVISING CAN BE TIME CONSUMING AND STRESSFUL. Beginning  advisers  ask,  “How  can  I  do  that?” Emerging  advisers  ask,  “How  can  I  do  it  be;er?” Veteran  advisers  ask,  “How  can  I  make  it  easier?”   Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • ADVISING /AT A GLANCERESEARC H DESKTO P PU BLISH IN G G RAPH IC DESIG N ADVERTISIN G TYPO G RAPH Y AP STYLE IN TERVIEW IN G DEADLIN ES TH EM E DEVELO PM EN T ALTERN ATIVE C O PY C RITIC AL TH IN KIN G C APTIO N S PRO BLEM SO LVIN G SEN IO R PO RTRAITS TIM E M AN AG EM EN T SO C IAL N ETW O RKIN G IN FO G RAPH IC S C O VERAG E STRATEG IES H EADLIN ES ETH IC AL DEC ISIO N S C O LLABO RATIO N EAC E DESIG N M ARKETIN G IN FO RM ATIO N G ATH ERIN G G RAPH IC U N IFIERS DIG ITAL M AN IPU LATIO N IN FO G RAPH IC S EDITI PH O TO G RAPH Y U SER Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STAFF STRUCTURE STANDARD FOR JOURNALISM EDUCATORS Construct  and  u?lize  staff  organiza?onal  models   that  emphasize  responsibility,  risk-­‐taking  and   problem  solving. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STRUCTURE /OPTIONS Staffers  produce  the  book  in   order  week-­‐by-­‐week  using   two-­‐person  teams  (or   individually  for  small   staff).Week  1:  brainstorming,   repor?ng.  Week  2:  interviews.   Week  3:  photo  edi?ng,  design.   Week  4:  edi?ng,  submission.   Tradi?onal  editorial  board   oversees  all  produc?on:  EIC,   managing  editor,  copy  editor,   photo  editor,  design  editor. Two  editors-­‐in-­‐chief;  each   oversees  one  group  (ex:   Maroon  and  Gold).  Students   in  Maroon  group  work  in   partner  teams  to  produce   pages.  Gold  group  does  the   same  on  a  different  deadline   schedule.  When  one  group  is   repor?ng,  the  other  is  using   computers  to  produce  pages.   They  alternate  based  on  new   pages  and  proof  correc?ons   but  never  have  the  same   deadline. ALTERNATING CHRONOLOGICAL Tuesday, July 9, 13
    • STRUCTURE /OPTIONS Staffers  produce  the  book  in   order  week-­‐by-­‐week  using   two-­‐person  teams  (or   individually  for  small   staff).Week  1:  brainstorming,   repor?ng.  Week  2:  interviews.   Week  3:  photo  edi?ng,  design.   Week  4:  edi?ng,  submission.   Tradi?onal  editorial  board   oversees  all  produc?on:  EIC,   managing  editor,  copy  editor,   photo  editor,  design  editor. Sec?on  editors  or  experienced   staffers  each  oversee  a  group   of  students  to  produce   mul?ple  spreads  throughout   the  year.  Teams  generally   have  mul?ple  spreads  due  per   deadline  but  have  a  large   group  of  people  working  on   them  as  reporters,   photographers  and  writers.   Sec?on  editor  or  team  leader   oversees  design/edi?ng  and   reports  to  EIC. Two  editors-­‐in-­‐chief;  each   oversees  one  group  (ex:   Maroon  and  Gold).  Students   in  Maroon  group  work  in   partner  teams  to  produce   pages.  Gold  group  does  the   same  on  a  different  deadline   schedule.  When  one  group  is   repor?ng,  the  other  is  using   computers  to  produce  pages.   They  alternate  based  on  new   pages  and  proof  correc?ons   but  never  have  the  same   deadline. ALTERNATING CHRONOLOGICAL TEAMS Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STRUCTURE /SAMPLE Sec?on  editor  is  on  editorial   board.  Students  work  in  pairs   (self-­‐selected)  to  produce   blended  chrono  spreads  (one   per  deadline). Sec?on  editor  is  on  editorial   board.  Students  work  in  pairs   (self-­‐selected)  to  produce   blended  and  reference  sports   spreads  (one  per  deadline). Each  has  a  sec?on  editor  but   not  on  editorial  board. Senior  sec?on  completed  by   one  staffer.  Underclass/fac   responsibility  of  managing   editor  (features  produced  by   J1/photoj/etc). Co-­‐editors-­‐in-­‐chief,  managing   editor,  photo  editor,  design   editor,  chrono  editor,  sports   editor,  coverage  editor.  All   edit  all  pages  per  deadline.  All   oversee  proofs  process.  EICs   oversee  theme  development   and  produce  theme  pages.   Coverage  editor  determines   whole-­‐book  coverage  tool(s)   and  manages  the  tracking  and   produc?on  of  this  aspect.  All   must  be  returning  staffers  and   must  interview  for  posi?ons. EDITORIAL BOARD CHRONOLOGICAL - 14 SPORTS - 12 CLUBS, SPECIALTY, ADS - 14 PEOPLE - 2 Manage  sales,  marke?ng   campaigns.  Handle  finances.   Do  not  report/shoot/produce   pages  for  the  book. BUSINESS - 3 Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • WHAT WORKS STUDENTS IN CHARGE EDITORS MANAGE STAFF, PUBLICATION SELF-SELECTED TEAMS OWNERSHIP & CHOICE IN ASSIGNMENTS WRITE OWN JOB DESCRIPTIONS SHARED RESPONSIBILITY Benefits  of  having  mul2ple  EICs High-­‐achieving  kids  are  pulled  in  many   direc?ons  and  may  not  have  enough  ?me   to  what  the  publica?on  needs.  Yearbook   is  year-­‐round.  Students  can  share   responsibili?es  and  distribute  work  load   based  on  strengths,  availability.  Staffers   may  relate  more  to  one  editor  than  the   other.  EICs  have  flexibility  to  experiment. Considera2ons Tuesday, July 9, 13
    • WHAT WORKS STUDENTS IN CHARGE EDITORS MANAGE STAFF, PUBLICATION SELF-SELECTED TEAMS OWNERSHIP & CHOICE IN ASSIGNMENTS WRITE OWN JOB DESCRIPTIONS SHARED RESPONSIBILITY Benefits  of  having  mul2ple  EICs High-­‐achieving  kids  are  pulled  in  many   direc?ons  and  may  not  have  enough  ?me   to  what  the  publica?on  needs.  Yearbook   is  year-­‐round.  Students  can  share   responsibili?es  and  distribute  work  load   based  on  strengths,  availability.  Staffers   may  relate  more  to  one  editor  than  the   other.  EICs  have  flexibility  to  experiment. Considera2ons Roles  must  be  clearly  defined.  Important   to  allocate  du?es  so  nothing  gets   overlooked.   Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STAFF MANAGEMENT STANDARD FOR JOURNALISM EDUCATORS Construct  and  u?lize  produc?on  schedules  that   encourage  student  journalists  to  mirror  that  of   professional  journalists. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • WHAT MATTERS ACCOUNTABILITY TIMELINESS CLEAR EXPECTATIONS SPECIALIZATION ONGOING TRAINING SUPPORT Meaningful  work  for  publica2on Assignments  all  have  purpose.  Nothing  is   prac?ce  —  yet  everything  is  prac?ce. Understanding  of  deadlines Work  is  ?me-­‐sensi?ve.  Emphasis  on   revision  and  collabora?ve  improvement   but  within  constraints.  Point  of   publica?on  means  moving  on,  reflec?ng.   Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STRUCTURE /PRODUCTION Following  a  beat  system  by   sec?on,  staff  members   produce  a  coverage  planner   twice  per  month,  genera?ng  a   specific  story  idea  and   providing  photos,  context,   sources  and  a  pitch  for  why   the  story  ma;ers.  Partner   groups  select  from  these  to   determine  what  goes  in  the   book  and  what  may  get   covered  elsewhere  (online,   pitch  to  newsmag  staff,  etc). The  editorial  board   determines  the  overall  social   media  plan  and  manages  all   accounts  except  Instagram.  All   staff  members  shoot/post  for   Insta  once  per  month  (pre-­‐ selected  and  graded),  but   anyone  can  post  at  any  ?me   for  breaking  coverage. All  staff  members  shoot  a   monthly  photo  shoot,  chosen   in  advance  and  labeled  on   staff  calendar.  Photo  editor   assigns  every  ac?vity,  event,   sports  game,  several  prac?ces   per  week,  club  mee?ngs  and   any  special  repor?ng   opportuni?es  as  shared   during  staff  discussion  and   brainstorming  sessions,  which   take  place  at  the  start  of  each   class  period. PHOTO SHOOTS COVERAGE PLANNERS SOCIAL MEDIA Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE PHILOSOPHY TEACHING AND ADVISING MUST COEXIST Consider  an  ongoing  process  in  which  students   learn  daily,  producing  a  product  along  the  way. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • GRADING /PHILOSOPHY In  full  produc?on  mode,   mee?ng  a  deadline  is  just  one   skill.  Grading  based  on   deadlines  doesn’t  reflect   students’  learning  and/or   doesn’t  measure  their   mastery  of  repor?ng,  wri?ng,   design,  photography.  Students   may  need  more  ?me  to   rework  the  product.  Some   may  need  accommoda?ons   and  modifica?ons.  Heavily   deadline-­‐based  grades  set  up   students  for  failure. A  points-­‐based  system  in   which  students  set  goals  and   track  progress  toward  chosen   tasks  helps  reward  the  “above   and  beyond”  while  separa?ng   effort  and  “doing”  from  true   assessment  (measuring  the   learning).  Here  students  can   take  on  extra  work  to  improve   their  grade  if  they  struggled  in   other  areas  or  had  deadline   challenges.  But  no  extra   credit!  Everything  must  align   to  our  mission,  goals. All  staff  members  learn   repor?ng,  interviewing,   wri?ng,  edi?ng,  design,   photography  skills  and  are   evaluated  early  in  the  year   with  individual  forma?ve  and   summa?ve  assessments.   Reteaching,  prac?ce,   reflec?on.  All  tools  and   ac?vi?es  are  genera?ng  or   improving  real  content.   Essen?al  skills  may  require   content  published  elsewhere   due  to  deadline. ESSENTIAL SKILLS DEADLINES PRODUCTION Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE PHILOSOPHY TEACHING AND ADVISING MUST COEXIST Grading  should  measure  student  learning  —  It’s   about  them.  Deadlines  reflect  adviser   performance.  It’s  on  me. Tuesday, July 9, 13
    • THE PHILOSOPHY TEACHING AND ADVISING MUST COEXIST Grading  should  measure  student  learning  —  It’s   about  them.  Deadlines  reflect  adviser   performance.  It’s  on  me. Tuesday, July 9, 13
    • THE PHILOSOPHY TEACHING AND ADVISING MUST COEXIST Grading  should  measure  student  learning  —  It’s   about  them.  Deadlines  reflect  adviser   performance.  It’s  on  me. Tuesday, July 9, 13
    • THE PHILOSOPHY TEACHING AND ADVISING MUST COEXIST Grading  should  measure  student  learning  —  It’s   about  them.  Deadlines  reflect  adviser   performance.  It’s  on  me. Both  happen  at  the  same  ?me. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE INSIGHT TEACHING TAKES MY TIME Advising  takes  my  trust. Tuesday, July 9, 13
    • THE INSIGHT TEACHING TAKES MY TIME Advising  takes  my  trust. Tuesday, July 9, 13
    • THE INSIGHT TEACHING TAKES MY TIME Advising  takes  my  trust. Tuesday, July 9, 13
    • THE INSIGHT TEACHING TAKES MY TIME Advising  takes  my  trust. It’s  about  providing  opportuni?es  for  trial  and   error,  giving  students  freedom,  watching  them   stumble  and  succeed.  It  isn’t  always  pre;y  —  but   it’s  always  powerful. Tuesday, July 9, 13
    • THE CULTURE Tuesday, July 9, 13
    • STUDENT-RUN FAMILY FIRST ONGOING DIALOGUE EXTRA TIME PROCESS-ORIENTED CELBRATE SUCCESS THE CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE From  beginning  class  to  determining  content,   running  mee?ngs,  conduc?ng  training  sessions   and  offering  feedback,  everything  is  student-­‐ centered.  The  editors  lead  the  staff  and   produce  the  publica?on  from  start  to  finish.   Students  take  pride  in  ownership  and  hold  each   other  accountable. STUDENT-RUN Editors lead all aspects of production, publication Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • STUDENT-RUN CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE By  forming  close  rela?onships  based  on   respect,  trust  and  shared  experiences,  the  staff   works  well  together  to  meet  its  goals.  Team   building  ac?vi?es  combined  with  fun  annual   tradi?ons,  stress-­‐relievers  and  constant   personal  interac?on  help  students  feel  safe  and   valued  in  the  classroom. FAMILY FIRST Class environment focuses on building a team Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • FAMILY FIRST CULTURE Tuesday, July 9, 13
    • FAMILY FIRST CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE Students  ask  ques?ons  and  stay  updated  using   social  media  tools.  Web-­‐based  staff  manual,   calendars,  apps  and  other  tools  help  staffers   work  from  home.  Editors  offer  quick  solu?ons   and  instant  feedback  to  students  in  need,   making  class  ?me  more  efficient.  We’re   constantly  talking  about  what  we’re  doing. ONGOING DIALOGUE Conversations continue beyond class Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • COMMUNICATIVE CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE Editors  commit  to  weekly  one-­‐hour  mee?ng   and  three-­‐day  summer  leadership  retreat.  Staff   members  commit  to  monthly  work  night.   Adviser  provides  addi?onal  ?me  before  school   and  at  lunch.  The  journalism  room  becomes  a   place  students  live.  The  extra  ?me  strengthens   the  support  system,  increases  the  individual   commitment,  improves  the  work  quality  and   leads  to  be;er  coverage  opportuni?es. EXTRA TIME A high-level program requires a bigger commitment Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • TIME COMMITMENT CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE When  students  feel  empowered  to  try  new   things  with  the  possibility  of  failure,  their  work   reaches  new  levels.  Make  this  possible.  Offer   ongoing  feedback.  Provide  opportuni?es  for   revision.  Allow  ?me  for  trial  and  error,  because   the  struggle  and  eventual  success  is  important.   Show  students  that  their  experience  outweighs   the  importance  of  the  yearbook  itself. PROCESS > PRODUCT Embrace a learning culture of positive risk-taking. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • PROCESS-ORIENTED CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • THE CULTURE Recognizing  victories  of  all  sizes  highlights   individual  progress  and  collec?ve  success.  A   culture  of  meaningful  celebra?on  (specific,   valid,  short)  boosts  morale  and  strengthens  the   family  atmosphere. CELEBRATE SUCCESS Beating our own best is the ultimate success. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • CELEBRATORY CULTURE Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • TOOLS & TRICKS VIDEO  TUTORIALS WHAT HOW Editors  create  training  videos to  post  online DETAILS Beginning  staffers  can  view  these   “how  to”  videos  as  many  ?mes  as   needed  without  affec?ng  others.   Topics  include  interviewing,   camera  checkout,  InDesign  basics,   photo  uploading  and  more. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • TOOLS /CONT. GOOGLE  APPS WHAT HOW Free  Web-­‐based  sharing,   collabora?on,  chat  and  more DETAILS Students  share  work  online  from   Google  Drive  and  collaborate  from   home.  From  stories  and  cap?ons   to  the  index,  coverage  list  and   deadline  tracking  spreadsheet,   Google  apps  work  well  because  of   the  real-­‐?me  edi?ng. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • TOOLS /CONT. DROPBOX WHAT HOW Storage  for  design  inspira?on,   photos,  videos  and  fonts DETAILS Staff  members  use  their  Dropbox   accounts  to  store  and  share   visuals  and  classroom  resources.   This  eliminates  the  hassle  of   bringing  things  back  and  forth   between  school  and  home  and  is  a   paperless  way  to  provide   handouts  or  materials  without  a   webpage. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • TOOLS /CONT. SOCIAL  MEDIA WHAT HOW Mobile-­‐friendly  internal   communica?on  tools   DETAILS Students  raise  ques?ons,  send   reminders  and  update  each  other   on  progress  using  Facebook   groups  and  a  private  Instagram   account  rather  than  email  or  other   methods. Tuesday, July 9, 13
    • Tuesday, July 9, 13
    • WHAT ELSE? @sarahjnichols Tuesday, July 9, 13
    • WHAT ELSE? @sarahjnichols #JEAai Tuesday, July 9, 13
    • WHAT ELSE? @sarahjnichols #JEAai sarahjnichols.sjn@gmail.com Tuesday, July 9, 13
    • WHAT ELSE? @sarahjnichols #JEAai sarahjnichols.sjn@gmail.com Tuesday, July 9, 13