Wednesday, February 27, 2013
Blog 18: 2-Hour Meeting Answer #3
1. What is the best way to create a yearbook that reflects your student population?
2. A really solid and committed editorial staff is extremely important to the success or failure of a yearbook.
3. First off, the editors come up the whole theme of the yearbook. That in itself is absolutely huge. Second, they assemble the book. Photo editors choose the pictures that are decent, copy editors make the stories good, and the design editors make it look pretty on a spread. Lastly, without an editorial team that is committed to the book, nothing is ever going to get done.
4. Talking to Elissa Fultz really helped me to see this. Also, from personal experience, I've put two and two together, and discovered that you need a strong editorial team to truly succeed.
5. I plan to break down what everyone does individually step by step, and kind of put myself in their shoes.
Thursday, February 21, 2013
Blog 17: Interview 4 Questions
1. What is the best way to create a yearbook that reflects your student population?
2. How can you tell if you've accomplished that?
3. What is the best way to make sure that good captions get written for each spread?
4. This time is CRAZY right now in yearbook; how do you stay sane?
5. How do you keep your editors sane?
6. I've noticed that there's more complaining than actual work getting done; how do I change that?
7. What do I do with my staff when all I want to do is work in the back and finish deadline?
8. How can I get my editors to spend more time in the classroom to work?
9. Lots of times, I end up working in the classroom alone with Strand; that's lame. How do I get everyone else to give up lunch and after school time, too?
10. How do I effectively prioritize my time to get backed up work finished?
11. Deadlines are always SO late; any suggestions to get the last one in on time?
12. ImageIn is having a problem; do you know any work arounds?
13. What is the best thing to do with your staff when the yearbook is done?
14. How do you even start choosing editors for next year?
15. No one wants to be EiC next year; they're too scared. How do I change minds?
16. How can I finish the year off with a bang?
17. We need to break a bunch of bad habits we've made; how?
18. What is the best way to effectively train staffers and editors for next year?
19. How can I help them so they don't make the same mistakes that we did?
20. When the book is done, do I cry, or do I laugh?
2. How can you tell if you've accomplished that?
3. What is the best way to make sure that good captions get written for each spread?
4. This time is CRAZY right now in yearbook; how do you stay sane?
5. How do you keep your editors sane?
6. I've noticed that there's more complaining than actual work getting done; how do I change that?
7. What do I do with my staff when all I want to do is work in the back and finish deadline?
8. How can I get my editors to spend more time in the classroom to work?
9. Lots of times, I end up working in the classroom alone with Strand; that's lame. How do I get everyone else to give up lunch and after school time, too?
10. How do I effectively prioritize my time to get backed up work finished?
11. Deadlines are always SO late; any suggestions to get the last one in on time?
12. ImageIn is having a problem; do you know any work arounds?
13. What is the best thing to do with your staff when the yearbook is done?
14. How do you even start choosing editors for next year?
15. No one wants to be EiC next year; they're too scared. How do I change minds?
16. How can I finish the year off with a bang?
17. We need to break a bunch of bad habits we've made; how?
18. What is the best way to effectively train staffers and editors for next year?
19. How can I help them so they don't make the same mistakes that we did?
20. When the book is done, do I cry, or do I laugh?
Monday, February 4, 2013
Blog 16: 2-Hour Meeting Answer #2
1. What is the best way to create a yearbook that reflects your student population?
2. The second answer to my essential question is testing the theme with the students at your school, and gauge their reactions.
3. Students will not buy a book if they don't like how it looks. In addition to that, people want to look back at this year fondly, and they can't do that if the book doesn't reflect it well. Finally, a yearbook is supposed to be for YOUR school; not to impress anyone else, and not to win awards. Without the approval of your peers, the book isn't going to matter.
4. For my third interview, I talked to Elissa Fultz who was the EiC last year. Through the conversation that we had, it really cemented that idea in me what Mimi Orth has told me previously. Then, Cynthia Schroeder, the EiC for 20120-2011, came by to visit us, and in THAT conversation, the same idea came up. There's got to be some sort of theme here, right?
5. I plan to continue my study of answer two by showing select people some spreads that we've already completed (I've already shown a few) and gauge their reactions to the book. I will also do my best to keep the theme consistent throughout the rest of the book, so that it's one cohesive package.
2. The second answer to my essential question is testing the theme with the students at your school, and gauge their reactions.
3. Students will not buy a book if they don't like how it looks. In addition to that, people want to look back at this year fondly, and they can't do that if the book doesn't reflect it well. Finally, a yearbook is supposed to be for YOUR school; not to impress anyone else, and not to win awards. Without the approval of your peers, the book isn't going to matter.
4. For my third interview, I talked to Elissa Fultz who was the EiC last year. Through the conversation that we had, it really cemented that idea in me what Mimi Orth has told me previously. Then, Cynthia Schroeder, the EiC for 20120-2011, came by to visit us, and in THAT conversation, the same idea came up. There's got to be some sort of theme here, right?
5. I plan to continue my study of answer two by showing select people some spreads that we've already completed (I've already shown a few) and gauge their reactions to the book. I will also do my best to keep the theme consistent throughout the rest of the book, so that it's one cohesive package.
Sunday, February 3, 2013
Blog 15: Independent Component 2 Approval
1. For my second independent component, I'm going to complete the yearbook! Wooo!
2. Honestly, I already work for at least 10 hours on the yearbook during a regular school week. However, when we come in on the weekends, we generally end up working for about an additional eight hours. Therefore, it won't be difficult for me to meet the 30 hour minimum.
3. The completion of the yearbook relates to my EQ by finishing the actual book that the student population is waiting for. These kids have already experienced the year, and this book had captured most of it for them to relive as much as they so choose.
2. Honestly, I already work for at least 10 hours on the yearbook during a regular school week. However, when we come in on the weekends, we generally end up working for about an additional eight hours. Therefore, it won't be difficult for me to meet the 30 hour minimum.
3. The completion of the yearbook relates to my EQ by finishing the actual book that the student population is waiting for. These kids have already experienced the year, and this book had captured most of it for them to relive as much as they so choose.
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