Module Overview
This optional module will provide students with an introduction to
desktop publishing and give students experiences in the
preparation of some desktop published documents. It is recommended
that dedicated desktop publishing software be used. However, this
module may be adapted to use software applications that will
accommodate desktop publishing features.
| Learning Objectives | Notes |
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Desktop publishing may be defined as the use of a personal computer, special software, and a laser printer to produce high-quality documents that combine text and graphics. Desktop publishing is also referred to as ``electronic publishing''.
Desktop publishing is the application of the computer to the
composition, editing, and layout of both text and graphics to
produce an original layout of material for copying or reproducing.
Desktop publishing software is dedicated to designing and
producing professional-looking documents.
Students should know that the desktop publishing cycle is
very similar to the information processing cycle. A document is
originated, input, desktop published (processed) and output for
copying or reproduction. The desktop publishing cycle involves
writing, editing, designing, producing, and printing. It is
expected that students will apply their touch keyboarding,
composition, research, editing, and proofreading skills throughout
this module.
Students may publish documents using the available
technology. For example, when special software for desktop
publishing is unavailable, students may use word processing
software that allows combining of text and graphics.
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Students may contrast and compare the information processing
and the desktop publishing cycles. Synectics (analogy) may be used
in discussing questions similar to the following: How is the
desktop publishing cycle like the information processing cycle?
Name three ways in which the desktop publishing cycle is like the
information processing cycle. How is it different? Content
(accuracy of answers) and process may be assessed.
Module 19 student activities should reflect the focus of the accompanying core module. For example, if this module accompanies Module 7, the activities may have a personal-use focus.
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Students should be introduced to the system that will be
used in the classroom. A basic system consists of a computer and
accompanying desktop publishing software attached to input and
output devices. Some input and output devices that may be
discussed include the keyboard, mouse, scanner, digital camera,
monitor (high resolution, colour), graphics capabilities, and
printer. As input and output devices vary with advancements in
technology, students will need to be updated on current technology
and be prepared to adapt to advances that may be available in the
near future.
Dedicated desktop publishing software is recommended for
student use in this module. However, software that will enable
students to experience the concepts of desktop publishing may
include word processing, graphics (art and drawing) and
page-makeup (layout) applications. Students should know that
``true'' desktop publishing software allows the integration of
these applications, and can import files such as scanned
images.
Students should be informed as to how desktop publishing
systems may differ from organization to organization but that the
basics of desktop applications and reasons for use are fairly
consistent. This should help students adapt to the various
environments that they may be required to use.
Students should also be aware that some word processing
software applications have provisions for desktop publishing
capabilities (such as providing for various fonts, the import of
graphics files, and the selection of varying page layouts).
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Students may compare the advantages and disadvantages of
software applications that provide desktop publishing capabilities
with respect to features and cost.
Students with previous experience using desktop publishing
software may conduct demonstrations.
Local vendors may have current information on desktop publishing resources suitable for a variety of situations.
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Some documents that students can produce include business cards, letterheads, newsletters, booklets, manuals, brochures, advertisements, business forms, reports, magazines, catalogues, programs, flyers, posters, and invitations.
Desktop publishing offers individuals and organizations the
advantage of being able to publish materials faster and cheaper
than in the traditional way. It also offers a high level of
confidentiality and control over the presentation of text and the
integration of visuals. Students may discuss other advantages such
as the ability of an individual to perform the final production
and assembly of a professional-looking document. Desktop
publishing is more economical for short runs of documents that
would otherwise be expensive if sent to a publishing house for
production and assembly. Speed in producing a final document is
important, and desktop publishing allows more speed than the
traditional publishing methods.
Students may examine traditional publishing processes and may
compare and contrast the differences between the two methods of
publishing. Students may also consider the facilities available
for documents that are sent out of the office for desktop
publishing as well as the facilities for desktop publishing within
an organization.
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Some desktop publishing terminology with which students may
become familiar includes: page layout (balance), type size,
typeface (set of characters of same design), weight (such as
boldface), style (such as italics), font (complete set of
characters in a particular size, typeface, weight, and style),
templates, mastheads, leading (adjusting the space between lines
of text), kerning (adjusting space between characters), halftones
(photographs made of black dots on white paper), camera-ready, and
resolution. Terminology unique to font selection may include
x-height, base line, ascenders, descenders, and serifs.
Students may take a field trip to a community business where
desktop publishing is used.
A guest from a printing and publishing establishment may be invited to discuss the changes in the publishing world with the advancements in desktop publishing. The guest may discuss the reasons and advantages for changes in the systems being used today.
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A well-designed page communicates effectively and is
pleasing to the eye. Consideration for facing pages and the flow
of information throughout a desktop-published document is also
important. Students should know that a well-designed page
integrates important elements in a simple, attractive format.
Considerations may include design elements and aesthetics such as
balance of white space, type styles, sizes, graphics, colour, and
placement of text or artwork. The use of headings, subheadings,
illustrations, captions, and footnotes may also be discussed.
Students should be aware that some organizations have a visual
identity for the presentation of information that must be
followed.
Students may use the following stages for planning and
preparing desktop-published documents:
 identify the purpose of the communication
prepare text (research, compose, import)
select illustration(s) (clip art, draw, paint, import)
layout page(s) (choose typeface, colours; place text, illustrations)
produce sample page(s)
edit and proofread
produce the final copy.
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In business, numerous page layouts may be designed and
submitted for feedback and constructive criticism. When completing
assignments, students may be invited to submit various page
layouts for a project and be willing to accept constructive
criticism for each layout designed. Remind students that
constructive criticism provides positive feedback for
improvement.
Some activities that students may plan and design include a
letterhead for correspondence they compose, a business card for an
entrepreneurial venture (for students in Entrepreneurship class),
or a promotional brochure for the school or other organizations
within the community.
Students may examine and critique documents on the use of
good design principles. Working in pairs or small groups, students
could discuss how to improve bad design. Criteria that may be
used for assessment could include: Does the page layout suit the
intended audience? Does the document satisfy the identified
problem? Is the graphic in a suitable position? Is the line length
selected for the text suited to the document? The design elements
may be listed on a checklist or rating scale and used to assess
the examples.
Students may work in pairs or small groups, planning and
arranging text and graphics for a desktop publishing project. The
interaction between students simulates the decision-making
processes involved in a team environment.
Visual identity may be illustrated through the use of a
number of different documents that have been produced by one
organization, that have followed a visual identity in design. In
small groups, students may examine samples of such documents to
determine the identity that was followed and discuss why.
Yearbook seminars may provide valuable information on publishing. Consult with the yearbook coordinator.
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In this learning objective, students may complete projects
that would involve them in experiencing and working with the
different features of the desktop publishing software. As
examples, students could be given opportunities to experience
working with multiple columns of text, using a variety of fonts,
generating and importing text and graphics, manipulating text and
graphics (character-manipulation), and preparing page layouts.
Teachers will need to adapt their expectations as software
capabilities evolve, but should always try to incorporate as much
of the functionality of the software as possible.
Each activity that students complete should involve them in
using the mechanics of the software to experience the functions.
This will help prepare students for the final learning objective
of this module which will require students to examine and evaluate
various situations requiring the design of desktop publishing
documents.
Students may learn and practise specific functions of desktop publishing software by recalling and editing previously stored files and making changes which address the features of desktop publishing. For example, students may start with recalling a text file of a manuscript and practise selecting and changing fonts and font sizes within the title, subtitle and body. Students may practise importing stored files of text or graphics that are to be included into another stored file. A manuscript may be edited into multiple columns of text. Text may be wrapped around a graphic. Teachers may assess student ability to work with the features of the software package by using a performance test. The performance may be observed with data recorded on a rating scale. Criteria may include student ability to select fonts, change fonts, centre headings, import files, enter text, delete text, and others. Teachers may wish to record student ability to generate a solution using an anecdotal note.
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Students may create pages using imported text and graphics, modify text and graphics within a page, demonstrate their knowledge of design, and link pages and text boxes. They should identify and choose appropriate fonts for their projects. Students may select, import, and manipulate graphics, formatting pages appropriately for presentation.
Students may begin with very basic applications and progress
to increasingly challenging projects. To ensure a variety of
experiences, documents that students may publish should vary in
type, purpose, and audience. Students should be reminded that the
planning process is a crucial step to success in design and that
various layouts for the final project may be produced.
Students may work independently, in pairs, or in small groups
to design and produce a wide variety of communications using
desktop publishing software. Newspapers, periodicals, magazines,
and other resources may provide interesting ideas for students to
use in designing and producing posters, menus, brochures, flyers,
invitations, résumés, books, manuals, or forms. Students may
design and produce documents for the school such as the yearbook,
newspaper, or parent newsletter.
Students could publish documents for cultural and/or
community events. Examples of events may include dances, pow wows,
graduation activities, or sporting events. The following are ideas
for desktop publishing projects:
a booklet of stories told by kindergarten students
biographical profiles of Elders or other groups in the community
a book of favourite recipes
tickets, posters and programs for an event
genealogy
pamphlet of community events.
Time may limit the number of projects and activities that may be completed. If students are involved in a publishing project for the community or school, the Extended Study module could be used to extend the time.
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