NotesFAQContact Us
Search Tips
ERIC Number: ED314121
Record Type: Non-Journal
Publication Date: 1989
Pages: 7
Abstractor: N/A
Reference Count: N/A
Desktop Publishing as a Learning Resources Service.
Drake, David
In late 1988, Midland College in Texas implemented a desktop publishing service to produce instructional aids and reduce and complement the workload of the campus print shop. The desktop service was placed in the Media Services Department of the Learning Resource Center (LRC) for three reasons: the LRC was already established as a campus-wide support facility and a place to seek creative assistance and development of teaching aids; the LRC was a neutral location not perceived as "belonging" to any group; and desktop publishing enhanced existing services provided by the LRC such as graphics, artwork, and photography. After much deliberation, a desktop publishing system was chosen that included a 286-based computer, a standard color monitor, Aldus PageMaker software, and an optional flatbed scanner. Once the basics of the system were learned, it was possible for the staff to produce mini-posters, modify and print original drawings or graphics, and produce camera-ready typeset copy in a variety of fonts. When initiating a desktop publishing service, it is important to: (1) recognize that it takes time to learn the system; (2) inform faculty and staff about what the service can and cannot do; (3) choose a system that is compatible with those already used at the college; (4) purchase all system components from the same vendor; (5) learn the basics of the system before purchasing additional software; (6) educate production staff in the basics of typesetting, graphics, and design; (7) build a portfolio of the paper copies of finished work in addition to storing them on disk; and (8) establish a realistic production schedule. Desktop publishing can provide a college with a wealth of promotional and instructional materials at a fraction of the cost of commercial printing. (WJT)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A