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- W274499184 abstract "First Publisher, but I'd like to move up to PageMaker. Our college offers a summer institute in educational computing each year. That institute provides, among other things, opportunities for teachers to attend workshops on a variety of topics. Two days after registration last year, our workshop on desktop publishing was oversubscribed, largely by teachers of English. It has not always been obvious that computers should be part of the English/language-arts curriculum. In the early 1980s, teachers of English fought for and won their rights to a share of the computer technology that had just become available in the schools. It was the use of the computer as a word processor that helped them to secure those rights. Now, as software and hardware have become more sophisticated, desktop publishing has emerged as a technology that goes beyond word processing. Once again, teachers of English are insisting that access to that new technology is well within the scope of their responsibilities. They are learning, however, that desktop publishing is not an area in which one can easily go it alone. One thing that those who first venture into desktop publishing learn is that it requires skills more commonly associated with a typesetter than a typist. Industry observers agree that those who become successful in desktop publishing developed publishing and layout skills before they got i to the electronic end of things (Melymuka 1988). An important advantage of using a desktoppublishing system, especially in a secondary school or college, is that its use fosters the type of interdepartmental cooperation that we often talk about but rarely achieve. A teacher of English will soon learn that the help of someone who teaches graphic arts, journalism, or computer science can be of great value in a desktop-publishing venture. Desktop publishing has been described as one of the few developments in computing that actually save money (Desktop Publishing 1987). In educational settings this is probably the case, especially when the time that the teacher and students are putting in to set up the layout is free. Usually, the sense of accomplishment that comes with the finished product and the flexibility that comes with owning the printing press are enough to justify that time. A good rule of thumb is that desktop-publishing systems will usually pay for themselves after one or two runs of a publication." @default.
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- W274499184 date "1989-01-01" @default.
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- W274499184 title "New Directions in Desktop Publishing." @default.
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