We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
(4) easier to store; (5) easier to use in the opaque projector.
Dry mounting is better for permanent purposes and rubber cement will do for shorter periods. Simple operating instructions accompany all dry mounting presses and one could improvise if he wishes or must by using a regular household pressing iron. Materials suitable for dry mounting in the press range from 37 inches in width to almost unlimited length. Magazine pages, student work, paper maps, photographs and illustrations are indicative of materials suitable for mounting. Maintaining a tear-sheet file from magazines is a wise ventiu-e for teachers who appreciate the values of mounting pictures.
Lettering Materials: Many teachers believe lettering requires great artistic ability but research has shown that this is not necessarily true. Today many good and practical methods for lettering are available. In planning a small production center, the choices for lettering devices are numerous. They include rubber stamps, cut-outs, stencils with pens, mechanical, and paste ups. In addition to the lettering equipment, the teacher will need good inks, rulers, a T-square, drawing paper, poster or lettering board, masking tape and other miscellaneous materials.
An assortment of crow quill and speed ball pens will round out the lettering area. With this equipment, teachers can produce posters, signs, charts, graphs, diagrams, captions and letter-on transparencies. One hundred and fifty dollars could supply 15 teachers with enough materials and equipment for this aspect of production.
Coloring Materials: Color gives that added touch to a poster, sign, chart, diagram or transparency that draws the attention of the learner and helps to complete communication. The beginner in this area of production should consider asing color adhesives, transparent water colors, various types of inks, opaque water colors, slide crayons and colored pencils. Fifty dollars should be enough for these materials for 15 teachers.
Another thing to watch for in purchasing and using coloring materials is whether it needs to be opaque or transparent. As teachers become more experienced and desire to do more advanced work, they should consider the use of the air brush.
If the above techniques, materials and equipment are used seriously, creatively and with ciireful planning the desirable values of audiovisual materials in teaching should be greatly enhanced.
The Future A program such as mentioned in this article will suffice for only a short period of time. As teachers become interested in production work, they will gain experience which will enable them to see the value of producing their own materials and will be stimulated to advance to other areas of production.
When planning to add to this kind of production program, teachers should investigate the use of photography, making slides and film strips, making three-dimensional materials and duplicating techniques. These production methods will round out the basic set-up and help enrich the overall program.
Plans for a Future Production Center
I. Dry Mounting 2.Storage 3. Lettering 4 Coloring 5. Wet Mounting
6. Utility Table
7 Photography (copy)
8. Darkroom
9. Duplicating
10. Main Storage
KdI CATIONAL ScREEN A!VD AtDTOVTSlAL OuiDE — MaY, 1962
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