PREPARATION OF PRINTING MATERIALS

When presenting the following work, it is characterized by giving parameters of

reading, what to read, where to read since each printed material gives us
guidelines for different information, whether educational or just for leisure, which
are some of the questions that many of us ask at some point. moment in our lives
when trying to entertain ourselves, confront a text or simply when we want to
appropriate some knowledge that is going to be carried out.

It also provides opportunities for people to train or inform themselves as readers

and producers of texts, as well as to function efficiently in the various social
contexts where they interact, which is one of the objectives of reading printed
material.

Reading printed material offers society the possibility of learning about the
functioning of various events and instructions for their use to carry out activities.

The purpose of this work is to offer information about the preparation of printed
materials, its definition, the different types of printed materials, the characteristics
of printed materials.

BRIEF HISTORY OF PRINT MEDIA

The invention of the printing press almost 500 years ago made possible the
dissemination of ideas, the generalization and democratization of knowledge, the
exchange of cultural products, and all of this through a relatively cheap technology,
accessible to many and diverse groups. The durability of the product and its use by
a large literate population meant that our culture could be disseminated and
preserved.
In the mid-19th century, there was a boom in these media thanks to their inclusion
in the school system. Although for this it was essential to develop the ability to read
and write, that is, and master the codes of textual language.

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However, these documents or texts must have an intention and objectives for
those who read and study them.

FUNCTIONS THAT PRINT MEDIA SHOULD PROVIDE.

In the following work we wanted to delve deeper into the functions that printed
media provide us, in such a way that the result has been the following:
Firstly, they provide us with written information and also guide us in the learning of
both adults and students. Printed media help us organize information and create
new knowledge, therefore it is necessary to exercise a series of constant skills to
have the tools to understand and create printed texts.

Another important function that printed media must fulfill is that they must motivate
and maintain the interest of the student and therefore it must not be dense or too
complicated so that the child does not get dispersed. For this, it is vital that
exemplifications are provided so that students can have a reference and can
expand their own knowledge.
Finally, we cannot forget that these media have the function of providing
environments for the creation and expression of the students, and in this way they
will allow us to evaluate the knowledge and skills that the students acquire in their
process of creating the construct. . (Adapted
http://sac30.blogspot.com/2012/10/post-1-los-medios-impresos.html)

DEFINITION.-

Printed materials are the most used resources in society. These are very useful for
the entire population in general, since they allow them to read, review, reread and
use them as many times as necessary, according to their abilities and interests.
Likewise, printed materials favor the learning process, because they can be
manipulated, worked on, marked, annotated, colored, etc.

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Any cultural product that circulates in that format such as magazines,
encyclopedias, dictionaries, newspapers, novels, cartoons, etc. written productions
and constructed materials

Now, the use of printed materials has both advantages and disadvantages. On the
one hand, the advantages are that they do not require special skills in their use and
have a wide variety of possibilities in the design of their pages that capture the
reader's attention, such as the typography used, colors, photos and illustrations.

However, some disadvantages are that printed materials offer low possibilities of
interactivity and present fixed images, and a format to be read sequentially, except
in the case of dictionaries and encyclopedias used to retrieve specific information.

In this way, printed materials can be used with different functionality within different
environments, with them we can present information about their purpose, their
objectives, their methodology, and thus also their evaluation. Although without a
doubt, this type of materials are of great importance to present the concepts and
contents of the information that you wish to transmit. These materials allow us to
provide information about the various contents. If a constructivist methodology is
followed, not all the information that will be worked on in the material should be
included, since it is from the proposed activities that they manage to construct
significant learning.

Printed materials are currently very attractive, they are illustrated with numerous
drawings, diagrams and photographs, they use different fonts, etc. And they are an
important educational complement for people to obtain additional information, to
solve problems, etc.

The design of printed materials must be clear and aesthetically pleasing, and may
also include elements such as:

 Index, especially if the content is extensive.

 Title, authors and page numbering.

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  Bibliographic or electronic references.
 Didactic resources:
 Glossary
 Charts that highlight fundamental concepts
 Synthesis
 Schemes
 Conceptual maps
 Examples
 Images

DIDACTIC USE OF PRINTED MATERIALS.

Nowadays, it is important to have a wide variety of resources to apply them in the

most appropriate way in the classroom, therefore we would like to inform about
different uses that can be made with printed media in the classroom.

Regarding textual materials, such as textbooks, they are one of the main sources
of consultation for planning classes. We want to mention that this resource serves
as a guide for the teacher and the students and therefore we should not use it as a
single resource, but rather we should combine it with others and in this way allow
the students to learn using different materials.

We think it is useful that in the classroom, for example, a reading corner be created
that promotes the autonomy and autonomous learning of the child, as well as the
creation of different workshops so that students become familiar with printed
media. (Adapted http://sac30.blogspot.com/2012/10/post-1-los-medios-
impresos.html)

CHARACTERIZATION AND TYPES OF PRINTED MATERIALS FOR TEACHING

Printed materials are characterized by encoding information through the use of

textual language (usually the predominant symbolic system) combined with iconic

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representations. For the most part they are materials that are produced by some
type of printing mechanism.

In this sense, Flanagan (1991) characterizes this type of media in the following
way:

"Printed materials differ from other types of media by the fact that they are
composed of sheets or spreads (made, especially of paper) on which
information is presented in rows of characters or symbols. Sometimes visual
material is also interspersed between the lines. Sometimes the printed
material is no longer than a single sheet of paper; Other times, it contains a
series of pages that may be folded, sewn, glued, tied, bound or stapled on
one side, forming a type of package. “(p. 3806).

There are numerous and varied types of printed materials on the market that can
be used for pedagogical purposes. The identification and classification of this type
of materials is obviously a task that depends on the criteria used. Below I am going
to present a classification of the main printed materials that can be used in the
classroom based on a previous proposal prepared by the aforementioned author to
which I have incorporated certain modifications. It is certainly not intended to be
exhaustive of all the written materials that can be used in the school context. Only
those that have a greater presence in our classrooms are listed. The classification
criterion refers to the type of printed nature of the material. (Adapted from THE
MEDIA AND PRINTED MATERIALS IN THE CURRICULUM Manuel Area Moreira
Chapter 4 of the book J. Mª Sancho (coord): For educational technology. Horsori,
Barcelona, 1994)

TYPES OF PRINTED MATERIALS

PRINTED BOOKS

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The book is the most important documentary support and the one that has the
most presence in all areas. Its characteristics allow autonomous use and does not
require technical devices for reading.

TEXTBOOKS

A textbook is an instruction manual or standard book in any branch of study.

Textbooks emerged as teaching instruments with the invention of the printing press
by Johann Gutenberg; The content of these books is in many cases based on
course notes.

CONSULTATION BOOKS

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This collection concentrates a series of useful books to contribute to the learning of
different subjects, from mathematics to scientific research as doctoral students,
researchers or teachers, as well as advice to face the changes or problems of
contemporary life, such as retirement. or drug addictions.

WORKBOOKS WORKSHEETS

They are printable workbooks with various activities.

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ILLUSTRATED BOOKS

The illustration is more than just the decoration of the book, since it offers us a
graphic commentary on its content, a reflection of the society in which the book
appeared and, in some cases, it can constitute the main reason for interest. We
call illustration those graphic representations that inform us of the content of the
book; those that are included for strictly decorative purposes are called
ornamentation.

MISCELLANEOUS BOOKS

What these books in all genres have in common is that they tell stories with
different characters where race or ethnicity is not the main theme. Instead, the
topics presented are problem solving, defeating bad guys, coping with loss,
following your destiny, and much more. Thus, readers see a multicultural world
reflected where it is common for young people from different cultures and ethnic
groups to work together to reach a goal.

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PICTURE BOOKS AND GAME-BOOKS

These books are intended for Early Childhood Education and the first cycle of
Primary Education (animated books, books with windows, accordion books,
rotating books, theater books, three-dimensional stories, books to cut out, etc.).
These works are fundamental for the reading training of these students and also
attend to sensory and cognitive development since they are designed for
manipulation.

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READING BOOKS

These books are stories, novels, legends, poetry, theater, etc. They are works of
fiction or imagination in which an author wishes to make the reader participate in
the imaginary universe that he or she has created.

INFORMATION BOOKS.

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The purpose of information works is to establish knowledge in the various areas of
knowledge and to disseminate it or bring it closer to readers. It is considered that,
compared to works of fiction, they try to present knowledge objectively. At the
same time, they aim to stimulate the reader's curiosity to know more about the
topic or issue discussed.

JOURNALS

It contains a variety of articles on a given topic, these can be of different types:

astronomy, science, cinema, sports, history, computing, etc.

NEWSPAPERS

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Daily publication composed of a variable number of printed sheets, which covers
current events in all its facets on a local, national, and international scale.

COMICS

Printed material in which a story is found through the combination of icon and
textual codes, the sequential image being the predominant symbolic element and
linked or anchored by a text (in the form of dialogues, onomatopoeias, comments,
noises, ..)

BROCHURES
A brochure is a printed text reduced to sheets, which serves as an informative or
advertising instrument. ( RAE )

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THE GUIDE

The guides in the teaching-learning process are another tool for the use of the
student that, as their name indicates, supports, leads, shows a path, guides,
directs, tutors, trains, etc.

DESIGN AND PREPARATION OF PRINTED DIDACTIC MATERIAL

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The selection, preparation, adaptation and use of teaching materials, media and
resources is very important in the training of a professional as well as for the use of
contents of the meaningful learning unit.

When preparing printed material for learning, the selection of the material must be
taken into account according to the objectives set and respect the regulations on
intellectual property. You will learn to select the material, prepare and apply
environmental protection measures in the preparation and design of printed
material.

Regarding the purpose of the printed material and the criteria for selecting printed
material, the following question arises: what is it for? It serves to draw the attention
of those who are going to be involved in the preparation of the printed material and
with the purpose of seeing the objective and ensuring that the information reaches
them clearly and correctly.

THE VARIETY OF PRINTED MATERIALS:

 Self-instructional material.
 Texts – Notebooks.
 Magazines and newspapers.
 symbolic material.
 Magazines newspapers.

The aforementioned serves as support for explanations, comparisons and

specifying content, as well as for managing texts and publications of books and
magazines, as well as for reflecting, expanding, verifying and acquiring a more
complete vision of the content with the possibility of being in contact with
information. current.

Here are a few tips for the trainer when applying printed material.

 Prepare in advance the material to be presented.

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  Make a prior selection of books, newspapers, magazines to show in class.
 There must be printed material for all students.
 You must know and master the material in depth.
 Choose a strategy for content development.
 Use legible handwriting.

Here you are shown parameters regarding the characteristics that must be taken
into account for the preparation of printed materials.

 Anatomy of a letter for the production of printed material.

 invisible line
 Top line
 Line that falls on top of some lowercase letters.
 Height of capital letters
 Distance between the top line and base line. Until
 Essential feature of the letter that defines its characteristic shape.

PEDAGOGICAL CHARACTERISTICS OF PRINTED MATERIALS.-

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These features can include text, photos, diagrams, etc. Which allow the possibility
of highlighting certain information by adding color and also allow different formats
that can be made on paper, cardboard, cardboard, etc...

It facilitates the individual pace of learning, facilitates the processes of analysis and
synthesis, allows permanent consultation, gives a complete vision of the topics
covered, and provides a method of learning visual and verbal information.

Environmental protection how to help the environment in the production of printed

materials.- Avoid excessive use of paper, using recycled paper. Reuse papers for
the production of printed materials.

LOOKING INTO THE FUTURE: PRINTED MATERIAL AND NEW

TECHNOLOGIES
We could not end this chapter without some brief references to the future of printed
material in a social and technological context such as that represented by new
computer and audiovisual technologies.

What is certain is that "texts" will continue to exist, although not necessarily on
paper. The advances made in computer software have made it possible not only to
process textual information on the computer (text editors), but have even
transformed the way texts are stored, accessed and manipulated by the user.
The appearance and generalization of computers, interactive videos,
Videotext and teletext allow users to access greater amounts of information
encoded in the same symbolic systems of printed materials, but with the
advantages of speed, interactivity and the combination of image, sound, graphics
and text.

Possibly, in an increasingly present future, consultation of encyclopedias,

newspapers, data banks, and even literary works will be carried out in a more
common and widespread way through electronic equipment. What is undoubtedly

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true is that this type of technology requires users to develop information access
skills other than those used in the use of printed materials.

As Bartolomé (1989, p. 61) indicates:

"The computer does not need to structure its 'pages' sequentially, as in a
book. Access to these can be skipped, structured hierarchically, and
adapted to the interests of the reader. The text appears on the screen and
can scroll as we want to access the next text. We can make certain parts of
the text accessible or not. Certain words or paragraphs can briefly
summarize something that, if the reader wishes to know more deeply,
connect to a new, more extensive and clarifying text.

CONCLUSIONS

In conclusion, computing is enabling the creation of new integrated systems that,

assuming the characteristics of already existing technologies (both printed and
audiovisual), offer the user a more powerful environment of interactivity with
information. However, this socio-technological reality is currently practically non-
existent in the school context (except for the use of word processors).

Although it can be assumed that sooner or later it will reach schools. Under what
conditions? In the service of what educational goals and purposes? What will be
the pedagogical model in which these new technologies will be used? What type of

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resistance will educational agents show against them? What learning and skills will
be developed in the students? Will these technologies enhance or neutralize the
social and educational inequalities of students? What culture and values will be
transmitted through these new media? How will printed "texts" complement
electronic ones? These, among other issues, require the reflection of all
educational professionals regarding the future that is coming. (Adapted THE
MEDIA AND PRINTED MATERIALS IN THE CURRICULUM Manuel Area Moreira
Chapter 4 of the book J. Mª Sancho (coord): For educational technology. Horsori,
Barcelona, 1994)

REFLECTION
The use of written media has always been an indispensable means in all areas,
including school.

Knowledge of printed materials has helped us take them into account for later use
in the classroom, as a resource or work tool. We knew the use of the basic ones
such as the book or the story, but we have expanded our knowledge about others
such as: brochures, magazines or comics. Taking a new vision from the latter to
use them as resources in the classroom.

Thanks to the brochures we can promote the student to be creative, making an

advertising proposal about a product they want to sell, promoting, in turn, their
autonomy, their vocabulary, their idea of how to reach a certain social group.

The comic can help the student express feelings through the characters, the
drawings, their expressions... The achievement of the action (before, after...) will
help the child to locate himself in time.

On the other hand, there is a need to change the vision we have of printed
materials, since today, most of us only take digital materials into account, thinking
that printed materials have become obsolete, leaving aside the fact that they are a

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source of knowledge, without giving it the importance it really deserves. Since
these media were and are an important pillar of information for society.

As professionals in training we must keep in mind that we are going to find

opposing positions in the classroom, between teachers who exclusively use printed
media, such as books, and teachers who are pioneers in the introduction of new
technologies. Therefore, it is our duty to try to compensate for both positions to
take advantage of the advantages of each of the resources presented by
technology.

BIBLIOGRAPHY

BARTOLOME, A.: New technologies and teaching. Graó-ICE from the Univ. of
Barcelona, Barcelona, 1989.

FLANAGAN, CC: "Printed materials in the classroom." In HUSEN and

POSTLETHWAITE (1991)

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THE MEDIA AND PRINTED MATERIALS IN THE CURRICULUM Manuel Area
Moreira Chapter 4 of the book J. Mª Sancho (coord): For educational technology.
Horsori, Barcelona, 1994

WEB GRAPHY
http://www.cca.org.mx/profesores/cursos/cep21/modulo_9/materiales
%20impresos.htm

http://www.ite.educacion.es/formacion/materiales/8/cd_2013/m1_5/
documentos_impresos.html

http://www.uv.es/bellochc/pedagogia/EVA6.wiki?1

https://es.wikipedia.org/wiki/ Brochure
https://www.commonsensemedia.org/espanol/blog/ayuda-a-tus-hijos-a-encontrar-
libros-con-personajes-diversos
http://html.rincondelvago.com/material-impreso_tipos-de-lectura-y-disenos-de-
libros.html

http://es.slideshare.net/juanchuecos/mf1443-3-seleccion-tema1

http://sac30.blogspot.com/2012/10/post-1-los-medios-impresos.html

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