Describes four types of yearbook covers and indicates how each might last, based on a comparison of yearbooks published during a 70-year period. (TJ)

Points out that it is not necessary and is sometimes undesirable for a school yearbook to have a theme. Provides guidelines for choosing and using a theme. (TJ)

Indicates that to build a successful yearbook advertising program an adviser must instill enthusiasm and then find students willing to sell advertising. Provides eight guidelines for structuring an advertising sales program. (TJ)

Offers tips to student photographers on how to take good pictures for the school yearbook. (FL)

Suggests ways for yearbook caption writers to get complete information about pictures, offers ideas for beginnings of captions, and lists do's and don't's regarding what to include in captions. (GT)

Argues that school yearbooks need not have themes. Suggests that if a theme is to be used, the staff should consider what a theme is, where it should be used, and which particular themes to avoid. Describes a few themes that have been used successfully. (TJ)

Suggests ways to sell school yearbooks early in the school year so that bids can be considered with money in hand and so that staff members can concentrate on producing a good book. Describes methods used at a small Iowa high school for selling yearbooks and for selling yearbook advertising space. (TJ)

States that a yearbook can cover student life in a way that reflects student interests. Outlines how this can be done in the areas of student life, curriculum, clubs and organizations, sports, album coverage, and community information. (TJ)

Presents information about typography that student publication staffs should know; describes many variations of type use and abuse. (GT)

Tells how photographs, copy, and graphics may be used to create yearbook spreads that are simple yet elegant. (GT)

Discusses nine essential elements in a yearbook: cover, endsheets, title page, table of contents, folios, division pages, index, colophon, and closing. (GT)

Points out important aspects of well-designed yearbook covers, illustrating with discussions and photographs of covers from two award-winning yearbooks. (GT)

Suggests a number of guidelines for using graphics in student yearbooks, including: let content dictate design, let the best photograph dominate the spread, make use of linkage as a graphic feature, be aware of the possibilities of typesetting, and deemphasize the use of color. (TJ)

Suggests a method for organizing the room used by the yearbook staff and provides ideas for organizing tasks and materials. (TJ)

Presents 26 guidelines to help a yearbook staff become more knowledgeable of the basics needed to produce an eye-appealing layout. (GT)