Designing Follett: Preparing students for paperless professions

Chapter 1: Research 4

Chapter 2: Concept Develpoment 12

Chapter 3: Style Guide 18

Chapter 4: Design Presentation 40

3.0 About Style 193.1 Logo 203.2 Color Palette 263.3 Typography 283.4 Textures 293.5 Images 30

3.6 Voice and Key Words 323.7 Print Ads 333.8 Interactive Media 343.9 Motion Graphics 363.10 Other Applications 38

1.0 Research Process 51.1 SWOT Analysis 61.2 Briefs 71.3 Demographics 81.4 Research Paper 9

2.0 Moodboard 132.1 Logo Design 142.2 Website Design 152.3 Print Ad Design 162.4 Motion Graphics 17

4.0 Print Ad Series 414.1 Motion Graphics 424.2 Website 444.3 E-Book 46

4.4 Outdoor Advertising 474.5 Brochure 484.6 Products 50

Appendix 56

Table of Contents

A.0 Full Marketing Report 58A.1 E-book Copy 71A.2 Image References 78A.3 Alternative Tag Lines 82A.4 About the Designer 83

chapter 1

research

This chapter explains the project, the reearch process, and other relevant materials used to prepare this brand-ing campaign.

1.0 research process

Research is an important part of any design project. It helps a designer understand the

history of the company, and the products that are being marketed through the design work. Know-ing the client’s design history allows the designer to utilize things that have been successful, and avoid those things that have failed in the past. It also gives the designer the opportunity to under-stand the industry, market, target audience, and the competition.

While conducting the preliminary research for this branding campaign the designer used third-party documents to understand the history of Follett Corporation, and its subsidiaries. The competitive market was also studied using third-party re-search. Upon understanding that information, the designer created a SWOT analysis to show where Follett could improve its standing in the market-place. A reserach paper was prepared describing the results of the investigation, and this campaign was built based on the conclusions drawn from the research. ☐

6 designing Follett research

1.1 SWOT analysis

Strengths Weaknesses

Opportunities Threats

1. Trusted for more than a century in the education and publishing industries.

2. Wide range of products and services for schools and libraries.

3. History of technological innovation.

4. Still the leader in the marketplace.

1. Most of their business is in North America. Should explore other markets.

2. Relies strongly on the paper textbook sales for revenues. Needs to increase transition to new reading technologies.

1. Colleges like UConn and North Carolina State are asking K-12 educators to adopt “new literacies” education standards to prepare students for the 21st century workplace.

2. Competition for lower textbook pricing will drive students toward electronic texts.

1. More companies are getting into both the textbook and educational software arena, making for strong competition.

2. The poor economy is making it harder for students to buy textbooks and accessories. Follett may lose some of its college merchandising market.

designing Follett research 7

1.2 client brief

Client

Follett Software Company: a divi-sion of Follett Corporation. They are a leader in the education books/software industry.

Campaign Objective

The objective of this branding cam-paign is to increase the revenues by 20% over ten years by intrducing a new product: the newlit trainer. Newlit trainer will fill a need in the K-12 com-munity that no one is addressing.

Scope

The scope of the project will be to de-velop a marketing campaign for the new product, including a logo, and style guide, and all web and print ma-terials.

Deliverables and Timeframe

Deliverables include: product design, logo, print ads, web pages, motion graphic, ebook, brochure, poster, and merchandise. All deliverables will be prepared before July 1, 2011.

Target Audience

The main target, educators, are be-tween 30 and 65 years old with a mas-ter’s degree or higher. They tend to fear technology, so marketing will focus on reassurance. Paretns and students will also be targeted.

Tenets

Educate — provide students with all the tools that they need.

Empower — gives students the power to be successful.

Innovate — the device provides an in-novative way to teach new literacies.

Measure

This marketing campaign can be mea-sured easily by counting the number of devices sold, related software sales, e-textbook sales, feedback from districts, parents, and students

Notes

• Conduct market research.

• E x p l o r e w a y s t o l a u n c h the campaign.

• Investigate colors, shapes, and ty-pography for the campaign.


Students

Educators

Parents

This campaign has three important target audience groups. Relative size of the image represents the group’s importance to the campaign.

1.3 demographics

Educators demographicsage—30-55education level — master’s degree level or higherincome — $35,000 - $90,000

student demographicsage — 5-18education level — grades k-12income — depen-dent upon their parents or guardians

parent demographicsage — 22--50education level — high school to graduate schoolIncome — varies by community


1.4 research paper

Abstract: This paper was prepared to analyze Follett Corporation’s

history as a leader in the educa-tion market, identify threats to their market position, suggest steps to fix the problem caused by the threats, and discuss a marketing plan to implement those steps. The problem identified in this paper is that Follett has been challenged by strong competition in the textbook and educational software industries, which has caused its lead in the marketplace to shrink over time. The solution suggested is for Follett to develop a new, innova-tive device that meets a strong need in the education field. The need that has been identified is New Literacies education. Since none of Follett’s competitors are addressing the need for New

Literacies curriculum, devel-oping a device that addresses the need, saves money, and helps engage students in their work will give Follett a strong

advantage in the industry. The specifics about New literacies and the suggested device are discussed in detail. New Litera-cies is a program introduced by the University of Connecti-cut and NC State University. It recognizes that there is an increased need to be able to read and write online using computers and communication

devices. Since online reading and writing requires new and different literacy skills, then it is imperative for those skills to be introduced into the traditional literacy curriculum. The newlit

trainer device is designed to implement a New

Literacies pro-gram, while also

supporting the rest of the curriculum.

Finally, the paper discusses

a three-legged marketing strategy that

will be implemented to educate the K-12 community about the need for New literacies educa-tion, and the value of using the device over other methods of teaching the curriculum.

Introduction: Follett Corpo-ration is North America’s largest textbook seller to

college students. They own and operate over 850 campus

I n o r d e r t o compile all of the information

gathered for this branding campaign, and to come up with some definitive conclusions based

on the studies, a research paper was written. A decision was made that Follett Software would benefit most by introducing a new product described below. This selection

contains the abstract, introduction, and summary sections of the report. If you would like to read the

entire marketing report, it is contained in the appendix on page 58.


bookstores, have a large online textbook presence, and have recently added a rent-a-text program to help students with the high cost of purchasing textbooks. In recent times large chain bookstores have started textbook divisions. Barnes and Noble, Inc., for one, has been making strong inroads into both the online and campus bookstore industries. The competition has become stiff, and Follett has become less dominant in the North American textbook market. As a result Follett Corporation has recently expanded its industry base by purchas-ing an educational software company, now called Follett Software. They have several software and hardware solutions for K-12 schools, colleges, and libraries. Yet, even in this new, technology-based industry, Follett already has some strong competi-tion. They need to develop a new product that will distinguish them, and give them an advantage in the marketplace.

A major need in K-12 schools has been identified, which Follett may be able to tap into. If they can do so successfully, it will make them the leader in the educational software/hardware industry. Colleges, universities, and workforce leaders are asking K-12 educators to modify the traditional literacy cur-riculum to include “New literacies,” which incor-porates computer literacy, Internet and Intranet literacy, and literacy with other electronic devices. The need has come about because economic and

environmental factors have started to drive the marketplace toward a paperless, global economy. Until now Follett and other educational software companies have been providing technology and software programs that improve the existing cur-riculum, automate schools and libraries, and collect information so that districts can make data driven decisions about education. Follett should introduce a device and software product that can still do all that, but also introduces new literacies curriculum to the K-12 classroom. This product will be called the newlit trainer.

Once the merchandise has been developed, a mar-keting campaign will be implemented to introduce the product. The campaign will include launching a New literacies webpage, creating a logo for the NewLit Trainer product, preparing an interactive e-book about new literacies, and developing vari-ous kinds of print media (posters, brochures, flyers, etc.) that will be sent to K-12 schools to introduce and explain the product. Topics that will be covered in the marketing materials will include:

• What is New Literacies?

• Why is it necessary for schools to change tradi-tional literacy programs?

• How can the device enhance student engage-ment and learning?

1.4.1 research paper


1.4.2 research paper

• How can districts fund the acquisition of the newlit trainer program?

This paper will explain how developing the NewLit Trainer will increase Follett’s revenues and position in the marketplace, while meeting a big need in the K-12 education community.

Summary: Follett Corporation has had a long history of innovation and service to the education community. That history has made

them the leader in the industry. Yet, strong compe-tition has caused their position in the industry to begin to slip. In recent years many of the market-ing moves that Follett has made seem reactionary, rather than innovative. In order to reinforce its leadership in the education market, Follett needs to develop a new product that meets a need defined by the community in a way that will be clearly consid-ered innovative. That product is the NewLit Trainer.

New literacies, or New Media Literacy is a re-cent development in the education community. It recognizes that reading and writing on computers, the Internet, and communications devices requires additional skills that traditional literacy pro-grams have failed to address. The NewLit Trainer will incorporate traditional education, electronic textbooks, and New literacies education into a single device. Not only will it help improve the 21st

century classroom, but also, over the long run, it will save districts money by replacing the currently used, expensive textbook programs.

In order to support the NewLit Trainer product, Follett must introduce a carefully crafted marketing plan that convinces districts about the importance of New literacies education, and also garners sup-port from the local communities for implement-ing the program. The marketing plan will include development of an e-book about new literacies, creation of an informational web site, and design of several printed marketing materials aimed at differ-ent segments of the education community.

With proper implementation, the NewLit Trainer program is the solution that will reassert Follett’s leadership in the education industry. The program will be welcomed and supported by the leaders of the New literacies movements at UConn and NC State University. Follett will see increased return on its investment, higher revenues, and their position in the marketplace will be positively affected.

Imagine a classroom where all of the students are actively engaged in activities that will make them more productive members of the society. It’s an educator’s dream. The newlit trainer can turn that dreaminto reality.

chapter 2

conc

ept

developm

ent

conc

ept

developm

ent

These are some of the key frames for the mood board, which was created to explore differ-ent aspects of the branding campaign.

2.0 moodboard

14 designing Follett concept development

The logo design process began with a brainstorm-ing session to come up with several concepts

that tie together the newlit trainer product with Fol-lett Corporation. A couple of ideas kept resurfacing over and over again. The first was to choose an icon that is representational of education. Three possible

icons were chosen as the best ideas. The were the owl, the graduation cap, and the computer (keyboard, CD, monitor, etc.). Many iterations of logo sketches were drawn using each of the three icons. At first, early logo designs focused on a redraw for Follett Software Company’s logo incorporating the new icons. However, that idea was rejected in

favor of designing a logo for the newlit trainer product. The illustration-style of the logo was also replaced by a more graphic-style icon design. After many iterations, the owl was chosen as the icon that worked best with the rest of the logo design. The icon was traced using Adobe Illustrator, and the current logo was created. ☐

Examples from the many pages of it-erations in the ear-ly part of the logo design process.

2.1 logo design

designing Follett concept development 15

2.2 website design

That page would then link to the homepage. Realiz-

ing that this set up would deter return visitors to the site, the decision was made to keep those pages for people conducting the search, while at the same time creating a searchable homepage for a customer who is looking for the newlit trainer product. Return customers can book-mark the homepage and com-pletely avoid the landing page.

The next level in the sitemap

features the program, which is a page dedicated to explaining how the newlit trainer program could be implemented into the K-12 literacy curriculum. There are also six other links from the homepage. The first three are links to pages that describe the product to teachers and school administrators, parents and community members, and students. The other three pages explain the features, beneifts and cost savings associated with using the product.

The lowest level of the sitemap has three pages. The first is a survey page, which asks ques-tions intended to help Follett understand the market better. The second page contains all of the pertinent contact in-formation for Follett Software Company, and the entire Follett umbrella of busniesses. Finally, the last page provides links to other products offered by Follett Software Co. ☐

The website developed over several weeks starting with a number of different versions of the site map. Orignially, the plan was to have a landing page where visitors searching for new concepts in literacy education would be asked the question, “What is missing frrom your literacy curriculum?” The page linked to that page would introduce the concept of new literacies, defining it, and explaining why it is vital in the 21st century classroom.

16 designing Follett concept development

2.3 print ad design

Six thumbnail sketches were made for each of the three original ad ideas. This is the sketch that be-came the format for the series of the print ads that are in the book.

designing Follett concept development 17

2.4 motion graphics

Three storyboards were created for the different motion graphics concepts. Three differnt animatics were made, but this is the storyboard that produced the most successful video. The final animatic is approximately 30 seconds, with music and sound effects. It is designed to be a web banner for the newlit trainer website.

style gu

ide

chapter 3

This image is the graphic toolbox that was developed early in the process as a preliminary style guide. It was the basis of mnny of the decisions made about this branding campaign.

3.0 about style

This section of the project book is a valuable resource

for future graphic designers who will be working on the newlit trainer marketing cam-paign. It contains the standards that have been set for this project. Having a set of acces-sible standards is a vital part of a branding campaign. It ensures that the brand identity is rep-resented accurately throughout all future marketing materials created for the newlit trainer. Included is the specifications for the logo, color palette, typogra-phy, textures, images, voice, key words, and specifications for advertising collateral. ☐

20 designing Follett style guide

3.1 the logoStacked logo with color. The beak bi-sects the hori-zontal space between the e and w. The lowest points on the head rest on a hori-zontal line at the top point of the stem of the n.

Horizontal logo with color. The left ear of the owl is aligned vertically with the lower tip of the n. They owl’s eyes rest on a horizontal line that passes through the same corner of the n.

Stacked logo in grayscale. Gray was ob-tained by de-saturating the green color, and moving the hue value to zero leav-ing only the black value.

Horizontal logo with grayscale. Gray color was obtained in the same man-ner as described above.

designing Follett style guide 21

3.1 the logo 3.1.1 sizes, faces, and color

Typeface for both the newlit trainer logo and the tagline is Myriad Pro. By Follett is written in Marker Felt with a 1 point stroke. The fonts appear in the logo at a 68:19:24 point ratio in the order that they were described. Leading and tracking for all fonts in the default setting.

PP

The vertical spacing between the tag line and the logo is shown to the left. The space from a horizontal line drawn at the top of the ascenders of the teg line to the lowest corner of the letter l is double the height of the capital letter P in Preparing.

The capital letter P is aligned with a vertical line drawn that touches the owl’s right cheek tangentially.

The green color used in both the logo and the mark is from the Follett color palette. It is: Pantone color 361c R46, G177, B53 C77, M2, Y100, K6.


Franklin School

Princip

al

John Doe

Vice Prin

cipal

Jane Smith

Vice Prin

cipal

Frank Jones

Secreatary

Mary Mary

Secretary

Robert Frost

Seymour Kaits

2nd Grade Teacher

[email protected]

Dear Parents,

January 1, 2011

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Sincerely,

Seymour

Kaitz

3.1.2 clear space

nn

nn

The newlit trainer logo requires space around all four sides that is equal to the x-height of the

letter “n” in the logo itself. That includes the logo that incorporates the tagline (shown at the top of the page), and the logo that stands alone. When possible more space is preferable. The exception is for web pages, which have a colored, horizonal band near the top. The corners of the “B” and “t” in “By Follett” rest at the top of the band, and the tagline is written on the band in white letters. ☐

The image on the left shows the placement of the logo with proper clear space.


3.1.2 clear space 3.1.3 backgrounds

This image shows how the logo can be placed on a photo so that it looks like part of a product.

This image shows how the logo can be placed on an image in an area provides good contrast for the logo.

The newlit trainer logo can be placed against a texture that allows for sufficient contrast.

The newlit trainer logo can be placed against a colored background that provides sufficient contrast.


3.1.4 please don’t

...shear or slant the logo for ef-fect. If placing the logo on a product image, you may adjust as necessary for perspective.

...stretch or shrink the logo in either the horizontal or vertical direction. Horizontal and vertical propor-tions are essential.

...place the logo against a color that doesn't provide good contrast.

...place the logo against an image or photo-graph that doesn't provide good contrast.

... rearrange or eliminate elements of the logo. For merchandising, the owl icon may be used alone.

newlit trainer

... change the typeface of the logo.

There is some flexibility allowed when using the logo to accomodate creativity. However, all creative uses of the logo must

conform to certain standards. Therefore, when using the logo in print, web, or merchandising projects please follow the standards provided in the

pages above, and avoid violating the prohibitions listed here under any conditions. Please don’t...


3.1.5 stationery


3.2 the color palette

616c 153c

361c

4705c

375c

The number listed in each triangle is the Pantone value for that color.

C = 19M = 12Y = 53K = 0

R = 212G = 206B = 141

R = 191G = 101B = 15

C = 20M = 67Y = 100K = 7

C = 77M = 2Y = 100 K = 6

R = 46G = 177B = 53

R = 142C = 212B = 0

C = 48M = 0Y = 100K = 0

R = 122G = 74B = 57

C = 38M = 69Y = 74K = 33


The ochre color at the top left of the pentagon is used primarily for chalkduster text, and as

a background color. The orange is used for text against a white or ochre background, or at 60% opacity for background color. It is also used in drop shadows. The green on the lower left is used pri-marily for the logo, but it is also used for text and to make a gradient, chalkboard background. The yellow-green is used for text against dark colored backgrounds, and occasionally for a background color at full strength or 60%. The brown is used for text against light colors, and sometimes in drop shadows.


3.3 typography

display type

ChalkdusterUsed for main headings that are placed against a gradient back-ground that appears similar to a chalk board or blackboard. Only used at 18 pts. or higher.

Marker Felt (wide)Used for main headings that are placed against a white, or solid colored background. Only used at 18 pts. or higher.

ImpactUsed for all subheadings. Only used at 16 or 18 points.

Minion ProABCDEFGHIJKLMNOPQRSTUVWXYZ

abcdefghijklmnopqrstuvwxyz1234567890

Used at 14 pts. or smaller. Minion Pro is used for longer pas-sages of body text like ebooks and guides.

body text

Myriad ProABCDEFGHIJKLMNOPQRSTUVWXYZ


Used at 14 pts. or smaller. Myriad Pro is used for body text in short passages like magazine ads or web page content.

Segoe UIABCDEFGHIJKLMNOPQRSTUVWXYZ


Used primarily for captions and other short descriptive text passages.


3.4 textures

Sand textures Grass textures

These textures have been chosen to use with the newlit trainer branding campaign because they

represent nature. Not only is the newlit trainer porta-ble, so schoolwork can be taken anywhere, but also as a reminder that it is environmentally friendly. Sand and water represent the portability of the newlit trainer.Grass is green, so it primarily represents the ecological benfits of the product. ☐

Water textures


All images were taken from Getty Images and are subject to the terms of use. This work is a student project, which allows use of copyrighted materials for the purpose of education. To use these images in actual marketing projects, Getty Images and/or theindividual copyright owner should be properly compensated for their use.


These images have been chosen to represent the newlit trainer

and Follett brands for their links to education. There are primarily two kinds of images that work well for the newlit trainer brand. First, there are images of students actively engaged in their work. Since children are naturally drawn to computers, and other electronic communication devices, learning new literacies skills via the newlit trainer product is an excellent way to keep them engaged. Because of the portability of the product, students should be learning in different environments. The second kind of image is the photos that show teachers working with students using traditional education methods, and electronics. Occasionally you will find the need to portray adults working using communication devices to show the expectations of the 21st Century workplace. One image of that kind is depicted on the opposite page. ☐

3.5 images


3.6 voice and key words

The voice of the newlit trainer branding campaign is generally in the first person point of view from the perspective of an

educator who understands the benefits of teaching new literacies in the classroom using the newlit trainer product. Sentences should be chosen to reflect that idea. For example, a teacher could say, “My students have been more engaged in all of their learning acticities since I introduced the newlit trainer into the clasroom.” Advertisements, and other marketing materials that have a target audience comprised of the students should be in the first person from a student’s perspective. “My electronic textbooks are interactive, and filled with multi-media applications. They are more fun, and I am learning more...” When discussing the financial advantages derived from using the product, or offering suggestions about funding the newlit trainer program, the voice should be third person from Follett to the school administrators and school board members. “If you use our newlit trainer product, your school will experience a 70% reduction in expenses compared to traditonal textbook costs.”

The tone of all marketing materials should be fun and exciting, while keeping the proper decorum expected by the educaiton community. Use words and phrases like interactive, multi-media, video, blog, Internet, and communication device along with the other key words listed to the right. ☐

new literacies

electronics

communicate

education

computers

laptops

hand-held

mobile

voice and tone

key words

It is beneficial to show students who are bored with traditional curriculum at times to illustrate the newlit trainer’s ability to engage students through fun activities.

fun

engaging

savings

ebooks

funding

excitement

knowledge

innovation


3.7 print ads

Print ads are divided into two sections, top and bottom.

The top section holds the image in CMYK color at 300ppi, and the bottom is where the content is placed. The dimensions of these two sections are shown to the left of the ad.

The newlit trainer logo in print ads is placed on the image in a manner that it appears to be part of the image. The size will vary depending upon the area of the image that fits the logo best. The Follett Software logo apears in the lower right corner of the page as shown. It should be 13 picas wide and 9 picas in height. The upper left corner of the rectangle that contains the logo should rest at the point 35p2, 64p6. ☐

Perhaps the hardest thing for a student is staying engaged in the lesson. With the NewLit Trainer, students learn the literacy skills that they need to communicate using computers and mobile devices. Students fi nd these devices engaging, so learing becomes fun. Use the NewLit Trainer program in your school, and you will fi nd that the students become fully engaged as they learn important life skills. Don’t hesitate. Get it today. www.nlt.follett.com

Preparing students for paperless professions.

46p07 5/8 in.

20p03 3/8 in.

The colored section on the bottom of the page can either be the yellow-green shown:C=48M=0Y=100K=0

the orange color:C=20M=67Y=100K=7

or the green color:C=77M=2Y=100K=6

Headline: Color — C=0, M=0, Y=0, K=0Marker Felt (thin) — 3p0 — leading=4p2 — tracking=100% placed at 50p6, 5p0dropshadow color C=77, M=1, Y=100, K=71 at 75% opacity — distance 0p5 — x offset, 0p4 y offset 0p3 — angle 143.1º — size 0p5 — spread 0% — noise 0% — object knocks out shadowTagline: Color — C=38, M=69, Y=74, K=33Impact — 1p6 — leading=1p8 — tracking=100% — placed at 53p0, 5p0Body: Color — C=0, M=0, Y=0, K=100Segoe IU — 1p0 — leading= 1p4— tracking=100% — placed at 55p6, 5p0

51p0 8 1/2 in.


3. 8 interactive media

colorsBackground — R=212, G=206, B=141Band — R=191, G=101, B=15Navigation — R=46, G=177, B=53Content pane — R=255, G=255, B=255Tag line — R=255, G=255, B=255Bar links — R=212, G=206, B=141Body Text — R=0, G=0, B=0Footer — R=122, G=74, B=57

Level 1

Level 2

Background — R=212, G=206, B=141Band — R=122, G=74, B=57Navigation — R=191, G=101, B=15Content pane — R=255, G=255, B=255Tag line — R=255, G=255, B=255Bar links — R=212, G=206, B=141Body Text — R=0, G=0, B=0Footer — R=122, G=74, B=57

Level 3

Background — R=46, G=177, B=53Band — R=46, G=177, B=53Navigation — R=212, G=206, B=141Content pane — R=255, G=255, B=255Tag line — R=255, G=255, B=255Bar links — R=212, G=206, B=141Body Text — R=0, G=0, B=0Footer — R=122, G=74, B=57

Images are from the graphic toolbox. They are 72 resolution, RGB images for web use.

typographyTagline — Segoe IU, bold, 16 px

tracking 100%, leading 18.67 px

Home | Search | Contact — Segoe IU,

bold italic, 16 px, tracking 100%,

leading 18.67 px

New User Registration | Log In —

Myriad Pro, regular, 16 px, tracking

100%, leading 118.67 px

Body text — Myriad Pro, regular, 16

px, tracking 100%, leading 18.87 px

Headings — Segoe IU, bold, 16 px,

tracking 100%, leading 18.87 px

Footer — Myriad Pro, condensed

italic, 13.33 px, tracking 100%,

leading 32 px

photos


Page size — 640 x 480

Top — 640 x 84

Band — 640 x 22

Navigation box — 130 x 324

Content pane — 424 x 324

dimensions (pixels)

placement Logo — Placed on top of the col-ored band such that the bottom most point of the “n” and “l” rest on the band. Bottom left leg of the “n” is placed at the 58, 74.

Navigation box — Upper-left corner of navigation box resides at 36, 130.

Content pane — Same corner of the content pane is at 180, 130.

Band — Begins at 84, 0 from the top of the page.

Tag line — Centered vertically on band. Begins 36 pixels from left-edge of the page.

Home | Search | Contact — Centered vertically on band. Begins at 468 pixels from left-side of the page.

New User Registration | Log In — Begins at 456, 72.


3.9 motion graphics

colors

typefacesheadings and body — Marker Felt (wide)

64 px, auto leading, tracking 0smaller headings — Marker Felt (wide) 12 px, auto leading, tracking 0

size and placementframe size — 720 x 480 px

text placement — centered horizontally and vertically on page.

images — centered or full bleed on 4 sideslogo — part of the image or sized to align

on the page in a rectangle defined by the following points (70, 60), (640, 60), (70, 250), (640, 250)

tagline — The tagline is connected to thelogo as shown in the logo section of this guide.

request for action — centered text(horizontally) starting at the point (90, 395)

The motion graphic movies are written in the third person perspective. The speaker is an unidentified narrator. The message is an important concept to educators, but it is stated in a fun manner.

tone and voice

photographsPhotographs used for motion graphics should be in RGB color at 72 ppi resolution.

background R=191 G=101B=15

black textR=0 G=0B=0

green textR=46

G=177B=53

key frames


you can watch it on your newlit trainer


3.10 other applicatons

merchandise

When the newlit trainer logo is placed on merchandise, it should be placed against a

solid color that will allow for enough contrast. The colors used for the logo are as follows:

Green

C=77

M=2

Y=100

K=6

The size of the logo will vary depending upon the merchandise chosen. As a general rule, the logo should be presented in a size that is visible from a distance that someone might naturally be observing the object. Therefore, smaller, personal objects that are viewed closely may have a small logo, where objects that one can see someone else carrying, like the backpack pictured, should have a larger logo that can be seen from a greater distance. The owl mark can be used alone on merchandise, or as part of the logo in the stacked posistion.

Black

C=0

M=0

Y=0

K=100

Logos can be placed on any school supply item including pens, pencils, notebooks, backpacks, etc.


Sizes

Page — 144p0 x 216p0, 24 x 36 inches

Main image — 144p0 x 108p0, 24 x 18 inches at top

Small image —33p0 x 46p0, 5 x 7 inches

Color area — 144p0 x 108p0

Bleed — 0p8 on all sizes

Logo with tagline — 34p0 x 16p0

Typography

Headlines — Marker Felt (wide), 6p0, auto tracking and leading, color C=0, M=0, Y=0, K=0, drop shadow color C=77, M=2, Y=100, K=6 at 75% opacity, distance 0p9.899, x and y offsets at 0p7, angle 135º, size 0p7, spread 5%, noise 2%, object knocks out shadow, left justified

Subheads — Segoe IU (bold), 10p0, auto tracking and leading, color C=38, M=69, Y=74, K=33 centered

Body — Myriad Pro (regular) 3p8, auto tracking and leading, justified

Placement

Headlines — start at 15p0, 120p0

Subheads — start at 24p0, 198 p0

Body — starts at 15p0, 136p0

Logo with tag line — starts at 96p0, 204p0

posters

Poster designed for the teacher’s lounge

chapter 4

desig

n

presentatio

n

desig

n

presentatio

n

This print ad shows how using newlit trainer products enhances student engagement in the classroom.

This print ad is written from the teacher’s perspec-tive. It tells how new literacies curriculum is important for today’s students.

This print ad shows an added benefit of using the newlit trainer product. It uses electronic textbooks, which are better for the environment.

4.0 print ad series

A series of three print ads were created to help market the newlit trainer product. Each of the

ads contains the newlit trainer and Follett Software company logos. They also contain a photograph from the style guide and graphic toolbox. The last element of the ad is a colored band for background behind the text area of the print ad. The ads were created using Adobe InDesign CS5. ☐

42 designing Follett design presentation

4.1 motion graphics

designing Follett design presentation 43

4.1 motion graphics

To view the motion graphic go to http://www.youtube.com/watch?v=24iBOIeiBTY

or scan the QR code with your smartphone.


Preparing students for paperless professions Home | Search | Contact

Copyright © Follett Software 2011

Do you want to learn more

about new literacies, and

why they are so important

for students in the 21st

Century? Download our

free e-book, Follett’s Guide

to New Literacies. You’ll

learn why UConn and

other colleges strongly

suggest teaching new

literacies.pdf | html

What are New Literacies?New literacies is the term given to the set of different skills required to read and write using today’s various communications devices. While students still need the expertise that they’ve learned by studying traditional literacy, they also need to acquire new skills to be computer and mobile communication device literate. New literacies curriculum teaches students about navigation, hypertext, storage, search engines, and many other topics that they need to be productive employees in the electronic age.

New User Registration | Log In

Join the DiscussionBecome a part of the discussion. Join the Follett online New Literacies Collaborative to participate in the discourse and development of new literacies curriculum. Teachers, students, and parents are welcome to participate. Together we can decide the best methods for teaching this exciting new subject.




SurveyPlease click the best answer to the following questions. Your responses will help us serve you better.

1. Did you �nd the information about new literacies informative? not at all somewhat mostly very

2. Do you think that new literacy curriculum is vital for giving students a proper education in the 21st Century?

not at all somewhat mostly very

3. How much does your district spend on textbooks annually?

less than $1000 between $1000-$2000 between $2000-$5000 more than $5000

4. What is your biggest concern about the newlit trainer product?

funding parent/community concerns getting district approval all of the above

�ank you for your responses.

Submit

New Literacies

The Program

Features

Benefits

Cost Savings

Teachers/Districts

Parents/Community

Students

Survey

Contact

Links

4.2 website




New Literacies

The Program

Features

Benefits

Cost Savings

Teachers/Districts

Parents/Community

Students

Survey

Contact

Links

BenefitsTakes up less space thantraditional textbooks

Lighter, easier to carry

Interactive learning

Prepares studentsfor the workplace

Saves districts moneyEnvironmentally friendly

Preparing students for paperless professions The Program | Testimonials | Contact

Information for:

Teachers/Districts

Parents/Community Members

Students

Features

Bene�ts

Cost Savings


�e newlit trainer is a new product from Follett So�ware that is designed to help incorporate new literacies education into the traditional literacy curriculum. Aside from the education bene�ts, the newlit trainer is environ-mentally friendly, and it can save your district money over the cost of replacing paper textbooks. Call today for more information.

Click for video





Do you want to learn more

about new literacies, and

why they are so important

for students in the 21st

Century? Download our

free e-book, Follett’s Guide

to New Literacies. You’ll

learn why UConn and

other colleges strongly

suggest teaching new

literacies.pdf | html

What are New Literacies?New literacies is the term given to the set of different skills required to read and write using today’s various communications devices. While students still need the expertise that they’ve learned by studying traditional literacy, they also need to acquire new skills to be computer and mobile communication device literate. New literacies curriculum teaches students about navigation, hypertext, storage, search engines, and many other topics that they need to be productive employees in the electronic age.


Join the DiscussionBecome a part of the discussion. Join the Follett online New Literacies Collaborative to participate in the discourse and development of new literacies curriculum. Teachers, students, and parents are welcome to participate. Together we can decide the best methods for teaching this exciting new subject.

These are the six page layout comps designed from the sitemap. The entire sitemap, with these pages colored yellow on page 15.

Preparing students for paperless professions The Program | Testimonials | Contact

Information for:

Teachers/Districts

Parents/Community Members

Students

Features

Bene�ts

Cost Savings


�e newlit trainer is a new product from Follett So�ware that is designed to help incorporate new literacies education into the traditional literacy curriculum. Aside from the education bene�ts, the newlit trainer is environ-mentally friendly, and it can save your district money over the cost of replacing paper textbooks. Call today for more information.

Click for video



4.3 e-book

This e-book can be read by clicnking on the image in the electronic version of this project book,

by going to http://issuu.com/arisutton/docs/ebook, or by scanning the QR code with the scan-

ner application on your smartphone.


4.4 outdoor advertising

Advertisements that are directed at parents and com-muinty members can be placed on billboards, posters, and banners, which will be displayed in public places.


4.5 brochure

This brochures was created to introduce educators to new literacies, and to describe how the newlit trainer could help modernize the literacy curriculum.


4.6 products

The newlit trainer is a tablet device that has

mobile communication capa-bility, e-reader, web browser, and new literacies curriculum trainer functions. It also simu-lates several of the more popular smart phones and other tablets to teach students the basics of reading, and writing on those devices. It is connectable to a computer system to help stu-dents work on their computer literacy skills. ☐


textured brown leather cover

black vinal cover

4.6.1 covers


backpack with full logo

backpack with mark

4.6.2 backpacks


4.6.3 stationery


4.6.4 accessories


4.6.5 apparel

sportswear

append

ix

The following pages are not the most engaging part of this book, but they are important to include. Please read on at your own risk.

This section contains some important information

about the project. It contains the full research report, the text copy of the new literacies e-book, the image references, some alternative tag lines devel-oped for this project, and some biographical information about Ari Sutton, who developed the concept of the newlit trainer, designed the entire branding campaign, and wrote all of the copy related to this book, and all of the collateral design pieces. ☐

58 designing Follett Appendix

Follett Corportation:Marketing Plan for the Development of a New Literacies Device

Charles Sutton

23 October 2010

designing Follett Appendix 59

AbstractThis paper was prepared to analyze Follett Corpo-ration’s history as a leader in the education market, identify threats to their market position, suggest steps to fix the problem caused by the threats, and discuss a marketing plan to implement those steps. The problem identified in this paper is that Fol-lett has been challenged by strong competition in the textbook and educational software industries, which has caused its lead in the marketplace to shrink over time. The solution suggested is for Fol-lett to develop a new, innovative device that meets a strong need in the education field. The need that has been identified is New literacies Education. Since none of Follett’s competitors are addressing the need for New literacies curriculum, developing a device that addresses the need, saves money, and helps engage students in their work will give Fol-lett a strong advantage in the industry. The details about New literacies and the device are discussed in detail. New literacies is a program introduced by the University of Connecticut and NC State Uni-versity. It recognizes that there is an increased need to be able to read and write online using computers and communications devices. Since online read-ing and writing requires new and different literacy skills, then it is imperative for those skills to be introduced into the traditional literacy curriculum. The NewLit Trainer device is designed to imple-ment a New literacies program, while also support-

ing the rest of the curriculum. Finally, the paper discusses a three-legged marketing strategy that will be implemented to educate the K-12 communi-ty about the need for New literacies education, and the value of using the device over other methods of teaching the curriculum.

IntroductionFollett Corporation is North America’s largest textbook seller to college students. They own and operate over 850 campus bookstores, have a large online textbook presence, and have recently added a rent-a-text program to help students with the high cost of purchasing textbooks. In recent times large chain bookstores have started textbook divi-sions. Barnes and Noble, Inc., for one, has been making strong inroads into both the online and campus bookstore industries. The competition has become stiff, and Follett has become less domi-nant in the North American textbook market. As a result Follett Corporation has recently expanded its industry base by purchasing an educational soft-ware company, now called Follett Software. They have several software and hardware solutions for K-12 schools, colleges, and libraries. Yet, even in this new, technology-based industry, Follett already has some strong competition. They need to develop a new product that will distinguish them, and give them an advantage in the marketplace.

A major need in K-12 schools has been identified,


which Follett may be able to tap into. If they can do so successfully, it will make them the leader in the educational software/hardware industry. Colleges, universities, and workforce leaders are asking K-12 educators to modify the traditional literacy cur-riculum to include “New literacies,” which incor-porates computer literacy, Internet and Intranet literacy, and literacy with other electronic devices. The need has come about because economic and environmental factors have started to drive the marketplace toward a paperless, global economy. Until now Follett and other educational software companies have been providing technology and software programs that improve the existing cur-riculum, automate schools and libraries, and collect information so that districts can make data driven decisions about education. Follett should introduce a device and software product that can still do all that, but also introduces new literacies curriculum to the K-12 classroom. This product will be called the NewLit Trainer.

Once the merchandise has been developed, a mar-keting campaign will be implemented to introduce the product. The campaign will include launching a New literacies webpage, creating a logo for the NewLit Trainer product, preparing an interactive e-book about new literacies, and developing vari-ous kinds of print media (posters, brochures, flyers, etc.) that will be sent to K-12 schools to introduce

and explain the product. Topics that will be covered in the marketing materials will include:

• WhatisNewliteracies?

• Whyisitnecessaryforschoolstochangetraditional literacy programs?

• Howcanthedeviceenhancestudentengage-ment and learning?

• HowcandistrictsfundtheacquisitionoftheNewLit Trainer program?

This paper will explain how developing the NewLit Trainer will increase Follett’s revenues and position in the marketplace, while meeting a big need in the K-12 education community.

Background InformationHistory of FollettFollett Corporation grew from a small bookstore that was located in Wheaton, Illinois, which was founded by the Reverend Charles M. Barnes in 1873. The patriarch of the Follett family, C.W. Follett joined the company in 1901, just one year before Reverend Barnes retired leaving the busi-ness to his son William and his father-in-law, John Wilcox. William left the business in 1917, relocated to New York, and joined up with “…a gentleman named Noble. While the Barnes and Noble venture went on to make bookselling history, C.W. Follett was given an opportunity to pursue his own book-


selling dreams”(Follett Corporation , 2010). Follett purchased William’s shares of the company when he left, and when Wilcox dies in 1923, Follett “…purchased the Wilcox family’s shares…” and be-came the sole owner of the company(Follett Corpo-ration , 2010).

As they became adults Follett’s four sons joined the company and branched out into different markets. In addition to the core business, bookselling, Fol-lett now had a library resource division, a college textbook division, and a publishing company that created textbooks for use in elementary schools. The company continued to grow, and remained under the control of the Follett family for four gen-erations. By the middle of the 1990’s Follett had six strong divisions: Follett Educational Services, Fol-lett Library Resources, Follett Software Company, Follett Campus Resources, Follett College Stores, and Follett Collegiate Graphics (Follett Corpora-tion , 2010). The groups were reorganized into three business units in 1998, the Elementary/High School Group, the Library Group, and the Higher Educa-tion Group.

InnovationsFollett has always been known for being innovators in the educational publishing field. In the 1960’s “Follett made publishing history by developing the first racially integrated textbooks as well as the first textbook program for educationally disadvantaged

students” (Follett Corporation , 2010). However, Follett has been more than just socially progressive, they have also been on the cutting edge of technol-ogy as it has become available to business. They be-gan using a computer-based punch card system to automate their business as early as 1952. By the end of the 1980’s Follett Software created systems that “…gave libraries and schools the ability to place and track orders and take inventory of their hold-ings with the touch of a button”(Follett Corpora-tion , 2010). They also introduced Tom-Tracks and FIRSTsystem to help automate college bookstores. They remained an innovator in the 1990s by intro-ducing Internet based college textbook sales. For its entire history Follett has been known for always being ahead of the field in the education industry.

The ProblemWhile Follett remains the leader in the market-place, it has been losing ground to some of its major competitors. According to Datamonitor’s SWOT analysis in 2009, Follett is threatened by some “intense competition.” Follett is competing with a group of chain superstores, which include Barnes and Noble, Borders Group, and Books-a-Million, and are directly in competition with Baker and Taylor, and Ingram. There are also numer-ous online sellers of textbooks that are winning a portion of the market share. The conclusion drawn is, “Intense competition from these play-


ers could affect the company’s revenue growth and market share position”(Datamonitor: Follett Corporation — SWOT Analysis, 2009). Addition-ally, the failing U.S. economy has made it less likely that college students will purchase new textbooks and college merchandise, negatively impacting Follett’s revenues.

In recent years Follett has tried a number of dif-ferent strategies to keep its position in the mar-ket with varying levels of success. In 1997 Follett introduced what was to date the “…nation’s largest college bookstore…”(Balu, 1997). This became the model for many other college booksellers that aimed at making the bookstore the place where students would choose to hang out, and spend money on food and beverages, as well as books and merchandise.

In order to combat the economic threat that has left students with less discretionary money, Follett has recently introduced the Rent-a-Text program. It is similar to the buy-back programs that they have had for many years, but the original outlay of cash is less (about 50% less than the cost of a new text-book), and the return is guaranteed up-front. In the buy-back program, a book could only be returned if there was a need for it in the coming school year. This program guarantees from the start that the book will be returned to the company regardless of need. The students have already received the

buy-back price in the form of a discount. The goal is to keep the cost of educational resources down, thereby ensuring that students don’t purchase their textbooks from Follett’s competitors, whom may sell the book less expensively online. At the same time it also leaves students with more pocket mon-ey at the time of the original transaction to spend on merchandise in the store(Randall, 2010).

With all of their efforts to increase revenues, Fol-lett has experienced a relatively stagnant market share. In 2004 Crain’s listed Follett as the 8th largest privately held company. At that time Follett expe-rienced a 6.9% increase in revenues over the prior year.(Business Source: Largest Privately Held Com-panies, 2004) Yet, by 2009 Forbes listed Follett as the 171st largest privately held company(#171 Fol-lett - Forbes.com, 2009), and Yahoo Finance shows Follett with a -0.80% revenue growth for the 2008 fiscal year(Follett Corporation Company Profile - Yahoo! Finance, 2010).

Clearly recent innovations haven’t been enough to sustain healthy growth in the current North Ameri-can market place. It could be argued that Follett’s recent changes may be perceived as simply follow-ing other companies’ leads, rather than being the innovators that they have always been. The chain bookstores had been building large stores with mu-sic food and entertainment for a while before 1998. Follett’s college version could be seen as a copy of


the consumer stores. Likewise, Follett’s Rent-a-Text program was introduced only after other booksell-ers had already started similar programs. What Fol-lett needs to regain its advantage is to come up with a truly innovative product that fills a strong need in the education industry.

The SolutionIn order to restore Follett’s position as an innova-tor and leader in the education industry, they need to develop a new product that is once again on the cutting edge of technology, and fills a need in the industry that has not yet been fulfilled. In recent years there has been a movement at teacher col-leges, like UConn’s New literacies Team and the New literacies Collaborative at NC State University, to ask K-12 schools to update the current literacy curriculum to include “new literacies” curriculum, sometimes referred to as new media literacy. New literacies is defined, “…the nature of literacy is rap-idly evolving as the Internet and other communica-tion technologies (ICTs) emerge (Coiro, Knobel, Lankshear, & Leu, 2008). These changes demand an expanded of “text” to include visual, digital and other multimodal formats (Rose & Meyer, 2002; New London Group, 2000; Alvermann, 2002). A richer and more complex definition of literacy requires a richer and more complex theoretical framing of research (Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009)”(O’Byrne,

2010). In other words, traditional literacy programs in public schools are no longer adequate to provide the proper educational foundation that students need to live and work in an age where most reading and writing takes place on the Internet or through communications devices.

To date no education company has taken up the call for new literacies education. While it’s true that Follett software and other companies provide Lexile based language programs for tracking student prog-ress, and improving traditional literacy systems, that is only a part of new literacies. These are won-derful programs where the system automatically adjusts the language level of students other subject materials so that they can learn the same history lesson, for example, with language that they find ac-cessible and at the same time challenging. There are similar programs for math education. Yet, with all of the computer-based applications that have been developed, none address the aspects of literacy that are impacted by the different platforms upon which reading and writing materials are presented. There-fore, no one has developed a product specifically designed to teach new literacies curriculum.

In order to update the current literacy curriculum, K-12 schools will need to teach students about us-ing different kinds of media devices. That includes instruction about hardware, peripheral devices, software, navigation, hypertext, social media, blogs,


and any other item that requires students to de-velop new skills. Additionally, problems like cyber bullying and other social and moral issues that are specific to the Internet and communications devic-es require special training. Students need to learn how to recognize cyber bullying or unsafe Internet behavior, and what to do when they encounter them. For many years schools have addressed tra-ditional bullying as part of the curriculum. Recent events show that cyber bullying can be more dev-astating, and widespread than traditional bullying. These problems can be dealt with as a part of new media literacy curriculum as well, and taught along with other aspects of new literacies.

Aside from the fact that colleges have asked K-12 educators to introduce new literacies curriculum in their schools, there are other compelling reasons that schools will want to enhance their students’ literacy education. First, employers of the 21st cen-tury will require that their employees be computer literate. Dr. Patricia Fioriello cites economic and ecologic reasons why a paperless business world has begun to emerge; it will only get stronger as time goes by. She writes about how electronic storage is far cheaper, and easier to access than paper record storage. She says, “In this economy, where many companies are outsourcing work to save money, transitioning to paperless filing systems will help cut costs without eliminating individual jobs or en-

tire departments”(Fioriello, 2010). She also points out that “Using electronic media rather than paper would decrease our need for cutting down and pro-cessing trees for paper, and would also reduce the amount of trash produced by business”(Fioriello, 2010). Is there any doubt that economic and eco-logic factors will necessitate new literacies edu-cation to become a major consideration in the coming years?

Still another great reason to teach new literacies education in the K-12 classroom was introduced in a recent article called Who Needs 21st Century Skills Anyway? by Greg Limperis, a technology teacher in Lawrence, MA. He writes a series of cleverly worded questions stating that many of the things that can be done by educators with comput-ers have already been done in the past using more traditional methods. Yet, at the same time he also shrewdly points out how many more diverse expe-riences that students can have using electronic de-vices, each time with an “Hmm” to make the reader pause and consider his point. Limperis concludes, “Yes, I could survive and supply my students with a worthwhile education but, wow! I think your (class that includes new media) sounds more engaging…”(Limperis, 2010). In doing so Mr. Limperis has provided another compelling reason to introduce new media education; students like it. Mr. Limperis says that students already find communications


devices cool, and he wants to meet them where they are rather than have them try to learn using traditional methods.

When asked, most teachers will reveal that their hardest task is student engagement. Students are naturally drawn to communications media devices. Having to ability to access their curriculum via electronic devices naturally peaks their interest, so the information is more easily transmitted to them. The more students know about how to use media devices, the more they will be engaged in the learn-ing, and the easier it will be for them to excel.

Whether the need for new literacies education comes from colleges, is driven by the economy and ecologic concerns, or emerges from the need for student engagement, schools will embrace a device that teaches new literacies. Therefore, Follett will benefit from developing the device and accompany-ing software through improved revenue flow, and a high ROI. Follett will also reestablish itself as the leader in the education industry.

The DeviceThe equipment that Follett should develop to teach new literacies is a hand-held electronic media de-vice that is similar to an e-reader or IPad. The name of this device is the New literacies Trainer. It will have the following features:

• Wi-Fior3GaccessibleforuseontheInternet

• Applicationsforusingsocialmediaand blogging

• IntegrationwithcomputersystemsviaaUSB cable

• SoftwareforsearchingtheInternet,makingphone calls, and texting

• E-readingcapabilitiesforuploadingandviewing electronic textbooks

• Specificsoftwaretoteachnewliteracies curriculum

A NewLit Trainer will be assigned to each student. It will have all of the student’s textbooks uploaded to it. Electronic textbooks have many advantages over traditional textbooks. They are less expensive, and easier to update when information changes. They also include multi-media presentation ma-terials so students can see videos or be linked to web pages that support the lesson. They are light to carry, so students will suffer less chiropractic and orthopedic problems that are related to haul-ing around heavy, textbook filled backpacks. Fi-nally, e-readers take up less space than traditional textbooks so it reduces the need for book storage rooms and large lockers.

In addition to utilizing electronic books, students will also be able to use the devices for research, writing, and school-approved social media pro-


grams. Assignments can be downloaded from the device to a traditional computer, and printed if the project requires papers to be handed in.

The most important feature of the device is that it will be used to train students in all of their new media literacy lessons. By attaching the device to a classroom computer, students will able to take over the computer’s functionality to learn how to use input and storage devices. The NewLit Trainer will teach them about file formats, and how to upload large files to FTP sites for transferring material over the Internet. It can even teach students how to write HTML and CSS files for making web pages. These, and others, are all skills that will make a student more employable in the 21st century workplace.

The Marketing PlanLogo and TrademarkThe first task for marketing the NewLit Trainer will be to create an original logo for the product. The logo will be loosely based on Follett’s logo, using a similar font and color scheme. The logo will feature both text and an avatar. For paper-based marketing materials the avatar will function like an icon, but on the web pages and electronic book, it will move. The image of the avatar may be an illustration of the product itself, or it may be a representation of another object that is a metaphor demonstrat-ing a key feature of the NewLit Trainer device. The

name NewLit Trainer will be trademarked along with the logo.

E-bookIn order to market the NewLit Trainer device, Fol-lett will have to raise awareness about new litera-cies, and create a need for using the NewLit Trainer in the K-12 classroom. The first step in doing so is to write a short e-book about “new literacies” quoting the New literacies Team at UConn, the New Literacies Collaborative at NC State Univer-sity, and Dr. Fioriello’s work on the subject. The book should introduce and define new literacies, and carefully lay out why it is an essential tool for students. Afterward, it will discuss how using the NewLit trainer can actually save school districts money over the long run. It will make suggestions about funding a new literacies programs by us-ing textbook allocations, since the devices replace traditional textbooks, and recommend additional fundraisers to offset the initial cost of the program. The book itself will be interactive with page naviga-tion tools and embedded video so that educators can see first-hand the potential of using electronic textbooks in the classroom.

The voice of the book will be its most important element. It will be written from the perspective of an educator, who will give testimony to the great need for the device in his or her classroom. Aside from the practical applications of the NewLit


Trainer, the subject of student engagement will be highly stressed.

The e-book will be written in Adobe InDesign with images created in Adobe Photoshop and/or Illus-trator, and Flash videos. Once all of the navigation is in place, the entire e-book will be saved as an interactive Acrobat file so that it can be read from any computer or hand-held device.

As for the design, the book will be laid out in a magazine-like style with multiple columns of text and side bar pullouts to emphasize important information on each page. The body text will be written in Garamond or Century typeface, because according to experts, serif typefaces are easier to read for longer body texts (Van Horn, 2004). To enhance readability the size will be 12 or 14 points, and the font style will be regular. Main headlines will use a sans serif display type, perhaps Impact in a pantone 370c green color. Subheadings will be a less bold sans serif font like Myriad. The sizes will be 24 points for main headings, and 18 points for subheadings.

The cover design will feature colors in the following palette, pantone 366c-370c for a monochromatic ef-fect. The title will be written in Arial Black typeface at 60 points. It will also include the Follett Software logo, and a photograph of students using computers in the classroom.

Web SiteA website will be created that supports the NewLit Trainer program. The home page will be simple, an illustration of the device with the new logo (dis-cussed above), and links to pages that will explain the need for the device in the K-12 classroom. One of the links on the homepage will allow the audience to download the e-book to their own computer or e-reader. The website will be created using Adobe Dreamweaver, with images designed in Photoshop and Illustrator. Like the book, the website will use a mostly monochromatic pantone green palette to keep with Follett Software’s current design. The information on each page will be short, perhaps a paragraph at the most, with images that support the idea of New literacies and the use of the device. Typefaces will include Segoe and Myriad pro for body text, and Impact, and Arial Black for display text used in headings.

Print MediaVarious kinds of printed marketing materials will be created that can be sent via direct mail to school districts and/or homes to advertise the product. They include posters, brochures, flyers, and post cards. Each print medium will incorporate the logo for the product and highlight one feature of the product. For example, the poster may be something that will hang in the teacher’s lounge. It will show students using the device who are completely en-


gaged in the class assignments. The poster will con-tain some tips for student engagement so schools would be more likely to hang it.

One of the post cards may aim at getting parents and community members onboard with the new literacies project. It will highlight the benefits to the community, like potential for lower taxes because of the long-term savings to the school district if uses the NewLit Trainer over traditional education tools. Like the book, voice will be the most important as-pect of the printed materials. Images will be impor-tant for attracting the audience, and getting them to read, but once they begin reading, the voice will keep them engaged. The goal will be to influence target audiences to want to adopt the program by speaking in their voice and alleviating any concerns that they may have about the product or the cost to implement the program.

Printed materials with less text will use a mod-ern, sans serif typeface, like Segoe or Myriad Pro. Longer body paragraphs will use a serif typeface, like Century. Headlines will use a bold typeface like Impact or another bold font. The color palette will follow a similar plan to the website and e-book. When possible, the advertisements will feature a prominent historical figure that is closely connected to literacy, with a quote that can be embellished to support the idea of literacy being a complex subject, especially in the modern age. The natural conclu-

sion that the reader will be invited to draw is that their schools need to take a new literacies approach by employing the NewLit Trainer device.

SummaryFollett Corporation has had a long history of in-novation and service to the education community. That history has made them the leader in the indus-try. Yet, strong competition has caused their posi-tion in the industry to begin to slip. In recent years many of the marketing moves that Follett has made seem reactionary, rather than innovative. In order to reinforce its leadership in the education market, Follett needs to develop a new product that meets a need defined by the community in a way that will be clearly considered innovative. That product is the NewLit Trainer.

New literacies, or New Media Literacy is a re-cent development in the education community. It recognizes that reading and writing on computers, the Internet, and communications devices requires additional skills that traditional literacy pro-grams have failed to address. The NewLit Trainer will incorporate traditional education, electronic textbooks, and New literacies education into a single device. Not only will it help improve the 21st century classroom, but also, over the long run, it will save districts money by replacing the currently used, expensive textbook programs.


In order to support the NewLit Trainer product, Follett must introduce a carefully crafted marketing plan that convinces districts about the importance of New literacies education, and also garners sup-port from the local communities for implement-ing the program. The marketing plan will include development of an e-book about new literacies, creation of an informational web site, and design of several printed marketing materials aimed at differ-ent segments of the education community.

With proper implementation, the NewLit Trainer program is the solution that will reassert Follett’s leadership in the education industry. The program will be welcomed and supported by the leaders of the New literacies movements at UConn and NC State University. Follett will see increased return on its investment, higher revenues, and their position in the marketplace will be positively affected.

Imagine a classroom where all of the students are actively engaged in activities that will make them more productive members of the society. It’s an educator’s dream. The NewLit Trainer can turn that dream into reality. ☐


References#171 Follett - Forbes.com. (2009 йил 28-October). Retrieved 2010 йил 11-September from Forbes.com :

http://www.forbes.com/lists/2009/21/private-companies-09_Follett_0S0F.html

Balu, R. (1997 йил 8-September). Follett’s College Try. Retrieved 2010 йил 11-September from ChicagoBusi-ness.com: http://www.chicagobusiness.com/article/19970906/ISSUE01/10004417/folletts-college-try

Business Source: Largest Privately Held Companies. (2004 йил 19-April). Retrieved 2010 йил 11-September from Business Source Premier: http://web.ebscohost.com/bsi/detail?vid=12&hid=9&sid=6e2e74a3...Osessionmgr10&bdata=jnNpdGU9YnNpLWxpdmu%3d#db=bwh&AN=12985910

Datamonitor: Follett Corporation — SWOT Analysis. (2009 йил 25-September). Retrieved 2010 йил 10-Sep-tember from Ebesco: http://web.ebscohost.com/bsi/pdf?vid=6&hid=9&sid=6e2e74a3-6014-4b8a-ab8c-aa7be2f2e2f8%40sessionmgr102

Fioriello, P. (2010). Teaching Literacy: Keeping Up with the Times. San Francisco: DRPFConsults.com.

Follett Corporation . (2010). Retrieved 2010 йил 11-September from Reference for Business: http://www.referenceforbusiness.com/history2/17/Follett-Corporation.html

Follett Corporation Company Profile - Yahoo! Finance. (2010). Retrieved 2010 йил 11-September from Ya-hoo! Finance: http://biz.yahoo.com/ic/40/40542.html

Limperis, G. (2010 йил 2-September). Who Needs 21st-Century Skills Anyway? | Edtechdigest.com. Re-trieved 2010 йил 11-September from Edtech Digest: http://edtechdigest.wordpress.com/2010/09/02/who-needs-21st-century-skills-anyway/

O’Byrne, I. (2010 йил 13-October ). What is New Literacies? - New Literacies Collaborative. Retrieved 2010 йил 176-October from NC State Universtity: http://newlitcollaborative.ning.com/profiles/blogs/what-is-new-literacies

Randall, D. (2010 йил 19-August). The Future of the College Bookstore - David Randall - Wallet Share - Forbes. Retrieved 2010 йил 11-September from Forbes: http://blogs.forbes.com/davidrandall/2010/08/19/the-future-of-the-college-bookstore/

Van Horn, R. (2004). Typefaces. Phi Delta Kappam , 85 (10), 795.


New Literacies e-BookWritten by Ari Sutton

4 June 2011


What are “new literacies”?According to the New Literacies Research Team at UConn, new literacies are comprised of “…the new reading comprehension and learning skills required by the Internet and other emerging information and communication technologies.” (Leu, 2009) New literacies involve all of the new skills that students need to be literate on computers, mobile com-munication devices, and the Internet. Traditional literacy skills help students read and write, but they are missing some valuable, additional competencies that will make them more successful reading and writing over the World Wide Web via electronic devices.

We are living in a time when paper reading and writing in the workplace is becoming obsolete. Electronic storage is cheaper, takes up less space, and is better for the environment than paper stor-age, so the economy will continue to push a drive toward a paperless workplace. Schools need to keep up with these changes by adding new literacies to the traditional literacies curriculum.

How do new literacies differ from tradi-tional literacy?NavigationWhen a child is learning how to read and write, they use traditional books, pencils, pens, and paper. These skills are important, but they are no longer

the complete set of abilities that a child needs. For example, a traditional book is linear. That is, one generally reads it in an order prescribed by the author, starting with the first page and progressing forward. E-books and websites have some linear qualities, but there is much more going on. They contain hyperlinks, which navigate to other places in the document, or to places outside the document for more information. Students need to know what to do when they go out of the linear movement of the text by clicking on a link. They need to be able to navigate back to where they started, or to choose other links to get additional information. Those choices are not generally intuitive, so students need to be prepared to navigate through a modern docu-ment without getting lost.

Search enginesResearch is an important tool for students and adults. Traditional literacy teaches students how to go to the library and search through the card catalog to find out information by subject, title, or author. New literacies education would include modern methods for research, which includes search engines.

Imagine a class where students could use their cel-lular phones in class to find out information about Paul Revere, or the distance between the Sun and the Earth. Alternatively, some classes could have desktop computers or tablet devices for students


to research without ever leaving the classroom. That would make the classroom environment more closely mimic a traditional work situation, where workers doing research would just use their computers rather than take a trip to the library. This is happening in some school districts with great success.

Using appropriate enginesIn order to use search engines correctly to conduct research, students need to know that there are different kinds of search engines, some more ap-propriate for different kinds of research. Academic research is better if it is done on JSTOR, EBSCO, or Google Scholar than on the regular Google engine. Using the correct engine for the job is an important part of research in the modern society.

ParametersOnce you find the right search engine, you have to define the search parameters. Using too general a term in your search may bring back millions of pages that are unrelated to your inquiry. Converse-ly, using very specific terms may bring back few, if any results. Students need to know how to use Boolean search terms to narrow down wide groups of results to get more specific information.

ReliabilityAnother issue with searching online is reliability. Many sources on the Internet have no value be-

cause they aren’t reliable. Anyone can post things on the web, so one has to be careful about choos-ing the best sources to support your research. Most searches for information will bring up Wikipedia as a source on the first page. While there is much valuable information on Wikipedia, and they are an important source for quick information, it is maintained by users, so it contains some misin-formation, so use it carefully. If the listing cites the sources, then go to the original sources and deter-mine whether they are reliable. These kinds of dis-cernments require skills that students didn’t need when they could only look things up in the library, or an encyclopedia.

HardwareThere are differences in electronic hardware that will affect a student’s ability to function in school, or at work. Mac and PC each require a different set of skills to use the hardware correctly. Different cellular phones, smart phones, PDAs, and tablet devices work independently based on the manufac-turer’s discretion. While schools can’t be expected to train students on every device they may encoun-ter at work, there are some similarities between each of these devices that are important to know.

SoftwareDifferent careers paths will require students to be-come familiar with different kinds of software. Most students will need to have word processing skills, so


a program like Microsoft Word or Pages should be taught. Foreign language classes should include us-ing those word processor programs in the language, so students can see that there are keyboard differ-ences. Some languages, like Hebrew, don’t follow the left to right flow that we are used to as English writer, so using a word processor for these languag-es require completely different skills, which should be available to students taking those languages.

As students start thinking about their future ca-reers, there is additional software they may need to learn. Some may need presentation software, so they should have access to PowerPoint or Keynote. Others will need photo-editing skills, so Photoshop would be an important program for them to lean. Art classes should incorporate Adobe Illustrator to teach students about the digital movements in the art world. Still others who are interested in pub-lishing should have access to layout software like Adobe InDesign, Quark, or Microsoft Publisher. Those interested in building web pages should have learn Dreamweaver, and programming languages like HTML and CSS. Students interested in math or science should be taught Excel. These skills are vitally important in the workplace, but are severely lacking in the K-12 school system.

What can be done about it? AwarenessSchools, parents, and students need to be made aware that new literacies are becoming more, and more important in the workplace. Community leaders should demand that this tremendous gap in the K-12 curriculum should be closed in order to properly train the upcoming workforce. Unfortu-nately, most schools around the country still teach literacy like it was taught in the1900s. They ignore all of the new literacies skills that have been intro-duced by expanding communication technologies. It is imperative that our districts become aware of this problem, and begin to work on resolving it.

FundingOne of the biggest problems with making changes in any school program is coming up with the funding in the budget. There are many ways inside and outside the budget to raise funds for projects. Students, for whom new literacies program is vi-tally important, may be motivated to raise funds by washing cars, having bake sales, selling cookies, or other fundraising efforts.

Parents may be inclined to help raise funds as well, because learning new literacies will ensure that their children have a brighter future. Community leaders and businessmen in the community may want to support the program because it will help


schools prepare students for their future jobs, sav-ing employers a lot of money that they spend on training when the schools don’t provide it.

Another source of funding can possibly come from textbook allotment. Every year schools have to purchase a certain number of textbooks to replace lost, damaged, or outdated materials. By using these allotments to purchase electronic textbooks and de-vices, school will see a short-run savings in the cost of e-books as opposed to paper textbooks. They will also see a long-run savings because e-books are easier and less costly to update, so they don’t become obsolete as quickly as traditional textbooks. Also, electronic books require far less storage space, so the areas that hold traditional textbooks can be used for other school programs, saving money over adding new classrooms to districts that have grow-ing populations. These savings can help fund the new literacies program.

Why the newlit trainer? The newlit trainer has several advantages over other devices. While other tablets, laptops, desktops, and communication devices help students practice using new literacies skills, the newlit trainer is the only device specifically designed to assist in teach-ing new literacies. It has built-in software to mimic the more common devices so students use simula-tions to learn how to operate several devices, not

just the one that they have. Additionally, the newlit trainer can sync with their computers, and walk them through several new literacies exercises to help build their competencies. Students using the newlit trainer will have an immediate advantage over students using other devices. Get the newlit trainer program today for your students. You will be helping to ensure a brighter future for your com-munity. Go to www.newlittrainer.follett.com for more information. ☐


Works CitedLeu, D. (2009). The New Literacies Research Team at UConn. Retrieved August 18, 2010, from University of

Connecticut: http://www.new.iteracies.uconn.edu


image referencesThese images are solely to be used for Comp purposes during the proposal process.

If the client accepts the proposal, then the client must purchase the license for:

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assetType=image#2

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fB8_In7dfLn91etf49f4NX6PX_dskV3kvyb9-pj-_2OTqnqbVqt8-WuO8NmNj2n0ayZ1VbUvszpbNL-2fvZr4f-

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o2ZK4vdkvZyVHhGDTw3AHwecBzv38fuvQzy0ts2Dv36deS1_CIXwl4HwMSDs7T3E78QmTnD8P369F_lV3rT_

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36. Font name: Impact, preloaded with my Mac and Adobe software package

37. Font name: Myriad Pro, preloaded with my Mac and Adobe software package

38. Font name: Minion Pro, preloaded with my Mac and Adobe software package

39. Font name: Segoe UI, downloaded from an Internet site, unable to locate site.

40. Image Title: Two boys holding a blank whiteboard, smiling, Copyright Owner: Juan Silva, Locate at: http://www.

gettyimages.com/Search/Search.aspx?contractUrl=2&language=en-US&p=whiteboard&assetType=image

41. Image Title: Girl with plaid shirt holding a blank whiteboard, Copyright Owner: Juan Silva, Located at: http://

www.gettyimages.com/Search/Search.aspx?contractUrl=2&language=en-US&p=whiteboard&assetType=image


alternative taglines• Worldwide education. — This slogan works because it says that using the NewLit Trainer product gives a

student access to a world of information. Also, it alludes to the World Wide Web, which is an important aspect of new literacies education.

• Innovating dreams. — This tag line tells the audience that their dream jobs are accessible through Follett’s innovations. It works because innovation and dreams, while pointing in the same direction, take opposite approaches.

• Innovate. Educate. Automate. — These are not only the key tenets of Follett Corporation; they describe what Follett does through each of its products.

• Preparing students for paperless professions. — This alliteration is catchy, and it explains the need for new literacies education — to prepare students for the global economy and relatively paperless world of the near future.

• You’ve got world in your hands. — This slogan talks about the physical size and power of the NewLit Trainer. It also reminds the older parts of their audience, often the decision makers in school districts, of the Ella Fitzgerald song.

• Navigating the Classroom. — The slogan alludes to the vastness of the Internet in a limited space, the classroom. It makes the space of the classroom seem bigger if one has to navigate through it.

• From Shakespeare to cyber space. — This slogan uses the “lean it up against something” method. When one thinks about literacy programs, then Shakespeare comes to mind. The tag line props up new literacies against traditional literacy. There is also a bit of alliteration with the “s” and soft “c” sounds.

• Where’s gym? — The idea behind this slogan is that it discusses what the NewLit Trainer doesn’t do. The NewLit trainer can be used for any subject, but it’s better to actually participate in a traditional physical education program.

• More engaging than Emerson. — Student engagement is one of the most difficult tasks that schools have. Since children are naturally engaged by using devices, then learning by using a NewLit Trainer will help students pay attention better than they do in traditional literacy programs.


about charles {ari} suttonAri Sutton has been working as a freelance graphic designer, writer, illustrator, and brand consultant since 2004. Ari believes that collaboration is an essential part of creating successful designs and branding cam-paigns, so he uses superior interpersonal skills to work closely with other designer, internal, and external clients to ensure that every aspect of the job goes according to plan. Creating innovative solutions to complex design problems is a major goal, so Ari conducts research before embarking on a project, and he uses itera-tion to eliminate cliche ideas and concepts. Ari has excellent time-management and organization skills, which he uses to complete work on-time without costly errors. He is proficient with the following software applica-tions:

• Adobe Photoshop CS5

• Adobe InDesign CS5

• Adobe Illustrator CS5

• Adobe Acrobat 9 Professional

• Adobe Framemaker 9

• MS Office

Ari specializes in print and interactive publications, but he also writes HTML for web design projects, and has some experience creating motion graphics. For more information about the designer, you can contact him directly at 321-505-2472 or email to [email protected].

• The missing hyperlink. — This tag line twists the cliché the missing link, and tells the reader that what literacy education is missing is the hypertext links and other aspects of computer literacy. The NewLit Trainer provides them.

Presented byAri Sutton

321-505-2472

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Designing Follett: Preparing students for paperless professions

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Transcript of Designing Follett: Preparing students for paperless professions