Typographic best practices for classroom materials

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Presentation by Cameron Romney given April 24, 2011 at Osaka JALT's Back to School Event.

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  • Typographic best practices for classroom materials

    1. 1. Typographic best practices for classroom materials Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew’s University) April 24, 2011
    2. 2. Agenda• Typography basics• Issues for L2 learners• Best practices for classroom materials• Recommended Typefaces (fonts)
    3. 3. Typeface vs. Font
    4. 4. “The font is the cookiecutter, and the typeface is the cookie.” (p. 29) Felici (2003)
    5. 5. Why should you care?
    6. 6. Typographic effects on readers • Motivation Smiley (2005); Misanchuk (1992); Bell & Sullivan (1981) • Comprehension Gasser, Boeke, Haffernan, & Tan (2005); Romney (2006); Smiley (2005); Walker (2001), Hoener, Salend & Kay (1997); Garofalo (1988), Lewis & Walker (1989) • Recall Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2005); Lewis & Walker (1989) • Efficiency/Speed Smiley (2005); Hoener, Salend & Kay (1997)
    7. 7. “...more easily perceiving ... text on apage ... less attentional resources arerequired for the process of reading. Moreattentional resources can then bedevoted to attending to the message inthe text, which results in deeperprocessing and an easier recall of theinformation presented.” (p. 185) Gasser, Boek, Haffernan & Tan (2005)
    8. 8. Serif and Sans-serifBowley (2009), Bringhurst (2004), Craig (1990), Felici (2003), Kirsanov (1998),Lupton (2004), Madison (2003), Miller (2002), Misanchuk (1992), Romney (2004),Walker & Reynolds (2003),White (2002), Williams (2008), etc.
    9. 9. EM EM
    10. 10. Legibility vs. Readability
    11. 11. EM EM
    12. 12. L2 Learners
    13. 13. LC l and UC I
    14. 14. LC d, b, q and p
    15. 15. Lowercase i and j
    16. 16. Lowercase c and o
    17. 17. Lowercase f and t
    18. 18. Double story minuscules Images from Wikipedia
    19. 19. Best Practices
    20. 20. Best Practice #1Use the font students are FAMILIAR with
    21. 21. “people most easily read materialprinted in the typefaces withwhich they are most familiar.” (p. 32) Hoener, Salend & Kay (1997)
    22. 22. Copyright page
    23. 23. Identifont & WhatTheFont www.identifont.com http://new.myfonts.com/WhatTheFont (includes an iPhone app)
    24. 24. Best Practice #2set the typeface at a LARGER size
    25. 25. • Less skilled readers benefit from larger text Carter, Day & Meggs (2006); Petterson (1989)• 9-12 pt is standard for adults Carter, Day & Meggs (2006)• 18 pt for 1st grade, 14 pt for 3rd grade, 11 pt for 6th grade Hoener, Salend & Kay (1997)
    26. 26. Best Practice #3Use a font with good LEGIBILITY
    27. 27. “...it has long been an article offaith that serifed typefaces areeasier to read than san serif” Felici (2003)
    28. 28. Best Practice #4 Don’t forget thePRINTING & COPYNG
    29. 29. Best Practice #5Use fonts with PURPOSE
    30. 30. Example
    31. 31. “...you should never put two sansserif typefaces on the same page,and you should never put two seriftypeface on the same page” (p. 175) Williams (2008)
    32. 32. Recommended Typefaces Serif Sans Serif• Georgia • Verdana• Lucida Bright • Tahoma• Bembo Schoolbook • Helvetica Textbook
    33. 33. GeorgiaImage from Identifont
    34. 34. Lucida Bright Image from Identifont
    35. 35. Bembo Schoolbook Image from Identifont
    36. 36. VerdanaImage from Identifont
    37. 37. TahomaImage from Identifont
    38. 38. Helvetica Textbook Image from Identifont
    39. 39. Typographic best practices for classroom materials Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew’s University) April 24, 2011

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