Typography and document design for classroom materials

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  • Typography and document design for classroom materials

    1. 1. Typography & document design andJapanese copyright & authentic materials Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew’s University) September 24 & 25, 2011
    2. 2. Typography and document design for classroom materials Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew’s University) September 25, 2011
    3. 3. Agenda• Introduction• Typography• Page Layout• Graphics: Illustrations/Photographs, etc.
    4. 4. ConnectTheory and Practice with ‘Best Practices’
    5. 5. What do you know anything about typography/page layout/graphics?Do you think it (they) are important? Why or why not?
    6. 6. “Unfortunately, most of the materials made athome, no matter how good in content, areatrocious in terms of layout. In my experienceswith both publishers and students, I have cometo the conclusion that layout is just as important as...no, even more important than...content” Curtis Kelly, 1998
    7. 7. Visual design effects on readers• Motivation Smiley (2004); Misanchuk (1992); Bell & Sullivan (1981)• Comprehension Gasser, Boeke, Haffernan, & Tan (2005); Romney (2004); Smiley (2004); Walker (2001), Hoener, Salend & Kay (1997); Garofalo (1988), Lewis & Walker (1989)• Recall Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2004); Lewis & Walker (1989)• Efficiency/Speed Smiley (2004); Hoener, Salend & Kay (1997)
    8. 8. Visual design effects on readers• Motivation Smiley (2004); Misanchuk (1992); Bell & Sullivan (1981)• Comprehension Gasser, Boeke, Haffernan, & Tan (2005); Romney (2004); Smiley (2004); Walker (2001), Hoener, Salend & Kay (1997); Garofalo (1988), Lewis & Walker (1989)• Recall Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2004); Lewis & Walker (1989)• Efficiency/Speed Smiley (2004); Hoener, Salend & Kay (1997)
    9. 9. “...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)
    10. 10. Typoface:i.e. fonts
    11. 11. “The font is the cookiecutter, and the typeface is the cookie.” (p. 29) Felici (2003)
    12. 12. What fonts do you know?Which ones do you use? Why? How? What’s your favorite font? Why do you like?
    13. 13. Categories of Fonts Style Purpose Historical• Old-style • Text • Renaissance• Modern • Display • Baroque• Slab serif • Decorative • Neoclassical• Sans serif • Romantic• Script • Realist• Decorative Williams (2008) Felici (2003) • Modernist Bringhurst (2004)
    14. 14. 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.
    15. 15. EM EM
    16. 16. Legibility vs. Readability
    17. 17. EM EM
    18. 18. Common Problems for L2 Learners
    19. 19. LC l and UC I
    20. 20. LC d, b, q and p
    21. 21. Lowercase i and j
    22. 22. Lowercase c and o
    23. 23. Lowercase f and t
    24. 24. Double story minuscules Images from Wikipedia
    25. 25. Best Practices
    26. 26. Best Practice #1Use the font students are FAMILIAR with
    27. 27. “people most easily read materialprinted in the typefaces withwhich they are most familiar.” (p. 32) Hoener, Salend & Kay (1997)
    28. 28. Copyright page
    29. 29. Identifont & WhatTheFont www.identifont.com http://new.myfonts.com/WhatTheFont (includes an iPhone app)
    30. 30. Best Practice #2set the typeface at a LARGER size
    31. 31. • 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)
    32. 32. Best Practice #3Use a font with good LEGIBILITY
    33. 33. “...it has long been an article offaith that serifed typefaces areeasier to read than san serif” Felici (2003)
    34. 34. Best Practice #4 Don’t forget thePRINTING & COPYNG
    35. 35. Best Practice #5Use fonts with PURPOSE
    36. 36. Example
    37. 37. Recommended Typefaces Serif Sans Serif• Georgia • Verdana• Lucida Bright • Tahoma• (Bembo) Schoolbook • Helvetica Textbook
    38. 38. GeorgiaImage from Identifont
    39. 39. Lucida Bright Image from Identifont
    40. 40. Bembo Schoolbook Image from Identifont
    41. 41. VerdanaImage from Identifont
    42. 42. TahomaImage from Identifont
    43. 43. Helvetica Textbook Image from Identifont
    44. 44. Page Layout
    45. 45. Best Practice #1Use MULTIPLE columns withSHORTER lines
    46. 46. Theory“When long lines are set...thereis a tendency of the reader toread the same line twice” (p. 86) Craig (1990)
    47. 47. Line Length Guides• 50 - 60 characters (White 2002)• 2 times the alphabet (Craig 1990)• 27 characters minimum, 40 optimum, 70 maximum (Felici 2003)
    48. 48. Best Practice #2Use INCREASED line spacing
    49. 49. Theory“...the reader has an effortlessreturn path to the left edge ... forthe next line.” (p. 115) White (2002)
    50. 50. Best Practice #3 Use lots ofWHITE SPACE
    51. 51. Theory“Space attracts readers bymaking the page look accessible,unthreatening, and manageable” White (2002)
    52. 52. Best Practice #4Use lines & shapes toORGANIZE the page
    53. 53. Theory“...directing the readers eyearound the page, drawing attentionto specific parts... breaking copyinto sections” (p.86) Dabner (2004)
    54. 54. Before and After
    55. 55. Graphics
    56. 56. Do you use images in your materials? Why or why not? Do images help students? How?
    57. 57. Levin (1981)1.Decoration 5.Representation2.Remuneration 6.Organization3.Motivation 7.Interpretation4.Reiteration 8.Transformation
    58. 58. Decoration Increase attractivenessRemuneration Increase salesMotivation Increase interestReiteration Additional exposuresRepresentational Make more concreteOrganization Make more integratedInterpretation Make more comprehensibleTransformation Make more memorable
    59. 59. Misanchuk (1992) Decorative Instructional1. Decoration 4. Reiteration2. Remuneration 5. Representation3. Motivation 6. Organization 7. Interpretation 8. Transformation
    60. 60. Decorative vs. Instructional Instructional Decorative Hill 45% 55% (2003)Romney & Bell 27% 73% (2011)
    61. 61. Best Practice #1Only use graphics with INSTRUCTIONAL purpose
    62. 62. “If instructional facilitation is nothighly probable, then ... graphicsshould not be used in instructionalmaterial.” (p. 239) Misanchuk (1992)
    63. 63. TheoryGraphics can be a distraction Evans, Watson and Willows (1987); Peeck (1987) Clark & Lyons (2011); Romney & Bell (2011)
    64. 64. Best Practice #2Use as FEW graphics as possible
    65. 65. Theory“The fear of ‘wasted space’ drivesdesign novices to fill in any emptyspace with unnecessary clipart.” (p. 37) White (2002)
    66. 66. Best Practice #3 Place the graphicNEXT TO the text
    67. 67. Theory“Split visuals and words have beenshown to depress learning” (p. 77) Clark and Lyons (2011)
    68. 68. Best Practices Typography Page Layout Graphics Familiar Shorter lines Instructional Larger Increased line space Few is better Legibility White Space Next toPrinting & Copying Organize Purpose
    69. 69. Thank Youromney.cameron@gmail.com LinkedIn & Google+ @CameronRomney CameronRomney.com

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