Graphic aids in electronic texts

Abstract

The authors analyze the use of graphic aids in electronic texts by using four conceptual differences that distinguish printed and electronic texts. The four differences relate to the control of textual presentations, the interaction between readers and texts, the structure of texts, and the variety of symbolic elements that may be integrated with written prose. The authors propose that these four conceptual differences can act as a theoretical framework useful to researchers and instructional designers interested in the use of graphic aids in electronic texts. The authors contend that such a theoretical framework is needed because the current literature related to electronic texts has tended to focus on visual as opposed to more critical conceptual factors. They argue that the key to understanding the effects of graphic aids in electronic texts is found in considering the functional relations between graphical information, written prose, and reading strategies. Examples are provided to illustrate how each of the unique characteristics of electronic texts might affect these relations. The authors discuss the different perspectives of professionals interested primarily in literacy as opposed to those interested primarily in designing computer-based instructional materials, how these different perspectives might limit research and design, and how new understandings of electronic texts might bring the two perspectives closer together.

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