Typographic layout and first impressions: testing how changes in text layout influence reader's judgments of documents

This study explores how the typographic layout of information influences readers' impressions of magazine contents pages. Thirteen descriptors were used in a paired comparison procedure that assessed whether participants' rhetorical impressions of a set of six controlled documents change in relation to variations in layout. The combinations of layout attributes tested were derived from the structural attributes associated with three patterns of typographic differentiation (high, moderate, and low) described in a previous study (see Moys, 2014). The content and the range of stylistic attributes applied to the test material were controlled in order to focus on layout attributes. Triangulation of the quantitative and qualitative data indicates that, even within the experimental confines of limited stylistic differentiation, the layout attributes associated with patterns of high, moderate, and low typographic differentiation do influence readers' rhetorical judgments. In addition, the findings emphasize the importance of considering inter-relationships between clusters of typographic attributes rather than testing isolated variables

Investigating readers’ impressions of typographic differentiation using repertory grids

Document designers combine a range of stylistic and structural typographic attributes to articulate and differentiate information for readers. This paper explores how the kind of typographic differentiation used in a document influences readers’ impressions of documents. A preliminary study indicated that three patterns of typographic differentiation (high, moderate and low) might underlie participants’ impressions of magazine design. Subsequently, a set of nine magazine layouts with controlled content was purposefully developed to systematically examine the impact of high, moderate and low patterns of typographic differentiation on participants’ impressions of documents. These documents were used in a repertory grid procedure to investigate the kind of impressions readers articulate in relation to typographic presentation and whether readers are likely to formulate similar or differing impressions from high, moderate, and low patterns of typographic differentiation. The results suggest that typographic differentiation influences a range of rhetorical and experiential judgments. For example, participants described high differentiation documents as the most attention-grabbing and easy to skim-read, while they considered moderate and low differentiation documents to require deeper reading strategies. In addition, participants assumed high differentiation documents to be much more sensationalist than moderate or low differentiation documents, which they generally perceived as authoritative and credible

Promoting diversity through developing a sense of community

This case study explores how a Students as Partners approach is helping develop Graphic Communication students’ experience of community through their contribution to a curriculum design project at the University of Reading. The ‘I am, we are … different by design’ project began as a partnership initiative aiming to identify strategies to extend students’ experience of diversity in the curriculum. Drawing on a mid-­‐project evaluation, the case study presented here explores student partners’ perceptions of the achievements and challenges of the project, including evolving a sense of community and the impact of the project on their career development. It also highlights how supporting opportunities for visibility and recognition throughout a project may contribute to sustaining a culture of reciprocity in partnership

Visual rhetoric in information design: designing for credibility and engagement

Genre plays a central role in defining the visual conventions designers draw upon for presenting information and influencing the ways in which users, in turn, experience and interpret information. Drawing on evidence from user research, this chapter examines the rhetorical associations of some of the typographic and layout conventions associated with good practice in information design

Exploring the relationship between language and design: a study of Hong Kong newspapers

Linguistically and in their visual form, Chinese and English are distinct typographic systems. This paper investigates the relationship between language and typographic design through examining a sample of Chinese and English newspapers published in Hong Kong. The paper outlines key considerations for Chinese typography and approaches to newspaper typography and layout and then explores these further in relation to the newspapers in the sample. The findings indicate that the Chinese newspapers tend to differentiate information through color and graphic devices more extensively and overtly than the English newspapers. The Chinese layouts also show a greater tendency towards symmetrical design and use an atomization approach to layout. These differences highlight the importance of considering the interplay between language and design and adapting descriptive frameworks for particular cultural contexts

Readers’ experiences of Braille in an evolving technological world

This paper investigates people’s experiences and opinions of Braille as a reading method. It aims to explore how Braille’s role may be evolving in a world with an increased range of technological alternatives for reading. Two participant studies with people with visual impairments are reported. Firstly, a survey (Study A) explores current reading experiences and preferences. Secondly, building on the survey findings, a series of in-depth interviews (Study B) explores individual reading experiences of different artefacts. The findings show how particular assistive technologies may be deemed more or less appropriate for different reading contexts and purposes and highlights issues of production and standardization for reading artefacts. This suggests that providing people with visual impairments with access to a range of resources could support more inclusive practices. The findings also suggest that in some contexts, such as information presented in public spaces and on packaging, greater standardization of Braille could be of benefit to people with visual impairments

By design: engaging Graphic Communication students in curriculum development

Graphic Communication students face the challenge of acquiring a range of technical skills in addition to their creative, historical, professional and theoretical learning within a design degree. The range of software they are required to learn, in order to design across multiple genres and platforms in today’s rapidly-evolving media industry, is also increasing. Design students are often reported to be inclined to focus on developing their technical skills rather than the “critical thinking and reflective learning” skills that their tutors focus on (Park and Kastanis, 2009, p. 12). Similarly, within our BA Graphic Communication programme based in the Department of Typography & Graphic Communication at the University of Reading, student feedback highlights that students would like more support for developing their technical learning. We have been working with our students to respond to this issue in various ways. One of our initiatives has been to introduce a new optional module that supports first-year students’ technical learning. The case study presented in this video submission highlights how Graphic Communication students from different year groups worked with staff to develop the new module

Typo-resource: developing T&L support materials through collaboration

This paper reports on a collaborative project between staff and students in the Department of Typography & Graphic Communication at the University of Reading The Partnerships in Learning and Teaching (PLanT) project here described is a direct response to student needs for better online support materials. Methodologically, the project embeds user-centred design principles within an iterative process of design development and participant research. This process has underpinned the development of a prototype for an online interface called Typo-Resource. The resulting initial prototype addresses the usability and user experience dimensions of an online learning resource, moving beyond providing tutor-identified sets of resources to a multifaceted, collaborative, and visual platform for peer learning