This document discusses the relationship between text and illustrations in books and other printed materials. It argues that information design should be approached like choreography, with the designer considering how readers will move their eyes across pages and directing their movement. The document presents principles for textbook design including designing based on the reader's perspective and integrating all elements involved, like text, illustrations, and layout. It frames information design as directing the reader's creative interpretation of the material.

1. between text and illustration
david sless
d.sless@communication.org.au
www.communication.org.au
vision plus 5 communication research institute
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2. acknowledgments
˘ Dr Ruth Shrensky—for advice, and editing help
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3. acknowledgments
˘ Dr Ruth Shrensky—for advice, and editing help
˘ IIID & Fachhochschul, Vorarlberg
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4. acknowledgments
˘ Dr Ruth Shrensky—for advice, and editing help
˘ IIID & Fachhochschul, Vorarlberg
˘ all Institute colleagues—for their work and support
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5. acknowledgments
˘ Dr Ruth Shrensky—for advice, and editing help
˘ IIID & Fachhochschul, Vorarlberg
˘ all Institute colleagues—for their work and support
any faults are all my own
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6. text
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7. text illustration
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8. text illustration
reader
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9. text illustration
reader
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10. the silent dance
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11. the silent dance
˘ sometimes managed
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12. the silent dance
˘ sometimes managed
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13. the silent dance
˘ sometimes managed
˘ sometimes not
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14. information designer = choreographer
˘ digital tool-kit
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15. information designer = choreographer
˘ digital tool-kit
˘ distinct way of thinking
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16. choreographer’s tool kit
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17. choreographer’s tool kit
˘ renaissance in information design
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18. choreographer’s tool kit
˘ renaissance in information design
˘ digital convergence
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19. choreographer’s tool kit
˘ renaissance in information design
˘ digital convergence
˘ logical control
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20. choreographer’s tool kit
˘ renaissance in information design
˘ digital convergence
˘ logical control
˘ customisati0n
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21. thinking inhibited by yesterday’s technology
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27. choreographic thinking
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28. choreographic thinking
˘ situated and dynamic
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29. choreographic thinking
˘ situated and dynamic
˘ incomplete without the dancer
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30. choreographic thinking
˘ situated and dynamic
˘ incomplete without the dancer
˘ workshoping and rehearsal
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31. choreographic thinking
˘ situated and dynamic
˘ incomplete without the dancer
˘ workshoping and rehearsal
˘ each performance creates something unique
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32. movements for readers
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33. movements for readers
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34. movements for readers
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35. movements for readers
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36. Tufte’s choreography
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37. principles of textbook design
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38. principles of textbook design
˘ design reader’s movement across the page
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39. principles of textbook design
˘ design reader’s movement across the page
˘ integrate all crafts involved
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40. principles of textbook design
˘ design reader’s movement across the page
˘ integrate all crafts involved
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41. Tufte’s framing text
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42. principles of textbook design
˘ design reader’s movement across the page
˘ integrate all crafts involved
˘ make the reader’s task explicit
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43. principles of textbook design
˘ design reader’s movement across the page
˘ integrate all crafts involved
˘ make the reader’s task explicit
˘ design from the readers point of view
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44. unlimited illustration
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45. unlimited illustration
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46. behind the principles
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47. behind the principles
traditional view
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˘ text
˘ reader
˘ illustration

48. behind the principles
traditional view the view I use
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text
reader
illustration
˘ text
˘ reader
˘ illustration

49. behind the principles
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50. behind the principles
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syntactics
pragmatics
semantics

51. behind the principles
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syntactics
pragmatics
semantics
pragmatics
syntactics
semantics

52. reading is an act of creation & invention
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53. reading is an act of creation & invention
information designers create the conditions for
invention by the next generation
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54. reading is an act of creation & invention
information designers create the conditions for
invention by the next generation
thank you
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