Randy M. Brooks, Ph.D. Millikin University

ACI Faculty Development Workshop North Park University, June 17, 1998 Keynote Address

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Hypertext Design Conventions

In this keynote address I will examine emerging design principles of hypertext. We will begin by discussing what hypertext is and how it assumes a new reading process. Then we will compare manuscript conventions versus hypertext conventions of web sites.

What is Hypertext?

The Hypermedia Reading Experience

Manuscript Conventions Versus Hypertext Conventions

Links to My ACI Faculty Development Workshops

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What Is Hypertext?

Myths and experiential definitions of hypertext?

• nonlinear?
• shallow tidbits without significant substance?

Experimental hypertext may emphasize hypertextual links over comprehension. See Bolter's hypertext version of Writing Space. It is this kind of extreme form of hypertext that Birkerts seems most worried about.

But consider this more typical sample web site for our analysis of characteristics of hypertext features.

Common features or characteristics?

Multiplicity of linked texts and graphics and presented together as a coherent whole?

The range of hypertext (suddenly the more appropriate word is hypermedia)?

More dynamic than traditional texts?

What's hyper about hypertext?

How is hypertext different from traditional texts?

• Presentation media?
• Production assumptions?
• Interaction process?
• Modularity or chunking of information?
• Integration of graphics and other media?

Is a web site a form of communal or collaborative publishing? Does it constitute a discourse community?

Halfway Hypertext:
Transitional online documents--publications and writings posted in an hypertext environment, such as the web, without being designed as hypertexts. Compare a traditional vita with a web vita that has been "hypertextualized."

Consider this traditional essay versus the hypertext on the modularity of hypermedia. Significant changes? No, but this is merely a traditional document slightly "hypertextualized" for easier navigation.

Designed As Hypertext:
Here is an example of a publication designed as a hypertext publication. Consider how the publication opens, maintains orientation throughout, provides navigation cues, and allows the reader to control the experience.

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The Hypermedia Reading (Interaction) Experience

From start to finish? Beginnings and conclusions? Content, data, details and meta-text? How do readers begin and when are they done with a hypermedia text?

Consider the hypermedia our children are growing up with such as Living Books CDs:

• integrates music and animation throughout (establishes an atmosphere and tone for experience)
• provides a friendly guide (Barney, Little Critter, etc. . . often a participant in the CD)
• allows the child to control the experience--for example, choosing to read (linear narrator) or to play (explore possibilities)
• includes incredible forgiveness features and prompts when the child is stuck
• assumes a curiosity or exploratory sense in the child

A new implicit social contract for information exchange:

• the reader pulls information needed or wanted (instead of information being pushed or forced on the reader)
• the user controls (to choose) the reading experience--how long, how much, how frequently
• provide significant orientation at the entries to the hypertext and maintain orientation through design elements, titles and other cues
• multiple avenues and levels of interaction
• the text provide navigation cues or signals for choices throughout (with no dead ends or traps)
• leaps and links are forecasted appropriately or designed following conventions so users can predict consequences of their navigation choices

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Manuscript Writing Conventions Versus Hypertext

Manuscript production conventions focus on the development of a text to be edited or evaluated by others, but not necessarily read until processed by typesetters or designers of printed pages. In the essay and hypertext on the modularity of text in hypermedia, I argue for teachers to make room for hypertext production in college writing.

Manuscript Conventions format characteristics such as: double-spaced lines inch margins all around letter sized page underlined titles (for italices later in print) numbered illustrations text structure features include: a title to orient the reader to the subject and type of writing to follow, an introduction establishing significance or raising interest in the essay, a thesis statement of the main point and focus of the essay (often includes a key points of the organization plan) maybe a few subheadings to orient readers to large sections of text paragraphs of related information signaled by indents (with topic sentences located in a wide variety of paragraph placement) (with transitions to signal changes of topic or variations of ideas) cohesive cues within the text to signal shifts in topic and to reinforce the main focus sentences (complete ideas signaled by initial capital, period, and two spaces) (given-new arrangements of information) phrases signaled by syntax and mechanical marks, and a conclusion to return to higher level of focus/significance of the essay. Optional modules include footnotes, end notes, and tables or graphs in research or business reports. The underlying assumption of these modules is that the reader is going to read the essay from start to finish, so the basic process of navigation is to process each module when you get to it. The scrolling interface of most word processing programs reinforces this assumption that readers begin and continue through the entire discourse.

Hypertext Conventions format characteristics such as: single-spaced lines dynamic, re-sizable page size & margins underlined links (italics or colored titles) integration of graphics & text common modules of a web site include: an opening home page (which provides a safe base to return to after explorations) a welcoming message or overview of the site (sometimes from a guide or map) an index or list of links to more content consistent placement of titles and background elements unify design of pages multiple pages of related information (each page may have some orientation and subtitles which identify the focus of it) navigation buttons or prompts to signal choices for continuing interaction a mixture of graphics and text (some for atmosphere and other substantive) links to other web sites (with forecasts, labels and warnings so readers know they are leaving the web site) bottom of the page conventions of site designer, sponsor, date of production and feedback through email The underlying assumption of these modules is that the reader is going to structure their own reading experience and go to only a few pages. The interaction model is to go out to a page, then on to another page or back to the home page to venture out again, until the reader takes a link to another web site.

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ACI Faculty Development Workshops by Randy Brooks

Manipulating Elements of Web Pages	Creating a Web Resources Guide for a Course
Converting Text into Hypertext	Web Design User Testing

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