Reading Texts on Screen

George MacDonald Ross

One of the difficulties our disciplines face in using C&IT for teaching is that they are essentially text-based, and it is a common complaint that it is more difficult to read texts on screen than in hard copy. Because of this, many students simply print everything out - which defeats the purpose of providing materials electronically. Or rather, it should defeat its purpose, but it is not unknown for teachers to place course materials on the web merely as a cheap way of distributing handouts (a practice known as 'shovelware'). It is definitely not good practice, since the cost in time and money for the students is far greater than the cost to a department of photocopying or printing.

There is simply no point in making course materials available on-line unless there are features which cannot be reproduced in hard copy (though this does raise issues about discrimination, if the visually impaired cannot take advantage of such features - more about this anon).

Examples of extra features are:

  • running a text side-by-side with a word-processor in which notes can be written, and into which quotations can be copied and pasted;
  • using a split screen, so that a text and running commentary can be read together;
  • providing internal links to cross-references;
  • providing external links to other relevant documents or websites;
  • giving easy access to background notes, glossaries, or other relevant information;
  • affording the opportunity to email the tutor about problems, or to discuss points with fellow-students electronically.

Much can also be done to improve the legibility of texts on screen. Some techniques are under the control of the author, and some under the control of the reader. In many cases readers can override the author's preferences (e.g. font, font size, and text and background colour). But they need to be taught how to control the way the text is presented so as to suit themselves - a facility they do not have in the case of printed materials.

Here are some examples of ways of improving legibility:

  • lines are usually far too long (in hard copy as well as on screen) - reduce to about 40 characters by narrowing the browser window;
  • we are used to reading in portrait, whereas VDUs are landscape - halving the width of the window (as above) will turn it into portrait , and also create room to run a word-processor simultaneously;
  • use an easily legible font such as Georgia (Microsoft's recommendation), and avoid small font sizes;
  • reduce glare with a pastel background, but make sure that there is still a good contrast with the text colour (including links and visited links);
  • avoid textured or graphic backgrounds like the plague;
  • read screen-by-screen using Page Down, rather than scrolling and losing your place.

Below I give a couple of examples of texts I have given to my students on-line. In each case, the window is divided into three frames. On the left is a navigation bar, which provides immediate links to background materials, a web portal, a discussion room, email to the tutor and fellow students, and various other resources. I have deleted these, since it would contravene the Data Protection Act to make some of them public. The user can conceal or reveal the navigation bar at will with the mouse.

On the right, there is an upper and a lower frame. The upper frame is for a historical text (with a parchment-coloured background), and the lower frame is for a running commentary (with a sea-green background, as peaceful for the eye). Clicking on a link in the text in the upper frame will place the relevant commentary at the top of the lower frame, and clicking on a link in the commentary will place the relevant passage in the text at the top of the upper frame. The relative sizes of the two frames can be adjusted by using the mouse.

For copyright reasons, I cannot use translations or commentaries produced by others within the past century, and I do not believe that anything produced earlier can be regarded as state of the art. I have therefore written my own translations and commentaries. I would remind readers that what I am giving you access to is my own intellectual property, and protected by copyright.

My first example is a text and running commentary on Leibniz's Monadology.

My second example is a text and running commentary on Part I of Spinoza's Ethics. This is particularly useful for illustrating the value of internal links. When reading the Ethics in hard copy, it can be extremely frustrating to try and find the definitions, axioms, and propositions referred to in later demonstrations. On-line, you merely click on the link, and return to where you were by clicking on Back.


Created on: April 17th 2007

Updated on: March 4th 2009