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Visuals for Information. INSTITUTION Esselte Forlag, Stockholm (Sweden) DOCUMENT RESUME ED 304 085 IR 013 603 AUTHOR Pettersson, Rune TITLE Visuals for Information. INSTITUTION Esselte Forlag, Stockholm (Sweden). PUB DATE 88 NOTE 298p. PUB TYPE Information Analyses (070) -- Books (010) EDRS PRICE MF01/PC12 Pius Postage. DESCRIPTORS Cognitive Style; *Communication (Thought Transfer); *Communication Research; Foreign Countries; *Information Systems? *Mass Media; Models; *Perception; Verbal Learning; Visual Learning; *Visual Literacy IDENTIFIERS Information Society; *Visual Verbal Synchrony ABSTRACT This report focuses on the visual component of verbo-visual literacy, a communications concept involving the production, transmission, and perception of verbal and visual images. Five current problem areas in verbal-visual research are introduced and discussed: (1) communication (communication models, media consumption, new media, the information society, and screen communication); (2) perception, learning, and memory (our senses, listening and looking, and learning and memory); (3) literacy (language, verbal languages, characteristics of verbal languages, visual languages, and current research); and (4) designing visuals for information (content, execution, context, and format). An extensive list of references is included at the end of each section. (CGD) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************t** U.S. DEPARTMENT OF EDUCATION Office of Educational Reseakh and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AThis document has been reproduced as tecelved from the person Or organ.zation onginatmg A C Minor changes have been made to ,morove reorodtrnion Qualify Points or view or othmons stated at in.s deco- ment do not necessary represent otecrai OEM position or porrcy Visuals for information BEST COPYAVAILABLE "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Rune Pettersson Rune Pettersson i81 ESSELTE FORLAG TO THE EDUCATIONAL RESOURCES INFORMATION CENTER OW Visuals for information by Rune Pettersson 0 ESSELTE FORLAG u,-, Rune Pettersson is Director Research & Development ESSELTE FORLAG AB Box 2052 S-103 12 STOCKHOLM, Sweden Tel. 46-8-789 33 47 and Researcher CLEA, Computerbased Learning Environments Stockholm University Dep. of Computer and Systems Sciences S-106 91 STOCKHOLM, Sweden Tel. 46-8-16 28 68 Some assignments Teaching at the University of Stockholm: "Visual Literacy, visuals for instruction" at the Royal Institute of Technology, Stockholm. New Media Development" Affiliate research professor and a member of the faculty of the Institute of Business Graphics at the College of Business Administration at Pennsylvania State University, USA Board member of IVLA, International Visual Literaly Association (vice President) of IEPRC, International Electronic Publishing Research Centre of IPA-EPC, International Publishers AssociationElectronic Publishing Committee Fellow of BOA, Bild och Ord Akademin, The Swedish Academy of Verbovism.. Information © 1988 Rune Pettersson 2 4 Contents Introduction 5 Communication 9 Communication models 11 Media consumption 20 New media 33 The information society 46 Screen Communication 57 References 71 Perception, learning and memory 75 Our senses 77 Listening and looking 85 Learning and memory 111 References 128 Literacy 137 Language 139 Verbal languages 143 Characteristics of verbal languages 150 Visual languages 152 Current research 209 References 214 Designing visuals for information 219 Content 222 Execution 233 Context 262 Format 271 References 274 J Introduction G The past few decades have witnessed dramatic developments in technology. One example from each decade can serve to illustrate the major changes, especially those occurring in the media field. 1946 ENIAC, the world's first electronic computer, made its debut. It weighed 30 tons, contained 18,000 tubes and had a memory capable of storing only 20 numbers. Pocket calculators of today have a much greater capacity, ind personal computers can easily store the contents of a book in internal memory. 1956 The first regularly scheduled TV transmissions began in Sweden. The American Ampex company introduced the first video tape recorder. It was a large, expensive machine with an insatiable appetite for 2-inch, open-reel tape. 1988, one-third of all Swedish households (33 %) have small, handy video cassette recorders, usually employing 1/2 inch tape. The corresponding figures for the United States and Japan are 46 % and 62 % respectively. 1962 The first communications satellite, Telstar, was launched into or- bit.In 1988, 600,000 Swedish households (8 %) could view satellite TV transmissions via local cable TV networks. At some locations in the United States, viewers have a choice of 50-60 programs. Many channels also broadcast around the clock. 1973 The Dutch company Philips launched its optical video disc system. This medium permits the storage of truly vast amounts of information. CD-ROM discs of today are only 12 cm in diameter but can store 600 mega-bytes of information. All the text in several encyclopedias can be made easily accessible in a database stored in CD-ROM. 1985 The Japanese company Sony presented the world's largest video screen, 40 x 25 meters, i.e. 1,000 m2 (10,764 ft2), at EXPO 85 in the Tsukuba research village outside Tokyo. This "Jumbotron" image was more than two million times larger thaa a similar TV image on a wrist-watch TV. Flat, high-resolut:on video displays emitting virtually no harmful radiation are currently under development. So technical developments have moved at a very rapid pace. Everything suggests that the pace of developments is likely to 6 increase rather than decrease. So visual messages in different forms will become increasingly important. However, only limited knowledge is available on visual communications, pictures as a means of linguistic communications and the interplay between verbal and visual messages. So attention must be deNoted to issues concerning the production, transmission and perception of verbo-visual messages. From June 10-13, 1987, the IVLA. (International Visual Literacy Association), in collaboration with the University of Stockholm, held an international, interdisciplinary research symposium "Verbo-Visual Literacy: Research and Theory." About 35 scientists from 15 countries participated, directly or indirectly, and presented their research results. Participants cane from countries as far away as Canada, India, Japan and the United States. However, most were from European countries. Current problem areas in verbo-visual research can be summarized under the heading Info logy, i.e. knowledge of information. Info logy comprises theoretical and empirical study of the way text, images and graphical shapes for informational material shoule_ be designed so as to optimize communications between senders and receivers. Thus, the field covers aspects of many "established" disciplines, such as visual arts, information science, esthetics, cinema, physiology, graphical design, in- formatics, journalism, communications, art, linguistics, mass- communications, pedagogics, semiology, sociology etc. This report maiiily deal with the "visual" part of verbo-visual research 7 r1 L.) Communication 0 Contents Communication models 11 Media and representations 14 Production of need-oriented information 18 Media consumption 20 Media market size 21 Finance and business market 23 Professional markets 23 Educational markets 23 Consumer and leisure markets 24 Media-industry mapping 24 Needs 25 Time of delivery and number of receivers 25 The information business map 26 Media evolution 26 Technical development 32 New media 35 Electronic Publishing 36 Video 39 Teletext 40 Videotex 42 Cable TV 43 Computers 44 Mediateques 46 The information society 46 From writers to readers 48 Consequences of electronic publishing 48 The user 48 The expert 48 The publisher 49 Others 51 Changes in media consumption 51 The introduction of new media 53 Users viewpoints 53 Producers viewpoints 54 Originators viewpoints 56 Viewpoints of the society 56 Screen Communication 57 Visual Displays 58 Color Description Systems 61 The message on the screen 63 Text 64 Numeric Data 66 Visuals 68 Computer Print-Outs 68 References 71 10 10 Communication models Communications between people have always been important. Aspects of our society are becoming increasingly intertwined, and the need for communications between people is increasing at a fast pace. We need to communicate in order to establish contacts with one another, to maintain and improve those contacts, to exchange information and views and to develop ourselves and the society. If communication is to be possible at all, signals in some form must be transmitted, received and deciphered. Both animals and people communicate with the aid of simple signals. The signals may be aural or visual.They can also consist of odors or tactile contacts and, therefore act on our sense of smell and touch rather than on our hearing and vision. There is often an interplay between different signals or stimuli which coalesce into a unified whole. Simple signals usually elicit simple responses in the message recipient whose responses elicit responses from the original message transmitter etc. Information systems of considerable complexity can arise in this way. Many information and communications theorists have devised models to explain the way the communications process operates. As early as 1948 Laswell put it this way: communications
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