Introduction

Textbooks are much more complex than most other publications. Not only do they need to cover a body of knowledge in a structured and logical way, but they also utilize design elements to help the learner better understand the subject. In this section, we will highlight some basic textbook design concepts.

For a very helpful introduction to textbooks, watch Characteristics of a textbook, a seven-minute video by Oxford University Press Southern Africa.

Textbook Structure

The Tree Structure

Textbooks can be thought of as having content divided into a tree structure. The terms used to name these structures could be different from book to book, but the author will need to determine the terms used and the number of sub-levels in the tree. Think of it as the highest level outline for the structure of the book. For instance, a textbook could have the following tree structure:

Book $⟹$ Chapter $⟹$ Section

Book $⟹$ Chapter $⟹$ Section $⟹$ Subsection

Book $⟹$ Unit $⟹$ Chapter $⟹$ Section $⟹$ Sub-section

The "Book" is always the trunk of the tree, with the next level usually being "Chapter" or "Unit". Determining this structure will eventually lead to the full book structure. For example, if the author decides to structure the book with Book $⟹$ Chapter $⟹$ Section, the completed book structure could look like this (showing chapter one sections only):

Book Structure

Each element in the tree consists of structural component that are designed to aid in learning by providing structure, context, overview, motivation, review, and other functions that are useful for learning. Dividing these elements into categories can be helpful when helping authors think about which they might wish to use. Three types that help structure the textbooks content are openers, closers, and iintegrated pedagogical devices.¹

Openers

Openers are structural elements that come before the main content of a tree level. Openers help lead the learner into the content. They could provide motivation, an understanding of the structure of the content, or a summary of what is to come. For example, chapter openers could include:

learning objectives
introduction
focus questions

Follow this link to see a list of common openers.

Closers

Closers are structural elements that typically help learners review or reinforce their learning. Closers are typically found after the main content of a tree level. They often help students summarize, review, or practice what they've learned. Example chapter closers include:

review questions
a section/chapter summary
self assessment

Click on this link to see a list of common closers.

Table 1 demonstrates how each chapter in a textbook could have the following standard structure that utilizes openers and closers.

Table 1
Chapter
Openers	Main Content	Closers
Learning Objectives		Review Questions
Introduction		Summary
Focus Questions		Self Assessment

Openers and closers can be incorporated at each level of the tree, including the book, chapter, section, etc., as demonstrated in Table 2.

**Table 2**

Openers				Closers
Learning Objectives	Section			Review Questions
Learning Objectives	Openers	Content	Closers	Review Questions
Introduction	Section Summary		Reflection Exercise	Summary
Focus Questions	Vocabulary List		External Resources	Self Assessment
Focus Questions				Self Assessment

Integrated Pedagogical Devices

Integrated pedagogical devices² are strategies and elements used in the main content of a tree element to assist in learning. Often, these devices use design to differentiate each element. This separates them from the rest of the content and makes the element recognizable through consistent use in each chapter, section, etc. For example, each chapter in a mathematics textbook might have:

a "Biography" element that highlights the biography and accomplishments of a famous mathematician
a "Case Study" element that illustrates the concepts by describing a real-world application
vocabulary words in bold
illustration of geometric figures
graphs

Follow this link to see a list of common Integrated Pedagogical Devices.

In Summary

Structural elements aid in learning. They provide context and structure, and can play a role in motivating learners, helping them reflect, and extending their understanding. Structural elements should be used consistently throughout the text so that all instances of a tree element are structured the same. This lessens the cognitive load on students by making the content more easily recognizable.

Sources

¹Schneider, D. K. (2008, September 3). Textbook writing tutorial. Retrieved March 04, 2018, from http://edutechwiki.unige.ch/en/Textbook_writing_tutorial

²For simplicity, Integrated Pedagogical Devices and Interior Feature Strands - as defined by Schneider - have been combined into one broad category we're calling Integrated Pedagogical Devices.