Textbook genres and examples

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Definition

This article attemps to identify various genres of textbooks. See also:

• Textbook (Introduction)
• Textbook research
• Textbook writing tutorial

This articles attempts to do three things

• List some criteria to look at textbooks
• Summarize some examples of various kinds
• Come up with a provisional taxonomy

Daniel K. Schneider doesn't have many textbooks at hand (it's really not a tradition in a Swiss research university). But in order to write this article, I looked at some I do have (just writing this today ...). Therefore selection is biased towards fields I work in...

Genres of textbooks

As argued in the textbook article, according to the educational context and pegagogy adopted by a teacher, textbooks can have very different functions and probably need to be organized in a different way. There are different ways to look textbooks and it may not be easy to define a taxonomy based on good criteria.

Daniel K. Schneider (after a little research) couldn't find any prominently cited list of textbook genres. Therefore I suggest looking at a few kinds of features that might help defined textbook features that might be used to build a taxonomy of genres. In addition, I will summarize features of a few books I have on my shelf.

According to genres of teaching media

(Sigurgeirsson 1990, DsU 1980:4) cited by Johnsen distinguish five kinds "teaching media". In their pure form, Daniel K. Schneider would hesitated to call them textbooks. However, textbooks come in various form that can be close to these genres.

• basic texts
• manuals
• workbooks
• reference books
• exercise books

These forms may be linked to their function in the global pedagogical design. E.g. a university teacher who "owns" his lectures, presents his own work-through example, designs his own assignments, etc. probably is rather interested in a pedagogically well written manual than a typical (lengthy) US textbook.

According to amount of "built-in pedgagogy"

There are parameters that this is a manual define how much "built-in pegagoy" is needed. Typically in small classrooms or systems with strong tutoring support, there is less need.

Here are few typical setups for which textbook needs may be different:

• Small classrooms (with less than 20 students)
• Large classrooms (teacher can not monitor individual students)
• Large classrooms with attached seminars/labs run by teaching assistants
• Good distance education (tutored learning
• Low cost distance education (full self-learning)

Cost

There is a question of cost, in particular for the third world where interest is very high in quality Open educational resources.

• Rich / medium / poor context (students can/cannot afford textbooks)

Since textbooks are expensive, cost is also an issue in countries where education is supposed to be free (e.g. in Switzerland) and where textbooks are mainly used for "supplementary reading".

According to any sort of learning or pedagogical theory.

• Learning modes. E.g. Hayes (2005) uses Kolb's experiential learning modes: active / concrete learning, reflective / active learning.
• Learning theory, e.g. behaviorist, cognitivist, constructivist, socio-constructivist like in Horsley and Walker (2005:265)

Political

• Titles that are formal this is a manually approved by some body (a university, a school district, etc.) as teaching materials.
• Titles that are sold as textbooks (e.g. everything that is published by Pearson's brands)

According to media

• Published as book (online or offline)
• Informal linear texts (online or offline)
• Non-linear online texts

Textbook examples

Internet and the World Wide Web

Frontcover of Deitel et al.

Deitel, Harvey M., Paul J. Deitel, Andrew B. Goldberg, Internet & World Wide Web How to Program (3rd Edition). Prentice Hall; 3 edition, ISBN 0131450913

The home page of the book includes additional resources and for registered uses, downloads of examples and PPT slides

This is a (now) outdated 1500 page thick textbook. It's not a really verbose text, it juste covers a lot of subjects (too much I'd say e.g. the PHP chapter is too short). The book is rather well written (although not consistently everywhere) and it's too much focused on non-standard IE/Microsoft technology, but that's not an issue here.

Organization of the Book

The Book is organized in

• Contents
• Preface, including for example
  • Explaination of the teaching approach
  • Font conventions and tips (see below)
  • Tour of the Book
  • Dependency Chart (among chapters)
• 29 chapters
• A CD with 9 extra chapters
• 6 Appendixes
• 2-page bibliography
• Index

Chapter organization

Chapters are organized like this:

• Objects (one page to the left), includes a picture and (useless) quotes from famous people
• Outline (mini table of contents)
• The usual numbered Sections are: Introduction - Other Chapters - Web Resources
• At the end of the chapter are (not numbered/indexed): Summary, Terminology, Self-review exercises (plus answers), Exercises

Sections (sub-chapters)

Sections look like this:

• They are rather short (about 3 pages)
• A big portion of specially marked code (yellow boxes) and associated screen captures usually at the end.
• Some special inserts (tips) are marked by an icon and a colored title:
  • Common Programming Errors
  • Error-prevention tips
  • Good Programming Practise
  • Look and Feel Observation
  • Portability tips
  • Software Enginering Observation

Here is an example from the Preface that explains one of the tips:

Good Programming Practices Insert from the Deitel Book

New Perspectives XML Comprehensive 2nd edition

Frontcover, New Perspectives XML Comprehensive 2nd edition

Patrick Carey (2006) New Perspectives on XML, Second Edition, Comprehensive. ISBN 1418860646, 655 pages

The Book homepage

• Includes downloads student downloads (easy to find) and teacher downloads. The latter are very hard to find. If you are not an American, you are invited to call an obsure phone number in London.
• In this wiki, see XML (if you are interested in the topic)

This is a over 600 pages typical textbook. I used it in a course and find it ok. I didn't like the XSLT part since the author doesn't emphasize how to program with templates, i.e. he uses unnecessary "for" loops. Also, it is weak on some important vocabularies like SVG.

This is what I would call a typical American textbook, i.e. it has a clear and good instructional design behind it. It's also lenghty and repetitive, i.e I wouldn't use if for myself.

Organization of the Book

The book has two parts: Level I and Level II Tutorials (Chapters)

• Preface (with no interesting contents for the student)
• Brief table of content
• Long table of content
• Introduction to Level I Tutorials
• 4 chapters (called tutorials)
• Introduction to Level II Tutorials
• 6 chapters (called tutorials)
• 6 appendices (5 of them reference)
• Glossary/Index

The Introduction to Level I/II Tutorials

• 1-page introductions telling the student to download/use files, a message to the instructure where to find these files and system requirements

Chapter (Tutorial) Organization

• Chapters are called tutorials. Each is divided into sessions
• On the first page, Objectives are defined for each session (between 4 and 6)
• On the bottom of the first page, student data files are summarized
• The rest of the page (i.e. the main part) presents a case problem that will be used thoughout the chapter
• Chapters are shown in the running heads on top of the page (but not sessions)
• Each chapter is organized in three sessions (see below)
• At the end of the chapter is a special review/exercising section

Section (Session) Organization

• Sessions (sections) usually start with the presentation of a data structure (XML is about data mostly). This presentation includes a short "story" related to the case problem, a list of elements of the data structure, a figure that can be a diagram, and a little bit of text. Then the student may be invited to look at the real data (open a file).
• This is followed by longer introductory explanations about the technology
• Next are a series of topics. Each topic may include a story, general explanations (including many figures), instructions how to do things, etc.
• At the end of each sessions is a short "Quick check" (1/2 page)

Typical elements one can find in a section are:

• Sub-sections and sub-subsections. These elements are not numbered
• Various kinds of figures:
  • Diagrams
  • Instructions (do ...). These boxes take up less than a page, are rendered in yellow and students really have to do these if they plan to learn something. Instructions include both instructions, code to copy and occasionally a diagram or screen fragment capture.
  • Reference Window (usually code fragments but also of kind "if you want to obtain x, do/use "y").
  • References (i.e. portions of what one could find in a conscize reference manual).

Chapter review sections

Chapter review sections include:

• Tutorial summary (1/2 page)
• Key Terms (1/2 page)
• Review assigments (several pages)
• Case problems (long). There are four case problems for each chapter:
  • Practise (work on the same case as the one used throughout the chapter)
  • Apply 1 (work on a case that is structurally similar)
  • Apply 2 (work on a case that is structurally similar)
  • Challenge (somewhat in between applying and designing)
  • Create (design something that is fairly new)
• Answers to Review assignments

The book is part of a series that follows the same pedagogical objectives and design. In contrast to some other textbooks, there is a strong focus on transfer. “The New Perspectives Series challenges students to apply what they are learning to real-life tasks, preparing them to easily transfer skills to new situations. With the New Perspectives Series' approach, students understand why they're learning what they're learning, and are better situated to retain skills and concepts beyond the classroom.” The New Perspectives Series, retrieved 21:23, 9 August 2007 (MEST).

This book clearly requires a student to work through the pages. You can't just dive in like with the Deitel Book (which also is a typcial textbook). Case problems are well preparred (3 pages of text + materials). It's probably a very good textbook in a context where students are expected to work hard on their homework and agree to work on pre-built problem cases (instead of their own projects).

Textbooks for professionals and tutored students

This is a category of books that are somewhat in between typical US textbooks and manuals.

E-Learning and the Science of Instruction

Frontcover of Clark & Mayer

Clark, Ruth Colvin and Richard E. Mayer (2003). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Pfeiffer, ISBN 0787960519

• In this wiki, see e-learning and multimedia presentation (if you are interested in the topic)

This book can be used both in university teaching but also as a manual for e-learning professionals.

Organization of the book

• Contents
• Preface (personal stuff)
• Introduction:
  • Purpose of the book
  • Overview of chapters
  • Explanation of chapter layouts
  • Overview and nature of examples used

Chapter organization

• First page (left) contains an outline (detailled table of contents)
• Chapter Preview
• A vignette (box) with "design dilemma" (1-2 page case problem)
• Unnumbered sections and sub-sections.
  • The first section provides an introduction
  • Next are design guidelines (i.e. what you as designer should apply
  • Then research is presented that supports these guidelines
• End of the chapter
  • Design dilemma resolution
  • A item list What to look of in e-learning
  • A short coming next
  • Suggested readings

Section organization

• Sections cover aspects of the design dilemma introduced at chapter start
• Important concepts are explained with a section
• Sections include text, graphics, tables, screendumps.
• Pedagogical elements are
  • Explanatory text (introducting concepts with examples and diagrams)
  • Summary tables
  • How-to lists
  • Summarized prescriptive advice

This book is quite nice to read (I do admit that only read parts of certain chapters). It is well written and well organized. It certainly can be used in content-oriented e-learning design classes, but its up to the teacher to define related review, exercise or design activities.

Similar books

This book is part of a "Essential resources for training and HR professions" series. Other books do not follow exactly the same chapter organization. Let's have a short look at:

• Driscoll, M., Carliner, S. Advanced Web-Based Training : Adapting Real World Strategies in Your Online Learning, Pfeiffer. ISBN 0787969796

This book organizes chapters into:

• Some quote
• Learning goals (stated with bullets)
• A challenge (not in form of a vignette/box)
• Different looks at the challenge (conceptual, practical, technical)
• Discussion of Examples
• Chapter ending
  • Conclusion
  • Further commented reading and web links
  • Reflection and application

Both books have in common, that they adopt a similar problem case-related strategy.

Trends and Issues in Instructional Design and Technology

Frontcover of Reiser et al.

Reiser Robert A. and John V. Dempsey (eds). (2006). Trends and Issues in Instructional Design and Technology, 2nd edition. Prentice Hall. ISBN 0131708058

This is probably the best buy if you are looking for a single book covering educational technology, learning theory and instructional design. It's in my list of essential reading. Anyhow, it's not a textbook in the "classic" sense, but a collection of "texbook-like" articles that can be read independantly. Explicitly mentionned target population are entry-level graduate students and its chapters are written by leading experts (which is another plus).

Book organization

• Preface
  • Strenght of the book :)
  • Pedagogical features (1/2 explaining how the book and its writings are organized)
  • New edition / Acknowledgements
• Introduction
• The book is organized in 7 parts (called sections), each one contains 3 to 6 chapters
• Short 1/2 epilogue
• Author biographies
• Index (no common bibliography)

The book is about letter size and pages are written in 2 columns

Parts organization (called sections)

• Each section starts with a section overview that defines topics covered in chapters, their purpose and relation
• Then come the chapters

Chapter organization

Each author could organize its chapter in different ways, but there are common features:

• An introduction by the Editors
• A list of "knowledge and compression question" in a box that takes up the left column. These questions should help understanding of the text.
• Application questions (1/3 page). These questions encourage students to go beyound reading and may be linke to individual or collaborative assigments by the teacher using this book.
• References (little to a lot)
• Text is divided into unumbered sections and sometimes sub-sections and includes figures

Workbooks

This is a more socio-constructivist version of textbook. It aims to enage learners in situated action. Learners typically are adults, e.g. teacher's in training.

Project-based learning: Using Information Technology

Frontcover of Morsund

• Morsund, David (2002) Project-based learning: Using Information Technology, 2nd edition, ISTE. ISBN 1-56484-196-0

• A ICT-Assisted Project-Based Learning website

• In this wiki, see Moursund project-based learning model and Project-oriented learning (if you are interested in the topic)

Book organization

• Editor (ISTE) and Author
• Table of contents
• Preface
  • Use of Project-based learning
  • Summary of Chapters
  • Teaching and learning philosophy (focus on constructivism
  • Possible Uses of the book (both preservice and inservice teachers)
• Introductory chapter (includes a short case description)
• 7 other chapters
• 3 Appenixes (goals for IT in Education; Overview of Problem Solving; References and Resources)
• Index

Chapter organization

• short statement of it purpose
• Unnumbered sections with short sub-sections that introduce concepts. Sections contain major subtopics.
• Summary (final remarks)
• Activities

Section organization

• Sections are not always organized in the same way (depending on the nature of issues addressed in a chapter)
• Conceptual chapters are mostly in expository style and include figures and tables
• Practical chapters contain lists (some with sub-lists) with instructions and "fill-in" tables whose structure should be reproduced.

This is both a conceptual book and a "how-to" book with detailed recipes

Similar books

• Thom Markham et al. (2003), Project Based Learning Handbook, Buck Inst for Education, ISBN 0974034304

This book is quite similar in structure to the Morsund book.

• It uses fancier layout elements. Also the boock is spiral-bound with tabs, so navigation within the book is really fast and painless. This is quite interesting, since I personally find navigation in textbook sometimes awfully difficult.
• It includes paper tools (fill-in tables) that can be copied an used "as-is" to plan teaching.
• It is more practical than Morsund. I'd call it a "cookboock" (although it does require a lot of teacher engagement and intellectual work to get some cooking done).

Examples of manuals that can be used as textbooks

Of these, I got several. E.g. I consider that most O'Reilly computer books fall into this category.

Flash CS3 - The Missing Manual

Frontcover of Veer et al.

• Veer, E.A. Vander and Chris Grover (2007). Flash CS3: The Missing Manual. ISBN 0596510446

There is dedicated page at O'Reilly. The example files can be found on the Missing CD-ROM page.

• In this wiki see Flash (if you are interested in the topic)

This is not a textbook, I'd call it an instructional manual. It's organized by topic (not projects) so as a teacher one may have to assign readings not chapter by chapter, but rather a good part of a chapter together with some pages from other chapters. Also, it does not repeat the same concept several times

Organization of the book

• Introduction. It contains
  • motivational elements (what can you do with Flash),
  • A short description of the Flash CS3 authoring environment,
  • Summaries of most important concepts (Anatomoy of an Animation, Flash in a Nutshell, The Very Basics),
  • A short summary of parts
  • (Very shortly) typographic conventions.
• The rest of the book is organized in five parts
  • These parts just group together chapters, there isn't any extra text.
• There is a total of 14 chapters
• 2 appendixes
• Index

Page layout

• Running header left/right page: (unnumbered section title)
• Running footerright page: chapter title

Chapter organization

• Each chapter contains (unnumbered sections and subsections)
• Typically a chapter starts with a short introduction that includes learning goals (formulated with sentences).
• Then, there is an introduction to the first section (that an attentive reader can identify by looking on the running headers).

Pedagogical style is basically direct instruction.

• Explanation of key concepts
• Works-through examples with a lot of screen captures.

There are no review questions, nor assignments. The idea is probably that people who buy this book are mature enough to try it out either with some downloaded files or rather on their own examples (e.g. like did when I wrote some Flash tutorials you can find in this wiki. Btw. I used this book + the help buil-in in CS3.

Typical typographic elements

• Text (with a lot of bullets and lists)
• Annotated Screen captures
• Tips (specially marked short inserts)
• Notes (specially marked short inserts)
• Large inserts for various purposes using the same layout. They can labelled for example:
  • "Design Time". E.g. a full page on "tips from the trenches".
  • Workaorund workshop
  • Frequently asked questions
  • Up to speed

Writing and Developing Your College Textbook

• Lepionka, Mary Ellen (2003), Writing and Developing Your College Textbook, ISBN 0-9728164-0-2.

The author owns Atlantic Path Publishing on which you may find some extra information, i.e. a good list of links.

This is not a textbook, but a introduction and practical manual for "would-be" authors. It could be used as a textbook, since the text is pedagogically structured. Only missing typical elements are review questions and assignments. Also, it is conscise, precise and understandable (not always the case with textbooks).

Book organization

• Table of Contents
• Preface (1 1/3 pages): Defines experience of the author and what a good textbook is
• 14 chapters
• Glossary
• References
• Index

Chapter organization

• Chapters start with a show 1-paragraph introduction describing aim, motivation etc. of a chapter
• Most chapter have an appendix that summarize key elements an author should take into account. This can be a "fill-in table", a list of definitions or references to standards,
• Chapter contents are divided into unnumbered sections (topics) and sub-sections

Typical functional / typographic elements

• Lists in various forms (numbered, bulleted, indented definition lists)
• Boxed lists
• Fill-in tables (in particular at the end of each chapter)
• Indented blocks like case studies or other examples