Developing Textbook Structure

Introduction

Textbooks are complex publications. They need to cover a body of knowledge in a structured way, using design elements to help the learner better understand the subject. In this section, we will highlight some textbook design concepts, starting with textbook structure.

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

Textbook Structure

Authors and collaborators often start a project by determining a textbook’s structure, or a consistent way to organize content. Textbook structure may take a variety of forms depending on the course content, learning context, pedagogical approach and other factors.

Below are three typical textbook structures.

Example 1: Book– Chapter– Section

Example 2: Book– Chapter– Section– Subsection

Example 3: Book– Unit– Chapter– Section–Subsection

For our example, let’s say an author decides to organize their book according to example 1: Book–Chapter–Section. The book structure would look something like this (showing chapter one sections only):

Often a book’s structure is described using terms like “parts” or “levels”.

It may be useful to map the book’s structure, thereby creating a basic outline, before beginning to write.

Pedagogical Elements

Next we’ll take a look at pedagogical elements that are commonly used in textbook design. These are elements designed to provide context, overview, motivation, review, and other functions that are useful for learning.

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.