Regarding natural science informational texts, the general public is often left with a tri-modal choice between technical, popular, and textbook options. Technical works, rich in specialized language and requiring extensive background knowledge, necessitate a considerable effort to be usable. Popular texts, on the other hand, often simplify material such that important fundamental ecological concepts are omitted. Textbooks can bridge these two extremes but are often text heavy and unappealing to casual learners. Visual communication has recently emerged with prominence in the digital world; however, it has yet to reach its full potential in natural science education. Effective application of visual communication techniques holds great promise for improving the natural science knowledge and interest of the general public in both formal and informal educational settings. This case study identifies and compares visual communication techniques used in (1) Flora of the Santa Ana River and Environs (Clarke et al., 2007), a hybrid field guide and botanical text; (2) technical texts, including The Jepson Manual: Higher Plants of California (Hickman, 1993); (3) popular texts, like Peterson Field Guides: A Field Guide to Pacific States Wildflowers (Niehaus et al., 1998); and (4) textbooks, such as Biology of Plants (Raven et al., 2005).
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