The development of electronic publishing heralds a new period in scientific communications. Besides the obvious advantages of an almost endless storage and transport capacity, many new features come to the fore. As each technology finds its own expressions in the ways scientific communications take form, we analyse print on paper scientific articles in order to obtain the necessary ingredients for shaping a new model for electronic communications. A short historical overview shows that the typical form of the present‐day linear (essay‐type) scientific article is the result of a technological development over the centuries. The various characteristics of print on paper are discussed and the foreseeable changes to a more modular form of communication in an electronic environment are postulated. Subsequently we take the functions of the present‐day scientific article vis‐à‐vis the author and the reader as starting points. We then focus on the process of scientific information transfer and deal essentially with the information consumption by the reader. Different types of information, at present intermingled in the linear article, can be separated and stored in well‐defined, cognitive, textual modules. To serve the scientists better in finding their way through the information overload of today, we conclude that the electronic information transfer of the future will be, in essence, a transfer of well‐defined, cognitive information modules. In the last part of this article we outline the first steps towards a new heuristic model for such scientific information transfer.

Purpose-The purpose of this paper is to research the difference in reading and learning from print versus electronic media in a professional and educational setting. To what extent does the materiality of the medium influence the efficiency and effectively of the reader? What is needed to create "digital born" information rich texts? In Part 1, sustained reading of information and knowledge rich texts is addressed. Design/methodology/approach-In-depth comparative tests with a great number of subjects between print-on-paper, e-ink screens and LCD screens. In Part 1 the results of tests with sustained reading of information and knowledge rich texts are reported. Findings-All tests show that print-on-paper is still a superior medium for learning and digesting complicated and elaborate texts, whilst electronic screens are appreciated for quick information gathering, communication and navigation. Electronic representations of information and knowledge demand that the structure of the writing has to change. Research limitations/implications-Given the rapid development in electronic displays, many issues-in particular ergonomical-become a "moving target". An important limitation-which is one of the quests of this research-is the lack of sufficient genuine digital born texts. Practical implications-The need to start and review the writing process; the appearance but also the structure of information and knowledge rich texts. A second issue is the need to develop easy capabilities to make an electronic text as easy a "tool" as the print text, with underlining, comments and notes. Social implications-The development of novel ways of publishing educational texts. Originality/value-Deep qualitative research in comparison with quantitative tests. Comparison between professional information acquisition and learning.

Purpose – The aim of this paper is to research the difference in reading and learning from print versus electronic media in a professional and educational setting. To what extent does the materiality of the medium influence the efficiency and effectively of the reader? What is needed to create “digital born” information rich texts? In part 2 changing presentations of educational texts on paper, LCD screen and through a mind map are addressed. Design/methodology/approach – In depth comparative tests with a great number of subjects between print-on-paper, e-ink screens and LCD screens. In part 2 the results of learning from differently structured texts from paper, screen and mind maps respectively are reported. The subjects had to read the texts and subsequently had to answer knowledge questions about the content. Group discussions have been carried out thorough the test. Findings – All tests show that print-on-paper is still a superior medium for learning and digesting complicated and elaborate texts, while electronic screens are appreciated for quick information gathering, communication and navigation. Electronic representations of information and knowledge demands that the structure of the writing has to change. Research limitations/implications – Given the rapid development in electronic displays, many issues – in particular ergonomical – become a “moving target”. An important limitation – which is one of the quests of this research – is the lack of sufficient genuine digital born texts. Practical implications – The need is to start and review the writing process; the appearance but also the structure of information and knowledge rich texts. A second issue is the need to develop easy capabilities to make electronic texts as easy a “tool” as the print text with underlining, comments and notes. Originality/value – This is deep qualitative research in comparison with quantitative tests and a comparison between professional information acquisition and learning

I ntroductionIn the previous paper, 1 we critically discussed the main features of a scientific publication. We based this discussion on the report of an International Working Group. 2 We argued that this report is the near-final description of a scientific publication within the traditional document paradigm. The authors carefully touched on all the important intrinsic issues of a scientific communication and listed the requirements that electronic publications have to fulfil. In our discussion of this report, we extended the argument beyond print on paper, and this resulted in a series of concerns. It illustrated that the transformation of scientific information from paper to an electronic carrier is not a simple projection but implies a complete reconsideration of the way in which scholarly communications are produced and read.Below, the consequences of electronic preparation, handling, storage, retrieval, and reading are discussed, based on a model developed at the University of Amsterdam. Towards an understanding of electronic publicationsAs indicated in the previous paper, we need to appreciate the differences between traditional paper documents and electronic documents, in order to arrive at a full understanding and new guidelines for electronic publishing. This means that we have to abstract from the current accepted daily practice of scientific communication in order, first, to define socially and scientifically acceptable rules of conduct, and subsequently to apply them within the context of a new environment.The abstract notions of the International Working Group are, of course, correct overall; the problem is in the implementation. This implementation demands a better grasp of the nature of electronic documents. For