Graphicacy: Communicating Through

Reading and Writing Graphics

Virginia AER

Presented byLucia Hasty, MA

Braille Authority of North AmericaTactile Graphics Committee Chair

March 3, 2010

ImportanceHow it relates to literacyWhen to start teaching graphicacy

When Introducing TGs …recognize the developmental level of

reader verify reader’s grasp of basic conceptsassess experience in interpreting

symbolic representation

EXPERIENCE

makes the greatest impacton success of reading a TG

BEGINNING CONCEPTS

As one- to two-year olds begin to navigate the environment (climb, scoot, roll, walk)

receptive language begins to build

understanding of orientation to self and to environment

develops

Concepts that accompanyup/downbeside/next toabove/belowbehind/in frontover/under/on top ofin/out

Two-to three- year olds venture further into the environment, increase interaction with it, and develop constancy in space and spatial memory.

New concepts:hidden, has memory that object was therebasic cause and effectname of familiar objectssame and different

Behaviors and Activitiesenjoys matching activitiesbegins to name thingsloves to be read tobegins to pretendexpressive language developmentenjoys manipulating objects with purpose

(pushes block around and pretends it is a boat)

Tactual perceptual skills

trackingdiscrimination among similar symbolscomparison

Awareness of different views of an object

aerial (bird's eye) cross sectionfrontal view3-D view

Position in spaceoverlappingcrossingintersectingperpendicularparallelperspective and distanceimaginary lines used in 3-D drawing

A system for scanning the graphic

strategy for exploring the graphicsystematic searching consistent pattern for exploring reference point

to determine progress in exploringverification of details listed in key

Lucia Hasty 1/2010 16

HOW

DO THEY DO IT?

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Lucia Hasty 1/2010 17

How many fingers?Reading braille text is usually done primarily

with one finger of one hand, with the other fingers providing support.

Effective graphic reading requires both hands and all fingers.

Developing a consistent system of exploring a graphic is essential.

•

Recognizing the graphic's separate components

bodykey and legendslabelsheadingsother written informationinterpretation of areas, lines and point symbols

ResourcesAmerican Printing House for the BlindTactile TreasuresTeaching TouchOn the Way to Literacy SeriesMoving Ahead SeriesSetting the Stage for Understanding

Creative Adaptation for Learning and National Braille Press

Let’s Learn Shapes with Shapely CALHumpty Dumpty and Other Touching RhymesBook Bag Project

Hungry Fingers