January ushers in a new year for folks all over the world. Celebrations of 2024 being over and 2025 beginning usually bring along many resolutions and changes as people begin mapping out their ideals for the year ahead. However, did you know that January is also Braille Literacy Month? What is braille literacy month, you ask? Well, I’d love to tell you more about it!
Braille Literacy Month is the month in which we recognize the life of Louis Braille and his creation of the braille tactile reading system for low-vision and blind individuals. Last year, I partnered with our Center for Accessibility to create a display surrounding braille literacy as well as to highlight braille books within the library’s collection.
To do this, I first designed a bulletin board to highlight the braille alphabet and provide library patrons with hands-on activities to interact with printed braille. I was able to do this with the assistance of our Center for Accessibility and a bit of clear glue! While I wanted a large braille alphabet to be available for sighted patrons to read, I also wanted to have elements that would be legible for braille readers who might be interested in the display.
Braille alphabet on bulletin board.
I was able to attach braille text copies of headings to the bulletin board by printing out the braille spelling of words and phrases, and then following over top of their patterns with clear glue dots. Library partners were also able to provide me with printed copies of the braille alphabet for both sighted and low-vision/blind patrons to take home with them. I also included an activity for patrons to practice writing their names in braille.
An example of braille alphabet handouts with raised dotes from the National Library Service.
While braille is an inherently tactile experience, having a patron “write” in braille is not. It allows the patrons to visualize what the text might look like, but it does not allow them to get a sense of the true tactile experience of reading in braille. To extend these passive activities, I was able to obtain several copies of physical books written in braille to share with patrons. These stayed on display around the children’s area of the library, and I allowed patrons to use them as they saw fit. Even if they were not “reading” the braille on the pages, they were interacting with the books and experiencing what it would be like to read with their hands.
Many of the patrons who interacted with the display were excited to try their hand at writing in this new, to them, system. Accessibility at the library is a large passion of mine, and sharing these resources with patrons was a great way to introduce the accessible features of the library to patrons who may not know about them.
(All photos courtesy of blogger.)
Annaliese Melvin (she/they) is a children’s librarian at a neighborhood library in Washington, D.C. Originally from Pennsylvania, she moved to the DC-area in 2020 to become a special education teacher after graduating from Arcadia University. In 2023, she graduated from the University of Southern Mississippi with a degree in Library and Information Science and transitioned into the library field. She is passionate about equity, inclusion, reading, and Philadelphia sports.
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This post addresses ALSC Core Competencies 1.1, 1.7, 3.6, and 4.2.
Suzi
Cool!!!