Thoughts on Dashed Lines for Early Learners?

[kdejute]

Good day, great tg thinkers! We at APH are working on a series of path-following activities for burgeoning tactile graphic users, and we are discussing the pros and cons of solid lines vs. dashed (or dotted) lines for those paths.

What are your thoughts on solid lines and dashed lines for early learners?

And, do GSTG2022 sections 11.2.1, 11.2.3, and 11.2.5 affect your thinking about this issue?

Thank you!
–Kyle DeJute

P.S. In the hope that it is convenient, below I have copied the text of the sections referenced above.

• 11.2.1 Graphics for young readers should be produced using uncomplicated area textures and clean strong lines. Solid shapes are more easily recognized than are outline shapes.
• 11.2.3 For readers in kindergarten through grade 3, images should be shown as simple tactile shapes. Do not represent objects using braille dot graphics.
  Examples: Do not use full cells to represent bars in a bar graph. Do not use single letters to represent objects that are to be counted or grouped, such as “b” for each butterfly to be counted.
• 11.2.5 In materials for readers in grade 4 and above, a tactile graphic is preferred, but braille dot graphics may be used, including full cells and shape indicators.

[Donald Winiecki]

Thank you for the question Kyle!

Our experts have a wide range of feedback. I will synopsize their comments below.

First, yes, you're right. Making things as simple as possible for early readers is a major consideration. From this, we would want to limit the range of line types that we provide to early learners, with a preference for solid lines. If there is a reason for differentiation, dashed lines would be the second type.

If dashed lines are used, our experts recommend following GSTG 3.4.3.3 so that the length of each dash is 1/4" to 3/8" (6mm to 1cm), separated by spaces approximately one-half the length of the dash.

If dashed lines are to be reproduced using the embossing method, testing should be done with the specific embossers to be used because curved lines might not be as clear as desired for early learners.

Following GSTG 11.4.2,  the design of the graphic for readers in kindergarten through grade 2 should include no more than three different line types, three different area textures, and three different point symbols. Graphics for grade 3 (and above) should have no more than five of each kind of symbol.

Consider adding labels or descriptive tactile notations to assist the reader with orientation.

We hope this helps!

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