Expanding Multimodal Composition: Teens Design 3-D-Printed Picture Books for Children With Visual Impairments

• In Event: Millennium Hotel Roundtable Session 6
  In Roundtable Session: Expanding Modalities for Critical Engagement: Contemporary Research in Multimodal Composing

Abstract

This formative design qualitative study examines 9th grade English Language Arts students’ designs of tactile picture books for children with visual impairment. Students worked in teams using tools (e.g. Tinkercad, Scratch, etc.) to create 3D retellings of picture books. They participated in experiences designed to build understandings of visual impairments from an assets perspective and develop identities as multimodal designers. Analysis of students’ books and reflections show a shift toward more positive views of the capacity of blind individuals and increased awareness of inclusive design. Students designed to simplify detail and accentuate salient features of illustrations, layering sound and braille to enhance retellings. They valued the opportunity to help children learn while designing texts to be disseminated widely online.

Authors

• Bridget Dalton, University of Colorado - Boulder

• Kristina M Stamatis, University of Colorado - Boulder

• Kirsten Musetti, University of Colorado - Boulder

• Benjamin Walsh, University of Colorado - Boulder