Abstract
I have spent a great deal of time recently reflecting on the importance of attending to literacy for individuals with visual impairments as a “special issue” in the context of today's diverse and inclusive educational and rehabilitation environments. In part, I am sure, because of my attention to my own upcoming retirement and the feeling of acceleration of time in general, my reflections on the overall attention to literacy throughout the years have been somewhat unexpected. The Journal of Visual Impairment & Blindness (JVIB) has included three previous special issues related to literacy over the past 34 years that have built a foundation of professional understanding about this important topic.
There are clear threads that connect these publications, some are directly related, and others have connections in underlying areas. Previous issues have focused on concerns of the day such as the importance of braille as a tool in the literacy toolbox, the development and adoption process of Unified English Braille (UEB), key results from major research studies (e.g., ABC Braille Study), and a highlight of the life of Louis Braille on the occasion of the 200th anniversary of his birth.
I have, in addition, thought a great deal about the idea of an issue being “special,” especially one that covers a topic such as literacy, which is pervasive in all people's lives. It has occurred to me that future “special issues” on literacy might more accurately be defined as critical issues, or essential issues, or even targeted or topical issues. Although, of course, there is nothing incorrect about calling the topics addressed in this issue of JVIB “special,” since they are important to most of us, we may be able to more accurately highlight the importance of a focus on literacy as a matter of ongoing scholarship that has an effect on so many areas of inquiry within the field of visual impairment.
The changing professional landscape is evident in this issue in many ways, not the least of which is reflected in two In Memoriam pieces that honor the legacies of Kathleen (Kathy) M. Huebner and Robert (Bob) Brasher. It is tempting to believe that the field of visual impairment cannot move forward without the efforts of these outstanding figures, but it is not true. This field is fortunate to have many people working in small and very large ways, behind and in front of the scenes, to advance literacy for the population of individuals with visual impairments. I believe that this work will continue and grow in the capable hands of the next generation of scholars and leaders.
Although there is no doubt that “the times they are a’changin” (Bob Dylan), the content in this current publication reflects key issues that will lead readers to specific areas of important inquiry that will provide a greater understanding on the topic of literacy for individuals who are blind or have low vision. It is of note that many of these areas have roots in previous special issue publications. As is appropriate, always, important attention has been given to individuals who share their own personal experiences with literacy, both as readers with visual impairments and as parents or teachers of students with visual impairments.
In this issue, you will also find a Book Review of the recently acclaimed memoir, The Country of the Blind: A Memoir at the End of Sight, by Andrew Leland. This book has been well received, and readers of this issue will enjoy hearing about Mr. Leland's own experiences with literacy as he, a writer, adjusted to progressive vision loss. In addition, a Comment, by Rosenblum and Herzberg, is included that outlines their unique professional and personal experiences with literacy for individuals who are blind or have low vision.
Of strong note—with regard to the threads that connect previous JVIB special issues on literacy—is the continuation of work by McCarthy and colleagues related to the validation of the learning media assessment (LMA; McCarthy et al., 2023). As acknowledged by McCarthy and colleagues in the article presented here, the original article that led to the development and subsequent study of LMA appeared in the 1989 Special Issue on Literacy, which was guest edited by Evelyn Rex. Written by me and the late Editor in Chief of JVIB Alan Koenig, the title of that article was, “Determining the reading medium for students with visual impairments: A diagnostic teaching approach” (Koenig & Holbrook, 1989). The power and symmetry of the inclusion of the current article by McCarthy et al. (2023), entitled “Components of valid learning media assessments,” is not lost on me and will give readers a lot to consider.
I believe that you will find the remainder of the content in this special issue valuable and meaningful as you explore areas of literacy for various populations and formats. It is appropriate that there are some key pieces related to the use of technology, tactile graphics, as well as expanded definitions of “literacy” for the modern age. I am grateful to the scholars who committed themselves to the often long-term work of conducting research projects, writing, and submitting their articles for consideration in this issue.
Much work has been done in this area, and much work remains. I believe that the field of visual impairment will continue to be amazed by how the individuals who make up the profession can continue their partnerships and collaborations for the purpose of answering big and small questions related to literacy, exploring innovations that have never been considered, and building on the past while reaching confidently into the future.