We use the term 'graphics' to refer to information presented in the form of diagrams, maps, graphs, plans, charts, and other two-dimensional, non-textual formats. The ability to use and produce graphics is an important aspect of literacy in general, sometimes referred to specifically as 'graphicacy'. A certain level of graphicacy is assumed of the adult population in our society nowadays, as demonstrated by the widespread use of graphics in newspapers, television programmes, instruction manuals and information leaflets. That visually impaired people should be allowed access to the same information as sighted people we consider a fundamental right.

One means of trying to achieve this goal is the production of 'tactile graphics' (graphics which are designed to be read by touch rather than vision) and there are a variety of methods available for the production of raised graphics. Our interest, however, lies not in the medium but in the message. We are concerned that all too often visually impaired users are simply presented with raised copies of printed graphics which can be incomprehensible to them. We would like to see a major rethink about what, and how, information is presented in the form of tactile graphics.The aim of our research is to bring a more principled approach to the design and use of tactile graphics.

We approach our investigations from the viewpoint of cognitive psychology. Cognitive psychologists are interested in the way people take in and process information from the world around them, and in the way this affects thinking, memory and behaviour. In relation to tactile graphics, this perspective makes us alert to issues such as the consequence of piecing information together from a sequence of touches; the effect on recall of the way a tactile graphic was initially explored; and the possibility that tactile depictions of 3D objects might contain useful cues that blind users could learn to identify.

Because of our particular interest in learning, we are very aware of the importance of the more human side too - for example the concerns teachers have about using tactile graphics in their lessons, and the lack of self-confidence some children have in working with tactile graphics.

We use a broad range of research methods. They include one-to-one interviews, focus group discussions and written questionnaires; classroom observation and small group studies; analysis of printed and raised graphics in educational texts; and reviews of existing research literature.

We aim to publish our findings in psychology and education journals, specialist visual impairment publications, and periodicals read by practicising teachers. Where possible, we also obtain the publishers' permission to make our publications more widely available through this website.