User Requirements for Moon; an Informal Investigation

© RNIB 2011

RNIB Centre for Accessible Information (CAI)

Research report #13.1

User requirements for Moon: an informal investigation with experts
Published by:

RNIB Centre for Accessible Information (CAI), 58-72 John Bright Street, Birmingham, B1 1BN, UK

Commissioned by:

As publisher

Authors:

(Note: After corresponding author, authors are listed alphabetically, or in order of contribution)

Heather Cryer*, Sarah Home, Sarah Morley Wilkins

*For correspondence

Tel: 0121 665 4211

Email:

Date:7 September 2011

Document reference:CAI-RR13.1[09-2011]

Sensitivity:Internaland full public access

Copyright: RNIB 2011

Citation guidance:

Cryer, H., Home, S., and Morley Wilkins, S. (2011). User requirements for Moon: an informal investigation with experts. RNIB Centre for Accessible Information, Birmingham: Research report #13.1.

Acknowledgements:

Thank you to all the Moon experts who gave their time to contribute to this study.

1

CAI-RR13.1 [09-2011]

© RNIB 2011

User requirements for Moon: an informal investigation with experts

RNIB Centre for Accessible Information (CAI)

Prepared by:

Heather Cryer (Research Officer, CAI)

FINAL version

7 September 2011 (typos corrected January 2012)

Table of contents

Executive summary

Introduction

Method

Results

1. Who uses Moon

2. Could Moon users learn uncontracted (grade 1) braille?

3. What are the strengths of Moon?

4. What are the weaknesses of Moon?

5. Reading Moon

6. Writing Moon

7. Teaching/learning Moon

8. Does Moon meet people's needs?

9. What is the future of Moon

Conclusion

Recommendations

References

Appendix 1 Questions

Appendix 2 The Moon code

Appendix 3 Moon products and services available from RNIB

Executive summary

Recent RNIB research has focussed on non-braille tactile reading codes. A comprehensive literature review (Cryer, Gunn, Home and Morley Wilkins, 2008) and international survey of tactile reading codes (Cryer, Gunn, Home and Morley Wilkins 2009)highlighted a need for further investigation into the Moon code, in order to understand who uses it, how it is used, and whether it needs further attention. This study was conducted to gather evidence on these issues from Moon experts, to inform RNIB's project planning in this area.

Data was collected through semi-structured telephone interviews with thirteen professionals with experience with the Moon code.

Who uses Moon?

Respondents identified two main groups of Moon users; older people with poor sense of touch who learn Moon having lost their sight, and children with complex needs. Respondents distinguished between those who chose Moon over braille and those for whom physical or cognitive barriers made learning braille too difficult. Respondents were not specifically asked about numbers of Moon readers, though some commented on this. Reports of numbers of Moon readers varied across settings, although anecdotal evidence suggests that overall Moon readership may be low.

Could Moon users learn uncontracted (grade 1) braille?

Respondents suggested that some Moon users may be able to learn braille, particularly uncontracted (grade 1) braille which may seem less daunting. Some use Moon as a step towards learning braille, which may be more beneficial to them in terms of the availability of materials to read. However, respondents also felt that there remain those who use Moon because they are not able to learn braille, for cognitive or physical reasons.

Strengths of Moon reported

• easy to learn
• easy to feel
• similarity to print alphabet
• easy for sighted people to join in with
• can be produced at any size
• has fewer contractions than braille
• is more inclusive than braille
• can be produced on an embosser, like braille

Weaknesses of Moon reported

• lack of availability of Moon resources
• no easy way for individuals to produce Moon themselves
• the size of Moon and how bulky it is
• the stigma/lack of recognition as a format
• slow to read
• character reversals (letters represented by the same character in different positions) making it confusing
• lack of teachers and teaching resources
• cost of production (due to low demand/few readers)

Reading Moon

Respondents reported that Moon users 'read' Moon in various ways – either to access the written word, or for basic labelling. In both cases, respondents reported limitations to its use, such as poor availability of reading materials and difficulty producing labels independently. Some Moon users use Moon as a route to literacy (in that they use the code to learn to read) whilst others are already literate when they learn Moon. Respondents felt that whether Moon is a user's main form of literacy is likely to depend on individual factors.

Writing Moon

Respondents reported that the need to write Moon may vary depending on users' circumstances. In some cases, audio recorders (such as Dictaphones) may be used instead of Moon, although some respondents felt this was not a suitable alternative. Respondents highlighted practical problems with current methods of writing Moon and called for a simple alternative similar to a Perkins brailler.

Teaching/learning Moon

Respondents reported a piecemeal approach to teaching Moon, with no 'official' Moon teachers and low confidence among professionals who should be qualified to teach Moon. A number of Moon reading schemes are available and well used, although more choice would be appreciated. Respondents' views varied as to whether more Moon resources were needed.

Does Moon meet people's needs?

There was a range of opinion as to whether Moon meets people's needs. Some felt sure that Moon was beneficial to various groups of people. Others felt Moon was limited (as it's difficult to produce independently and there are few reading materials), but may be sufficient for those whose requirements from a tactile code are limited. Others felt that Moon may in some cases be a hindrance to readers. However, when asked whether an alternative code was needed, despite acknowledging limitations to Moon most respondents had little enthusiasm for an alternative.

What is the future of Moon?

Some respondents felt Moon would continue as it is. Others felt further investment or development was needed to keep it going, either in terms of resources or teachers, or bringing the format more up to date. Some respondents felt Moon was likely to die out, and generally felt this was a shame as there are some – however small that group might be – to whom it is of benefit.

Conclusion

In conclusion, Moon is still being used and the Moon resources which RNIB provides are valued by those working with Moon. A few ideas were suggested for future development of Moon. Development of a simple way to produce Moon independently, similar to a Perkins brailler was widely called for by respondents. Other suggestions had less support, such as production of more reading materials, a wider range of teaching resources and further promotion of Moon. It is hoped that these findings will help to inform RNIB's future project planning around the Moon code.

Recommendations

• A few ideas were suggested for the development of Moon, particularly the development of a Moon equivalent to the Perkins brailler
• As Moon resources are still used and respondents saw benefits of Moon use for some, it is recommended that current support for Moon (products/library service) is continued
• Respondents showed little enthusiasm for the development of an alternative tactile code, but some felt braille would be preferable for some Moon users, perhaps supporting promotion of uncontracted (grade 1) braille to Moon users.

Introduction

Recent RNIB research has focussed on non-braille tactile reading codes. A comprehensive literature review (Cryer, Gunn, Home and Morley Wilkins, 2008) highlighted a need for further investigation into the Moon code, in order to understand who uses it, how it is used, and whether it needs further attention. This study was conducted to gather evidence on these issues from Moon experts, to inform RNIB's project planning in this area.

Method

Design

This exploratory investigation was conducted through informal, semi structured interviews. Purposive sampling was used to gather the views of specific people with knowledge of Moon in a range of settings. Snowballing was also used to find further respondents.

Respondents

Thirteen professionals were interviewed for this project. All had either taught Moon or been involved in the provision of Moon materials (for example, through a library service). Respondents came from a range of backgrounds including:

• Academic (1)
• Qualified Teacher of the Visually Impaired (1)
• Teacher in specialist school (1)
• Librarian (4)
• Volunteer/worker in local blind society (2)
• Rehabilitation worker – working with either blind or deafblind people (4)

[Note: 3 rehabilitation workers had previous but not current experience of teaching Moon.]

Procedure

Respondents were contacted and had the project explained to them before agreeing to take part. All interviews were conducted by telephone. One interview was carried out as a conference call with 3 participants from the same library service having input. (See Appendix 1 for interview questions).

Results

1. Who uses Moon

Respondents reported a wide range of people who might use Moon. The most common responses were people who were elderly, had lost their sight later in life, had poor touch sensitivity or who had struggled with braille.

A second, distinct group, were children who for various reasons might struggle with braille (such as, children with learning difficulties, poor motor skills or who find Moon easier than braille).

Some respondents made a distinction between people for whom there were barriers to learning braille, and people who simply chose Moon over braille.

Reasons to choose Moon over braille included:

• to learn to read by touch quickly
• to build confidence in reading by touch by making early progress (to possibly move onto braille later)
• to use a familiar code (for former print readers)
• for limited use such as labelling (for which learning braille may seem like too much effort)
• for people who were not sufficiently motivated to learn braille.

Barriers to learning braille fell into two categories – physical barriers and cognitive barriers.

1.1 Physical barriers to learning braille

The main physical barrier to learning braille was touch sensitivity, and being unable to discriminate small braille dots. Motor skills were also mentioned in relation to children with multiple disabilities.

"I think they'd find the size of the cell too difficult to touch."

"If they have very poor sensitivity in their fingers then probably not."

1.2 Cognitive barriers to learning braille

Cognitive barriers to learning braille included learning difficulties which may affect someone's ability to learn a relatively complex code. The complexity of the braille code itself was seen as a barrier for some older people who may struggle to differentiate between the braille characters in terms of their complex shapes.

"At a conceptual level it's a complicated code. It doesn't necessarily translate to concepts they can recognise in their minds. It's very hard to think about some of the braille characters and describe it in a shape that they can relate to."

"[Braille] it's too complex. If you meet the client group I think it's quite plain to see that they're not able to access it."

In summary, two main groups of Moon users were identified; older people with poor sense of touch who learn Moon having lost their sight, and children with complex needs. Respondents distinguished between those who chose Moon over braille and those for whom physical or cognitive barriers made learning braille too difficult.

1.3 How many people use Moon?

Whilst not specifically asked about numbers of Moon readers, some respondents gave an indication of the size of Moon readership.

One respondent, based in a specialist school reporting having 'a significant number' of Moon learners, with 10-11 who could already read Moon. A library providing Moon materials reported having approximately one enquiry about Moon per week, with 40 registered Moon learners.

"We now have ten or eleven who are Moon readers and then a significant number who are learning or who are pre-tactile skills which hopefully will eventually move onto Moon."

"We still do get enquiries from people who want to learn [Moon]. We would estimate that it averages out around 1 enquiry a week. Regarding Moon learners, at the last count there were around 40 registered with us but what you tend to find is that people maybe registered but not all active."

Other respondents suggested Moon use to be low. Library workers providing children's titles reported having just seven active borrowers under the age of 16. Two respondents felt that the number of Moon readers was declining, and two respondents (one QTVI and one rehab worker) indicated that they were rarely asked to teach Moon.

"I think probably because of the lack of resources, people who use it are getting less and less."

"I think that we have fewer people coming forward to learning both braille and Moon."

"We don't have a steady stream of people waiting to come and join the class."

"I'm doing some Moon at the moment but that's all I've done. [I] have been doing what I'm doing [for] 15 years without anybody saying could you do some [Moon]."

In summary, numbers of Moon readers varied across settings, although this anecdotal evidence suggests that overall Moon readership may be low.

2. Could Moon users learn uncontracted (grade 1) braille?

Respondents were asked whether they felt Moon readers could learn to read uncontracted (grade 1) braille.

There was a wide range of opinion on this topic, and many felt that potential to learn uncontracted braille was a very individual matter, therefore this question could not be answered for 'Moon users' on the whole.

"It depends on the group. If they have very poor sensitivity in their fingers then probably not. For that cohort of adults who just wanted to learn to read as quickly as they could, I think if they had the perseverance then yes they definitely could have. Adults that had mild learning difficulties could have done but I wouldn't have thought all of those would have been able to."

2.1 Moon readers could or should try uncontracted braille

Some respondents believed that some Moon readers would be able to learn uncontracted braille, and that in some cases this would be beneficial for them.

"I think for the two students that I have it would be more beneficial [to learn braille]. Because the braille is more accessible […] there aren't the materials available in Moon […] I just wonder, unless Moon catches up, that you know it would be sort of holding them back."

An issue raised by a few respondents was the need for uncontracted braille to be seen as an end in itself, rather than people feeling they had to learn complex contractions (grade 2) in order to be a "proper" braille reader.

"In this country we've always seen the uncontracted [grade 1 braille] as a step to the contracted (grade 2 braille) […] Now we are selecting more books in uncontracted braille, for people to see it as a format in it's own right, an easy to read braille code and they can stop there they don't need to go on. […] I think people will be put off by contractions. It does sound very complicated doesn't it. So in that case it might be that there are a few more people that could take that [uncontracted braille] up from the beginning."

"I think grade 1 braille is brilliant, it's allowed a lot of young people to access braille where they didn't have the ability or because they were always pushed onto grade 2."

It must be noted that whilst some Moon readers may be able to learn braille they may choose not to (see section 1 for reasons some people choose Moon over braille).

2.2 Moon as a stepping stone to braille

Some respondents thought that some people may use Moon as a stepping stone towards learning braille. For example, Moon could help people to get used to the idea of reading by touch, and to build confidence through using the familiar letters, before moving onto learning braille.

"Some of them have gone on to learn braille having learned the Moon. […] It was good for their confidence."

"Because they’ve got knowledge of print they find the transfer from print to a tactual code much easier with Moon than with braille, it can be a practical stepping stone."

2.3 Moon as an option for those who don't succeed with braille

Other respondents believed that many Moon readers were those who had already tried braille and had not been successful.

"Some of them have already tried [braille], and they're using [Moon] as a next step after trying."

"Some of the students had tried braille first and then when they found it too hard, got on much better with Moon."

Indeed, a number of respondents highlighted that if people were able to learn braille they would do, as there is more reading material available in braille.