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The most critical part of a the transcriber's work is planning. Time spent on planning helps the transcriber to think "tactually" and to make decisions about what to include and what to eliminate in order to make the graphic tactually legible.
The first thing that needs to be decided is whether the print graphic simply adds interest to the print reader, or whether it provides information not in the text. If an illustration or its caption contains no new information of value to the braille reader or if the same information is included in the body of the text, it should be omitted. There is no reason to represent a print graphic tactually unless it will lead to a better understanding of the concepts presented or help to improve the reader's tactile skills.
A transcriber's note should be inserted at the point of each omission when illustrations are to be omitted. If an appropriate place in the text is not apparent the transcriber's note should be inserted at the end of the print page. The explanation, enclosed in the transcriber's note symbols, should begin in cell 7, starting with the appropriate word (Picture, Map, Diagram, etc.) followed by a colon. The explanation should follow on the same braille line, with runovers in cell 5. Vocabulary appropriate to the text should be used. When an explanation is given in addition to a print caption, it should be inserted on the braille line below the caption. No blank lines should be left before or after an explanation nor between a series of them.
When all the illustrations or all of a particular type of illustration in a text are to be omitted, a statement to this effect should be included on the transcriber's note page in the front of each braille volume.
It is often helpful to obtain a copy of the teacher's edition of the text and to ask the resource or classroom teacher to pre-edit the text whenever possible. When in doubt, the transcriber should consult a braille specialist in textbook format or tactile illustrating for guidance in presentating illustrations or explanations of them.
The following transcriber's note, "Ask your teacher," should be inserted in the text when it is impossible to determine a method for presenting an illustration in braille or to provide a description of it.
When it has been determined that new information is being conveyed, the next step is to identify the essential information being imparted. All nonessential visual clutter in the picture should be excluded.
In an article entitled "The Critical Step: Planning the Tactile Graphic," in the NBA Bulletin, Fall 1993, Josephine Stratton gives a clear example of what is meant by separating the essential information from unneccessary visual clutter. She states: "... when looking at a picture of three birds in a tree and two birds flying to the ground, it is important to determine whether this is showing that birds live in trees and fly to the ground for food or whether it is illustrating a subtraction example of five take away two. If it is showing how birds live, then the tree, the birds, and the ground are all essential information to be represented. If it is illustrating a subtraction example, however, those items are irrelevant. Then, the meaning of subtraction would be conveyed more clearly by using five coded symbols, such as shapes, with two crossed out."
The method of presentation of the information depends upon who will be expected to read the graphic. Consideration must be taken of the age of the reader and his learning level and skill reading tactile graphics. The important thing is to maintain clarity regardless of the simplicity or complexity of the information being presented.
If the original shapes, textures and total form are necessary in order to convey the concept(s) illustrated then the text-related graphic would need to be transcribed as a whole. Sometimes, to achieve clarity, the text-related graphic would make tactile reading easier and the concept(s) clearer if it were replaced with multiple tactile diagrams. It is also permissible to omit some of the original shapes and textures if they are unncessary to the presentation of the concept(s). When the original shapes are not necessary [as in Ms. Corcoran's example above], the text-related graphic should be transcribed using simple geometric shapes or braille signs.
Planning for contrast in the tactile presentation is the next order of business. The most important information should be represented by lines, areas or points with the greatest height and/or texture. Secondary information should be represented by "quieter" lines and/or textures. This is the time to decide which methods, tools, etc. will best provide the maximum amount of contrast and clarity.
There are certain graphics which are specific and standardized for particular disciplines such as chemistry, meteorology, earth science and electronics. Transcribers should resist the temptation to modify or change these signs and symbols which are found universally in textbooks, in articles, on tests, in newspapers, etc.
Finally, it is necessary to determine if the graphic could benefit from the addition of a key or legend. A key or legend is a list of all the symbols for lines, points, patterns, letters and numbers used on a graphic, including an explanation of each. A key is especially helpful with maps, but can reduce clutter and increase readibilty of any relief display where there is a lot of information to be conveyed. It is best, whenever possible, to transcribe the diagram title, the keys and the tactile diagram (with a blank line above and below) all on one page.
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