tactile map for field trip
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Hello. I have two students who are going on a field trip to the local Safari Park (trip for fun, not a specific eduational program). I want to make them a tactile copy of the map as the Park doesn't have them. However, as the map is not for a specific program and I don't know which areas they will visit, I'm unsure how much detail or even which details to include. I can't find anything in the tactile graphic guidelines about this. I can physically make the map without much difficulty, but so far I've added either too little or too much detail and I'm stumped. Do you have any advice on what would be good to include? Thank you.
Thank you for the excellent question. We completely understand the challenges of designing maps. While Guidelines and Standards for Tactile Graphics (GSTG) does not have a single section dedicated only to maps, there are many guidelines throughout the document that provide helpful direction for planning, simplifying, and designing tactile graphics that can be applied to map design.
The best approach is to design the map around the specific reader’s needs. [Unit 2: Design Principles]
You might begin by asking yourself these questions:
- What should the reader learn or understand from the map? [2.1, 3.2]
- What is the age and experience level of the braille reader(s)? [2.19]
- Will the reader study the map beforehand, or carry it while visiting?
- Is the intent of the tactile map to provide a general layout (spatial overview), or to serve as a route/navigation map?
GSTG Unit 3: Planning and Editing covers simplifying information, adjusting details for readability, and separating elements to make them easier to distinguish. It also includes a very helpful Tactile Graphic Planning Sheet that can help organize information when planning your map design. This can be especially useful when deciding which information is essential and which details may create unnecessary clutter. Sections 3.7 (Elimination), 3.8 (Consolidation and Distortion), and 3.9 (Separation) are also particularly relevant for a map like this.
Information included in a tactile graphic should be based on its purpose and what the reader needs to learn from it. [3.2 Editing Content]
If the goal is to create an orientation and familiarization tool rather than a detailed navigation aid, it may help to focus on giving the reader a general mental layout of the park. Trying to include every trail, building, or attraction would likely create too much clutter.
Because the park appears to be divided into major regions identified by different colors, those larger areas could become the primary organizational structure of the map. Many of the smaller details within each region could instead be provided as a list or zoo index to help readers know what to expect in each area.
Unit 7 Complex Diagrams, 7.3.7: advises retaining features that can serve as points of reference. Those landmarks are often what make the map most usable in the real environment.
Major regions might include: African Outpost, African Woods, Condor Ridge, Elephant Valley, Gorilla Forest, Lion Camp, Nairobi Village, Safari Base Camp, The Savanna, Tiger Trail, Walkabout Australia, World Garden, Entrances and exits, Guest Services, Restrooms, and First Aid.
Since every map is situational, you can also include features that are most useful to the reader, such as elevators, steep slopes (as indicated in the upper-left key), ATMs, wheelchair rentals, safari excursion meeting points, and similar landmarks.
Simplification is crucial. Too much detail or overcrowding can make tactile maps difficult to read and use. Keep the design simple by using well-defined lines and textures, clear and complete labels, and easy-to-understand point symbols similar to the examples in GSTG. [See: Examples 3-3 and 3-6, Appendix E, and Appendix G.] Omitting minor trails, individual animal locations, and unnecessary visual details may improve readability and leave room for more complete labels. Keep in mind that full labels and words are often easier to interpret than relying heavily on symbols or keys. [3.1.4, 7.3.6]
Another possible design option is to create the map as a route map with a main path of travel and landmarks or areas labeled along the route.
If this is your design choice, GSTG Unit 8: Orientation and Mobility contains helpful guidance. Section 8.2 notes that the intended purpose of the map should determine what information is included. Since your students may visit many different areas, an overview/orientation map is likely more appropriate than a highly detailed navigation map. A route map may not show the scale of each themed area, but it can show the relationship between areas as someone experiences them while walking through the space.
If the layout becomes too crowded, consider:
- Dividing the map across facing pages [3.9.2]
- Creating a secondary layered page or separate into sections [3.9.3]
- Making a simplified overview map plus smaller detailed maps of high-interest areas
This map will also likely need a clear, concise key. Unit 5, Braille Formats for Tactile Graphics, provides excellent guidance for key placement, organizing graphic elements (lines, textures, and symbols), and other important formatting considerations.
Overall, the most effective approach is to keep the focus on simplicity, clarity, purpose, and the reader’s experience. A well-designed tactile map doesn’t need to include every detail of the park. By prioritizing major regions, key reference points, and essential services, and by using strong simplification strategies from GSTG, you can create a map that is both accessible and meaningful without becoming overwhelming.
It’s going to be a fabulous adventure for them with lots of things to discover.
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