Journal of Visual Impairment & Blindness (JVIB) 2023 Special Issue on Literacy Across the Lifespan for People with Visual Impairments

Guest editor: M. Cay Holbrook, Ph.D., Professor, University of British Columbia, Vancouver, BC, Canada
Deadline for submissions: February 28, 2023
Projected publication date: November-December 2023 issue

Access to information for all individuals has changed dramatically in the past decade. In recognition of the importance of literacy for individuals who are blind or have low vision, the Journal of Visual Impairment & Blindness (JVIB) invites articles related to topics that reflect the diversity of the population and the range of access to a variety of texts and media using tactual, visual, and auditory access options. For the past three decades, starting in 1989, JVIB has organized special issues on literacy.

The ongoing attention to this topic is a reflection of how literacy is both a staple of education and an ever-evolving area of focus for educators, vision rehabilitation therapists, parents and caregivers, and individuals with visual impairments. The goal of the 2023 Special Issue on Literacy Across the Lifespan for People with Visual Impairments is to compile articles that reflect the current state-of-the-art in understanding the complexities of literacy and issues related to instructional practices.

Innovative evidence-based research, descriptions of effective practices, conceptual papers, and short reports are also invited. Studies that use quantitative or qualitative methods, case studies, and mixed methods are encouraged. International contributions are welcome.

Topics of interest include, but are not limited to:

  • Teaching reading and writing through braille or print to students who are blind or have low vision;
  • Understanding the role of the teacher of students with visual impairments in reading and writing instruction;
  • Examining dual-media instruction for students with low vision;
  • Understanding how literacy instruction has an effect on the lives of older adults with age-related vision loss;
  • Exploring the importance of accessibility for all options of gathering information;
  • Reporting on research related to literacy instruction for children, youths, and adults with complex learning profiles;
  • Including equity, diversity, and inclusion in literacy instruction;
  • Reflecting on instructional strategies and how addressing current issues may have an effect on the future of literacy;
  • Exploring literacy through quantitative, qualitative, and case study research;
  • Addressing the range of literacy skills (reading, writing, graphics, comprehension, and concept development);
  • Using literacy materials that include characters with visual impairments and are environmentally reflective of students’ lived experiences;
  • Using technology to teach or support the instruction of literacy skills for learners of all ages; and
  • Examining standardized, non-standardized, and specialized assessments that support understanding and monitoring of progress in literacy.

Papers may be submitted to the journal's Editor in Chief Sandra Lewis, EdD, Florida State University, at Submitted manuscripts will undergo standard peer review. Guidelines for contributors are available from the American Foundation for the Blind website; e-mail: