About
Established February 27, 2022 and curated by PineappleandCheese, the Open Hands Library (OHL) is the first digital library of its kind, providing access to language and literacy by collecting books and stories by topic from deaf and ASL creators. Our collections open up the world through a visual mode that deaf children and readers can access.
The name "Open Hands Library" was chosen as a nod to the ASL sign for book which is shown through opening the hands from a closed, praying-like orientation to an open, flat orientation with the palms facing up. (See the ASL sign in motion here). At the OHL, we believe books are a window to the world where language and learning thrive. Unfortunately, not all books are accessible to all deaf and hard of hearing readers. With English as a second language for many deaf children, the need for books in their native language, sign language, is greatly needed. This bilingual approach for learning fosters learning and language growth while your child steps into a world of imagination and learning.
Through bilingual education, children have opportunities to bridge their knowledge, gained through sign language, to reading. Deaf Bilingual Education and literacy "advocates for the development of the natural Signed Language of the Deaf community and the majority spoken/written language. Like hearing bilingual students, Deaf students are expected to develop receptive and expressive proficiency in two languages. For Deaf students, these skills can be grouped into signacy, literacy and oracy. Fingerspelling skills are seen as a bridge between the Signed Language and the written language" (Gárate, 2014).
"Literacy is essential for success and an enhanced quality of life in our society. It is estimated that 13% of people in the United States have a hearing loss and 2 – 3 % of Canadians are deaf. It is also estimated that a large portion of these deaf individuals do not have adequate literacy skills. This prevents most Deaf people from attaining post-secondary education (Carver, 1991), limits their opportunities for employment (Carbin, 1996) and results in a loss of human potential. However, the question of how best to promote literacy in deaf children continues to frustrate teachers. From the beginnings of English literacy instruction, which primarily emphasized the use of amplification (hearing aids) to develop speaking and listening skills, to the development of simultaneous communication (speaking and signing at the same time) in the 1970’s, the overall reading level of deaf high school graduates did not increase beyond the level of grade four (Fruchter, Wilbur, & Fraser, 1984; Holt, 1993; Moores, 1987; Quigley, Montanelli, & Wilbur, 1976). However, one group of Deaf children, those with Deaf parents, scored consistently higher on tests of English reading skills than their deaf peers with hearing parents (Allen, 1986; Trybus & Jensema, 1978). These children had the advantage of learning their first language through consistent and accessible exposure to proficient language models. Even though that language, American Sign Language (ASL), was different from English, it facilitated their ability to learn written English as a second language (Hoffmeister & Wilbur, 1980)" (Enns, 2006).
As a result, it is imperative that deaf readers have access to literature in their own native language - sign language. Founded in the United States, the Open Hands Library seeks to provide stories and books for and by deaf people in order to promote bilingual language acquisition and access in the native languages of deaf people in North America (ie. American Sign Language (ASL), English, and *Spanish)**. We invite you to browse our selection of digital "books" and videos on a variety of topics! You can also check out our community and resource pages to learn more about deafness, sign language, and more!
The OHL is a categorical directory of ASL books and stories that allows readers to find titles by topic. If you would like to search for books by age or title, please visit the American Society for Deaf Children's website here.
*Limited resources - spoken/written Spanish and signed ASL.
**Additional sign languages may be featured to allow viewers to access certain topics.
References:
Enns, C. J. (2006). A language and literacy framework for bilingual deaf education. Faculty of Education University of Manitoba Winnipeg, MB R3T 2N2, Canada.
Gárate, M. (2014). Developing bilingual literacy in Deaf children. Literacies of the minorities: Constructing a truly inclusive society, 58-75.
The name "Open Hands Library" was chosen as a nod to the ASL sign for book which is shown through opening the hands from a closed, praying-like orientation to an open, flat orientation with the palms facing up. (See the ASL sign in motion here). At the OHL, we believe books are a window to the world where language and learning thrive. Unfortunately, not all books are accessible to all deaf and hard of hearing readers. With English as a second language for many deaf children, the need for books in their native language, sign language, is greatly needed. This bilingual approach for learning fosters learning and language growth while your child steps into a world of imagination and learning.
Through bilingual education, children have opportunities to bridge their knowledge, gained through sign language, to reading. Deaf Bilingual Education and literacy "advocates for the development of the natural Signed Language of the Deaf community and the majority spoken/written language. Like hearing bilingual students, Deaf students are expected to develop receptive and expressive proficiency in two languages. For Deaf students, these skills can be grouped into signacy, literacy and oracy. Fingerspelling skills are seen as a bridge between the Signed Language and the written language" (Gárate, 2014).
"Literacy is essential for success and an enhanced quality of life in our society. It is estimated that 13% of people in the United States have a hearing loss and 2 – 3 % of Canadians are deaf. It is also estimated that a large portion of these deaf individuals do not have adequate literacy skills. This prevents most Deaf people from attaining post-secondary education (Carver, 1991), limits their opportunities for employment (Carbin, 1996) and results in a loss of human potential. However, the question of how best to promote literacy in deaf children continues to frustrate teachers. From the beginnings of English literacy instruction, which primarily emphasized the use of amplification (hearing aids) to develop speaking and listening skills, to the development of simultaneous communication (speaking and signing at the same time) in the 1970’s, the overall reading level of deaf high school graduates did not increase beyond the level of grade four (Fruchter, Wilbur, & Fraser, 1984; Holt, 1993; Moores, 1987; Quigley, Montanelli, & Wilbur, 1976). However, one group of Deaf children, those with Deaf parents, scored consistently higher on tests of English reading skills than their deaf peers with hearing parents (Allen, 1986; Trybus & Jensema, 1978). These children had the advantage of learning their first language through consistent and accessible exposure to proficient language models. Even though that language, American Sign Language (ASL), was different from English, it facilitated their ability to learn written English as a second language (Hoffmeister & Wilbur, 1980)" (Enns, 2006).
As a result, it is imperative that deaf readers have access to literature in their own native language - sign language. Founded in the United States, the Open Hands Library seeks to provide stories and books for and by deaf people in order to promote bilingual language acquisition and access in the native languages of deaf people in North America (ie. American Sign Language (ASL), English, and *Spanish)**. We invite you to browse our selection of digital "books" and videos on a variety of topics! You can also check out our community and resource pages to learn more about deafness, sign language, and more!
The OHL is a categorical directory of ASL books and stories that allows readers to find titles by topic. If you would like to search for books by age or title, please visit the American Society for Deaf Children's website here.
*Limited resources - spoken/written Spanish and signed ASL.
**Additional sign languages may be featured to allow viewers to access certain topics.
References:
Enns, C. J. (2006). A language and literacy framework for bilingual deaf education. Faculty of Education University of Manitoba Winnipeg, MB R3T 2N2, Canada.
Gárate, M. (2014). Developing bilingual literacy in Deaf children. Literacies of the minorities: Constructing a truly inclusive society, 58-75.