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IADIS International Conference WWW/Internet 2010Moreover, some studies have shown that a more rectilinear illustration style containing primary colours,naturalism, a fairly absent context and geometrical lines is often preferred by children (França, 2005). Thisspecific point can be explored in the Libras illustrations.Last but not least, it would be interesting to make use of visual vocabulary (signs and arrows), helping thechildren to associate them with other educational contents, thus leading them to improve their visualorientation – which is key in Libras representations.2.3 Representation of Libras SignsEven though there have not been standard studies about Libras representations, particularly not about thebilingual teaching of deaf children, the materials we studied shed some light on the matter and led us to a fewconclusions.One of these conclusions is the importance of preserving, together with a certain sign, its correspondingfacial and body expression. Similarly, when it comes to Libras representations, one must respect itscomplexity and avoid ambiguity.The use of graphic resources, such as arrows, action lines and multiple juxtapositions, is pertinent inLibras illustrations. By the way, these resources are already being used, but often in the wrong way. A fewvery recent studies may lead to a more effective use in the future (Dyson, e Souza, 2008).In materials targeted to children, the use of differential illustrations (that nevertheless contain all thecomponents of the sign), together with the use of colour, make the materials more in line with the preferencesof the target public (Couto, 2009).As for images, videos and animations in Libras, displaying all the movements comprised by a sign isessential. One must not display the character-interpreter’s entire body, but rather the head and torso. Thecharacter must stick to those movements and expressions related to the sign only. In addition to that, otherrules have to be followed, such as the adequate clothing of the interpreter, as well as the use of the sameinterpreter for all signs (Campos, 2007).In computer systems that present signs through videos and animations, it is important to allow users tocontrol these videos and the like, enabling them to disable this function if they wish to do so.3. BILINGUAL ALBHABETISATION OF DEAF CHILDREN:REQUIREMENTS FOR VIRTUAL ENVIRONMENTS3.1 The Three Sets of RequirementsRequirements related to the user profiles of Deaf Children_Libras (RDCL):RDCL1 - Libras as main communication language user-system: The environment must use Libras asthe main communication language user-system and user-user.RDCL2 - Integration Interculturality: The environment must be multicultural, i.e. it cannot berestricted to a deaf audience, but rather must respect the specificities of the deaf community and, at the sametime, interact with the hearing community.RDCL3 - Multiple representation of a single meaning: It is important to establish associations betweenwhat is said (hearing), signalled (deaf) and written (Portuguese), so as to make communication easier.Getting deaf children to visualize what is verbal and non-verbal, and to make associations between thelanguages, in order to build a single meaning, is essential to bilingual (Libras – Portuguese) leaning andknowledge.RDCL4 - Visual Character: The environment must make abundant use of visual resources since visualmeanings make up the basis of communication amongst the deaf.RDCL5 - Genuinely interesting environment, subject to visual representation: The environment mustoffer users not only interesting texts, but also texts rich in images and associations between language andimage.363