Going into the conference, we were hopeful. Coming out of it, we are incredibly encouraged.

Over the course of the event, 197 librarians and library representatives entered our giveaway through our QR code, showing strong interest in bringing American Sign Language resources to their communities. That level of engagement in such a short time speaks volumes about where libraries are heading and what they value.

But what stood out even more than the numbers were the conversations.

Again and again, people stopped by our booth not just to learn about ASLdeafined, but to tell us something powerful:

“We already use your program.”

Hearing that never gets old.

Librarians shared stories about how ASLdeafined is being used by:

• Parents learning to communicate with their Deaf children
• Community members exploring ASL for the first time
• Staff members building more inclusive communication skills
• Patrons discovering Deaf culture in meaningful ways

Those moments reminded us that this is bigger than a platform. It is about access. It is about connection. It is about giving communities the tools to communicate with everyone.

We also had the opportunity to meet many new libraries who are excited about getting started. Whether they sign up this week or in the months ahead, the interest was real and genuine.

A Clear Takeaway

One thing became very clear at this conference:

Libraries are leading the way in accessibility and inclusion.

They are not waiting.

They are acting.

We are grateful for every conversation, every handshake, every shared story, and every person who took a moment to learn more about what we do.

To the libraries already using ASLdeafined, thank you for your trust.

To those we met for the first time, we are excited about what comes next.

And to everyone who stopped by just to say hello, you made this experience unforgettable.

Final Thought

Language is a human right. It is also a human connection.

— Paul

Because American Sign Language (ASL) is a visual language, Deaf humor often relies on facial expressions, body movement, and visual storytelling rather than sound-based jokes.

Understanding Deaf humor helps students gain a deeper appreciation for Deaf culture, ASL storytelling, and visual communication.

Why Deaf Humor Is Often Visual

One of the main reasons Deaf humor is unique is because ASL is a visual language. Deaf storytellers frequently use dramatic facial expressions, exaggerated movements, and creative use of space to tell humorous stories.

Instead of relying on sound or wordplay, Deaf humor often focuses on what can be seen rather than what can be heard.

This type of storytelling makes humor highly engaging and visually expressive.

Shared Experiences Create Humor

Many Deaf jokes are based on shared experiences within the Deaf community. These experiences often include situations that Deaf people encounter regularly in their daily lives.

Examples might include:

• communication misunderstandings
• hearing people speaking while looking away
• interpreters trying to keep up with fast signing
• missing audio announcements

Because many Deaf people have experienced these situations, they can easily relate to the humor.

Visual Exaggeration in Deaf Storytelling

Another common feature of Deaf humor is visual exaggeration. Storytellers may dramatically act out a situation using large movements, expressive facial expressions, and exaggerated reactions.

This technique helps make stories more entertaining and easier for the audience to understand visually.

Visual exaggeration is a powerful storytelling tool in ASL.

Playing With Sign Language

Deaf humor sometimes involves creative play with sign language itself. Skilled signers may modify movements, handshapes, or facial expressions to create humorous moments.

These playful elements highlight the creativity and flexibility of American Sign Language as a language.

Humor Strengthens Community

Humor can also strengthen community connections. Deaf people often joke about shared experiences or everyday situations that others in the community understand.

This type of humor helps build a sense of belonging, identity, and cultural pride.

Rather than focusing only on challenges, Deaf humor often celebrates the creativity and resilience of the Deaf community.

Why ASL Students Should Learn About Deaf Humor

For students learning American Sign Language, understanding Deaf humor is an important part of learning about Deaf culture and communication.

Humor reflects how people think, interact, and share experiences. By exploring Deaf humor, students gain a deeper understanding of:

• visual storytelling
• expressive communication
• Deaf cultural identity

Learning about Deaf humor helps students see that ASL is not only a language but also a rich cultural experience.

De’VIA is artwork created by Deaf artists that reflects the experiences, identity, and culture of Deaf people. Through visual images, Deaf artists communicate important ideas about communication, oppression, empowerment, and cultural pride.

What Makes De’VIA Unique?

Unlike many other forms of art, De’VIA often includes symbols that are deeply connected to Deaf culture. These visual elements help artists express ideas that are meaningful within the Deaf community.

Some of the most common symbols found in De’VIA artwork include:

Hands
Hands are frequently used because they represent American Sign Language (ASL). Since sign language is central to Deaf communication and identity, hands are a powerful symbol in Deaf art.

Eyes
Eyes represent the importance of visual communication. Deaf culture is highly visual, and many Deaf individuals rely on sight instead of sound to communicate and interact with the world.

Barriers or Chains
These symbols often represent the challenges Deaf people have faced, including communication barriers, discrimination, or restrictions on the use of sign language in the past.

Tape Over the Mouth
Some artists use this powerful image to represent times when Deaf people were silenced or prevented from using their language.

Through these symbols, Deaf artists are able to tell stories about both the struggles and the strengths of the Deaf community.

Themes in De’VIA Artwork

De’VIA artwork often focuses on themes such as:

• Deaf identity
• Cultural pride
• Communication barriers
• Empowerment
• Visual language
• Community and belonging

Some artwork highlights historical challenges, while other pieces celebrate the beauty and importance of Deaf culture.

Important Deaf Artists

One of the most influential artists in the De’VIA movement is Betty G. Miller, who is often called the mother of De’VIA. Her artwork helped define this unique art movement and inspired many other Deaf artists.

Other well-known Deaf artists include:

• Chuck Baird
• Nancy Rourke
• Susan Dupor
• Christine Sun Kim

Each artist brings their own perspective to Deaf culture and experiences through visual art.

Why De’VIA Matters

De’VIA is more than just artwork. It is a powerful way for Deaf artists to share their experiences and perspectives with the world.

Through their art, Deaf creators are able to:

• express Deaf identity
• celebrate sign language
• challenge stereotypes
• educate others about Deaf culture

De’VIA helps both Deaf and hearing people better understand the importance of visual language, cultural identity, and community.

Learning About Deaf Culture Through Art

For students learning American Sign Language, exploring De’VIA is a meaningful way to connect with Deaf culture. By studying Deaf art, students gain insight into the experiences and perspectives of the Deaf community.

Art can communicate ideas that words sometimes cannot. De’VIA reminds us that visual expression is a powerful form of communication—and that Deaf culture has a rich and vibrant artistic tradition.

De’VIA: Understanding Deaf View/Image Art

Art has long been a powerful way for people to share their stories, emotions, and cultural experiences. In the Deaf community, one unique form of artistic expression is called De’VIA, which stands for Deaf View / Image Art.

De’VIA is artwork created by Deaf artists that reflects the experiences, identity, and culture of Deaf people. Through visual images, Deaf artists communicate important ideas about communication, oppression, empowerment, and cultural pride.

What Makes De’VIA Unique?

Unlike many other forms of art, De’VIA often includes symbols that are deeply connected to Deaf culture. These visual elements help artists express ideas that are meaningful within the Deaf community.

Some of the most common symbols found in De’VIA artwork include:

Hands
Hands are frequently used because they represent American Sign Language (ASL). Since sign language is central to Deaf communication and identity, hands are a powerful symbol in Deaf art.

Eyes
Eyes represent the importance of visual communication. Deaf culture is highly visual, and many Deaf individuals rely on sight instead of sound to communicate and interact with the world.

Barriers or Chains
These symbols often represent the challenges Deaf people have faced, including communication barriers, discrimination, or restrictions on the use of sign language in the past.

Tape Over the Mouth
Some artists use this powerful image to represent times when Deaf people were silenced or prevented from using their language.

Through these symbols, Deaf artists are able to tell stories about both the struggles and the strengths of the Deaf community.

Themes in De’VIA Artwork

De’VIA artwork often focuses on themes such as:

• Deaf identity
• Cultural pride
• Communication barriers
• Empowerment
• Visual language
• Community and belonging

Some artwork highlights historical challenges, while other pieces celebrate the beauty and importance of Deaf culture.

Important Deaf Artists

One of the most influential artists in the De’VIA movement is Betty G. Miller, who is often called the mother of De’VIA. Her artwork helped define this unique art movement and inspired many other Deaf artists.

Other well-known Deaf artists include:

• Chuck Baird
• Nancy Rourke
• Susan Dupor
• Christine Sun Kim

Each artist brings their own perspective to Deaf culture and experiences through visual art.

Why De’VIA Matters

De’VIA is more than just artwork. It is a powerful way for Deaf artists to share their experiences and perspectives with the world.

Through their art, Deaf creators are able to:

• express Deaf identity
• celebrate sign language
• challenge stereotypes
• educate others about Deaf culture

De’VIA helps both Deaf and hearing people better understand the importance of visual language, cultural identity, and community.

Learning About Deaf Culture Through Art

For students learning American Sign Language, exploring De’VIA is a meaningful way to connect with Deaf culture. By studying Deaf art, students gain insight into the experiences and perspectives of the Deaf community.

Art can communicate ideas that words sometimes cannot. De’VIA reminds us that visual expression is a powerful form of communication—and that Deaf culture has a rich and vibrant artistic tradition.

Understanding ASL parameters helps students recognize how signs are formed and how small changes in a sign can completely change its meaning. Learning these elements also improves both receptive skills and expressive clarity.

In ASL, there are five main parameters that make up every sign.

The Five Parameters of ASL

Handshape

Handshape refers to the configuration or shape of the hand while producing a sign.

ASL uses many different handshapes. Some signs share the same handshape, while others use completely different ones.

For example:

APPLE
CANDY
COOKIE

These signs all use a handshape produced near the mouth area.

Changing the handshape can create a completely different sign.

Location

Location refers to where the sign is produced on or near the body.

Some signs occur near the head, while others are produced near the chest, torso, or in neutral signing space.

For example:

MOTHER – signed near the chin
FATHER – signed near the forehead

Although these signs use the same handshape and movement, the location changes the meaning.

Movement

Movement describes how the hands move while forming a sign.

Movement can include:

• tapping
• sliding
• circular motion
• repeated movement

A famous example of movement differences is:

SIT
CHAIR

Both signs use the same handshape and location, but SIT uses one movement while CHAIR uses a repeated movement.

This small change creates a new meaning.

Palm Orientation

Palm orientation refers to the direction the palm faces while signing.

The palm may face:

• up
• down
• inward
• outward
• sideways

Changing the palm orientation can sometimes change the meaning of a sign or affect how clearly it is understood.

Non-Manual Signals

Non-manual signals include facial expressions, head movement, and body movement.

These signals play an important role in ASL grammar and meaning.

For example, facial expressions can show:

• questions
• emotions
• intensity
• grammatical information

Without non-manual signals, many signs would lose important meaning.

Why Parameters Matter

Understanding parameters helps students see that ASL is structured and systematic, just like any other language.

Small changes in a parameter can create a completely different sign. Because of this, paying attention to detail is very important when learning ASL.

When students recognize these patterns, they become better at:

• recognizing signs quickly
• producing clearer signs
• understanding how ASL works

Minimal Pairs in ASL

A minimal pair occurs when two signs differ by only one parameter.

These pairs are useful for understanding how small changes affect meaning.

Examples include:

SIT / CHAIR
SUMMER / DRY
MOTHER / FATHER

Studying minimal pairs helps students see how ASL signs are built.

Practice Identifying Parameters

One of the best ways to learn parameters is to compare signs and look for differences.

When you examine signs closely, you begin to notice patterns in handshape, location, movement, and palm orientation.

These patterns help you better understand the structure of ASL.

Try the Activity

Now that you understand the five parameters of ASL, try applying your knowledge.

In the Odd One Out activity, you will see four ASL vocabulary words. Three of the signs share the same parameter, while one sign is different.

Your task is to identify the sign that does not belong.

This activity helps you practice recognizing how parameters influence the meaning and structure of ASL signs.

However, classifiers can also be challenging for students to learn. Many ASL students struggle with understanding how classifiers work and how to use them correctly when describing scenes or actions.

By recognizing some of the most common mistakes students make, teachers and learners can better understand how to improve their use of classifiers.

1. Choosing the Wrong Handshape

One of the most common mistakes is selecting the wrong classifier handshape for the object being described.

For example, the classifier CL:3 is typically used for vehicles such as cars or trucks. Using a different handshape may confuse the viewer and make the description unclear.

Choosing the correct handshape is the first step in using classifiers effectively.

2. Forgetting That Movement Shows the Action

Sometimes students use the correct classifier handshape but forget to include meaningful movement.

Movement is important because it shows what the object is doing. For example, a car may drive forward, turn, stop, or crash depending on the movement of the classifier.

Without movement, the scene may feel incomplete.

3. Not Using Space Clearly

American Sign Language uses space to show relationships between objects.

Students sometimes place classifiers randomly in the signing space instead of using space to show where objects are located.

Clear placement helps the viewer understand how objects relate to one another.

4. Changing the Handshape Too Often

Another common mistake is switching classifier handshapes unnecessarily while describing the same object.

Once a classifier is chosen, it should usually stay consistent while describing that object. Changing the handshape can confuse the viewer.

Consistency makes descriptions clearer and easier to follow.

5. Forgetting Facial Expressions

Classifiers are not only about the hands. Facial expressions and body movement play an important role in showing emotion, speed, intensity, or surprise.

Students sometimes focus only on the handshape and forget the non-manual signals that help bring the scene to life.

6. Overusing Fingerspelling Instead of Classifiers

Some students rely on fingerspelling instead of using classifiers to describe objects.

While fingerspelling can be useful, classifiers are often more natural in ASL because they allow signers to show information visually.

7. Not Combining Classifiers

Many descriptions require more than one classifier.

For example, a signer might use CL:B to represent a road and CL:3 to represent a car driving along that road. Using multiple classifiers helps create more detailed and accurate scenes.

8. Forgetting to Show Perspective

Classifiers often describe scenes from a visual perspective.

Students sometimes forget to consider how the viewer sees the scene. Thinking about perspective helps make the description more realistic and understandable.

9. Moving Classifiers Too Quickly

When classifiers move too quickly, the viewer may not understand what is happening.

Clear and controlled movement helps ensure that the action is easy to follow.

10. Thinking Classifiers Are Just Vocabulary

One of the biggest misunderstandings is thinking that classifiers are simply another set of vocabulary words.

In reality, classifiers are part of the visual grammar of ASL. They work together with handshape, movement, location, and facial expressions to create meaning.

Understanding this concept helps students become more confident and expressive signers.

Improving Classifier Skills

Learning classifiers takes practice. The more students watch, practice, and describe scenes using classifiers, the more natural they will become.

Teachers can help students improve by focusing on the key elements of classifiers:

• choosing the correct handshape
• showing clear movement
• using space effectively
• maintaining consistent classifiers

With time and practice, classifiers become one of the most powerful tools in ASL communication.

Because classifiers are so visual, it is important for students to understand how they work. When used correctly, classifiers can make communication clearer, more descriptive, and more natural.

Below are seven important guidelines that can help students learn to use classifiers more effectively.

1. Choose the Correct Handshape

The handshape of a classifier represents the category of object being described.

For example, the classifier CL:3 is commonly used to represent vehicles such as cars or trucks. The classifier CL:1 is often used to represent a person standing or walking.

Selecting the correct handshape helps the viewer understand what object is being shown.

2. Movement Shows the Action

The movement of the classifier shows what the object is doing.

For example, a classifier may move forward to show driving, move downward to show falling, or change direction to show turning.

Movement is what brings the scene to life and helps describe the action taking place.

3. Use Space to Show Location

American Sign Language uses space to show where objects are located.

Signers place classifiers in different areas in front of their body to show relationships between objects. For example, a signer can show one car parked next to another car or a book sitting on a table.

Using space clearly helps the viewer understand where things are positioned.

4. Keep the Handshape Consistent

Once a classifier is chosen for an object, the handshape should usually stay the same while describing that object.

Changing the handshape unexpectedly can confuse the viewer unless a new object is being introduced.

Consistency helps maintain clarity in communication.

5. Classifiers Often Work Together

Many scenes use more than one classifier at the same time.

For example, a signer might use CL:B to represent a road and CL:3 to represent a car driving along that road.

Using multiple classifiers allows signers to describe more complex situations.

6. Use Facial Expressions and Body Movement

Facial expressions and body movement add meaning when using classifiers.

For example, facial expressions can show speed, surprise, or emotion while describing a scene.

These non-manual signals help make the description clearer and more expressive.

7. Classifiers Help Show, Not Just Tell

One of the most important things to remember about classifiers is that they allow signers to show what is happening instead of simply telling it.

This visual storytelling is one of the reasons American Sign Language is such a rich and expressive language.

Why These Rules Matter

When students understand these rules, classifiers become much easier to use. Instead of memorizing handshapes, students begin to understand how classifiers work together to create meaning.

With practice, classifiers become a natural and powerful part of ASL communication.

Classifiers work by combining three important elements: handshape, movement, and location. These elements work together to create a visual description of what is happening.

Handshape

The handshape represents the object or category of objects being described.

Different handshapes are used for different types of objects. For example, the handshape CL:3 is commonly used to represent vehicles such as cars or trucks. The handshape CL:1 often represents a person standing or walking.

When a signer uses a classifier, the handshape helps the viewer understand what object is being shown.

Movement

The movement of the classifier shows what the object is doing.

Movement can show actions such as driving, walking, falling, or turning. By changing the movement of the classifier, a signer can describe many different actions.

For example, a signer may use CL:3 moving forward to show a car driving down a road. The signer could change the movement to show the car turning or stopping.

Movement helps show the action taking place.

Location in Space

The location of the classifier in signing space shows where something is happening.

Signers use space in front of their body to represent the environment around them. By placing classifiers in different locations, they can show how objects relate to one another.

For example, a signer might show a car parked next to another car or a book placed on a table. The location of the classifiers helps the viewer understand where objects are positioned.

Putting It All Together

When using classifiers, the handshape, movement, and location all work together to create meaning.

The handshape shows what the object is.
The movement shows what the object is doing.
The location shows where the object is.

By combining these elements, signers can create clear and visual descriptions of scenes, actions, and events.

This is one reason American Sign Language is considered a highly visual language.

Learning how classifiers work helps students become more expressive and better understand ASL conversations and storytelling.

Classifiers are special handshapes that represent categories of objects or actions. When a classifier is used, the handshape represents the object, the movement shows the action, and the location in space shows where something is happening.

Because ASL is a visual language, classifiers are an important tool for storytelling, descriptions, and everyday conversations.

However, classifiers are not all the same. There are several different types of classifiers in ASL, and each type serves a different purpose.

Semantic Classifiers

Semantic classifiers represent categories of objects or people. These are often the first classifiers students learn.

For example:

CL:1 is commonly used to represent a person standing or walking.
CL:3 is often used to represent vehicles such as cars or trucks.
CL:5 may represent groups or crowds of people.

These classifiers allow signers to show how objects or people move through space.

Example:
A signer can use CL:3 to show a car driving down a road or turning at an intersection.

Descriptive Classifiers

Descriptive classifiers are used to show the size, shape, or appearance of something.

These classifiers help create a visual picture for the viewer.

For example, a signer might use their hands to show:

• the size of a large fish
• the round shape of a ball
• the width of a table

Descriptive classifiers help viewers understand what something looks like.

Instrument Classifiers

Instrument classifiers show how an object is being handled or used.

In this case, the classifier represents the hand interacting with the object.

Examples include:

• holding a cup
• writing with a pen
• turning a key
• using scissors

These classifiers help show how a person is using an object.

Body Classifiers

Body classifiers represent body parts or body positions. These classifiers help describe posture or movement.

Examples include showing:

• a person walking
• someone sitting in a chair
• someone lying on the ground
• someone falling

Body classifiers are commonly used when describing actions involving the human body.

Locative Classifiers

Locative classifiers show where objects are located in space. They help describe the relationship between objects.

For example, a signer might show:

• a book sitting on a table
• a car parked next to another car
• a cup placed on a counter

Using space clearly helps the viewer understand where objects are located.

Why Classifiers Are Important

Classifiers are an important part of ASL because they allow signers to show information visually instead of explaining it with many words.

They help describe:

• movement
• location
• size and shape
• actions
• relationships between objects

As students continue learning ASL, understanding classifiers will help them become more expressive signers and better visual storytellers.

The 5 Main Types of Classifiers in ASL

Classifiers for Vehicles and Movement

Classifiers for Surfaces and Objects

Classifiers for Round Objects

Classifiers for Small or Thin Objects

Classifiers for Hands, Grabbing, and Shapes

Classifiers Showing Interaction

Each classifier represents a category of objects. When a signer uses a classifier, the handshape represents the object, and the movement of the hand shows what the object is doing.

Some classifiers are used very frequently in everyday conversations and storytelling. Learning these common classifiers helps students better understand how ASL describes actions and scenes.

For example, the CL:1 classifier is often used to represent a person standing or walking. A signer might use CL:1 to show someone walking across a room or standing in one place.

Another common classifier is CL:3, which is used to represent vehicles such as cars, trucks, or buses. A signer can move the CL:3 handshape through space to show a vehicle driving, turning, or stopping.

The CL:B classifier is often used to represent flat surfaces such as tables, walls, floors, or papers. Signers can place objects on these surfaces or show movement along them.

The CL:C classifier can represent round or cylindrical objects such as cups, bottles, or cans. This classifier is often used when showing how objects are held or placed.

The CL:5 classifier is commonly used to represent groups of people, crowds, or a large number of objects. Signers may use this classifier to show a crowd gathering or people spreading out in an area.

Learning these common classifiers helps students understand how ASL uses handshapes and space to describe the world visually.

Common Classifiers in American Sign Language