Published March 26, 2026 | Version v1.0
Publication Open

Amplify Youth — Video Voices Lab: Easy Read Version (PIDR Framework Aligned)

Authors/Creators

  • 1. ROR icon University of Southern Queensland
  • 2. EduLinked

Description

This is an Easy Read version of the Amplify Youth — Video Voices Lab framework, developed within the EduLinked Modular Learning System (EMLS).

This version has been created in alignment with the Participatory Inclusive Design for Readability (PIDR) framework. It presents the core ideas of the program using simplified language, structured layout, and accessible communication principles.

The Easy Read version is designed to support understanding for a wide range of audiences, including young people, neurodivergent individuals, people with disability, and those who prefer clear and structured communication formats.

Amplify Youth — Video Voices Lab is an inclusive youth media production program that supports communication confidence, storytelling, and self-expression through video creation. Participants are supported to share their ideas in ways that work for them, including visual, audio, and multimodal formats.

This document is a simplified and accessible representation of the framework. It does not include detailed curriculum, facilitation methods, or internal system architecture.

This version should be read alongside the full framework document for a complete understanding of the system.

Methods

This work is developed in alignment with the Participatory Inclusive Design for Readability (PIDR) framework.

PIDR is an approach to knowledge design that prioritises accessibility, co-creation, and multimodal communication from the outset of development, rather than as a post-production adaptation. It recognises that traditional forms of academic and program documentation often exclude individuals with diverse communication needs, including neurodivergent people, people with disability, and those who engage more effectively with non-linear or multimodal forms of information.

Within this framework, readability is understood not only as linguistic simplicity, but as a broader design principle encompassing structure, pacing, visual support, and user agency. PIDR therefore integrates multiple layers of communication, including standard, Easy Read, and visual/system-based representations, to enable equitable access to knowledge.

The inclusion of both a full framework document and an Easy Read version reflects this methodology in practice. Together, these outputs demonstrate a commitment to inclusive knowledge production, where accessibility is embedded within the system design rather than applied retrospectively.

PIDR operates as both a design principle and a methodological position within the EduLinked Modular Learning System (EMLS), supporting the development of educational and communicative systems that are inherently inclusive, adaptable, and participant-centred.

Files

amplify-youth-video-voices-lab_easy-read_pidr-edulinked_v1.pdf

Files (72.7 kB)

Additional details

Related works

Is supplement to
Publication: 10.5281/zenodo.19227576 (DOI)

Software

Repository URL
https://www.edulinked.com.au/projects/

References

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  • Couldry, N. (2010). Why voice matters: Culture and politics after neoliberalism. Sage.
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  • Hobbs, R. (2010). Digital and media literacy: A plan of action. Aspen Institute.
  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.
  • Kearney, M. (2013). Learner-generated digital video: Using mobile devices to support reflective practice. Educational Media International.
  • Lundy, L. (2007). Voice is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal.
  • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.
  • UNICEF. (2022). Guidance on child and adolescent participation. UNICEF.