So much of the library information and service we provide is online, and making our digital content accessible helps everyone in our community succeed. Following accessibility best practices not only improves the library experience, it also promotes diversity and inclusion by directly improving the equity of access for all library users. Learn some simple, inclusive-design guidelines for creating accessible digital content such as your website, LibGuides, Word docs, PDFs, and more. Finally, leave with tools and actionable tips for how to help make your library services and digital content more accessible and inclusive.
This document discusses web accessibility and inclusive design. It defines key concepts like accessibility, perceivable, operable, understandable and robust. It notes that accessibility benefits everyone and improves design. The document provides tips on incorporating accessibility into the design process from the start. It shares examples of how making a website accessible increased traffic, conversions and earnings. Resources are included to help get started with accessibility.
This presentation covers; different types of disabilities, assistive technologies, legal and ethical responsibilities as well as a range of terms such as W3C, WAI and WCAG.
An introduction to the concept of Web Accessibility describing the What, Why and How of making your website accessible i.e. available to users with disabilities such as color blindness, low vision, deafness and/or motor control disability.
Accessibility is ease of use, being inclusive with most of the audience who are able to perform the task in a different way than normal users.
Here is the collated research on visual design best practices from accessibility perspective.
A Web for Everyone: Accessibility as a design challengeWhitney Quesenbery
Let's get past the idea that checklists and compliance all there is to accessibility. Designing for accessibility is a user experience design problem, starting with understanding how people with disabilities use your products. If we aim to design for all senses we can focus on easy interaction, helpful wayfinding, clean presentation, plain language and media instead of "rules." Doing so, we can create a web for everyone and a delightful user experience where accessibility and usability work together.
Updated January 21
Replay of the O'Reilly webcast: http://www.oreillynet.com/pub/e/2992
Transcript of the O'Reilly webcast: http://www.wqusability.com/handouts/AWFE-Challenge-OReilly-Transcript.pdf
Web accessibility 101: The why, who, what, and how of "a11y"ecentricarts
Our in-house ecentricarts Accessibility Team (known as EAT) has compiled a ton of resources to help you understand the ins and outs of web accessibility. This includes: why it matters, who it impacts, common misconceptions, a beginner's guide to WCAG 2.0 and accessibility legislation, and how you can test, design, develop, and create more accessible websites.
This presentation also includes examples of before/after screenreader demos, and our 2017 company video made with described audio.
This document discusses web accessibility and inclusive design. It defines key concepts like accessibility, perceivable, operable, understandable and robust. It notes that accessibility benefits everyone and improves design. The document provides tips on incorporating accessibility into the design process from the start. It shares examples of how making a website accessible increased traffic, conversions and earnings. Resources are included to help get started with accessibility.
This presentation covers; different types of disabilities, assistive technologies, legal and ethical responsibilities as well as a range of terms such as W3C, WAI and WCAG.
An introduction to the concept of Web Accessibility describing the What, Why and How of making your website accessible i.e. available to users with disabilities such as color blindness, low vision, deafness and/or motor control disability.
Accessibility is ease of use, being inclusive with most of the audience who are able to perform the task in a different way than normal users.
Here is the collated research on visual design best practices from accessibility perspective.
A Web for Everyone: Accessibility as a design challengeWhitney Quesenbery
Let's get past the idea that checklists and compliance all there is to accessibility. Designing for accessibility is a user experience design problem, starting with understanding how people with disabilities use your products. If we aim to design for all senses we can focus on easy interaction, helpful wayfinding, clean presentation, plain language and media instead of "rules." Doing so, we can create a web for everyone and a delightful user experience where accessibility and usability work together.
Updated January 21
Replay of the O'Reilly webcast: http://www.oreillynet.com/pub/e/2992
Transcript of the O'Reilly webcast: http://www.wqusability.com/handouts/AWFE-Challenge-OReilly-Transcript.pdf
Web accessibility 101: The why, who, what, and how of "a11y"ecentricarts
Our in-house ecentricarts Accessibility Team (known as EAT) has compiled a ton of resources to help you understand the ins and outs of web accessibility. This includes: why it matters, who it impacts, common misconceptions, a beginner's guide to WCAG 2.0 and accessibility legislation, and how you can test, design, develop, and create more accessible websites.
This presentation also includes examples of before/after screenreader demos, and our 2017 company video made with described audio.
This document discusses accessible design and its importance. Accessible design aims to make websites usable for people with disabilities, including visual, hearing, mobility, and cognitive impairments. The key principles of accessibility are that content must be perceivable, operable, understandable, and robust. The document provides guidelines on making content accessible for different impairments, such as using alternative text for images, captions, keyboard navigation, high color contrast, plain language, and consistent layouts. Quick wins for accessibility include using plain language, logical structure, high contrast colors, captions, large interactive elements, and semantic HTML.
This presentation will help you understand:
- The legal requirements behind Web Accessibility
- How do people with disabilities use the web and what assistive technologies they use
- How good usability makes up for better accessibility and improves site’ SEO
- Financial benefits of having an accessible website
Web Accessibility in its simplest definition is all about making sure websites work for the widest possible audience. This seminar would involve a quick introduction to Web Accessibility, Web Accessibility Issues, Guidelines etc.
A beginners guide to accessibility testing. An overview of common mistakes websites make and highlighting some easy to use tools that anyone can incorporate into their work.
Presented at www.AccessibilityCalgary.com on May 12, 2013.
Web Accessibility: A Shared ResponsibilityJoseph Dolson
This a presentation prepared for a Montana Web Developer's Meetup in December, 2011. The focus is on collaborating with content providers and employers to share the responsibility for web accessibility.
Zoe Mickley Gillenwater gave a presentation on web accessibility. She began by defining accessibility and discussing why it is important both ethically and for legal compliance. She then covered specific techniques to make web pages more accessible such as using proper heading structure, adding descriptive alt text to images, and associating form fields with labels. She concluded by encouraging the audience to learn more about additional topics like keyboard navigation, ARIA roles, and color contrast.
With increased complaints and legal action for organisations of inaccessible websites (Coles, Peapod) and apps (Westpac), now is the time for all web and app Project Managers, Developers, UX/Designers, Content Producers, Business Analysts and Testers to be ‘baking in’ accessibility into processes and work practices.
This presentation will show that accessibility is everyone’s responsibility and it is not difficult to get started or find resources that will help you and your team produce a website, app or digital presence that works for everyone!
Testing Compliance with Accessibility GuidelinesTechWell
Currently, 2.4 billion people use the Internet, and about 10 percent of the world’s population has some form of disability. This means millions of potential users will have difficulty accessing the Internet. Thus, accessibility testing should not be ignored. Anish Krishnan discusses the importance of accessibility testing, reasons for considering accessibility issues while designing, and international Web accessibility laws. He shares effective techniques for carrying out accessibility testing, the potential scope of this testing, myths surrounding accessibility testing, and a set of automated tools to support this testing. Join Anish to learn about the Section 508 standards and how to test for web accessibility using screen readers and open source tools. Experience screen reader technology on both an accessible and non-accessible site. Learn how your test team can be advocates of accessible websites throughout the project lifecycle and add accessibility testing to your testing capabilities.
Six evaluators conducted a heuristic evaluation of the Queso learning management system website. They found 8 positive attributes to keep and 73 recommendations for improvement. The evaluators assessed each issue for severity on a scale of 0-4. Their next steps are to conduct usability testing and refine the website design based on the findings from the heuristic evaluation.
The document discusses web accessibility, including:
1. Web accessibility refers to making websites usable for all people with disabilities or impairments through principles like perceivability, operability, understandability and robustness.
2. Guidelines for web accessibility come from organizations like the W3C Web Accessibility Initiative and laws like the Americans with Disabilities Act to ensure usability for people who are blind, deaf, have motor impairments and more.
3. Fifteen million people in the US are visually impaired and over 20 million are deaf or hard of hearing, demonstrating the importance of accessibility for a significant portion of website users.
This document summarizes a webinar about user testing for accessibility. It discusses why accessibility testing is important, including legal compliance and inclusiveness. It covers the WCAG 2.0 accessibility standards, types of impairments, and assistive technologies. It then discusses how to test using automated and manual tools, and with real users who have various impairments and setups. Considerations for facilitating accessibility testing and analyzing the results are also covered.
User Experience 3: User Experience, Usability and AccessibilityMarc Miquel
This presentation introduces the most important usability models among other concepts (affordances, heuristics, etc.).
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Accessibility testing with an overview of the various disabilities and how to approach each along with a round up on most popular tools used for Accessibility evaluation
The document discusses various topics related to interaction design basics including goals and constraints of design, understanding users through personas and scenarios, prototyping and iteration, navigation design, screen design principles, and more. It emphasizes the importance of an user-centered design approach and provides examples and guidelines to help design intuitive interactions.
Heuristic Evaluation based on Nielsen's 10 Usability HeuristicsSebbe Isaac Kurian
Heuristic Evaluation to identify usability issues in the edX website’s (www.edx.org) Discussion Forum – based on Jakob Nielsen's 10 Usability Heuristics for User Interface Design.
The document discusses the importance of accessibility in product design and development. It defines accessibility as ensuring that products can be used by all people, regardless of ability or circumstance, and notes that approximately 15% of people globally have some form of disability. The document provides best practices and guidelines for making products accessible through proper use of technologies like ARIA attributes, alt text, and WCAG standards to ensure usability for users of assistive technologies.
Accessibility is not a rare edge case, it is something that concerns all of us. This is an introduction to Web Accessibility for Web Developers, in context of the German BITV and the international WAI Guidelines (mostly WCAG 2.0). It should raise general awareness of accessibility for Web Development, and shows that accessibility is not an extreme hard to implement requirement, but a matter of care and common sense.
Understanding and Supporting Web AccessibilityRachel Cherry
Web accessibility refers to the inclusive practice of removing barriers that prevent interaction with, or access to, websites by people with disabilities. When your website is accessible, all users can access your content and functionality no matter their abilities. Visually-impaired users can visit your website using a screen reader. Those who can’t use a mouse can navigate your site using a keyboard or other input device. Most accessibility features will also improve your SEO.
When your site is inaccessible, research shows you could be excluding up to 20 percent of your users.
This talk will cover the basics of accessibility, why it’s important, and how you can support accessibility in your projects.
This presentation reviews accessibility challenges, why accessibility matters, and promote the idea of having an accessibility mindset. It covers some best practices and how to use them, accessibility checkers, accessibility considerations for different document types such as PDF, Epub, etc., and resources and training options.
The document provides an overview of an accessibility webinar that discusses how to create accessible learning content. The webinar objectives are to learn and share knowledge about accessibility best practices, understand how digital accessibility affects user interactions with libraries, and provide an opportunity to discuss tips for creating accessible materials quickly. The webinar covers why accessibility matters, universal design for learning principles, specific accessibility best practices like alternative text, captions and transcripts, and tools and resources for creating and checking accessibility.
This document discusses accessible design and its importance. Accessible design aims to make websites usable for people with disabilities, including visual, hearing, mobility, and cognitive impairments. The key principles of accessibility are that content must be perceivable, operable, understandable, and robust. The document provides guidelines on making content accessible for different impairments, such as using alternative text for images, captions, keyboard navigation, high color contrast, plain language, and consistent layouts. Quick wins for accessibility include using plain language, logical structure, high contrast colors, captions, large interactive elements, and semantic HTML.
This presentation will help you understand:
- The legal requirements behind Web Accessibility
- How do people with disabilities use the web and what assistive technologies they use
- How good usability makes up for better accessibility and improves site’ SEO
- Financial benefits of having an accessible website
Web Accessibility in its simplest definition is all about making sure websites work for the widest possible audience. This seminar would involve a quick introduction to Web Accessibility, Web Accessibility Issues, Guidelines etc.
A beginners guide to accessibility testing. An overview of common mistakes websites make and highlighting some easy to use tools that anyone can incorporate into their work.
Presented at www.AccessibilityCalgary.com on May 12, 2013.
Web Accessibility: A Shared ResponsibilityJoseph Dolson
This a presentation prepared for a Montana Web Developer's Meetup in December, 2011. The focus is on collaborating with content providers and employers to share the responsibility for web accessibility.
Zoe Mickley Gillenwater gave a presentation on web accessibility. She began by defining accessibility and discussing why it is important both ethically and for legal compliance. She then covered specific techniques to make web pages more accessible such as using proper heading structure, adding descriptive alt text to images, and associating form fields with labels. She concluded by encouraging the audience to learn more about additional topics like keyboard navigation, ARIA roles, and color contrast.
With increased complaints and legal action for organisations of inaccessible websites (Coles, Peapod) and apps (Westpac), now is the time for all web and app Project Managers, Developers, UX/Designers, Content Producers, Business Analysts and Testers to be ‘baking in’ accessibility into processes and work practices.
This presentation will show that accessibility is everyone’s responsibility and it is not difficult to get started or find resources that will help you and your team produce a website, app or digital presence that works for everyone!
Testing Compliance with Accessibility GuidelinesTechWell
Currently, 2.4 billion people use the Internet, and about 10 percent of the world’s population has some form of disability. This means millions of potential users will have difficulty accessing the Internet. Thus, accessibility testing should not be ignored. Anish Krishnan discusses the importance of accessibility testing, reasons for considering accessibility issues while designing, and international Web accessibility laws. He shares effective techniques for carrying out accessibility testing, the potential scope of this testing, myths surrounding accessibility testing, and a set of automated tools to support this testing. Join Anish to learn about the Section 508 standards and how to test for web accessibility using screen readers and open source tools. Experience screen reader technology on both an accessible and non-accessible site. Learn how your test team can be advocates of accessible websites throughout the project lifecycle and add accessibility testing to your testing capabilities.
Six evaluators conducted a heuristic evaluation of the Queso learning management system website. They found 8 positive attributes to keep and 73 recommendations for improvement. The evaluators assessed each issue for severity on a scale of 0-4. Their next steps are to conduct usability testing and refine the website design based on the findings from the heuristic evaluation.
The document discusses web accessibility, including:
1. Web accessibility refers to making websites usable for all people with disabilities or impairments through principles like perceivability, operability, understandability and robustness.
2. Guidelines for web accessibility come from organizations like the W3C Web Accessibility Initiative and laws like the Americans with Disabilities Act to ensure usability for people who are blind, deaf, have motor impairments and more.
3. Fifteen million people in the US are visually impaired and over 20 million are deaf or hard of hearing, demonstrating the importance of accessibility for a significant portion of website users.
This document summarizes a webinar about user testing for accessibility. It discusses why accessibility testing is important, including legal compliance and inclusiveness. It covers the WCAG 2.0 accessibility standards, types of impairments, and assistive technologies. It then discusses how to test using automated and manual tools, and with real users who have various impairments and setups. Considerations for facilitating accessibility testing and analyzing the results are also covered.
User Experience 3: User Experience, Usability and AccessibilityMarc Miquel
This presentation introduces the most important usability models among other concepts (affordances, heuristics, etc.).
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Accessibility testing with an overview of the various disabilities and how to approach each along with a round up on most popular tools used for Accessibility evaluation
The document discusses various topics related to interaction design basics including goals and constraints of design, understanding users through personas and scenarios, prototyping and iteration, navigation design, screen design principles, and more. It emphasizes the importance of an user-centered design approach and provides examples and guidelines to help design intuitive interactions.
Heuristic Evaluation based on Nielsen's 10 Usability HeuristicsSebbe Isaac Kurian
Heuristic Evaluation to identify usability issues in the edX website’s (www.edx.org) Discussion Forum – based on Jakob Nielsen's 10 Usability Heuristics for User Interface Design.
The document discusses the importance of accessibility in product design and development. It defines accessibility as ensuring that products can be used by all people, regardless of ability or circumstance, and notes that approximately 15% of people globally have some form of disability. The document provides best practices and guidelines for making products accessible through proper use of technologies like ARIA attributes, alt text, and WCAG standards to ensure usability for users of assistive technologies.
Accessibility is not a rare edge case, it is something that concerns all of us. This is an introduction to Web Accessibility for Web Developers, in context of the German BITV and the international WAI Guidelines (mostly WCAG 2.0). It should raise general awareness of accessibility for Web Development, and shows that accessibility is not an extreme hard to implement requirement, but a matter of care and common sense.
Understanding and Supporting Web AccessibilityRachel Cherry
Web accessibility refers to the inclusive practice of removing barriers that prevent interaction with, or access to, websites by people with disabilities. When your website is accessible, all users can access your content and functionality no matter their abilities. Visually-impaired users can visit your website using a screen reader. Those who can’t use a mouse can navigate your site using a keyboard or other input device. Most accessibility features will also improve your SEO.
When your site is inaccessible, research shows you could be excluding up to 20 percent of your users.
This talk will cover the basics of accessibility, why it’s important, and how you can support accessibility in your projects.
This presentation reviews accessibility challenges, why accessibility matters, and promote the idea of having an accessibility mindset. It covers some best practices and how to use them, accessibility checkers, accessibility considerations for different document types such as PDF, Epub, etc., and resources and training options.
The document provides an overview of an accessibility webinar that discusses how to create accessible learning content. The webinar objectives are to learn and share knowledge about accessibility best practices, understand how digital accessibility affects user interactions with libraries, and provide an opportunity to discuss tips for creating accessible materials quickly. The webinar covers why accessibility matters, universal design for learning principles, specific accessibility best practices like alternative text, captions and transcripts, and tools and resources for creating and checking accessibility.
Accessibility Tips: How to create accessible learning contentJacqueline L. Frank
Accessibility can be intimidating, but no fear! You don’t have to be an expert to get started. Come learn and share your knowledge on accessibility best practices for libraries, see how easy it can be, and learn how digital accessibility affects the ways users interact with libraries. This workshop will be in a sandbox format to provide people with a chance to converse, share tips, advice, and information on how to get started creating accessible materials quickly.
This document discusses accessibility in online courses. It defines accessibility, universal design for learning, and accommodations. It describes common disabilities like visual, audio, physical, speech, and cognitive/neurological impairments. It provides tips for making content accessible like using descriptive text, headers, alt text for images, and accessible file formats. Steps are outlined for designing an accessible Blackboard course, such as using consistent navigation, captions, transcripts, descriptive links, color contrast, and proofreading.
This document provides an overview and introduction to web accessibility and design. It discusses the Fluid open source community which aims to promote inclusive design. Key topics covered include what accessibility means, a demonstration of assistive technologies, an overview of the Web Content Accessibility Guidelines (WCAG) 2.0, techniques for testing accessibility, and an overview of building accessible websites. The document emphasizes that accessibility benefits all users and is good for design. It provides examples of making content more accessible through proper use of text alternatives, labeling, navigation, and more.
Accessibility Isn’t Enough - Designing Digital Properties to be Usable and Ac...UserZoom
Whether it’s cognitive, audial, visual or tactile, designing a digital experience that’s as pleasing for people with disabilities as for those without can seem like a daunting issue. Learn more about the how’s and why’s of designing and testing for accessibility.
This document discusses accessibility and universal design in education. It defines accessibility as including accommodations for people with disabilities as well as design choices that can benefit all learners. The document outlines Quality Matters standards for accessibility in online courses and provides examples of how to make documents, presentations, videos, assignments, and learning management systems accessible. It also discusses the principles of universal design of instruction, which aims to design courses that provide multiple means of representation, expression and engagement to accommodate all learners.
Byg Tilgængeligt - Build Accessibly. My presentation for Community Day 2012 on 10 May 2012. Communityday.dk - for developers. Download file to get all the great tips and links in the notes.
Accessibility in distance education (ASSC 2013)Carrie Anton
Distance Education presents many opportunities for open, flexible and accessible learning. There are key considerations when planning courses so that institutions can deliver on the commitment of providing equal access for all learners.
This presentation outlines accessibility considerations when creating courses for a distance education environment, possible barriers and their solutions, how universal design and accessibility are related as well as our responsibilities under Canadian law. Carrie jam packs her sessions and will provide concrete examples and resources for you to take back to your institution
An accessible version is available upon request carriea@athabascau.ca
The document discusses universal design for learning and accessibility in online courses. It provides guidance on creating accessible content, including following principles of universal design, working with the Disability Resource Center, ensuring accessibility of assessments and materials, and considering best practices such as providing text alternatives, captions, transcripts, and navigable content. Faculty are encouraged to include accessibility statements and collaborate to ensure a fully accessible learning experience for all students.
The document outlines an agenda for a workshop on accessible, responsive, and universal design in Drupal. The workshop will cover introductions, standards and requirements for accessibility, using Drupal to meet accessibility standards, visual design considerations for accessibility, and creating accessible content. It provides details on the topics that will be discussed in each part of the workshop, including introductions, priorities and interests of attendees, definitions of key concepts like accessible first and universal design principles, and specific techniques and modules in Drupal.
This presentation was provided by George Kerscher of Benetech during the NISO event "Making Content Accessible: How Can Publishers and Libraries Better Satisfy the Obligation?" The virtual conference took place on May 13, 2020.
What is user experience and why does it matterSarah Horton
Many factors influence decision-making when producing websites, applications, and apps. In many cases, decision-making is focused on addressing the values of the producer, and the most important factor is overlooked: the consumer. People are loyal to products and services that satisfy their needs and provide content and features that they value. Providing a good user experience benefits both consumer and producer.
In this session we will look at user experience broadly, and then through the lens of accessibility, as a way of bringing into focus the value of providing accessible and enjoyable user experiences.
Presented as part of Harvard's Digital Content Connect, June 12, 2014: http://hwpi.harvard.edu/digital-content-connect
Dr Scott Hollier presents a demonstration on how the vast world of online content is experienced for people with disabilities, as well as tools and techniques to help understand the need and importance of web accessibility. This presentation covers a brief history of access, information on user experience, accessibility features available in Windows, Mac, iOS and Android devices and resources for ICT professionals including social media tools, document accessibility advice and WCAG 2.0 at a glance.
Web Accessibility Top 10 - LCC (1/2 day workshop, August 2013)Carrie Anton
A half day workshop walks people through common accessibility issues on the web, including good reasons why to accessible. Great for web designers, developers, teachers and IT trainers.
Who Should Be Involved in Your Campus' IT InitiativePatrick Loftus
When it comes to accessibility on your campus, whose responsibility is it to establish and uphold an accessibility initiative?
On-campus accessibility should be a campus-wide, shared responsibility, but it can be daunting to think about where to begin. Over the last five years, Oklahoma ABLE Tech has worked with over 20 institutions across Oklahoma to build an ambitious project focused on accessibility in higher education. They’ve worked to identify the roles and responsibilities of the many departments in a university that touch accessibility.
In this webinar, Rob Carr, the Accessibility Coordinator at Oklahoma ABLE Tech, will present on the various jobs and responsibilities that are required in implementing a well-rounded accessibility program. He'll also provide you with the necessary tools to begin conversations for a campus-wide accessibility initiative.
Topics will include:
Where to begin your journey towards accessibility compliance
Roles and responsibilities required for implementing an accessibility initiative
How to frame the conversation to illustrate the campus-wide necessity for accessibility
Making Websites Accessible to People with DisabilitiesChristian Brink
It’s important to make sure that your website is accessible by everyone, regardless of disability. Learn how to improve the accessibility of your website.
Strategies to Support Communication in the ClassroomSpectronics
This document discusses strategies to support communication for students with additional needs. It discusses assistive technology including aided and unaided communication methods. It provides examples of communication tools and methods like aided language displays, PODD communication books, core vocabulary, and social scripts to support social communication skills. The document emphasizes the importance of modeling communication tools to help students learn to initiate and maintain conversations.
Similaire à Accessibility & Inclusive Design to Enable Success (20)
The Surprising Strategy to Accomplish what Matters: Doing LessJacqueline L. Frank
Overwhelmed by your to-do list? If you are constantly saying ‘yes’ while dreaming of a future with a manageable workload, room for creativity, and time for self-care, this session is for you. Come learn strategies to employ minimalism at work, which brings clarity and focus to only the most essential items. Leave with an online toolkit including templates for saying no and communicating priorities, and practical methods for limiting scope creek, so you can accomplish what truly matters.
View the TOOLKIT: Doing Less to Accomplish what matters on Google Drive at bit.ly/Toolkit_DoingLess
Indulge Your Senses: Creating Sensory Spaces in LibrariesJacqueline L. Frank
Let’s challenge the status quo of library spaces, and dream about future spaces together. Come find out all the glorious details about why sensory spaces are the next big wave in libraries. We all learn differently and prefer different types of environments. Sensory spaces offer unique study and relaxation spaces in libraries, that help support neurodiversity, inclusivity, and accessibility by offering a range of sensory experiences. Some are high sensory environments, with a flood of colors, patterns, fidget toys, and tactile elements. Some are low sensory environments for people who prefer limited distractions, often with a muted color pallet and a minimalist aesthetic. We will cover why these spaces are beneficial, how they support different types of library users, and how to pitch the idea at your library. We’ll see an example of sensory spaces at the MSU Library, and hear from attendees who have sensory spaces in their own libraries. Then we will break out into groups, or individually, to create digital mood-boards (using Padlet) for high sensory, and/or low sensory spaces, before sharing all the sparkling ideas with the group. We will think big, and also brainstorm elements that could be pulled together on a limited, or zero-dollar budget. Walk away prepared to successfully advocate for new sensory spaces to library leadership, with specific ideas you can implement at our library.
Like many libraries, the MSU Library despaired at low turnout for our high prep, traditional workshops. Dismantling the old format, MSU Librarians switched it up with a series of 15 minute pop-in workshops. The new format reduced prep times and propagated waves of imagination in our instruction, reigniting librarian excitement. Let these creative ripples reach you, and come learn practical steps to try this approach at your library.
Instruction Strategies to Support Neurodivergent StudentsJacqueline L. Frank
DOI: 10.13140/RG.2.2.29467.48169/1
This presentation will outline specific teaching strategies to better support neurodivergent students. Adapting our instructional approach as we learn more about neurodiversity is crucial to accommodate different learning needs. This presentation will share strategies for supporting students with ADHD, dyslexia, students on the autism spectrum, and other neurodivergent differences. We will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.
The document provides learning strategies and study tips for students with ADHD, including establishing routines for sleep and self-care, using a planner to manage time and break large tasks into smaller parts, limiting distractions while studying, reviewing material multiple times, and utilizing tools like speech recognition software, writing assistance programs, and lecture recording to support studying and test taking. Recommendations are evidenced-based and include contacting the university library for additional help or resources.
This presentation provides strategies and tools to help students with dyslexia manage their time, study effectively, and perform well on tests. It recommends breaking large tasks into smaller, more manageable pieces. Studying using multiple senses by listening, visualizing, touching, and smelling/tasting can aid memory. Flashcards, the Pomodoro technique, and studying with partners are also suggested. When taking tests, students should plan their time, read questions carefully, and avoid overthinking. The presentation lists various software tools that can help with writing, reading, organization, and accessibility.
This document provides time management tips for students. It discusses the benefits of effective time management such as feeling less stressed and more productive. Quick tips include using a planner, prioritizing tasks, breaking up large tasks, and scheduling time for tasks and breaks. Specific time management strategies covered are the Pomodoro technique, eating the frog first, the Pareto principle, studying with a partner, and the Getting Things Done method. Tools, motivation, limiting distractions, self-care, and library resources are also addressed.
This document summarizes a neurodiversity workshop presented on August 21, 2023. The workshop covered an overview of neurodiversity and examples of neurodiverse conditions like autism, dyslexia, and ADHD. It discussed identity-first language, mitigating stereotypes, challenges faced by neurodiverse and neurotypical individuals, and practical advice for the classroom and workplace. Panel members provided perspectives on supporting neurodiverse students and understanding the complexity of these conditions.
This document provides study strategies and tips for dyslexic learners, including breaking large tasks into smaller sections, using flashcards, color-coding notes, and utilizing assistive tools like text-to-speech. It discusses managing time, effective studying methods like the Pomodoro technique, and test-taking strategies such as reviewing what is known first and using all available time. Resources are also listed for dyslexic students to get additional help and support with their learning needs.
This document provides learning strategies and study tips for students with ADHD. It outlines quick tips for time management, sleep, self-care, studying and test-taking. Some key recommendations include keeping a planner, starting assignments early, taking breaks, using all senses when studying like color-coding notes, and asking for accommodations like extra time on tests. A variety of tools are also suggested to help with focus, writing and listening to lectures. References for additional resources on studying with ADHD are provided at the end.
Maximize your impact, with minimal time and effort! It’s challenging to maintain accessibility awareness across organizations, especially with turnover and constant change. Even if it isn’t your primary responsibility, you can help make a difference. See one model of a training and awareness program, which has proved successful and sustainable over multiple years. The tiered approach ensures new employees are introduced to relevant accessibility best practices, offers ongoing training opportunities for all employees, and helps everyone maintain accessibility awareness. Come share your own ideas and leave with specific steps to develop a training program, or share with administrators, at your own organization.
Connecting Users with Disabilities to Accessibility Services with SpringshareJacqueline L. Frank
How can you connect users to the accessibility
resources they need, at the right time? Come see how
the Montana State University Library uses both
LibAnswers and LibGuides to facilitate accessibility
requests, and share accessibility resources with users.
Librarian at Sea: Lessons Learned During My Semester at SeaJacqueline L. Frank
Want to be a librarian on a ship, while traveling to multiple countries? Come learn about being a librarian for Semester at Sea. Hear about some differences and similarities to library life on land, a few insights about accessible instruction, and tips for how you might get on board.
Collaborating with Faculty to Develop a New Model of Library InstructionJacqueline L. Frank
With limited personnel, time, and resources, the MSU Library needed to get creative in our response to a growing number of instruction requests for a specific class. Hear how the library collaborated with faculty and instructors from that course to develop a new approach. See an overview of our new model to offer instructor training sessions on how to teach research in the classroom, which ultimately expanded our library instructional reach.
Trying to think of ways to save your students money while still providing quality content? This session will provide an overview of OER (Open Educational Resources) and how to implement it in an accessible, user-friendly way. We’ll show multiple examples of OER and UDL (Universal Design for Learning) best practices.
Making Change from Within: Integrating Accessibility into Strategic Planning ...Jacqueline L. Frank
Implementing accessibility means making change from within. But real barriers stand in the way. In response, we have looked to the infrastructure of strategic planning as a vehicle for change. This presentation describes an approach for improving accessibility by integrating accessibility goals, measures, and initiatives into strategic planning.
Re-Bridging the Digital Divide: Academic Libraries as a Source for Digital Eq...Jacqueline L. Frank
Join our discussion to see how four academic librarians are working to advance digital equity and inclusion for their users, by removing barriers that inhibit student access. The presenters will discuss the current digital divide in Montana and how access to, or lack of access to resources impacts student success in remote learning environments, including personal device ownership, access to internet or cell service, remote authentication, and digital accessibility. Libraries serve as an integral IT access point for many students, faculty, and staff, and play a critical role in the higher education IT community. The session will outline a variety of ways academic libraries are connected to information technology including through online instruction, acquisitions and remote access to resources, and public and digital accessibility services. Finally, they will share perspectives and strategies to promote digital equity and inclusion and increase the accessibility of library and online resources.
Exploring Leadership Collegially: Coursera, Coffee, & Conversations for Inspi...Jacqueline L. Frank
Three colleagues semi-organically came together to discuss leadership over the course of a summer. An online course on the topic of emotional intelligence in leadership via Coursera was a common thread, and via bi-weekly conversations led by one department head, each person achieved her individual goals towards finding the superheroine within.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
3. Objectives
• At the end of this webinar, the attendees will be able to:
• Understand how accessibility best practices benefit everyone
• Utilize accessibility and inclusive design best practices
• Share tools and advocate for how to make library services and
content more accessible and inclusive for all
4. Outline
• Why Accessibility Matters: Access as Success (5 mins)
• Accessibility Best Practices (20 mins)
• Examples of how to use them
• Accessibility checkers
• Inclusive Design & Universal Design for Learning (UDL) (10 mins)
• Differences & overlap
• Inclusive Design for Library Programming & Services (10 mins)
• Tools & Resources
• Time for Questions (10 mins)
6. Why Accessibility Matters, cont.
Accessibility is, and should remain, focused on people
with disabilities (Henry, Abou-Zahra, & Brewer, 2014)
26%
People with a
disability
(CDC)
19%
Undergraduates
with a disability
(NCES)
100%
Will experience a
disability in life
(Axess Lab)
8. Access as Success
• Disability is a mismatch between a person and their
environment (digital.gov)
• Without access to the information or content they are looking
for, users cannot fully succeed (Nagle & Vitez, 2021)
• Requesting access is a barrier
9. Accessibility for All: Everyone Benefits
• Anyone can search PDFs with Optical Character Recognition
(OCR)
• Headers allow users to navigate by section
• Closed Captioning
• View content without sound in noisy or quiet environments without
headphones
• English as second language
• 100% of people will experience a disability (Axess Lab)
10. Accessibility is a Spectrum
• So many assistive technologies
• Glasses and contacts, screen readers, mobility aids, hearing aids,
etc.
• What works for one person, does not work for another person
• Following accessibility best practices is a fundamental first
step
(Inclusive Design Research Centre)
12. Accessibility Challenges
• Often seen as an ‘add on’
• Time!!
• to learn about accessibility and learn new technology
• to create accessible material
• What works for one, doesn’t work for everyone
• Shift in thinking
• Awareness and/or understanding
• Thinking it doesn’t have a big impact
• Misconceptions of disability prevalence
13. Everyone Can Improve Accessibility
• Accessibility Best Practices can be used by almost everyone
in their work
• Creating documents in Word, PDF, etc.
• LibGuides
• Library website
• Email
• Programming, instruction, and events
14. Outline: Accessibility Best Practices
Web Content Accessibility Guidelines (WCAG)
• Perceivable
• Operable
• Understandable
• Robust
• Levels:
• A (minimum)
• AA (most common)
• AAA (highest standards)
(WCAG 2.1)
15. Accessibility Best Practices WCAG
Web Content Accessibility Guidelines (WCAG)
• Alt-text for images
• Descriptive, underlined links
• Heading styles
• High color contrast
• Captions and Transcripts
• Compatibility with assistive
technologies
• Clear, concise, language
• Avoid or explain jargon
• Spell out acronyms
• Avoid abbreviations
(WCAG 2.1)
16. Alternative Text (Alt-Text, or Image Descriptions)
• Written description of an image
• Read by screen readers in place of images
• Displayed if an image file doesn’t load properly
• Displayed when the user has chosen not to view images
• Alt-text guidelines from MSU Accessibility & Instruction Guide
• Consider context, be objective & concise, do not repeat information
provided elsewhere.
• Charts & graphs: also include or link to the full data tables
18. Descriptive Hyperlink Text
• Tell the user where the link is going to take them
• Avoid pasting the full URL
• Avoid using click here as a link
• Let the link be the title of the content itself
Good example: Chat with us from the MSU Library Homepage
Bad example: Click here to chat with us from the Library Homepage
20. Heading Styles
• Formatting tool
• Used to separate sections of a
document
• Help all users, screen readers,
and other assistive technologies
navigate content
• Act as a map of the textbook or
document
• Apply in outline format
22. Color Contrast
• High Color contrast is important for visually impaired users,
and folks with color blindness
• Also avoid using color along to convey meaning, which may
be missed by folks with visual impairments or color blindness
• Instead, use bold and colored text, or
• IMPORTANT NOTE: for example
• Color contrast checkers
• Stick to black and white, or very dark colors on a white
background and vice versa
(WebAIM.org)
23. Table Headers
• Tables have column or rows that show the meaning of the
information in the grid
• Sighted users can visually scan a table. They can quickly
make visual associations between data in the table and their
appropriate row and/or column headers
• Someone that cannot see the table cannot make these visual
associations
• Therefore, designate the header row of a table
• So that users with screen readers will hear the column and row
headers spoken to them
(WebAIM.org)
25. Why Does it Matter: Keyboard Use Only
• Not all users can use a mouse, track-pad, or touch screen
• Some people use the keyboard, including tab and arrow keys
to jump between sections of content, fill out forms, click links,
and everything else
• Provide ways for users to navigate content quickly
• Other best practices help support keyboard use only:
• Using heading styles and intuitive link text for example allows users
to jump to certain sections of content easily
(WebAIM.org)
26. Captions
• Captions are synchronous text versions of the spoken word
presented within multimedia
• Benefit people with hearing impairments or without access
to audio
• English as a second language
• Noisy, or quiet environments
• Generate automatic captions for videos using YouTube
• Live captions in PowerPoint 365
27. Transcripts
• Separate written document of the audio
• Do not have to be verbatim accounts of the spoken word in a
video
• Benefit people with vision impairments without access to video
• Can be written before hand
• Include descriptions, explanations, or comments that may be
beneficial
• Searchable
28. Word Accessibility Checker
• Check your Word documents for accessibility using the built-
in Word accessibility checker
• In Word, open your document and click file, check for issues,
check accessibility. A side bar will pop up, and you can click
on any errors to get instructions on how to fix the issue
30. Adobe Pro Accessibility Checker
• Check your PDFs for accessibility using the built-in Adobe
Acrobat Pro Accessibility Checker
• In Adobe Acrobat Pro, open your document and if needed,
add the Action Wizard to the toolbar by clicking more tools,
then click the action wizard > make accessible
31. Steps to use the Adobe Pro Accessibility
Checker
32. Checkers for Online Resources & HTML
• WAVE accessibility checker
• Go to wave.webaim.org and paste in the URL you want to evaluate
• or use the WAVE plugin
• Tota11y
• Browser extension
• Learn more about Tota11y
33. They don’t check everything
• Helpful tools, but they don’t check everything, including:
• Color contrast
• If headers are used in Word
• Reading order, e.g. documents with multiple columns, callouts, and
textboxes
34. Print Best Practices
• Use non-serif fonts (e.g. Helvetica, Veranda, Arial)
• Use 1.5–2.0 line spacing
• Optimize white space
• Do not place text over images
• Provide online copy of print materials
• Posters
• Font Size: Title: 72 point, Section Title: 46–56 point, Block Text: 24–
36 point
• Ensure adequate resolution of graphics (visible from 6 feet when
printed)
(solopress.com, asha.org, Gilson & Kitchin, 2007)
36. Accessibility vs. Inclusive Design
• Accessibility refers to the design of products, devices,
services, or environments so as to be usable by people with
disabilities (Lawton, 2014)
• offering an equal alternative or accommodation
• Accessibility Example: Having a ramp and stairs to an entrance with
automatic door openers
37. Universal Design vs. Inclusive Design
• Universal Design is about designing the experience to be
usable by people with the widest possible range of abilities,
operating within the widest possible range of situations
• Eliminate any barriers so an alternative is not needed
• Universal Design Example: Entrance on the ground level
without stairs or a ramp, and with automatic door openers
• This is a great starting place and goal, and:
• Accessibility is a Spectrum
• What works for one person, does not work for another person
• Providing alternative options and formats allows users to choose
what works best for them
38. Universal Design vs. Inclusive Design,
cont.
• Inclusive design is about creating an adaptable system with
different ways for people to participate, so that as many
people as possible can feel as though they belong
• Does not necessarily mean designing one thing for all people
• Often refers more to the digital realm
• Inclusive Design Example: Multiple entrances
(Inclusive Design Research Centre)
39. Shared Goal
• Shared goal: accessibility, universal design, and inclusive
design can all help design content in a way that more users
can access, with more ease (Henry, Abou-Zahra, & Brewer, 2014)
40. Everyone Can Use Inclusive Design
• Inclusive Design can be used by many people in their work:
• Services
• Spaces
• Programming, instruction, and events
• Example: save documents in different formats
• allows users to choose what works best for them
• Save as Word, PDF, and EPUB
41. Universal Design for Learning (UDL)
• “A framework to improve and optimize teaching and learning
for all people” –CAST
• Eliminates barriers from beginning
• Recognizes differences
• Offers options for users that meet their needs and preferences,
including using assistive technologies
(CAST UDL Framework)
42. UDL for Library Programming & Instruction
• Engagement*
• Involve learners in setting their own academic goals
• Allow learners to participate in the design of assignments & activities
• Facilitate self-reflection
• Representation*
• Offer alternatives for audio/visual information: captions & transcripts
• Promote understanding across languages: avoid jargon, acronyms, &
abbreviations
• Action & Expression*
• Optimize access to assistive technologies: Headers, Links, Alt-text, etc.
*not a complete list; for a full list, see (CAST UDL Framework)
43. Inclusive Strategies for Library Programming & Instruction
• Pedagogical strategies
• Use questionnaires, ask about accessibility needs
• Share your presenter notes or create a handout
• Cut extraneous material
• Write clearly and succinctly
• Avoid pronouns: “This section” or “these data points” are
meaningless to students who can’t see what you’re referring to
• Uniquely identify and annotate all figures and illustrations
• If you use repetition, use it both deliberately and economically
• Consider reducing screen time
(Moore, 2014. and Hamraie, 2020.)
44. Inclusive Design for Library Services
• Offer different ways for users to get help
• In person help
• Self-checkout and other self-serv options
• Remote help via email, chat, phone, etc.
• Offer various physical space options for users
• Noise: Quiet space with limited distractions, and non-quiet spaces
• Lighting: Natural, florescent, and incandescent lighting
• Scents: Away from pungent smells
• Furniture: Some fixed, and some flexible furniture that users can
reconfigure
• Ensure navigation paths remain free from obstacles
45. Inclusive Design for Library Services, cont.
• Offer information on your services in different formats
• Library website
• In print in the library
• Large print
• Add information about accessibility to your website and in
your library
• Including contact info where users can get more information
• Ideally a specific individual (Brunskill, 2020)
46. Inclusive Design: Get User Input
• Best practices and inclusive design strategies only get you so far
• Get direct user experience feedback from users with disabilities
(Pionke, 2017)
• There is no substitute for user input
• Resources:
• Involving Users in Web Projects for Better, Easier Accessibility
• Pionke, J. (2017). Toward holistic accessibility: narratives from
functionally diverse patrons. Reference and User Services
Quarterly, 57(1), 48-56
(Pionke, 2017)
48. Inclusive Design in Practice: Review
• Provide options to users
• Digital Content
• Follow digital accessibility best practices
• UDL framework for learning content and instruction
• Programming, Instruction, & Events:
• Provide resources in different formats, and in advance when
possible: PPT Slides, Handouts, Transcripts, etc.
• Provide captions & transcripts
• Many more accessible meeting and presentation strategies
(W3C)
49. Inclusive Design in Practice: Review cont.
• Services
• Follow print accessibility best practices for signage, handouts,
etc.
• Offer different spaces for users
• Offer different options for users to get help
• Add information about accessibility to your website and in your
library, including contact info where users can get more information
50. Inclusive Design in Practice: Review cont. 2
• General practices
• Use plain language
• Avoid acronyms, abbreviations, and jargon
• Optimize white space
• So much more that we didn’t cover today
51. Anyone can be an Advocate
• Almost everyone creates documents for work, including
Word, PDF, etc.
• Show others how to use the accessibility checkers in Word &
Adobe Pro
• If you are not a/the web developer, you can run the wave
report and share it with whoever updates your website
• Share information & facts about why accessibility matters,
and how it benefits everyone
• It saves time to think about accessibility from the beginning
53. Resources
• MSU Library Accessibility & Instruction Online Guide
• Accessibility Best Practices & Resources
• How to create accessible Word Docs and PDFs
• UDL Guidelines & Resources
• CAST UDL Framework
• Inclusive Design Research Centre
• Involving Users in Web Projects for Better, Easier Accessibility
• WCAG 2.0
• WCAG 2.0 Checklist by WebAim
• W3C resources for creating accessible presentations
• Funkify – disability simulator for the web
• Accessibility Checkers
• wave.webaim.org and paste in the URL you want to evaluate, or use the WAVE plugin
• Tota11y Browser extension
54. CITATIONS
• Brunskill, A. (2020). "Without That Detail, I'm Not Coming": The Perspectives of Students with Disabilities on Accessibility Information
Provided on Academic Library Websites. COLL RES LIBR, 81(5), 768-788. https://doi.org/10.5860/crl.81.5.768
• Henry, S., Abou-Zahra, S., & Brewer, J. (2014). The role of accessibility in a universal web. In International Cross-Disciplinary Conference
on Web Accessibility (pp. 1-4): ACM.
• Hamraie, Aimi. "Accessible Teaching in the Time of COVID-19." Mapping Access, https://www.mapping-access.com/blog-
1/2020/3/10/accessible-teaching-in-the-time-of-covid-19?fbclid=IwAR3M-YVn9BiUvljVeGhEdu-
Q0F28yPGXyMZfF6OvjoMDrEXaCu_ezIvkABk. Accessed 18, March 2020.
• Moore, Emily A. " Improve Accessibility in Tomorrow's Online Courses by Leveraging Yesterday's Techniques." Faculty
Focus, https://www.facultyfocus.com/articles/online-education/improve-accessibility-tomorrows-online-courses-leveraging-
yesterdays-techniques/. Accessed 4 May, 2020.
• Nagle, C., & Vitez, K. (2021). Fixing the broken textbook market.
https://uspirgedfund.org/sites/pirg/files/reports/Fixing%20the%20Broken%20Textbook%20Market%2C%203e%20February%202021.p
df
• Pionke, J. (2017). Toward holistic accessibility: narratives from functionally diverse patrons. Reference and User Services
Quarterly, 57(1), 48-56
• “Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators.” National Deaf Center on Postsecondary Outcomes,
https://www.nationaldeafcenter.org/news/remember-accessibility-rush-online-instruction-10-tips-educators. Accessed 5, May 2020.
• Burgstahler, Sheryl. (2017) “ADA Compliance for Online Course Design.” EDUCAUSE, https://er.educause.edu/articles/2017/1/ada-
compliance-for-online-course-design. Accessed 5, May 2020.
55. UDL Slides Check
Minimum 24 sans serif font
Use of bullets/numbers for lists
Correct reading order
Sufficient color contrast
Plain language
Alt-text for images
Descriptive links
56. Creative Commons License
Please attribute Jacqueline L. Frank with a link to the original presentation.
Except where otherwise noted, this work is licensed under
https://creativecommons.org/licenses/by-nc-sa/4.0/
Creative Commons and the double C in a circle are registered trademarks of
Creative Commons in the United States and other countries. Third party marks
and brands are the property of their respective holders.
Hi everyone! I’m Jacqueline Frank, and I’m happy to talk with you today about Accessibility and Inclusive Design strategies to enable user success. This session is being recorded, and the slides will be shared out as well.
This is a picture of me. I’m the Instruction and Accessibility Librarian on the MSU-Bozeman campus.
Our learning objectives are to understand why accessibility matters and how it benefits everyone, learn about accessibility best practices and inclusive design methods, and to share tools and information so that anyone can advocate for how to make their content and library services more accessible and inclusive for all.
Out outline is similar, and we will start by talking about why accessibility matters. Then we’ll quickly cover some best practices and see examples of how to use them. Then we’ll talk about Inclusive Design and the differences and similarities between Inclusive Design, Universal Design for Learning & Accessibility, share some tips for improving library programming and services, then leave with some tools & resources for you to use moving forward. There will be a few poll questions throughout, and there will also be time for questions at the end.
And speaking of polls, before we jump into our section on why accessibility matters, I wanted to start by asking the audience the first poll question, which is: How many people in the US live with a disability? 5%, 11%, 26%, or 51%.
Great, now let’s take a look at the answers. And it looks like we have a variety of answers, with the majority choosing ___. Great, moving on, we’ll see that
It turns out that about one in four (1 in 4) or 26% people in the US live with a disability, including one in five (1 in 5) or 19% undergraduate students that report having a disability. While accessibility is focused on people with disabilities and should remain that way, when you really think about it, one hundred percent (100%) of people will experience a disability at least sometime in their life according to Axess Lab.
That’s because disability can be permanent, temporary, or situational. For example, temporary injuries are common, and a cast might hinder someone's mobility, or their ability to use a keyboard. Situational disabilities can arise when someone forgets their glasses, or is in a really loud environment, or even when someone is extremely sleepy, and many disabilities are invisible such as hearing loss.
That’s why everyone should be concerned about making accessible content, because disabilities can arise as a mismatch between the environment and the user, in many different ways. And if our users cannot access the information or content they need, in the ways they need to, they will not successfully accomplish what they were hoping to.
And we should not just plan to make our content or services accessible when someone asks for it, because that additional step is a barrier to inclusive access, and can prevent users from making a request. So by creating content and services with accessibility in mind it will help create an inclusive environment for all users.
And ultimately, increasing accessibility benefits all of us in the end. While certain things are designed for people with disabilities, many folks still use these helpful features.
For example, making any PDF searchable by running OCR (optical character recognition) not only makes it accessible to screen readers, it allows anyone, including your colleagues, to search by keyword to locate specific information quickly. And captions are another example that help people who have hearing impairments, or who speak English as a second language, or who need to view videos in noisy or quiet environments without headphones.
(skip for time) Transcripts for example allow users to read the content without seeing a video, and can also be read using glasses, magnification, a screen reader, braille, or other assistive technology
And as a reminder, everyone will experience a disability, temporary or permanent, if we are lucky to live long enough.
We should also acknowledge and understand that accessibility is a spectrum, and there is a huge variety of assistive technologies that people use, from glasses and contacts and screen readers, to mobility and hearing aids.
And what works for one person, does not work for another person, which can be a big challenge. So to help address this, following accessibility best practices is a fundamental first step, and inclusive design can also help.
So what does that look like in action? We’ll start by looking at some accessibility best practices.
I have another quick poll question to gage your level of prior knowledge. The second question is: What is your experience/comfort level with accessibility best practices? Zero, low, moderate, or advanced.
Great, now let’s take a look at the answers. And it looks like we have a mix of experience which is to be expected, with most falling in the __ range. Awesome, as we move on, thank you for sharing and I hope everyone still learns something new today, regardless of your prior experience.
(SKIP)
The next question is:
The question is “What best practices have you used when creating content?” And the answer choices are: Alternative Text (Alt-text), Closed captions for video, Descriptive hyperlink text, Formatting with Headers, High Color Contrast, and Transcription for audio and/or video.
First, I do want to acknowledge that there are many challenges, including the common pitfall of thinking about accessibility as an add-on, or something to do at the end. However, it will save a lot of time if it’s incorporated from the beginning. Time is another big challenge, both having time to learn about accessibility and the time it takes to create accessible materials.
Accessibility also can require a shift in thinking to get into an accessibility mindset, which requires both awareness and an understanding of how to implement accessibility, which is what we are hoping to cover today.
Finally, I see some folks fall into the trap of thinking it doesn’t have a big impact, and therefore might not be worth the extra time it takes. Also, there can be misconceptions of how prevalent disability is, and many users do not speak up to ask for help, nor should they have to, which again, is one reason why improving accessibility improves the overall user experience.
I will also put in a plug that accessibility best practices are not just for web developers, designers, teachers, or anyone special. Almost everyone can use these best practices in their work from creating documents in Word, PDF, etc., creating LibGuides, the library website, and even email, or programming, instruction, and events.
So when talking about accessibility best practices, we must ground the conversation with the WCAG, or the Web Content Accessibility Guidelines from W3C, which are organized in four (4) areas of making sure online content is perceivable, operable, understandable, and robust. The guidelines are also broken down into three (3) levels from minimum standards to the highest standards, and many libraries strive to meet the AA level.
The WCAG 2.1 offers guidance and best practices for providing alt-text for images, using descriptive hyperlink text, formatting documents using heading styles and high color contrast, and adding captions and transcripts to videos or presentations, which we will go over and see examples of in our session today. For a full list of the guidelines I would recommend using the WCAG 2.1 Checklist from WebAim which simplifies the descriptions a bit while still linking to the original documentation if needed.
Well let’s take a closer look at these best practices.
Alternative text, also called image description, is a written description of an image and serves several functions, including that it is read by screen readers in place of images, and it’s also displayed in browsers if the image file doesn’t load properly or when the user has chosen not to view images.
When adding alternate text, briefly describe the image as you would to someone who could not see. There are some guidelines for writing alt-text on the MSU Library Accessibility & Instruction Guide, including to try to be objective and concise; usually one or two sentences will suffice, unless it’s a chart, and don’t repeat information provided elsewhere. Finally, describe charts & graphs as much as possible, and then also include the full data table, or link to the full data from the text.
For example in Word, after inserting an image right click on it and choose Edit Alt Text and enter the alt-text in the description box.
And for the live demo’s shown in Word like on this slide, the process is very similar in LibGuides, websites, course management systems, even email. So you can do this in whatever program you are working in.
For links, you want your users to know where the link is going to take them, and avoid pasting the entire, long URL, which often has a string of special characters. You also want to avoid using click here as a link, which is a common mistake, and instead let the link be the title of the content itself.
This is especially important for users of screen readers that use keyboard shortcuts to jump from link to link. However, the screen reader will only read out the text that is hyperlinked, which can be useful when looking for something specific, although the links needs to make sense when read out of context.
For example, when sharing where someone can go to email the library, use the text ‘email the library’ as the link. To do this, highlighting the text you want to function as a hyperlink, then right click on it and choose hyperlink to type or paste in the URL.
Heading styles are a formatting tool and are used to separate sections of a document so users can find the content they need easily, and help screen readers navigate content quickly. They act as a map of a document, and should be applied in outline format, with Title as Heading 1, all Chapter titles as heading 2, all sub-chapters as heading 3, and so on.
For example, in Word, it shows highlighting the text to format as our first heading, and choosing Heading 1 from the home tab in the styles group. Then highlight the text for each of the sub sections, and choose Heading 2 from the Home tab. You can change the formatting of the heading styles by right clicking on the heading style, then modify, so you don’t have to just use the default formatting.
High Color contrast is important for visually impaired users, and folks with color blindness. The same goes for not using font color only to highlight important text, which may be missed by folks with visual impairments or color blindness. Instead, use bold and colored text together, or use capital text such as IMPORTANT NOTE: for example.
color contrast is now included in the Word accessibility checker, and there are additional color contrast checkers available online as well. You can also stick to black and white, or very dark colors on a white background, and vice versa.
Tables have column or rows that show the meaning of the information in the grid, that sighted users can visually scan and quickly make visual associations between data in the table and their appropriate row and/or column headers. However, someone that cannot see the table cannot make these visual associations. Therefore, when best practices are used to designate the header row of a table, screen readers can navigate through data tables one cell at a time, and they will hear the column and row headers spoken to them.
(skip for time) It might be something like “row two: height, 3 inches, width, 5 inches”, whereas without designating the header row a screen reader might say something like “row two: 3 inches, 5 inches”, which would not make sense.
For Word Documents, click on the table, then go to the Table Layout tab that pops up, then click the option to Repeat Header Rows.
Not all users can use a mouse, track-pad, or touch screen, so some people use the keyboard, including tab and arrow keys to jump between sections of content, fill out forms, click links, and everything else.
Making sure users can access your content using a keyboard only is important for people who have hand tremors or mobility restrictions for example, and it allows users to navigate the content quickly. Some of the other best practices support keyboard use only, such as using heading styles and intuitive link text which allow users to jump to certain sections of content easily with keyboard shortcuts.
Captions & Transcripts are important aspects of both accessibility and inclusive design….both when creating content for the web, LibGuides, etc. as well as for in-person programming or instruction.
Captions are synchronous text versions of the spoken word presented within multimedia.
Captions allow audio and video to be accessible for people with hearing impairments or without access to audio. They also benefit people who speak a second language, or for people in noisy environments or quiet environments not conducive to sound. If you are recording videos, YouTube can generate automatic captions for free, or check to see if your institution has another option.
For live presentations, PowerPoint 365 offers live captions, which is what I am using today. Many webinar platforms also have the option to include captions, although sometimes that is associated with a cost.
Finally, transcripts are a separate, written document of the audio, and allow users to read the content with glasses, large print, refreshable Braille devices, screen readers, or any other means. They do not have to be verbatim accounts of the spoken word in a video, and can be written before hand. They should also contain additional descriptions, explanations, or comments that may be beneficial, such as indications of laughter or a car horn, which are helpful when someone reads the transcript alone without watching or listening to the video. Finally, transcripts are searchable, which can be beneficial to everyone, for example if you are trying to search for a specific part in a video that describes something.
For documents, Word and Adobe Pro both have accessibility checkers if you have access to those.
In Word, open your document and click file, info, check for issues, check accessibility. A side bar will pop up, and you can click on any errors and the follow the instructions on the sidebar on how to fix the issue, which are actually pretty easy to follow much of the time.
In Adobe Acrobat Pro, you can also use the build in accessibility checker.
Open your PDF and if needed, add the Action Wizard to the toolbar by clicking more tools. Then click the action wizard, and make accessible. Follow the prompts, and it will walk you through all of the steps, including selecting the reading language, as well as alt-text options to either mark images as decorative if they do not have any meaning, or add alt text. Then the last step will actually be to click ‘start checking’ which will complete the final check. Again, a side bar will pop up, and you can click on any errors to get instructions on how to fix the issue.
For online resources and HTML, the WAVE accessibility checker can be used two different ways, by going to wave.webaim.org and pasting in the URL you want to evaluate, or using their web browser extension. Finally, Tota11y is my personal favorite, which is another browser extension that is easy to use and highlights potential accessibility issues with the click of a button, and you can learn more or download their extension on the web.
While accessibility checkers are great tools, unfortunately they will not check everything for you, for example the word accessibility checker will not detect if headers are used. So now that you know about some of the most common issues to look for, I would recommend first looking through a document yourself, then using the checkers as a final step.
I will also briefly mention print accessibility guidelines. These guidelines are helpful when creating new library promotional materials including flyers, handouts, or brochures, as well as print signage in the library, and help create more inclusive library services. The print guidelines have some additional considerations such as using a non-serif font, using 1.5-2.0 spacing, optimizing white space, not placing text over images, using an adequate font size, and providing an online copy of the material.
Now let’s take a look at Inclusive design, and the differences and overlap with accessibility.
(Skip for time) Before I jump in, I’d like to offer the opportunity for someone else to unmute themselves and share with us: a brief description of inclusive design, and how you think it may differ or relate to accessibility? Anyone who has an answer can unmute themselves, or add to chat, and I will count to 10 to give folks an initial opportunity to chime in.
If accessibility refers to the design of products, devices, services, or environments so as to be usable by people with disabilities, an example might be having an entrance with stairs and a ramp, with automatic door openers.
Universal design originated from architecture and physical design, and is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. Universal Design tries to eliminate any barriers so an alternative is not needed.
For example, having the entrance on ground level without stairs or a ramp.
While this is a great starting place and goal, the reality remains that because accessibility is a spectrum, what works for one person may not work for another person. Therefore, providing alternative options and formats allows users to choose what works best for them.
Which is the basis of Inclusive Design, or creating a lot of different ways for people to participate, so that as many people as possible can feel as though they belong. It does not necessarily mean designing one thing for all people. Inclusive design often refers more to the digital realm, although the ideas can be extended to our physical spaces and services as well. For example, having multiple entrances that fit different needs.
While there are some differences, I mainly want to highlight that if we think about accessibility, universal design, and inclusive design from the beginning by getting into an accessibility mindset, it helps design content in a way that users can access more easily, which is ultimately the goal of all of them.
And here is where I will put in a plug that inclusive design methods and strategies can also be used by many folks across the library, from people who work in public services and public spaces, help with library programming, instruction, or events, or even to help make your department or work environment more inclusive for employees.
For example, even saving documents in different formats can be helpful and presenting the option to colleagues or users to either view as a Word doc, PDF which preserves the visual layout, or EPUB which allows users to reconfigure their view settings according to their needs.
I also want to mention Universal Design for Learning or (UDL) which is a common framework that can help get away from some of the more technical accessibility best practices, and into the more pedagogical side if you are involved in any library instruction. While UDL was born out of universal design, it is still about providing options to the user, student, or learner.
Specifically, CAST defines UDL as "a framework to improve and optimize teaching and learning for all people“. UDL takes into consideration that we have different needs and learning preferences, and by providing options that fit those needs and preferences, our users will be more successful and stay motivated.
The UDL guidelines from CAST are organized into three areas, some of which overlap with accessibility best practices.
For example, Under the Engagement category, CAST recommends involving learners in setting their own academic goals, as well as offering activities or assignments that facilitate self-reflection.
Under Representation, there's more overlap with accessibility, including offering alternatives for all audio and visual content with captions and transcripts, and promoting understanding across languages by avoiding jargon, acronyms, & abbreviations for example.
Finally, under Action & Expression, CAST includes optimizing access to assistive technologies, which is based on many of the accessibility best practices included in the previous section about including using headers and descriptive link text, and adding alt-text to images for example, among others.
Beyond UDL, there are many additional inclusive strategies for library programming or instruction, including using questionnaires to check in with users and ask about their accessibility needs, share your presenter notes or create a separate handout, cutting extraneous material, and write clearly and succinctly. Avoid pronouns such as “that region,” and “these data points” which are meaningless to anyone who can’t see what you’re referring to, and uniquely identifying and annotating all figures and illustrations. Use repetition both deliberately and economically, and finally consider reducing screen time with various types of activities and assignments which can help students who get migraines for example.
So what does Inclusive Design look like for library services? You can offer different ways for users to get help beyond in person services by also offering self-checkout and other self-serv options – for example, our library had an office sully vending machine that was super popular – and also providing ways for users to get remote help through email, chat, and yes still the phone.
You can also think about offering different space options for your users, with various combinations of noise, lighting, scent, and furniture. So provide quite spaces, as well as spaces where users do not have to worry about making noise. Try to provide natural lighting, and if you have florescent lights try to also provide some incandescent lighting for people with light sensitivities. Make sure there are places that users can avoid pungent smells, and have some fixed furniture that users do not have to move, as well as some flexible furniture that users can reconfigure. Also, it’s important to ensure that navigation paths or traffic flow areas remain consistent, and free from obstacles.
Offer information on your services in different formats including the library website, and also in the library, and in large print.
And finally, add information about accessibility to your website and in your library, including contact info, ideally for a specific individual, where users can get more information.
I would be remis if I did not talk about getting direct feedback from users, which is always the best way to improve the accessibility and usability of your library. Best practices and inclusive design strategies can only get you so far, and we cannot know what the library is experience is like for all of our users. Therefore, it’s always best to get direct user experience feedback from users with disabilities, in order to continue improving our library information, content, collections and services. And I have linked to two good resources on this slide for getting input from users, although there are many more.
So to review and wrap up…
…inclusive design is often about providing options to your users. For digital content, including web content, LibGuides, word docs, PDFs, anything you view on your computer, that means following accessibility best practices including the ones we covered today.
For programming and instruction, using the pedagogical strategies we covered in the last section, as well as the UDL framework, and there are many more strategies for accessible meetings, presentations, and events.
For public services, follow the print accessibility guidelines for signage, handouts, marketing materials, etc. and provide your services in different formats so users can get help in different ways.. Also add information about accessibility to your website and in your library building, including contact information.
Lastly, some good reminders to use plain language and avoid acronyms, abbreviations, and jargon, and optimize white space. There are many more inclusive design strategies that we just didn’t have time to cover today, including digital design & coding practices for inclusive design.
I would also like to leave you with this final plug and take away, that anyone can be an advocate and help make our libraries more accessible and inclusive. Like I already mentioned, almost everyone creates documents for work, including Word docs, PDFs, etc. and you can also show others how to use the accessibility checkers in Word & Adobe Pro. If you are not a/the web developer, you can run the wave report and share it with whoever updates your website, or just share information & facts with your colleagues about why accessibility matters, how it benefits everyone, and that it saves time to think about accessibility from the beginning.
There are many tools & resources that might be helpful in the future.
MSU Bozeman has an online accessibility & instruction guide, which has reminders about the resources and best practices we covered today including the print accessibility best practices, as well as links to detailed instructions and tutorials by document type. It also lists some accessibility checkers that you can use to check your web content, documents, or color contrast.
Funkify is also a pretty cool tool, and is a browser extension that helps simulate the experience of using the web with different disabilities. It’s a great empathy building tool, and while not specifically a testing tool it might help uncover some unknown issues.
The other resources and citations used in this presentation are included here for your convenience, and in the slides that will be shared out with all participants after this webinar.
Before questions, I will just mention that these slides were created with UDL and Accessibility Best Practices in mind, and meet the minimum standards of 24 sans serif font, using bullets and lists, correct reading order, sufficient color contrast, plain language, alt-text for images, and descriptive links.
I have included a creative commons license,
And with that, I’d like to thank you for attending today and thinking about accessibility, and what questions do you have?