Accessibility Tip: Helping Dyslexic Users

Here’s a group of users we often forget about when we consider making our web pages accessible: dyslexic readers. Dyslexia is a fairly common disability, and we no doubt have quite a few folks in the IU community who live with it.

There are some easy guidelines we can follow when creating web pages that will make them easier for people with dyslexia – and for others, too – to read. Check out this very clear and helpful article from UXMovement: 6 Surprising Bad Practices That Hurt Dyslexic Users. And then read this response from someone who is actually dyslexic, outlining what actually works for them (which may not hold true for every person with dyslexia): A Dyslexic’s Thoughts on Webpages

Questions or comments about this or other web accessibility issues? We’d love to hear from you – leave a comment on this post, or get in touch with anyone from DUX!

Accessibility Tip: Using the “alt” tag

Whether you are uploading your image via the Content Manager’s image upload widget or linking it in some other way, one of the necessary HTML attributes for any image is the alt tag. The text in your alt tag is used by screen readers, so that people who access the web using this assistive technology will be able to get the information that you are conveying in your image.

Userfocus has published an absolutely terrific post outlining five different ways to use alt text, and when you should use each kind. Read it here.

The Academic User and the Ebook Experience

Char Booth (one of the presenters at the upcoming webinar on library analytics, which we’ll be participating in – please join us!) has a very good article at LibraryJournal.com this week: “A Rising Tide: The Academic User and the Ebook Experience.”

Many public libraries are beginning to offer ebooks that are downloadable to the patron’s ereader (Kindle, Nook, etc.) and, as Stephen Abram notes in a blog post, ebook checkouts increased by 200% in 2010. But, because of how our ebooks are provided and licensed, academic libraries have not been as quick to offer similar services. But user expectations are changing; those of us who work at reference desks or respond to emails from patrons are starting to get questions like “I got a Nook for Christmas – how can I download ebooks from your library?”

Booth notes:

Delivery platform aside, I find that most digital monographs suffer from the equivalent of a serious personality disorder (e.g., poor communication, lack of self-awareness, negative self-image, inaccessibility, inconsistency, and delusions of grandeur). They tend to be too disparate, DRM-protected, and reminiscent of e-journal content to be accessed or read gracefully, making them a hard sell. At my own institution, I observe patrons struggle to access and understand library-digitized and publisher provided ebooks in a research context. Their shared dissatisfaction is exposed by common questions: How can I tell this is an ebook? Why can’t I print or read offline? How do I turn on the accessibility features? Why won’t the link I copied last week work now? Can I get this on my Kindle?

She goes on to discuss HathiTrust specifically, noting that it “highlights the value-added ebook proposition offered by libraries: service orientation and craft-level production, the two things most difficult to replicate in the large-scale digitext economy.”

Check out the article, and let us know what you think. Do you have an ereader? Have you had questions from students or faculty about ebooks? (If so – how have you responded to them?) Do you think their expectations are changing? What suggestions would you have for the Libraries as we move forward into these newish technologies? Please feel free to leave comments on this post!