Perspectives on accessibility
of university research:
language, location and legal
Krista Jensen, York University
Anne Ber...
Agenda
• History of the project
• Knowledge mobilization in academic context
• Accessibility on three levels
– Language & ...
testing accessibility
Project History
Project History
• Summaries of single research
studies
– 2 pages long, vetted by researcher,
open access, open copyright.
...
Wilfrid Laurier
University
• Project in beginning
stages
• wlu.ca/clearlanguage
Plain Language
Summaries
University
of Guelph
York University
testing accessibility
Knowledge mobilization in
academic context
Knowledge mobilization definitions
http://www.oise.utoronto.ca/rspe/KM_Products/Terminology/index.html
So What’s Behind the Jargon?
PeopleResearch
Making research as accessible as
possible will increase uptake & use!
Knowledge mobilization & accessibility
• Engagement
• Accessibility
• Capacity building
• Not “dumbing down”
testing accessibility
Accessibility: Language
Accessibility: Language
• “clear” or “plain” language
• Uses writing your audience knows
• Gives readers information they ...
Why use clear language?
• Combat information overload
• Give non-specialists access
• Support English as a Second Language...
Who?
Why?
What?
So what?
Who is this from? Who is this for?
What is the purpose of this
information?
What do I need to do?...
How to test your document
• Word-based tools
(Word readability
feature)
– Readability
• CAUTION: Readability
scores alone ...
Testing language continued…
• Feedback from readers
– Informal feedback
– Read aloud protocols
– Plus & minus testing
– Co...
How will readers get the information?
•Email
•Phone
•Text message
•Letter
•Sticky note
•Attachment
•Magazine
•Website
•Inf...
Formatting strategies
• White space
– Short paragraphs
– Wide margins
– “Padding” around images
• Headings
• Bullets
• Tab...
After
Source: www.plainlanguage.gov
Before
testing accessibility
Accessibility: Location
Accessible Location: Hosting & Storage
wlu.ca/clearlanguage
http://dspace.lib.uoguelph.ca/xmlui/handle/10214/2834
 Accessibility & open access considerations
Accessible Location: In...
Accessibility: Aggregating Collections
researchimpact.ca
/researchsearch/
 Multiple
methods of
discovering
information.
testing accessibility
Accessibility: Legal
Accessibility: Legal
• AODA compliance necessary for post-
secondary institutions
testing accessibility
Barriers & solutions
Limitations/Barriers
• Need to reach more stakeholders, missing
potential users
• Focus groups not include those with disa...
Solution: Process Tool, 2 versions
• Use summary as a process tool
• Two different versions: one in Word, the other
in Pub...
!
!
INSERT TITLE OF REPORT HERE
HEADING ONE
Body style text
!
HEADING TWO
Heading Three
!
Heading 4
!
Heading 5
!
!
!
!
TI...
Solution: Adobe Acrobat Pro
• Use Word, then fix up in Adobe Acrobat Pro
• Tag existing PDFs in Adobe Acrobat Pro
Can fix up pdf documents in Adobe Acrobat Pro,
starting with or without tagged styles from Word.
Solution: InDesign
• Create an accessible template in Adobe
InDesign
• $20/month for two sign ins. (sign in from any
compu...
Solution: InDesign
Before After
Solution: Be approachable
• Add text: “We are working to make all of our
resource materials accessible. If you require
any...
Remediation
of existing
libraries
Iterations of
accessibility &
testing
Questions to Discuss
• Other potential solutions?
• How can we build accessibility into
communication processes? Design pr...
Contact Us
Krista Jensen, Knowledge mobilization officer, York University,
kejensen@yorku.ca
Anne Bergen, Knowledge mobili...
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Presentation to 2014 University of Guelph Accessibility Conference Perspectives on accessibility of university research: language, location and AODA compliance

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This Presentation was delivered to 2014 University of Guelph Accessibility Conference. Title: Perspectives on accessibility of university research: language, location and AODA compliance
Who: Krista Jensen, York University and Shawna Reibling, University, Waterloo & Anne Bergen, University of Guelph

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  • Krista – title
  • Shawna– agenda

    Explore accessibility on three levels: language, location and legal aspects, using the case of study of clear language summaries. We will then discuss how this fits into the larger concept of knowledge mobilization, as prioritized by universities and federal granting agencies.
    This format addresses accessibility on three levels:
     
    to describe the clear language summary format to communicate information found in research articles to a wide audience,
    as well as places to store summaries for wide access.
    Attendees will also know how this format evolved from language and visual accessibility to embodying AODA compliance.
  • Krista
  • Krista
  • Shawna
  • Anne
  • Krista

    1 double sided page; written by trained students in conjunction with the original author/researcher; have written over 300 to date
  • Shawna
  • Shawna
  • Shawna
  • Shawna
  • Shawna
  • Shawna
  • Anne
    Visual thesaurus
    Wikipedia or other background resources (for context)
  • Anne
  • Anne

    Looking at language, layout and design
    Examining the documents in context
    Measuring completion rates and errors
  • Anne

    Infographics, mind maps, etc…. *not sure what to include for this yet

    don’t be afraid of 1 sentence paragraphs
    bullets
    headings & RE: lines
    boldface/italics
    Visuals: tables, images, diagrams
  • Anne

    Diff example
  • Shawna
  • Anne
  • Krista
  • Krista
  • Krista


    Frame it as work in progress, as a process.
    Barriers = why we are taking time and different solutions we’re using.

  • Krista
  • Anne
  • Anne
  • Anne
  • Krista
  • Krista

    Overall look and feel didn’t change that much; we did change the contrast on the What you need to know section; But from an accessibility standpoint there were huge changes- they went from being basically unreadable by a screen reader to fully accessible, although the Adobe Acrobat Pro accessibility checker still returns errors on the contrast and 3 links on page 2 even though they work fine; there were a number of small things that took a long time and a lot of research to figure out
  • Shawna
  • Anne
  • Anne
  • Krista
  • Presentation to 2014 University of Guelph Accessibility Conference Perspectives on accessibility of university research: language, location and AODA compliance

    1. 1. Perspectives on accessibility of university research: language, location and legal Krista Jensen, York University Anne Bergen, University of Guelph Shawna Reibling, Wilfrid Laurier University
    2. 2. Agenda • History of the project • Knowledge mobilization in academic context • Accessibility on three levels – Language & layout – Location – Legal • Barriers & solutions
    3. 3. testing accessibility Project History
    4. 4. Project History • Summaries of single research studies – 2 pages long, vetted by researcher, open access, open copyright. – SSHRC grant (2008) at YorkU. – 10 offices in 5 institutions are using the format. – Validated by focus groups including policymakers, community practitioners and researchers.
    5. 5. Wilfrid Laurier University • Project in beginning stages • wlu.ca/clearlanguage
    6. 6. Plain Language Summaries University of Guelph
    7. 7. York University
    8. 8. testing accessibility Knowledge mobilization in academic context
    9. 9. Knowledge mobilization definitions http://www.oise.utoronto.ca/rspe/KM_Products/Terminology/index.html
    10. 10. So What’s Behind the Jargon? PeopleResearch Making research as accessible as possible will increase uptake & use!
    11. 11. Knowledge mobilization & accessibility • Engagement • Accessibility • Capacity building • Not “dumbing down”
    12. 12. testing accessibility Accessibility: Language
    13. 13. Accessibility: Language • “clear” or “plain” language • Uses writing your audience knows • Gives readers information they need • Combines what you write with how you write • Uses design to help reader understand content
    14. 14. Why use clear language? • Combat information overload • Give non-specialists access • Support English as a Second Language / Lower Literacy audiences
    15. 15. Who? Why? What? So what? Who is this from? Who is this for? What is the purpose of this information? What do I need to do? What’s at stake? Why should I care? Readers may ask…
    16. 16. How to test your document • Word-based tools (Word readability feature) – Readability • CAUTION: Readability scores alone are not enough—it’s best to combine with another method. – Accessibility Source: Microsoft Word 2011 for Mac
    17. 17. Testing language continued… • Feedback from readers – Informal feedback – Read aloud protocols – Plus & minus testing – Comments (online)
    18. 18. How will readers get the information? •Email •Phone •Text message •Letter •Sticky note •Attachment •Magazine •Website •Infographic •Other?
    19. 19. Formatting strategies • White space – Short paragraphs – Wide margins – “Padding” around images • Headings • Bullets • Tables • Images (if they complement text)
    20. 20. After Source: www.plainlanguage.gov Before
    21. 21. testing accessibility Accessibility: Location
    22. 22. Accessible Location: Hosting & Storage wlu.ca/clearlanguage
    23. 23. http://dspace.lib.uoguelph.ca/xmlui/handle/10214/2834  Accessibility & open access considerations Accessible Location: Institutional Repositories
    24. 24. Accessibility: Aggregating Collections researchimpact.ca /researchsearch/  Multiple methods of discovering information.
    25. 25. testing accessibility Accessibility: Legal
    26. 26. Accessibility: Legal • AODA compliance necessary for post- secondary institutions
    27. 27. testing accessibility Barriers & solutions
    28. 28. Limitations/Barriers • Need to reach more stakeholders, missing potential users • Focus groups not include those with disabilities • Focus on language and visual accessibility • MS Publisher has no accessibility support • Adobe InDesign is expensive & requires training. • What about existing summaries?
    29. 29. Solution: Process Tool, 2 versions • Use summary as a process tool • Two different versions: one in Word, the other in Publisher. • Save word document as a “web page” format – upload to the web – “read” using webanywhere.cs.washington.edu/wa.php
    30. 30. ! ! INSERT TITLE OF REPORT HERE HEADING ONE Body style text ! HEADING TWO Heading Three ! Heading 4 ! Heading 5 ! ! ! ! TITLE OF REPORT DATE (COVER SUBHEADING) Author 1* Author 2* *Author Position 1 **Author Position 2 Citation: McCron, C. & Bergen, A. (2014). The Best Thing About The Research Shop. Retrieved from theresearchshop.ca/resources The!authors!would!like!to!acknowledge!X!Y!and!the!members!of!Z! for!their!support!etc!(cover!page!acknowledgements!style)! Use styles to define title, headings, etc… NB: need to create pdf in Windows Word (not Mac)
    31. 31. Solution: Adobe Acrobat Pro • Use Word, then fix up in Adobe Acrobat Pro • Tag existing PDFs in Adobe Acrobat Pro
    32. 32. Can fix up pdf documents in Adobe Acrobat Pro, starting with or without tagged styles from Word.
    33. 33. Solution: InDesign • Create an accessible template in Adobe InDesign • $20/month for two sign ins. (sign in from any computer) • Training & weekly tutorials required • Reformatting over 300 required a lot of coordination
    34. 34. Solution: InDesign Before After
    35. 35. Solution: Be approachable • Add text: “We are working to make all of our resource materials accessible. If you require any of these materials in an alternate format , please contact <email>, <phone number>
    36. 36. Remediation of existing libraries
    37. 37. Iterations of accessibility & testing
    38. 38. Questions to Discuss • Other potential solutions? • How can we build accessibility into communication processes? Design processes? • What about visual identity branding? How to deal with community partner visuals? Infographics?
    39. 39. Contact Us Krista Jensen, Knowledge mobilization officer, York University, kejensen@yorku.ca Anne Bergen, Knowledge mobilization coordinator, Institute for Community Engaged Scholarship/ College of Social and Applied Human Sciences, University of Guelph bergena@uoguelph.ca Twitter: @anne_bergen Shawna Reibling, Knowledge mobilization officer, Wilfrid Laurier University sreibling@wlu.ca Twitter: @MobilizeShawna

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