Prioritizing Accessibility in the E-Resources Procurement Lifecycle: VPATs as a Practical Tool for E-Resource Acquisitions and Remediation Workflow, at Two Academic Libraries
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Academic libraries are ethically and legally responsible to follow federal disability law. Specifically, Section 508 of the Rehabilitation Act of 1973 requires electronic and information technology to be fully accessible to individuals with disabilities. It is also become readily understood that a resource born digitally is not necessarily accessible to individuals with disabilities. Hence, Voluntary Product Accessibility Templates (VPATs), provided by vendors based on their compliance to the recently revised Section 508, are being used by libraries. However, they can be difficult to understand and not always reliable so essentially verification or user testing is still recommended. There have also been two major revisions in 2018 leading from VPAT® 1.0 to 2.0. The purpose of this presentation is to document how two major public universities libraries are approaching VPATs in in a workable and time effective manner during e-resources acquisitions and remediation workflows. Wichita State University Libraries is using VPATs to efficiently verify the accuracy of vendor claims and assess the usability of digital content by users with disabilities through the use of an Accessibility Remediation Guide. The guide is used to efficiently review library licensed content for accessibility and identify areas of concern, which are reported to the vendor for remediation. VPATs and other accessibility documentation is used by WSU libraries in user communication as well. By highlighting essential standards from the VPAT, WSU libraries has been able to prioritize accessibility in the e-resources workflow. At the College of Staten Island Library, through the assistance of a PSC-CUNY grant and after integrating accessibility into its general policy practices, the library further explored how to utilize VPAT’s in a practical method during its procurement practices. At the same time, CUNY and the CSI campus underwent widespread changes in its IT procurement practices and dissemination of accessibility information amongst the university libraries. The CSI library will discuss how it is using VPAT’s to help determine the appropriate acquisition or non-acquisition decision-making in regards to the procurement lifecycle of e-resources. Kerry Falloon, Acquisitions Librarian, CUNY- College of Staten Island Faye O'Reilly, Digital Resources Librarian, Wichita State University Libraries
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Prioritizing Accessibility in the E-Resources Procurement Lifecycle: VPATs as a Practical Tool for E-Resource Acquisitions and Remediation Workflow, at Two Academic Libraries
- 1. Diversity & Inclusion atWichita State University Libraries ■ Commitment to more accessible digital spaces – Library created content ■ Work with disability services and Media Resource Center for training on how to create accessible webpages ■ Complete redesign of library’s website as per findings of university and in-house accessibility audit
- 2. Diversity & Inclusion atWichita State University Libraries ■ Commitment to more accessible digital spaces – Library licensed content ■ CollectedVPATS and other accessibility documentation* – Linked to accessibility documentation from Databases A-Z list – Accessibility notes in catalog records for relevant resources ■ ReviewedVPATs in 2017-2019 – Creation of Accessibility Remediation Guide ■ Remediation withVendors ■ Overhaul of E-Resources Aqcuisitons “Enhancing Visibility ofVendor Accessibility Documentation.” Information Technology & Libraries 37, no. 3 (September 2018): 12–28. doi:10.6017/ital.v37i3.10240.
- 5. Tools for assessing accessibility ■ Screen Reading Software – Uses keyboard commands to carryout different tasks – NVDA , from NV Access, is a free downloadable software ■ ePUB validator – checking the code within e- books to make sure it displays on all kinds of devices ■ Assistive technology will work with OS to read epub files – Ebook validation rules were established by the International Digital Book Forum.
- 6. Tools for assessing accessibility ■ PDF Accessibility validator – Checks for tags, document titles, descriptive text etc. so PDF can work with assistive technologies – Included with PDF creating tools ■ WAVE, Achecker, AXE accessibility add-on etc. – Points out accessibility issues so web content is accessible to everyone regardless to the technology they may be using, or their abilities or disabilities. ■ Color contrast checker ■ Colorblind web page filter ■ VPAT – BigTenVPAT Directory
- 7. What is an ARG? ■ Accessibility Remediation Guide – 10VPAT criteria deemed most essential forWSU Libraries’ accessibility goals ■ OtherChecklists – Tatomir* – Byer and Chamberly** ■ Uniform list of what makes digital resource accessible ■ will help librarians communicate accessibility issues to vendors/identify areas for remediation ■ Will help librarians communicate accessibility issues to users/anticipate accommodation if needed *Overcoming the information gap Measuring the accessibility of library databases to adaptive technology users
- 8. VPAT SECTIONS Building an Accessibility Remediation Guide
- 9. ARG: Non-TextContent ■ VPATVersions 1-1.6: 1194.22A ■ VPATVersion 2-2.1 E101 & E102 ■ WCAG 1.1.1 ■ Alt-text, longdesc or description of any visual content – Read by screen readers in place of images allowing content and function of the image to be accessible to users with visual impairments or cognitive disabilities. ■ Also displays when image isn’t loading
- 11. ARG: Captions ■ VPAT version 1-1.6: 1194.22 B ■ VPAT 2-2.1: 500 (Software) ■ WCAG: 1.2.2 (Captions- Prerecorded) & 1.2.3 (Audio Description) ■ Equivalent alternatives for any multimedia presentations and synchronized with the presentation ■ Flagged as “Streaming Media Only” but all research databases may have such content ■ Look for closed captioning and/or transcript ■ Test with screen reading software & keyboard ■ SUBTITLES ≠ CAPTIONS – Subtitles describe dialogue only – Captions convey context
- 12. ARG: Readability ■ VPATVersion 1-1.6: 1194.22 D ■ VPATVersion 2-2.1: E205.2-4 (ElectronicContent) ■ WCAG: 1.3.2 (Meaningful Sequence) ■ “Documents shall be organized so they are readable without requiring an associated style sheet” ■ Documents describes the webpage- is the webpage organized so it’s readable without style elements (colors, blocking, font sizes, etc.) ■ Tested with web accessibility checker or screen reader
- 13. CSS deleted view
- 14. ARG: Identification of interactive elements ■ VPATVersion 1-1.6: 1194.22 L ■ VPATVersion 2-2.1: E205.2-4 ■ WCAG: 2.1.1 ■ Refers to interactive content (buttons, check boxes or other mouse input), news tickers, media players and browser games, etc. Is this content accurately identified via text for use with screen readers? ■ Tested with screen reader
- 15. ARG: Forms ■ VPATVersion 1-1.6: 1194.22 N ■ VPATVersion 2-2.1: E205.2-4 ■ WCAG: 2.3.2.1 ■ “forms” includes search boxes in databases, entry boxes, drop down menus etc. ■ Is the purpose of form stated? Is the purpose accurate?
- 16. Example of Form Code input placeholder="Search inside this collection" aria- label="Search inside this collection" type="text" id="edit-searchstring" name="searchstring" value="" size="60" maxlength="128" class="form-text" /></div><button class="default-submit form- submit" id="edit-submit" name="op" value="Search" type="submit">Search</b utton>
- 17. ARG: Skip Navigation ■ VPATVersion 1-1.6: 1194.22 O ■ VPATVersion 2-2.1: E205.2-4 ■ WCAG: 2.4.1 & 1.3.1 ■ By-pass blocks ■ Can a user skip directly to content or must they tab through every word, every option? ■ Watch for keyboard traps – Video of keyboard trap example
- 18. Example of Skip Navigation <body class="html not-front not- logged-in page-node page-node- page-node-26 node-type-lp- collection-featured section-disa no-sidebars theme- alexanderstreet_foundation" > <div id="skip-link"> <a href="#main-content" class="element-invisible element- focusable"> Skip to main content </a> </div>
- 19. ARG: Alt-Text ■ VPATVersion 1-1.6: 1194.24 E:Video and Multimedia Products ■ VPATVersion 2-2.1: 400 ■ WCAG: 1.2.1 & 1.2.3 ■ “Display or presentation of alternate text presentation or audio descriptions shall be user-selectable unless permanent.”
- 20. BAD Example of Alt-Text <div class="image-metadata small-print unit size1of1"> 'Aframerican Snapshots', May 1927, ©The Newberry Library </div></div> <div class="image-viewer-overlay image-viewer-overlay-show js-image-viewer-overlay- show"><div class="image- viewer-overlay-show- content">
- 21. ARG: Non-Visual Operation ■ VPATVersion 1-1.6: 1194.31 A: Functional Performance Criteria ■ VPATVersion 2-2.1: 302.1 ■ WCAG: 1.4.5 ■ Can this site be used without visual cues?
- 22. ARG: Non-Auditory Operation ■ VPATVersion 1-1.6: 1194.31 C ■ VPATVersion 2-2.1: 303.4 ■ WCAG: 1.2.1 & 1.2.2 ■ Can this website be used without auditory cues?
- 23. ARG: Limited Movement Operation ■ VPATVersion 1-1.6: 1194.31 FVPATVersion 2-2.1: 303.7 & 303.8 ■ WCAG: 2.1.1 ■ Can this website be used without wide movement?
- 24. ARG: Documentation ■ VPATVersion 1-1.6: 1194.41 B “End-users shall have access to a description of the accessibility and compatibility features of products in alternate formats for alternate methods upon request, at no additional charge. “ ■ VPATVersion 2-2.1: 602.2 & 603.2 “Accessibility and Compatibility Features” ■ WCAG: 3.3.5 “Help” ■ Are users able to easily find information regarding the site’s accessibility features and compatibility information? Is this documentation available in alternate formats? ■ Tested using NVDA (or other screen reading software) and keyboard
- 25. Using the ARG ■ Licensing – Link to Big 10 Standardized License Language ■ Tracking issues – Review of new products takes place during trial period – Existing products examination is ongoing – ARG &VPAT stored with license ■ ScoringYes, No or Partial. ■ Partial and No flagged with notes. ■ Communicating Concerns toVendors – Easy to pinpoint the standard for remediation ■ Notes on ARG andVPAT – “We have found (product) does not quite comply with (ARG standard). Example of issue.”
- 26. Resources ■ Tatomir, J. , Durrance, J.C. (2010). Overcoming the Information Gap: Measuring the Accessibility of Library Databases to AdaptiveTechnology Users. Library HiTech, 28(4), 577-594. ■ Vinyard, M. ,Whitt, J. (2016). Advisor Reviews: Scopus.Charleston Advisor. Oct 2016, 52- 57. ■ NISO SERU StandingCommittee. (2012). “SERU:A Shared Electronic Resource Understanding.” NISO RP-7-2012. ■ Ross, SheriV.T., Sutton, SarahW.(2016). Guide to Electronic Resource Management ■ Coonin, B. (2002). Establishing accessibility for e-journals: A suggested approach. Library HiTech; 20(2), 207-220. ■ Stephan, E.Williams, J.D. (2005). Writing an Accessibility Policy: One Library’s Experience. Mississippi Libraries, 69(4), 85-86. ■ Hodge,V. Manoff, M.Watson, G. (2013). ProvidingAccess to Ebooks and Ebook Collections: Struggles and Solutions.The Serials Librarian, 64, 200-205.
- 27. Resources ■ Dermondy, K. Majekodunmi, N. (2010). Online databases and the research experience for university students with print disabilities. Library Hi Tech. 29(1), 149-160. ■ Byerley, S. Chambers, M. (2002). Accessibility and usability of web based library databases for non-visual users. Library Hi Tech, 20(2), 169-178. ■ Burgstahler, S. Distance learning: the library’s role in ensuring access to everyone. Library Hi Tech, 20(4). 420-432. ■ Black, N. Blessing or curse? Journal of Library Administration, 41(1-2), 47-64. ■ Blechner, A. J. (2015). Improving ssability of legal research databases for users with print disabilities. Legal Reference Services Quarterly, 34(2), 138-175. doi:10.1080/0270319X.2015.1048647 ■ Byerley, S. L., & Chambers, M. B. (2002). Accessiblity and usability of web-based library databases for non-visual users. Library Hi Tech, 20(2), 169-178. ■ Dermody, K., & Majekodunmi, N. (2011). Online databases and the research experience for university students with print disabilities. Library Hi Tech, 29(1), 149-160. doi:10.1108/07378831111116976 ■ George, S., Clement, E., & Hudson, G. (2014). Auditing the accessibility of electronic resources. SCONUL Focus, 62, 15-23.
- 28. Resources ■ Horwath, J. (2002). Evaluating opportunities for expanded information access: A study of the accessibility of four online databases. Library HiTech, 20(2), 199-206. ■ Lazar, J., Goldstein, D. F., &Taylor, A. (2015). Ensuring digital accessibility through process and policy. (electronic resource] Retrieved from http://dn3kg6nn2s.search.serialssolutions.com/?V=1.0&L=DN3KG6NN2S&S=JCs&C=TC00 01536416&T=marc&tab=BOOKS ■ Schmetzke, A. (2015). Collection development, e-resources, and barrier-free access. In B. Wentz, P.T. Jaeger, & J. C. Bertot (Eds.), Advances in Librarianship (Vol. 40, pp. 111-142). ■ Tatomir, J. , Durrance, J.C. (2010). Overcoming the Information Gap: Measuring the Accessibility of Library Databases to AdaptiveTechnology Users. Library HiTech, 28(4), 577-594. ■ Caldwell, Ben, Michael Cooper, Loretta Guarino Reid, and GreggVanderheiden. 2008. "Web ContentAccessibility Guidelines (WCAG) 2.0." https://www.w3.org/TR/WCAG20/. ■ Colker, Ruth. 2015. "The Americans with DisabilitiesAct is outdated." Drake Law Review 63 (3):787-817.
- 29. Resources ■ DeLancey, Laura. 2015. "Assessing the accuracy of vendor-supplied accessibility documentation." Library HiTech 33 (1):103-113. ■ Guyer, Cynthia, and Michelle Uzeta. 2009. "AssistiveTechnology Obligations for Postsecondary Education Institutions." Journal of Access Services 6 (1/2):12. ■ Hachman, Mark. 2015. "Tested: how Flash destroys your browser's performance." PCWorld, 7. ■ Mune, Christina, and Ann Agee. 2016. "Are e-books for everyone? An evaluation of academic e-book platforms' accessibility features." Journal of Electronic Resources Librarianship 28 (3):172-182. doi: 10.1080/1941126X.2016.1200927. ■ Ostergaard, Kirsten. 2015. "Accessibility from Scratch: One Library’s Journey to Prioritize the Accessibility of Electronic Information Resources." Serials Librarian 69 (2):155-168. doi: 10.1080/0361526X.2015.1069777.
- 30. Resources ■ Oswal, Sushil K. 2014. "Access to digital library databases in higher education: Design problems and infrastructural gaps." Work 48 (3):307-317. doi: 10.3233/WOR-131791. ■ Oud, Joanne. 2016. "Accessibility ofVendor-Created Database Tutorials for People with Disabilities." InformationTechnology & Libraries 35 (4):7-18. doi: 10.6017/ital.v35i4.9469. ■ Savage, Neil. 2017. "Weaving theWeb." Communications of the ACM 60 (6):21-22. doi: 10.1145/3077334.
Editor's Notes
- In 2017, Wichita State University made a solid commitment to creating a more accessible digital campus which resulted in a vast audit of all university websites, physical and virtual classrooms (classroom management software etc.) Audit extended to the library website and databases, and was conducted by Media Resource Center and Disability Services. The library’s website, because much of the functionality and content is generated by multiple systems (Joomla, SpringShare LibApps, Proquest Ejournal Portal, Ebsco Discovery System) and multiple content creators, needed an internal audit, by product administrators and daily users. A task force was created to redesign the library website- the task force included technical services and public services staff and relied heavily on staff input. The Media Resources Center and Disability Services hosted several training sessions for librarians on how to create accessible content for their Libguides, as well as influenced the library website redesign.
- Library databases were evaluated As a part of the campus wide audit, but because these resources are licensed, we had no control over how accessible these interfaces were. As a result, the technology development and I began a project to include accessibility documentation for these resources where the databases live- the A-Z list. The idea was to communicate to users that we were concerned about accessibility, even if we could not fix any usability issues the databases might have. I also began adding Ejournal and ebook packages have accessibility notes added to the 520 link of the title’s MARC record, based off of what documentation we found. This project included gathering vendor accessibility documentation from vendors- either from the website or through request- documentation includes a VPAT if available, WCAG compliance statements, Section 508 statement, or accessibility guides. (I co-wrote an article about the availability of vendor accessibility documentation cited on the slide if you are interested in learning more about that particular project). After the Great Ideas Showcase at last year’s NASIG conference, I found that a lot of librarians I connected had been collecting VPATs but that was it. It was clear to me we needed to demystify the VPAT so we can actually start assessing liscensed content for accessibility trhough that library lense, to address the needs of our users going forward.
- Example of the ICON we use in the Databases A-Z list to link to vendor accessibility documentation.
- Example of the note we use in the Catalog records for relevant e-resources. These are added to the 520 line in bulk uploads into Voyager (after investigation). The text for this one says “Some accessibility features are available on the Alexander Street Press platform, including transcripts.
- For both created content and hosted content The list of assistive technologies and their functions is long, but when focusing on electronic resources, the list shortens a bit. It’s important to have a basic knowledge of what assistive tools will be used by patrons to access library resources online. It helps even more to have working knowledge. Keyboard commands to carry out different tasks, like reading documents, navigating web pages, opening and closing files, listening to music or watching content. A visually impaired computer user will use a combination of screen reader commands and operating system commands to accomplish the many tasks a computer is capable of performing. All current operating systems have their own keyboard shortcuts, which are available to everyone not just screen reader users. An example of a Microsoft Windows keyboard shortcut is using the alt + A key combination to open the Favourites menu in Internet Explorer. Each screen reader uses a different series of commands, so most people will tend to choose a screen reader and stick with it, as the task of learning a large number of new keyboard commands is considerable. The ebook stores only accept "valid" ebooks: your book might look OK on your computer and doesn't work on another device. Ebook validation is here to make sure that all books work on all devices correctly. Most commonly used ebook format Similar to HTML Does not support rich media and interactivity Used natively on most platforms and devices except Kindle EPUB 3 Based on XHTML 5 and will support rich media and interactivity including audio and video, math formulas, and pronunciation suggestions (an example of where this is important, on my resume MLS, my degree, is read “milliliters” by screen readers). HTML & TXT files that are the easiest to be read by screen readers
- That does not mean that a PDF/UA-compliant document will always be perfectly accessible—issues like poorly-built Word documents or other source material will, of course, carry their accessibility flaws no matter what format they’re converted into. No one should claim that PDF/UA conformance means that a given document will pass the Web Content Accessibility Guidelines (WCAG) 2.0, and organizations shouldn’t treat PDF/UA as a WCAG stand-in. But conformance does indicate that the authoring process for a given piece of content retains its accessibility level when it’s output as a PDF.Web page accessibility checker
- On one hand, the vendor does not want to be too detailed about their product’s deficiencies, even if the problems are quite small and they are working on them. On the other hand the purchaser doesn’t want to have to do a full-blown accessibility evaluation of a product and wants to simply take the VPAT at face value. Oftentimes the procurement officer who receives a VPAT doesn’t have the skill to know how to interpret it. One company can be quite honest and list numerous problems even if they are minor, and another company could be dishonest in their product appraisal and not list many details so their deficiencies seem to be fewer. If the procurement officer doesn’t actually validate and clarify what the VPAT states, the one with fewer apparent problems might get selected. There is a natural business inclination in this case to make it so your VPAT doesn’t get in the way of sale. There might be contractual language that states your VPAT has to be accurate or a legal recourse could be taken, but in the end the damage is already done. A system may have been purchased that is not accessible, and users cannot interact with it and fixing the problem will be costly. There are some companies that have been quite truthful in their VPATs, but those can often seem like the exception rather than the rule. What we need is a commitment from both sides – the vendors agree to be truthful and the purchasers agree to do their due diligence in assessing a product for its accessibility so good companies don’t get penalized.
- Alt text, alt attributes, alt description is Used within HTML code to describe appearance and function of an image on a page. Longdesc is an attribute, a URI (uniform resource identifier) providing information in a file via attribute when short text alternative doesn’t adequately convey function or info. provided by the image ALSO DISPLAYS WHEN IMAGE ISN’T LOADING A text equivalent for every non-text element shall be provided (e.g., via “alt”, “longdesc”, or in element content.) ALSO USED TO INDICATE SKIP NAVIGATION: Real life example of library database, search buttons ( <img title="Skip to content" alt="Skip to content"
- Developers use cascading style sheets (CSS) to modify HTML elements- all browsers have built in style sheets that defines the default styling for all allements. The top most layer of this is the end user layer. So why would an end user define their own styles? A user with low vision may define a much larger text size to allow them to read text content. A user with color deficiency or low vision might override page colors so they can perceive the page content in certain colors or with high contrast. A user with cognitive or learning disabilities might override positioning, font faces, images, etc. to ensure a more basic presentation. Additionally, screen readers ignore almost all CSS. One of the primary benefits of CSS is that it allows authors to separate content from its presentation. Content means the text, images and other elements that make up the core of the document. Presentation means the way in which content is displayed. Content should be defined in markup, in the HTML of the page. Presentation should be defined in CSS. By doing this, if someone disables or overrides CSS, the content should still be fully accessible. "control presentation with style sheets rather than with presentation elements and attributes." Nevertheless, at the present time not all assistive-technology tools support style sheets, so it is necessary to ensure that your Web pages are readable without an associated style sheet. Sometimes provide a link to a text-only or straight HTML version without styles. If this is done, the text-only link should be at the very top of your page, so that it will be easily found by all browsers. Style sheets are an efficient way of formatting Web pages but right now Web pages need to be readable without style sheets because not all browsers have "caught up" to supporting them. Style sheets allow Web page designers to make global site-wide format changes by changing a few simple lines of code on one style sheet. Also, once support for style sheets becomes widespread in browsers, they will be one of the primary tools for enhancing accessibility. This is because style sheets separate formatting from content, allowing different people to view the same page in different ways to meet their particular needs. For example, a low vision user might view a page with a style that renders all text very large and contrasty, while a person using a PDA might view the same page in a small font without graphic embellishments.
- You can remove the CSS from your view by right clicking the website, selecting INSPECT, locating the <head> tag, right-click, and pick Delete element. For testing purposes, this will show you if a site can display without CSS. You can also see the skip to main content and that the site is organized logically, with links at the top, the database information and search box following, etc. One thing I would say is the search box at the top, and then the search this collection might be confusing, but if you choose the skip to main content link at the top, you’re immediately directed to the collection search box.
- When electronic forms are designed to be completed on-line, the form shall allow people using Assistive Technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. These are indicated in HTML with <select>, <option>, <button>
- ARIA LABEL attribute is used to define a string that labels the current element- in this case, it’s the search box. Use it in cases where a text label is not visible on the screen. ARIA landmarks is a teqniwuer of programmatically identify sections of a page- like main content, or forms. Landmarks help assistive technology (AT) users orient themselves to a page and help them navigate easily to various sections of a page. ARIA landmarks are attributes you can add to elements in your page to define areas like the main content or a navigation region. The possible landmarks are as follows. banner = contains the site-oriented content of each page, like the logo, usually located at the top of the page. There should only be one banner landmark per page. contentinfo = contains content usually found in the footer of a page, like copyright and privacy statements. There should only be one contentinfo landmark per page. form = contains form input elements which can be edited and submitted by the user main = the main content of the page. There should only be one main landmark per page. navigation = a collection of navigation links to navigate the site or page search = a search tool application = represents a unique software unit, and keyboard commands are handled by the application rather than the browser itself. This role should be used sparingly.
- Also known as skip to main content. A method shall be provided that permits users to skip repetitive navigation links. A key thing to look for here is not only a “Skip to content,” but keyboard traps as well. When keyboard-only users interact with a site they use the tab key to jump from link to link. If there are a lot of links at the first of your page in your header or in a menu, they must tab through those every time they come to a new page just to get to the main content. Providing a skip to main content link allows them to easily bypass
- ARIA LABEL attribute is used to define a string that labels the current element- in this case, it’s the search box. Use it in cases where a text label is not visible on the screen. ARIA landmarks is a teqniwuer of programmatically identify sections of a page- like main content, or forms. Landmarks help assistive technology (AT) users orient themselves to a page and help them navigate easily to various sections of a page. ARIA landmarks are attributes you can add to elements in your page to define areas like the main content or a navigation region. The possible landmarks are as follows. banner = contains the site-oriented content of each page, like the logo, usually located at the top of the page. There should only be one banner landmark per page. contentinfo = contains content usually found in the footer of a page, like copyright and privacy statements. There should only be one contentinfo landmark per page. form = contains form input elements which can be edited and submitted by the user main = the main content of the page. There should only be one main landmark per page. navigation = a collection of navigation links to navigate the site or page search = a search tool application = represents a unique software unit, and keyboard commands are handled by the application rather than the browser itself. This role should be used sparingly.
- Use this to test Streaming Media only. We’re not talking about elements- we’re talking about images here. Images used to convey meaning.
- In this case you can see the style elements are turned off, the code to the side is missing any kind of image information whatsoever. It’s just a black hole. This database would not pass Alt-Text or Readability.
- Color coding, images that aren’t tagged, etc.