The document discusses alt text, which is the written description of an image used for accessibility purposes. It provides an introduction to alt text and its importance for screen reader users and search engines. It discusses best practices for writing alt text, including providing enough detail to understand the image without seeing it and ensuring the text provides the proper context based on where the image appears. The document emphasizes that alt text is a critical accessibility feature and outlines guidelines for its proper use.
The Bluffer’s Guide to Blackboard Theme AccessibilityMatthew Deeprose
With the rapid move to online teaching, ensuring equitable access to our learning environment has never been more important. Recent legislation has brought an accessibility requirement for public sector organisations such as Universities. How can we ensure that our Blackboard environment reflects our institutional brand whilst following accessibility guidelines?
Customising the Blackboard Responsive theme for the Learn Original Experience continues to be a hot topic on the Blackboard Community site. We customise the theme both to improve the user experience, and to brand our environment with our institutional colours.
In this session I will put recent legislative and regulatory changes that relate to accessibility into a global context and explain how they impact University platforms such as Blackboard.
Using examples and developments from my own experience at the University of Southampton, I will provide practical advice and tips on what we should be doing when we customise our Blackboard theme. We all want our Blackboard environments to look great and appear congruent when viewed alongside our other institutional platforms. We also want to ensure changes we make are inclusive to our whole user community.
I will demonstrate how you may check the accessibility of your own custom Blackboard theme and illustrate the application of a number of the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines to Blackboard theme customisation. I will also discuss how the work we do in this area can inform the accessibility statements we are required to create for our Virtual Learning Environment.
Introduction to Keyboard Navigation and AccessibilityMatthew Deeprose
What are the accessibility principles of Perceivable, Operable, Understandable, and Robust? Why is keyboard navigation so important within accessibility?
Making it simple to ensure the use of colour is both on brand and accessibleMatthew Deeprose
With more than two million people in the UK living with a visual impairment and many more having difficulties with their sight, it is crucial that, when we create content, we make accessible colour choices.
I will explain the importance of considering contrast when we use colour and share my own journey and lessons that resulted in the development of a method to make it simpler and easier to help my colleagues make accessible colour choices.
If time allows I will demonstrate further real-world examples and solutions that you can replicate at your own institution.
How to ensure accessible use of color in learning resources and materials ali...Matthew Deeprose
Is it possible to be both on brand and accessible? WCAG guides us on making our color choices accessible. We will demonstrate a simple and repeatable solution to share with your colleagues. Our innovative matrix concept will help YOU to determine accessible color combinations within your institutional brand palette.
Many students, such as those who are color blind, may not self-identify as having a disability. Poor use of color in online courses can have a detrimental impact on certain groups of students, including those who are color blind or have a visual impairment. Likewise, most people find vibrating color combinations difficult to read. Appropriate use of color (especially when used to distinguish and organize your content) can benefit everyone and reduce the 'burden' of ‘reasonable adjustments’. However, we design our learning materials, we should ensure that when we use color we do so accessibly.
A constraint that many practitioners must work within is their education institution’s brand color palette, which may not have been chosen with accessibility in mind.
We will share a simple and easy to use approach that can help you use colors accessibly while remaining congruent and consistent with your institution's color scheme.
Website accessibility matters! There are many reasons to make your site accessible - not only will incorporating accessibility into your daily lives help people with disabilities actually be able to use your site, but it can help attract a wider audience/larger customer base, make your site rank higher with search engines, and can improve your overall user experience on both desktop and mobile devices.
But how can you make your site accessible? Website accessibility is often an afterthought at the end a project when there is an accessibility audit or a user submits an issue, but what if we switched focus and started thinking about accessibility at the beginning of a project during the initial design and development stages?
In this talk I will present a quick overview of website accessibility (the what, who, and why), then review the underlying guidelines to making a site accessible, and present some general rules to keep in the back of your mind while designing and developing your next site. Finally, we will review some current D7/D8 modules that can help you make your site accessible.
Better Blackboard Help: Where your users need it, when they want it.Matthew Deeprose
It has never been more important to provide localised, central, relevant, and up to date support and messaging within our Blackboard environments. This presentation is a practical guide to how you can use freely available tools to provide contextual, just in time support sign-posting staff and students to local support resources from within Blackboard Learn (original experience).
As Blackboard administrators, learning designers, technologists, programme leads, and support staff, we often wish we could be alongside our users to say, “well in these circumstances we recommend using the feature in this way”, or “you could use that tool, but there’s a much more effective tool over there”, right when the intervention would be most relevant and timely. In current times we may also wish to highlight newly provisioned services and tools such as Blackboard Collaborate.
Blackboard allows us to customise the language pack, but have you noticed that most users will just skim past plain text and get straight into clicking and submitting? Even when a user follows a help link, they may reach a generic help page rather than the bespoke institution-specific guidance that has been carefully curated to provide the most appropriate help, contextualised for an institution's Managed Learning Environment?
In this session I will demonstrate a new approach for the Original Blackboard Learn Experience to provide proactive assistance to staff and students at the right time and in the right place. At the University of Southampton, this method resulted in significantly higher engagement with institutional support resources and has the potential to reduce support calls and encourage better Blackboard usage.
I will show you how you can recreate this approach using free and open-source software. By the end of the session you will be eager to get back to work and start implementing the techniques I will show you.
The Bluffer’s Guide to Blackboard Theme AccessibilityMatthew Deeprose
With the rapid move to online teaching, ensuring equitable access to our learning environment has never been more important. Recent legislation has brought an accessibility requirement for public sector organisations such as Universities. How can we ensure that our Blackboard environment reflects our institutional brand whilst following accessibility guidelines?
Customising the Blackboard Responsive theme for the Learn Original Experience continues to be a hot topic on the Blackboard Community site. We customise the theme both to improve the user experience, and to brand our environment with our institutional colours.
In this session I will put recent legislative and regulatory changes that relate to accessibility into a global context and explain how they impact University platforms such as Blackboard.
Using examples and developments from my own experience at the University of Southampton, I will provide practical advice and tips on what we should be doing when we customise our Blackboard theme. We all want our Blackboard environments to look great and appear congruent when viewed alongside our other institutional platforms. We also want to ensure changes we make are inclusive to our whole user community.
I will demonstrate how you may check the accessibility of your own custom Blackboard theme and illustrate the application of a number of the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines to Blackboard theme customisation. I will also discuss how the work we do in this area can inform the accessibility statements we are required to create for our Virtual Learning Environment.
Introduction to Keyboard Navigation and AccessibilityMatthew Deeprose
What are the accessibility principles of Perceivable, Operable, Understandable, and Robust? Why is keyboard navigation so important within accessibility?
Making it simple to ensure the use of colour is both on brand and accessibleMatthew Deeprose
With more than two million people in the UK living with a visual impairment and many more having difficulties with their sight, it is crucial that, when we create content, we make accessible colour choices.
I will explain the importance of considering contrast when we use colour and share my own journey and lessons that resulted in the development of a method to make it simpler and easier to help my colleagues make accessible colour choices.
If time allows I will demonstrate further real-world examples and solutions that you can replicate at your own institution.
How to ensure accessible use of color in learning resources and materials ali...Matthew Deeprose
Is it possible to be both on brand and accessible? WCAG guides us on making our color choices accessible. We will demonstrate a simple and repeatable solution to share with your colleagues. Our innovative matrix concept will help YOU to determine accessible color combinations within your institutional brand palette.
Many students, such as those who are color blind, may not self-identify as having a disability. Poor use of color in online courses can have a detrimental impact on certain groups of students, including those who are color blind or have a visual impairment. Likewise, most people find vibrating color combinations difficult to read. Appropriate use of color (especially when used to distinguish and organize your content) can benefit everyone and reduce the 'burden' of ‘reasonable adjustments’. However, we design our learning materials, we should ensure that when we use color we do so accessibly.
A constraint that many practitioners must work within is their education institution’s brand color palette, which may not have been chosen with accessibility in mind.
We will share a simple and easy to use approach that can help you use colors accessibly while remaining congruent and consistent with your institution's color scheme.
Website accessibility matters! There are many reasons to make your site accessible - not only will incorporating accessibility into your daily lives help people with disabilities actually be able to use your site, but it can help attract a wider audience/larger customer base, make your site rank higher with search engines, and can improve your overall user experience on both desktop and mobile devices.
But how can you make your site accessible? Website accessibility is often an afterthought at the end a project when there is an accessibility audit or a user submits an issue, but what if we switched focus and started thinking about accessibility at the beginning of a project during the initial design and development stages?
In this talk I will present a quick overview of website accessibility (the what, who, and why), then review the underlying guidelines to making a site accessible, and present some general rules to keep in the back of your mind while designing and developing your next site. Finally, we will review some current D7/D8 modules that can help you make your site accessible.
Better Blackboard Help: Where your users need it, when they want it.Matthew Deeprose
It has never been more important to provide localised, central, relevant, and up to date support and messaging within our Blackboard environments. This presentation is a practical guide to how you can use freely available tools to provide contextual, just in time support sign-posting staff and students to local support resources from within Blackboard Learn (original experience).
As Blackboard administrators, learning designers, technologists, programme leads, and support staff, we often wish we could be alongside our users to say, “well in these circumstances we recommend using the feature in this way”, or “you could use that tool, but there’s a much more effective tool over there”, right when the intervention would be most relevant and timely. In current times we may also wish to highlight newly provisioned services and tools such as Blackboard Collaborate.
Blackboard allows us to customise the language pack, but have you noticed that most users will just skim past plain text and get straight into clicking and submitting? Even when a user follows a help link, they may reach a generic help page rather than the bespoke institution-specific guidance that has been carefully curated to provide the most appropriate help, contextualised for an institution's Managed Learning Environment?
In this session I will demonstrate a new approach for the Original Blackboard Learn Experience to provide proactive assistance to staff and students at the right time and in the right place. At the University of Southampton, this method resulted in significantly higher engagement with institutional support resources and has the potential to reduce support calls and encourage better Blackboard usage.
I will show you how you can recreate this approach using free and open-source software. By the end of the session you will be eager to get back to work and start implementing the techniques I will show you.
The practical bluffer's guide to blackboard theme accessibilityMatthew Deeprose
Presented at Bb World 2020. With the rapid move to online teaching in the current climate of COVID-19, ensuring equitable access to our learning environment has never been more important.
When we customise the Blackboard theme (original experience) to align it with our institutional colours, we must consider accessibility. Based on my own experience at the University of Southampton (in the UK) I will share practical lessons and recommendations, of how to ensure your theme customisation complies with web content accessibility guidelines.
Presentation given by Scott Hurrey at ARbug, introducing a new Blackboard User Group called TechBUG, designed to support and build collaboration amongst the technical users of the Blackboard Learn, Blackboard Academic Suite, Blackboard Learning System and Blackboard Angel Platforms
Solving Web Accessibility: Leaving No One Behind3Play Media
With so many emerging standards and technical specifications, meeting web accessibility guidelines can be a daunting task. This webinar is presented by David Berman, the #1 rated speaker on the topic of web accessibility standards as well as an international expert in the field. He provides not only a deep understanding of web standards and requirements, but also a passion for accessibility. His expert approach to developing an accessible infrastructure provide you with a roadmap of what needs to be done as well as how you can meet your accessibility goals.
Topics covered include:
Discussion of emerging accessibility standards, W3C WCAG 2.0 guidelines, and legal requirements for web accessibility
Specific technologies and design techniques to satisfy accessibility concerns
Why accessibility is important, and how accessibility can mean usability for everyone
Tips and strategies that don’t require programming knowledge that you can implement immediately
Blackboard Masterclass #1 for Faculty of Health Sciences at the University of Southampton. In this presentation we cover some features of Blackboard that may not have been heavily used previously within the Faculy of Health Sciences.
This is the presentation that was prepared for our meetup about the Bootstrap framework. More info about that meetup can be found at https://www.meetup.com/lifemichael/events/278511644/
The practical bluffer's guide to blackboard theme accessibilityMatthew Deeprose
Presented at Bb World 2020. With the rapid move to online teaching in the current climate of COVID-19, ensuring equitable access to our learning environment has never been more important.
When we customise the Blackboard theme (original experience) to align it with our institutional colours, we must consider accessibility. Based on my own experience at the University of Southampton (in the UK) I will share practical lessons and recommendations, of how to ensure your theme customisation complies with web content accessibility guidelines.
Presentation given by Scott Hurrey at ARbug, introducing a new Blackboard User Group called TechBUG, designed to support and build collaboration amongst the technical users of the Blackboard Learn, Blackboard Academic Suite, Blackboard Learning System and Blackboard Angel Platforms
Solving Web Accessibility: Leaving No One Behind3Play Media
With so many emerging standards and technical specifications, meeting web accessibility guidelines can be a daunting task. This webinar is presented by David Berman, the #1 rated speaker on the topic of web accessibility standards as well as an international expert in the field. He provides not only a deep understanding of web standards and requirements, but also a passion for accessibility. His expert approach to developing an accessible infrastructure provide you with a roadmap of what needs to be done as well as how you can meet your accessibility goals.
Topics covered include:
Discussion of emerging accessibility standards, W3C WCAG 2.0 guidelines, and legal requirements for web accessibility
Specific technologies and design techniques to satisfy accessibility concerns
Why accessibility is important, and how accessibility can mean usability for everyone
Tips and strategies that don’t require programming knowledge that you can implement immediately
Blackboard Masterclass #1 for Faculty of Health Sciences at the University of Southampton. In this presentation we cover some features of Blackboard that may not have been heavily used previously within the Faculy of Health Sciences.
This is the presentation that was prepared for our meetup about the Bootstrap framework. More info about that meetup can be found at https://www.meetup.com/lifemichael/events/278511644/
Slides from a talk on "Accessibility, Automation and Metadata" given at a WAI meeting held in Toronto in 1999.
See http://www.ukoln.ac.uk/web-focus/accessibility/metadata/www8/
23 Top .Net Core Libraries List Every Developer Must KnowKaty Slemon
Develop a high-performant and exclusive .NET core app by using the most-helpful & best .Net core libraries list- customarily curated for your startup success.
Dita for the web: Make Adaptive Content Simple for Writers and DeveloperDon Day
Lavacon 2013, Portland, Oregon
On the challenges of implementing structured, in-browser editing environements for creating adaptive content for the Web.
Exploiting Layout and Content
Don Day, Contelligence Group
Analyzing bootsrap and foundation font-end frameworks : a comparative studyIJECEIAES
Most modern web applications use some kind of front-end frameworks for designing and creating content in a faster and more efficient way, which saves valuable time when creating responsive web sites. There are many front-end frameworks that vary enormously in terms of features and benefits, which could make the choice of front-end framework for the developer tricky. In this context, this paper focuses on an effective analysis of two of today's most popular front-end frameworks, Boostrap and Foundation, The results show that our analysis can be beneficial for developers to select the appropriate front end framework to customize their web applications.
The impact that high quality mark-up can have on accessibility, performance, ...Matthew Deeprose
Video, files, transcript, and links available at: https://matthewdeeprose.github.io/high_quality-markup_impact.html
Synopsis
Going beyond accessibility checklists, you may quickly get bogged down with technical details and acronyms that you feel you may never understand. In this fast-paced 30-minute presentation I use worked examples, with screen reader demonstrations, to cover topics including:
-semantic landmarks
-using ARIA attributes to improve the screen reader experience
respecting motion and colour preference
-dark and light themes
-the new contrast measurement in WCAG 3
-and more.
My hope is that by the end of this presentation you feel more informed and ready to dive deeper into web accessibility.
Sustaining accessibility efforts through accessibility-related appraisal obje...Matthew Deeprose
Video, transcript, files, and links available at: https://matthewdeeprose.github.io/objectives.html
Synopsis
How can IT departments sustain their accessibility efforts? While there are vital procedural and technical answers we should also consider the importance of cultural change. In this presentation, Tamsyn Smith and Matthew Deeprose will discuss early work on embedding accessibility within appraisal objectives.
Video, transcript, files, and links at: https://matthewdeeprose.github.io/powerBI.html
Synopsis
What can we do to make our Power BI reports more accessible? In this 20 minute presentation I explain the four principles of the Web Content Accessibility Guidelines and how they relate to the creation of Power BI reports.
Recent experiences have demonstrated that University staff and students expect to use online resources with a variety of devices, making full use of accessibility features such as reflow, captions, and text-to-speech.
Such features benefit everyone, but especially the increasing proportion of university students who self-report a disability.
University Information Technology departments know they must commit to accessibility; indeed, they have a legal obligation to do so, but how can they take this ambition and embed accessibility within their policies and processes?
In this presentation, we will share:
approaches to building a digital accessibility policy for university IT departments.
techniques for embedding accessibility within IT development processes by ‘shifting left’.
examples from within the Higher Education and wider IT sectors.
Digital diligence: guidance on using 'unsupported' toolsMatthew Deeprose
Presented during the Future Teacher "Getting savvy with online tools" webinar. This covers our work on dealing with use of tools that are not centrally supported but that academic staff wish to use with their students.
This presentation was used as part of the Digital Learning Connects webinar about Blackboard discussion boards. Half way through the presentation I went into a live demo, which you cannot of course see here. I'm sharing the slides more widely in case they are of use.
This presentation was to the Blackboard Mobile and Collaborate Usergroup at the Durham 2020 Blackboard Conference.
The presentation covers the recent UK accessibility regulations in their global context and provides some examples of customising Blackboard to meet those regulations whilst aligning to an institutional brand.
Blended Learning Features within the Blackboard VLEMatthew Deeprose
We were asked to give a presentation outlining tools that may help the delivery of a new blended learning programme. These are the slides that went with our presenation.
Blackboard, Printing, Lecture Consoles for Presessional InstructorsMatthew Deeprose
A presentation delivered to instructors of pre-sessional students at the University of Southampton. This presentation covers the Blackboard VLE, printing and scanning, and using the lecture bench consoles.
Blackboard Masterclass #2 for University of Southampton Faculty of Heath Scie...Matthew Deeprose
The slides from our presentation "Blackboard Masterclass #2" delivered on 17 July 2014 to the Faculty of Health Sciences. In this presentation we focussed on some of the key new features in the newly upgraded Blackboard VLE at the University of Southampton.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Introduction to Alternative Text
1. Introduction to Alt Text and
Accessibility
Digital Accessibility Community of Practice
08/11/2021 https://matthewdeeprose.github.io/altext.html 1
Much more
material available
in the slide deck.
2. Let’s start with some polls
• Do you know what alt
text is?
• Do you know how to add
alt text in the essential
tools for your role?
• Rate your competence in
writing effective alt text.
08/11/2021 https://matthewdeeprose.github.io/altext.html 2
3. What is alt text?
• Abbreviation of 'alternative text'.
• Alt text is the written copy that appears in place of an
image on a webpage.
• The 2019 WebAIM Million analysis found that missing
alt-text was the second most common accessibility
failing. So why, given its importance, is alt-text often
so badly implemented?
08/11/2021 https://matthewdeeprose.github.io/altext.html 3
4. What is alt text? (2)
• Abbreviation of 'alternative text'.
• Alt text is the written copy that appears in place of an
image on a webpage.
• The 2019 WebAIM Million analysis found that missing
alt-text was the second most common accessibility
failing. So why, given its importance, is alt-text often
so badly implemented?
08/11/2021 https://matthewdeeprose.github.io/altext.html 4
5. What is alt text? (3)
• Abbreviation of 'alternative text'.
• Alt text is the written copy that appears in place of an
image on a webpage.
• The 2019 WebAIM Million analysis found that missing
alt-text was the second most common accessibility
failing.
08/11/2021 https://matthewdeeprose.github.io/altext.html 5
6. What is alt text used for? (1)
There are three main uses:
1. to enhance accessibility for users of screen readers.
2. Alt text will be displayed in place of an image if an
image file cannot be loaded.
3. Alt text provides better image context/descriptions
to search engine crawlers, helping them to index an
image properly. (SEO)
08/11/2021 https://matthewdeeprose.github.io/altext.html 6
7. What is alt text used for? (2)
There are three main uses:
1. to enhance accessibility for users of screen readers.
2. in place of an image if an image file cannot be
loaded or is not wanted.
3. Alt text provides better image context/descriptions
to search engine crawlers, helping them to index an
image properly. (SEO)
08/11/2021 https://matthewdeeprose.github.io/altext.html 7
8. Example where images are not shown
Chrome browser
Lynx browser
https://www.southampton.ac.uk/student-life/campuses/highfield
08/11/2021 https://matthewdeeprose.github.io/altext.html 8
9. What is alt text used for? (3)
There are three main uses:
1. to enhance accessibility for users of screen readers.
2. in place of an image if an image file cannot be
loaded or is not wanted.
3. for search engine crawlers, helping them to index
an image properly. (SEO)
08/11/2021 https://matthewdeeprose.github.io/altext.html 9
10. What recommendations are there?
The Web Content Accessibility Guidelines require text
alternatives for any non-text content so that it can be
changed into other forms people need, such as large
print, braille, speech, symbols or simpler language.
08/11/2021 https://matthewdeeprose.github.io/altext.html 10
11. Success Criterion 1.1.1 (1)
(Level A)
All non-text content that is
presented to the user has
a text alternative that
serves the equivalent
purpose, except for...
•Controls, Input
•Time-Based Media
•Tests
•Sensory content
•Captcha
•Decoration, Formatting,
Invisible
08/11/2021 https://matthewdeeprose.github.io/altext.html 11
https://www.w3.org/TR/WCAG21/#non-text-content
12. Success Criterion 1.1.1 (but) (1)
For all of these, accessible
alternatives are still
required.
The following hidden
slides have more
information.
•Controls, Input
•Time-Based Media
•Tests
•Sensory content
•Captcha
•Decoration, Formatting,
Invisible
08/11/2021 https://matthewdeeprose.github.io/altext.html 12
https://www.w3.org/TR/WCAG21/#non-text-content
13. Success Criterion 1.1.1
(Level A)
All non-text content that is
presented to the user has
a text alternative that serves
the equivalent purpose,
except for...
Controls, Input
If non-text content is a
control or accepts user input,
then it has a name that
describes its purpose. (Refer
to Success Criterion 4.1.2 for
additional requirements for
controls and content that
accepts user input.)
08/11/2021 https://matthewdeeprose.github.io/altext.html 13
https://www.w3.org/TR/WCAG21/#non-text-content
14. Success Criterion 1.1.1 Controls, Input
If non-text content is a
control or accepts user
input, then it has a name
that describes its purpose.
08/11/2021 https://matthewdeeprose.github.io/altext.html 14
https://www.w3.org/TR/WCAG21/#non-text-content
15. More developer resources at the end of the slide
deck
08/11/2021 https://matthewdeeprose.github.io/altext.html 15
16. Success Criterion 1.1.1: Time-Based Media
(Level A)
All non-text content that is
presented to the user has
a text alternative that serves
the equivalent purpose,
except for...
Time-Based Media
If non-text content is time-
based media, then text
alternatives at least provide
descriptive identification of
the non-text content. (Refer
to Guideline 1.2 for
additional requirements for
media.)
08/11/2021 https://matthewdeeprose.github.io/altext.html 16
17. Success Criterion 1.1.1 - Tests
(Level A)
All non-text content that is
presented to the user has
a text alternative that
serves the equivalent
purpose, except for...
Test
If non-text content is a test
or exercise that would be
invalid if presented in text,
then text alternatives at
least provide descriptive
identification of the non-
text content.
08/11/2021 https://matthewdeeprose.github.io/altext.html 17
18. Success Criterion 1.1.1 - Sensory Content
(Level A)
All non-text content that is
presented to the user has
a text alternative that
serves the equivalent
purpose, except for...
Sensory
If non-text content is
primarily intended to
create a specific sensory
experience, then text
alternatives at least
provide descriptive
identification of the non-
text content.
08/11/2021 https://matthewdeeprose.github.io/altext.html 18
19. Success Criterion 1.1.1 - Captcha
(Level A)
All non-text content that is
presented to the user has
a text alternative that serves
the equivalent purpose,
except for...
Captcha
…text alternatives that
identify and describe the
purpose of the non-text
content are provided, and
alternative forms of
CAPTCHA using output
modes for different types of
sensory perception are
provided …
08/11/2021 https://matthewdeeprose.github.io/altext.html 19
20. Success Criterion 1.1.1 - Decoration, Formatting,
Invisible
(Level A)
All non-text content that is
presented to the user has
a text alternative that
serves the equivalent
purpose, except for...
Decoration, Formatting,
Invisible
If non-text content is pure
decoration, is used only
for visual formatting, or is
not presented to users,
then it is implemented in a
way that it can be ignored
by assistive technology.
08/11/2021 https://matthewdeeprose.github.io/altext.html 20
21. Can I avoid using alt text? (1)
• Decorative images can be marked as such and
therefore do not need alt text.
• These could be included as background CSS images.
• Consider whether they are ‘repetitive clutter’.
08/11/2021 https://matthewdeeprose.github.io/altext.html 21
In Office tick
“mark as decorative”
In HTML use alt="" You still have to
do “something”.
22. Can I avoid using alt text? (2)
• Decorative images can be marked as such and
therefore do not need alt text.
• In web sites, these could be included as background CSS
images, particularly if they are on every page.
• Consider whether they are ‘repetitive clutter’.
08/11/2021 https://matthewdeeprose.github.io/altext.html 22
23. Can I avoid using alt text?
• Decorative images can be marked as such and
therefore do not need alt text.
• In web sites, these could be included as background CSS
images particularly if they are on every page.
• Consider whether they are ‘repetitive clutter’.
08/11/2021 https://matthewdeeprose.github.io/altext.html 23
25. It’s not easy, nor “black and white”
No alt text Has alt text
08/11/2021 https://matthewdeeprose.github.io/altext.html 25
Appropriate
alt text
26. Levels of alt text
No alt text.
Has alt text
/ marked as
decorative.
Appropriate
alt text.
08/11/2021 https://matthewdeeprose.github.io/altext.html 26
27. Writing alternative text - strategies
"If I could not use an image, what text would I put in its
place?"
“If I were describing the image over the phone to
someone, what would I say?”
https://webaim.org/techniques/alttext/
08/11/2021 https://matthewdeeprose.github.io/altext.html 27
28. Writing alternative text, another analogy (2)
08/11/2021 https://matthewdeeprose.github.io/altext.html 28
‘Knightmare’ tv-
series.
‘Zork’ text adventure
game (1980)
29. Writing alternative text, another tip (2)
https://veroniiiica.com/2021/02/11/seven-myths-about-alt-text/
08/11/2021 https://matthewdeeprose.github.io/altext.html 29
Imagine bringing up the image in
conversation: what details should be
mentioned so that someone who isn’t
looking at the image can still understand
it?
30. A note on Breakout activities
• We’ll share a PowerPoint
file.
• Use the notes section of
the file.
08/11/2021 https://matthewdeeprose.github.io/altext.html 30
31. A note on Breakout activities (2)
• We’ll share a PowerPoint
file.
• Use the notes section of
the file.
08/11/2021 https://matthewdeeprose.github.io/altext.html 31
Breakout slides:
https://go.soton.ac.uk/dkd
32. A note on Breakout activities (3)
• We’ll share a PowerPoint
file.
• Use the notes section of
the file.
08/11/2021 https://matthewdeeprose.github.io/altext.html 32
Breakout slides:
https://go.soton.ac.uk/dkd
33. A note on Breakout activities (5)
• Find your group’s section
in the notes and fill in the
answers you agree upon.
08/11/2021 https://matthewdeeprose.github.io/altext.html 33
Breakout slides:
https://go.soton.ac.uk/dkd
34. What’s the difference between captions and
alternative text?
• Captions give a general
idea of what the image is
about, but they do not
describe it in detail. May
include an image
attribution or a title.
08/11/2021 https://matthewdeeprose.github.io/altext.html 34
Breakout slides:
https://go.soton.ac.uk/dkd
35. What’s the difference between captions and
alternative text?
• Captions give a general
idea of what the image is
about, but they do not
describe it in detail. May
include an image
attribution or a title.
•Alt text describes exactly
what can be seen in an
image.
08/11/2021 https://matthewdeeprose.github.io/altext.html 35
Breakout slides:
https://go.soton.ac.uk/dkd
36. Break out activity 1
• Using your creativity,
write a caption for this
graph.
• Write some alt text for
this graph.
08/11/2021 https://matthewdeeprose.github.io/altext.html 36
Breakout slides:
https://go.soton.ac.uk/dkd
37. What’s the difference between a caption and alt text?
(2) (1/2) (1/2)
• Captions give a general idea
of what the graph is about,
but they do not describe it
in detail.
• Number of deaths per
thousand of ‘flu in
Southampton in 1918.
• Average cost (in £
thousands) of a family
home in Cornwall in 1975.
08/11/2021 https://matthewdeeprose.github.io/altext.html 37
Breakout slides:
https://go.soton.ac.uk/dkd
38. What’s the difference between a caption and alt text?
(3) (1/2)
• Captions give a general idea
of what the graph is about,
but they do not describe it
in detail.
• Number of deaths per
thousand of ‘flu in
Southampton in 1918.
• Average cost (in £
thousands) of a family
home in Cornwall in 1975.
08/11/2021 https://matthewdeeprose.github.io/altext.html 38
Breakout slides:
https://go.soton.ac.uk/dkd
39. What’s the difference between a caption and alt text?
(1) (1/2)
• Captions give a general idea
of what the graph is about,
but they do not describe it
in detail.
• Number of deaths per
thousand of ‘flu in
Southampton in 1918.
• Average cost (in £
thousands) of a family
home in Cornwall in 1975.
08/11/2021 https://matthewdeeprose.github.io/altext.html 39
40. What’s the difference between a caption and alt text?
(1)
• Alt text describes exactly
what can be seen in an
image:
“Graph with months of the
year along the X axis and
figures from 16.0 to 19.0 in
increments of 0.5 along the y
axis. The line starts from just
above 16.0 in January to
almost 19.0 in December.
The line is particularly steep
between June and October.”
08/11/2021 https://matthewdeeprose.github.io/altext.html 40
Breakout slides:
https://go.soton.ac.uk/dkd
41. What’s the difference between a caption and alt text?
(2)
• Alt text describes exactly
what can be seen in an
image:
“Graph with months of the
year along the X axis and
figures from 16.0 to 19.0 in
increments of 0.5 along the y
axis. The line starts from just
above 16.0 in January to
almost 19.0 in December.
The line is particularly steep
between June and October.”
08/11/2021 https://matthewdeeprose.github.io/altext.html 41
42. How much can I include in alt text?
• WCAG Guidelines do not cover this.
• For SEO, Google counts a maximum of 16 words
(approximately 125 characters).
• You should use as much text as is necessary to be
effective.
08/11/2021 https://matthewdeeprose.github.io/altext.html 42
43. How much can I include in alt text? (2)
• WCAG Guidelines do not cover this.
• For SEO, Google counts a maximum of 16 words
(approximately 125 characters).
• You should use as much text as is necessary to be
effective.
SEO = Search Engine Optimisation
08/11/2021 https://matthewdeeprose.github.io/altext.html 43
44. How much can I include in alt text? (3)
• WCAG Guidelines do not cover this.
• For SEO, Google counts a maximum of 16 words
(approximately 125 characters).
• You should use as much text as is necessary to be
effective.
08/11/2021 https://matthewdeeprose.github.io/altext.html 44
45. Why is context important? Abigale Stangl, Ph.D
“…people who are blind or have low vision want image
descriptions that are responsive to where they
encounter the image…
…In other words, people want different content for the
same image depending on where they find it.”
08/11/2021 https://matthewdeeprose.github.io/altext.html 45
https://www.microsoft.com/en-us/research/blog/alt-text-that-informs-meeting-the-needs-of-people-who-
are-blind-or-low-vision/
46. A Context Example(1) (1) Imagine how the alt text of this image
would vary based on the following contexts.
08/11/2021 https://matthewdeeprose.github.io/altext.html 46
47. A Context Example(2)(1) In an article about business news.
08/11/2021 https://matthewdeeprose.github.io/altext.html 47
48. A Context Example((13 1) In a dating profile.
08/11/2021 https://matthewdeeprose.github.io/altext.html 48
49. A Context Example((14 1) In a post about the new chair of an equality
forum.
08/11/2021 https://matthewdeeprose.github.io/altext.html 49
50. Breakout exercise 2
• In your groups write alternative text that suits the
contexts identified for the following image.
• We’ve added a note on each slide to tell you where to
start. It doesn’t matter if you don’t finish.
08/11/2021 https://matthewdeeprose.github.io/altext.html 50
Breakout slides:
https://go.soton.ac.uk/dkd
51. Context Example (2) An article about Building 32.
08/11/2021 https://matthewdeeprose.github.io/altext.html 51
Group 1 Start Here
Breakout slides:
https://go.soton.ac.uk/dkd
52. Context Example (3) An article about changes to the operation
of traffic lights on campus.
08/11/2021 https://matthewdeeprose.github.io/altext.html 52
Group 2 Start Here
Breakout slides:
https://go.soton.ac.uk/dkd
53. Context Example (4) An article the dangers of crossing the street
when it may not be safe to do so.
08/11/2021 https://matthewdeeprose.github.io/altext.html 53
Group 3 Start Here
Breakout slides:
https://go.soton.ac.uk/dkd
54. Context Example 5 (4) An article the benefits of tree-lined
avenues.
08/11/2021 https://matthewdeeprose.github.io/altext.html 54
Group 4 Start Here
Breakout slides:
https://go.soton.ac.uk/dkd
55. The importance of emotion
A good alt text can conjure up wonderfully stimulating mental
images. A friendly smile is the same in print, photo or wax crayon.
Whether you listen to an image or see it, the emotional response is
the key factor.
Leonie Watson, W3C Advisory Board
https://tink.uk/text-descriptions-emotion-rich-images/
08/11/2021 https://matthewdeeprose.github.io/altext.html 55
56. But…
“activating your emotion centre isn't suitable for all
types of content. Examples … are academic articles,
educational materials, or content which requires
intense system II thinking (analyses, coding, facts)…”
@shexec32
08/11/2021 https://matthewdeeprose.github.io/altext.html 56
65. Using emotions
Watch Writing Good Alt
Text - HTTP 203 for more.
08/11/2021 https://matthewdeeprose.github.io/altext.html 65
66. Why is context important? (1)
• For example, if a photo of a person appeared in a news story, people might
want a description that includes details about the setting of the image to give
a sense of place. But if a photo of a person appeared on a social media or
dating website, people might want increased details about that person’s
appearance, including some details that may be subjective and/or sensitive,
such as race, perceived gender, and attractiveness. One participant mentioned
that knowing the race and gender of people in photos of board members on
an employer/employment website might help them understand whether the
company values a diverse workplace. These latter examples illustrate practical
and ethical challenges for emerging AI systems, such as whether AI systems
can—or should—be trained to provide subjective judgments or information
about sensitive demographic attributes.
08/11/2021 https://matthewdeeprose.github.io/altext.html 66
67. “Person, Shoes, Tree. Is the Person Naked?” What
People with Vision Impairments Want in Image
Descriptions.
• https://www.microsoft.com/en-
us/research/publication/person-shoes-tree-is-the-
person-naked-what-people-with-vision-impairments-
want-in-image-descriptions/
08/11/2021 https://matthewdeeprose.github.io/altext.html 67
68. Tips for writing good alt text
• https://bighack.org/how-to-write-better-alt-text-
descriptions-for-accessibility/
08/11/2021 https://matthewdeeprose.github.io/altext.html 68
69. Personal experiences – Sassy Wyatt (1)
“If you were to close your eyes,
or… become visually impaired or
blind, and someone was
describing a picture to you: it’s
likely that you would want as
much description as you could
possibly ask for… it may take you…
longer to write the alt text
descriptions… but… it makes such
a difference to… people like me
who are visually impaired and use
screen readers.”
08/11/2021 https://matthewdeeprose.github.io/altext.html 69
70. Personal experiences – Sassy Wyatt (2)
“Sitting at a wooden bench style
table, Sassy and Grant both smile
towards the camera. In between
them, with Grant’s arm around
her, Ida has her front paws up on
the bench, with her nose straining
towards the top of the table. In
the background, through the clear
plastic of the gazebo style
covering, the blue water of the
River Dart is visible, with small
boats upon it.”
08/11/2021 https://matthewdeeprose.github.io/altext.html 70
71. Further strategies to consider?
• Describe what is in the
foreground first?
• Describe the most
important part of the
image first?
•Ignore any content that is
blurred due to depth of
field?
•State that more detail is
in the article? For
example a data table.
08/11/2021 https://matthewdeeprose.github.io/altext.html 71
72. Breakout 3
• We’ve provided a range of different images for you to
discuss your approaches to using alternative text with
the image within your groups.
• When we come back, we’ll ask you to share what you
consider to be the challenges when writing alt text for
an image even when you know the context.
08/11/2021 https://matthewdeeprose.github.io/altext.html 72
Breakout slides:
https://go.soton.ac.uk/dkd
95. Reflections
• What were the challenges when writing alt text for an
image even when you know the context?
08/11/2021 https://matthewdeeprose.github.io/altext.html 95
96. Checking for Alt text on our web pages
Tota11y
• https://khan.github.io/tota11y
Bookmarklet that adds a
number of Accessibility Testing
Tools.
• Includes a “screen reader
wand” to reveal what a screen
reader would say.
• And annotates images without
alt text.
08/11/2021 https://matthewdeeprose.github.io/altext.html 96
97. Checking for Alt text on our web pages (2)
Accessibility Insights
• https://accessibilityinsigh
ts.io/en/downloads/
• Browser plugin
• Identifies many
accessibility issues
including missing alt text.
08/11/2021 https://matthewdeeprose.github.io/altext.html 97
99. MS Office Accessibility checker (2)
08/11/2021 https://matthewdeeprose.github.io/altext.html 99
100. MS Office Accessibility checker (3)
08/11/2021 https://matthewdeeprose.github.io/altext.html 100
101. Alt text for Charts
• If the chart is crucial to
understanding, provide a
textual alternative:
• Use an alt text containing
the information you would
use if describing the graph
to a colleague over the
phone.
• Provide the data in an
accessible table.
• Provide a longer textual
description within the
article if appropriate.
08/11/2021 https://matthewdeeprose.github.io/altext.html 101
https://accessibility.psu.edu/images/charts/
102. Alt text for Documentation Screen Captures
• Don’t use a screenshot as
the only method of
explanation.
•If the documentation
itself explains what is in
the screenshot then a
short piece of alt text is
appropriate.
08/11/2021 https://matthewdeeprose.github.io/altext.html 102
https://accessibility.psu.edu/images/docscreencaptures/
103. Documentation / Screen Captures – bad practice
Alt=“Blackboard
Discussion Board options”
Text:
Tick the boxes as shown
here.
08/11/2021 https://matthewdeeprose.github.io/altext.html 103
104. Documentation / Screen Captures – good practice
Alt=“Blackboard Discussion
Board options”
Text:
1. Tick the following options:
1. Allow members to Create
New Threads
2. Allow File Attachments
3. Allow…
2. Do not tick:
1. ….
08/11/2021 https://matthewdeeprose.github.io/altext.html 104
105. Alt text for Flowcharts/Concept Maps
• Provide a written way of
expressing the same
information.
• Often an ordered list is
appropriate.
•Keep the alt text short.
08/11/2021 https://matthewdeeprose.github.io/altext.html 105
https://accessibility.psu.edu/images/flowcharts/
106. Alt text for Maps
• If a map is being used to
provide directions to a
location, then make
sure text based
directions are also
included.
08/11/2021 https://matthewdeeprose.github.io/altext.html 106
https://accessibility.psu.edu/images/maps/
107. Alt text for Math Equations
• Screen readers can
understand MathJax.
• TeX in Blackboard
produced graphics with
automatically generated
alternative text.
•LaTeX is not supported by
screen readers but could
be converted to TeX or
MathJax.
08/11/2021 https://matthewdeeprose.github.io/altext.html 107
https://accessibility.psu.edu/math/
108. Example of TeX in Blackboard
Alternative text
“cube root of 8 equals 8 to the
power of 1 third end exponent
equals 2”
08/11/2021 https://matthewdeeprose.github.io/altext.html 108
109. Alt text for Long Descriptions
• To properly describe an
image may require a long
description.
•Include a short summary
in the ALT text which
directs users to a long
text description which
fully explains the image.
08/11/2021 https://matthewdeeprose.github.io/altext.html 109
https://accessibility.psu.edu/images/longdescription/
110. Alt text for memes
“I prefer to have only enough
information to get the joke. I don’t
need a ton of unnecessary
information irrelevant to the
purpose of the meme. If it’s a
famous person, I like for that to be
included too. Same goes for if it’s
a meme of a famous cartoon
character.
If the person’s body
language/facial expression
contributes to the overall humor
of the joke, that could be
important to include as well.” *
More reading
• Making Memes Accessible
• ALT Text Examples
• How to write alt text for memes
08/11/2021 https://matthewdeeprose.github.io/altext.html 110
* https://www.reddit.com/r/Blind/comments/iwcnye/alt_text_for_memes/
111. Worked example – memes
Toddler clenching fist in
front of smug face.
Overlaid text on top: Was
a bad boy all year. Overlaid
text on bottom: Still got
awesome presents from
Santa.
[“Success kid” meme]
08/11/2021 https://matthewdeeprose.github.io/altext.html 111
112. Use in Office
08/11/2021 https://matthewdeeprose.github.io/altext.html 112
https://support.microsoft.com/en-us/topic/everything-you-need-to-know-to-write-effective-alt-text-df98f884-
ca3d-456c-807b-1a1fa82f5dc2
113. Use in Wordpress
Once an image has been
added to the page, it is
‘disconnected’ from the
media library. This means
that when you change the
alt text on either one, it
won’t be updated on the
other.
08/11/2021 https://matthewdeeprose.github.io/altext.html 113
114. Use in SharePoint
•Add image
•Choose Edit web part
•Add Alternative Text
08/11/2021 https://matthewdeeprose.github.io/altext.html 114
115. Anything else to be aware of? (1)
• Most alt text is not spell-checked.
08/11/2021 https://matthewdeeprose.github.io/altext.html 115
116. Anything else to be aware of? (3)
• Most alt text is not spell-checked.
• Don’t start alt text with ‘picture of’ or ‘image of’,
unless that is a useful part of the description (e.g.
‘pencil sketch of…’, ‘painting of...’)
08/11/2021 https://matthewdeeprose.github.io/altext.html 116
117. Decision trees
• Diagram center has a
image sorting decision
tree.*
• Web Accessibility
Tutorials has an alt
decision tree.**
* https://poet.diagramcenter.org/images/decision_tree_flow_chart.jpg
** https://www.w3.org/WAI/tutorials/images/decision-tree/
08/11/2021 https://matthewdeeprose.github.io/altext.html 117
118. Practicing online
• The POET Training Tool provides interactive exercises
to help write effective image descriptions
https://poet.diagramcenter.org/
08/11/2021 https://matthewdeeprose.github.io/altext.html 118
119. Conclusion
• There’s lots more to alternative text than you might
have considered before.
• This slide deck has 140+ slides of content, much more
than we have covered today.
08/11/2021 https://matthewdeeprose.github.io/altext.html 119
120. Web Content Accessibility Guidelines relating to
alt text
• WCAG 1.1.1 Non-text Content:
https://www.w3.org/TR/WCAG22/#text-alternatives
• Understanding Success Criterion 1.1.1: Non-text Content:
https://www.w3.org/WAI/WCAG22/Understanding/non-
text-content.html
• How to meet 1.1.1: Non-text Content:
https://www.w3.org/WAI/WCAG21/quickref/#non-text-
content
08/11/2021 https://matthewdeeprose.github.io/altext.html 120
121. Further sources of information
• Alt decision tree: https://www.w3.org/WAI/tutorials/images/decision-tree/
• Image tips and tricks https://www.w3.org/WAI/tutorials/images/tips/
• Write good Alt Text to describe images https://accessibility.huit.harvard.edu/describe-content-images
• Image ALT Text https://accessibility.psu.edu/images/alttext/
• Writing good text alternatives https://archive.is/jOh80
• Best Practices for Accessible Images https://www.csun.edu/universal-design-center/best-practices-accessible-images
• How to Design Great Alt Text: An Introduction https://www.deque.com/blog/great-alt-text-introduction/
• Accessible Images https://webaim.org/techniques/images/
• Back to the Basics: Alternative Text https://webaim.org/blog/alternativetext/
• Accessibility: Image Alt text best practices https://support.siteimprove.com/hc/en-gb/articles/115000013031-Accessibility-Image-Alt-text-
best-practices
• How to add alt text and why it’s so important! https://www.thinkingoutloud-sassystyle.com/how-to-add-alt-text-and-why-its-so-important/
• You’re using alt text wrong – you just can’t see it https://www.rocketmill.co.uk/youre-using-alt-text-wrong-you-just-cant-see-it
• How to Write More Effective Alt Text https://www.youtube.com/watch?v=YU8b4bpEEag
08/11/2021 https://matthewdeeprose.github.io/altext.html 121
123. Where can alternative text be used in HTML? 1)
• Image tags (required).
• Area tags.
• Input tags.
See https://www.w3schools.com/tags/att_alt.asp and https://en.wikipedia.org/wiki/Alt_attribute for more
information
08/11/2021 https://matthewdeeprose.github.io/altext.html 123
124. Where can alternative text be used in HTML? 2)
• Image tags (required).
• Area tags (required).
• Input tags.
See https://www.w3schools.com/tags/att_alt.asp and https://en.wikipedia.org/wiki/Alt_attribute for more
information
08/11/2021 https://matthewdeeprose.github.io/altext.html 124
125. Where can alternative text be used in HTML? (3)
• Image tags (required).
• Area tags (required).
• Input tags (required for input type="image").
See https://www.w3schools.com/tags/att_alt.asp and https://en.wikipedia.org/wiki/Alt_attribute for more
information
08/11/2021 https://matthewdeeprose.github.io/altext.html 125
126. Area tags example
<h1>The map and area elements</h1>
<p>Click on the computer, the phone, or the cup of coffee to go to
a new page and read more about the topic:</p>
<img src="workplace.jpg" alt="Workplace" usemap="#workmap"
width="400" height="379">
<map name="workmap">
<area shape="rect" coords="34,44,270,350" alt="Computer"
href="computer.htm">
<area shape="rect" coords="290,172,333,250" alt="Phone"
href="phone.htm">
<area shape="circle" coords="337,300,44" alt="Cup of coffee"
href="coffee.htm">
</map>
08/11/2021 https://matthewdeeprose.github.io/altext.html 126
Example from https://www.w3schools.com/tags/att_alt.asp
127. Figcaption
• Is not a replacement for alt-text.
• Has varying support from assistive technology
08/11/2021 https://matthewdeeprose.github.io/altext.html 127
129. Figcaption pattern: worked example
<figure aria-label="The University of Southampton campus looks particularly
wonderful in the spring and summer. Photo Credit: Sofia Bazzini">
<img src="campus-15.jpg" alt="A Bright sunny day. In the foreground are
flowers with white petals and yellow stamens. Surrounded by trees, the Hartley
Library, a large red brick multi-storey structure, is in the background. A few
people can be seen in the background on the right. On the left numerous
parked bicyles.">
<figcaption>The University of Southampton campus looks particularly
wonderful in the spring and summer.
<br />Photo Credit: <a href="http://www.sofiabazzini.com/about/">Sofia
Bazzini</a>.</figcaption>
</figure>
https://mle.southampton.ac.uk/bb/access/example/figcaption/index.html
08/11/2021 https://matthewdeeprose.github.io/altext.html 129
131. Longdesc (1)
• A mechanism to provide a longer and more detailed
description, usually located in a separate file.
• Can only be accessed by screen readers.
More information at
https://www.d.umn.edu/itss/training/online/images/long_h
ow/
Video example at
https://www.youtube.com/watch?v=fd3olXFKT3o
08/11/2021 https://matthewdeeprose.github.io/altext.html 131
132. Longdesc (2)
• A mechanism to provide a longer and more detailed
description, usually located in a separate file.
• Can only be accessed by screen readers.
More information at
https://www.d.umn.edu/itss/training/online/images/long_h
ow/
Video example at
https://www.youtube.com/watch?v=fd3olXFKT3o
08/11/2021 https://matthewdeeprose.github.io/altext.html 132
133. Longdesc (3)
• A mechanism to provide a longer and more detailed
description, usually located in a separate file.
• Can only be accessed by screen readers.
More information at:
https://www.d.umn.edu/itss/training/online/images/long_how/
Video example at: https://www.youtube.com/watch?v=fd3olXFKT3o
08/11/2021 https://matthewdeeprose.github.io/altext.html 133
134. Longdesc support (1)
• Limited support on mobile devices.
• Variable support across mix of browsers and screen
readers.
• See https://webaim.org/techniques/alttext/longdesctestcases.htm
08/11/2021 https://matthewdeeprose.github.io/altext.html 134
135. Longdesc support (2)
• Limited support on mobile devices.
• Variable support across mix of browsers and screen
readers.
• See https://webaim.org/techniques/alttext/longdesctestcases.htm
08/11/2021 https://matthewdeeprose.github.io/altext.html 135
136. Longdesc support (3)
• Limited support on mobile devices.
• Variable support across mix of browsers and screen
readers.
• Read https://webaim.org/techniques/alttext/longdesctestcases.htm
08/11/2021 https://matthewdeeprose.github.io/altext.html 136
138. What can be used in HTML?
• Based on the intended behaviour for Text Alternative
Computation the precedence for calculating a text
alternative should be:
• aria-labelledby
• aria-label
• alt
• title
08/11/2021 https://matthewdeeprose.github.io/altext.html 138
139. Use in HTML (3)
• It’s an attribute, not a
tag.
• Introduced in HTML 2 in
1995.
• Since HTML 4.01 (1999)
is required for img and
area tags.
ALT text to use in place of the referenced image resource, for example due to processing constraints or user preference.
08/11/2021 https://matthewdeeprose.github.io/altext.html 139
140. Use in HTML
• It’s an attribute, not a
tag.
• Introduced in HTML 2 in
1995.
• Since HTML 4.01 (1999)
is required for img and
area tags.
https://www.ietf.org/rfc/rfc1866.txt
ALT text to use in place of the referenced image resource, for example due to processing constraints or user preference.
08/11/2021 https://matthewdeeprose.github.io/altext.html 140
141. Use in HTML (2)
• It’s an attribute, not a
tag.
• Introduced in HTML 2 in
1995.
• Since HTML 4.01 (1999)
is required for img and
area tags.
https://www.ietf.org/rfc/rfc1866.txt
https://www.w3.org/TR/html401/struct/objects.html#h-13.8
ALT text to use in place of the referenced image resource, for example due to processing constraints or user preference.
08/11/2021 https://matthewdeeprose.github.io/altext.html 141
142. HTML example
<img alt="In the sky flies a red flag with a white
cross whose vertical bar is shifted toward the
flagpole."
src="http://upload.a.org/wikipedia/commons/thumb
/8/83/Dannebrog.jpg/180px-Dannebrog.jpg">
https://en.wikipedia.org/wiki/Alt_attribute
08/11/2021 https://matthewdeeprose.github.io/altext.html 142
145. What about title?
• General recommendation
is not to use the title
attribute.
• If you have to use title,
keep content the same as
alt.
https://www.a11yproject.com/posts/2013-04-22-title-attributes/
08/11/2021 https://matthewdeeprose.github.io/altext.html 145
146. What about title? (2)
08/11/2021 https://matthewdeeprose.github.io/altext.html 146
<img alt=“In the sky flies a red flag with a white
cross whose vertical bar is shifted toward the
flagpole.”
title=“In the sky flies a red flag with a white cross
whose vertical bar is shifted toward the flagpole.”
src=“http://upload.a.org/wikipedia/commons/thumb
/8/83/Dannebrog.jpg/180px-Dannebrog.jpg”>
Tamsyn
Three main uses – we’re interested in #1, but whatever would be included stays the same.
“In the unfortunate case that an image fails to load, the information conveyed by its alt-text helps to compensate and provide a better user experience.” - https://www.equinetmedia.com/inbound-marketing-age-blog/alt-text-the-good-the-bad-and-the-ugly
Tamsyn
Three main uses – we’re interested in #1, but whatever would be included stays the same.
“In the unfortunate case that an image fails to load, the information conveyed by its alt-text helps to compensate and provide a better user experience.” - https://www.equinetmedia.com/inbound-marketing-age-blog/alt-text-the-good-the-bad-and-the-ugly
Tamsyn
Tamsyn
To enhance accessibility. Screen reader users will be read alt text to better understand an on-page image.
Three main uses – we’re interested in #1, but whatever would be included stays the same.
“In the unfortunate case that an image fails to load, the information conveyed by its alt-text helps to compensate and provide a better user experience.” - https://www.equinetmedia.com/inbound-marketing-age-blog/alt-text-the-good-the-bad-and-the-ugly
Matt
These guidelines inform EN 301 549 which is the standard used in the Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018 (PSBAR)
What is sensory content?
specific sensory experiencea sensory experience that is not purely decorative and does not primarily convey important information or perform a function
Examples include a performance of a flute solo, works of visual art etc.
Most of these examples require consideration of an appropriate alternative, except for decorative content.
What is sensory content?
specific sensory experiencea sensory experience that is not purely decorative and does not primarily convey important information or perform a function
Examples include a performance of a flute solo, works of visual art etc.
Most of these examples require consideration of an appropriate alternative, except for decorative content.
Matt
An aria attribute would probably be better than using title, see https://www.deque.com/blog/text-links-practices-screen-readers/#:~:text=In%20situations%20where%20text%20that,label%20is%20the%20better%20choice.&text=It%20may%20be%20noted%20that,one%20mouses%20over%20the%20element.
Matt
Success Criterion 1.2.1 Audio-only and Video-only (Prerecorded)
(Level A)
For prerecorded audio-only and prerecorded video-only media, the following are true, except when the audio or video is a media alternative for text and is clearly labeled as such:
Prerecorded Audio-only: An alternative for time-based media is provided that presents equivalent information for prerecorded audio-only content.
Prerecorded Video-only: Either an alternative for time-based media or an audio track is provided that presents equivalent information for prerecorded video-only content.
Success Criterion 1.2.2 Captions (Prerecorded)
(Level A)
Captions are provided for all prerecorded audio content in synchronized media, except when the media is a media alternative for text and is clearly labeled as such.
Success Criterion 1.2.3 Audio Description or Media Alternative (Prerecorded)
(Level A)
An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such.
Text is defined as a sequence of characters that can be programmatically determined, where the sequence is expressing something in human language
specific sensory experiencea sensory experience that is not purely decorative and does not primarily convey important information or perform a function
Examples include a performance of a flute solo, works of visual art etc.
CAPTCHA
initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"
NOTE
CAPTCHA tests often involve asking the user to type in text that is displayed in an obscured image or audio file.
pure decoration
serving only an aesthetic purpose, providing no information, and having no functionality
NOTE
Text is only purely decorative if the words can be rearranged or substituted without changing their purpose.
Matt
Tamsyn
Tamsyn
Tamsyn
Matt
Matt
Veronica Lewis is a student at George Mason University in Virginia studying data science and assistive technology, with a special interest in visual impairment.
https://veroniiiica.com/about-veronica/
Veronica was diagnosed with low vision due to the condition accommodative esotropia at age 3, a common childhood eye condition which gave her double, blurry vision, a lack of depth perception, and limited peripheral vision. Veronica was given an IEP in kindergarten and was told her vision would improve as she got older (a common characteristic of accommodative esotropia), however she ended up having sharp vision declines approximately every five years after that which caused her to have more difficulty seeing faraway objects and reading standard print. She started using a blindness cane at age 18 on her first day of college as a mobility aid, and credits her cane as the reason she is able to travel independently and navigate her college campus.
One of the vision declines when she was 14 also involved the onset of various neurological symptoms, which four years later were confirmed to be from Chiari Malformation, a structural neurological condition that can also contribute to low vision, with symptom onset often beginning in a patient’s teenage years. Because Veronica has limited sensation in her hands from Chiari Malformation, she is unable to read Braille, though recommends that everyone learn Braille if they are able to. With the diagnosis of Chiari Malformation, Veronica’s diagnosis was updated to include decompensated strabismus about a year later, since she had vision loss from both her eyes and her brain.
Veronica uses a mix of person-first and identity-first disability language in her blog, and has no preference for what language people use around her or when writing about her. However, she asks that people refrain from using terms that make disability sound miserable or awful, such as “suffering from low vision” or “plagued by Chiari Malformation.”
Matt
Matt
Tamsyn
Tamsyn
Tamsyn
If you have a figure, alt text is still needed.
“Use captions to accredit a person or source, if necessary. In these cases, the image should still use alt text to communicate its intent. Make sure you don’t duplicate details across the alt text and caption. The screen reader will speak both.” From: https://archive.is/jOh80#selection-1267.0-1267.243
Matt to ask questions
Captions may include an image credit.
Some sites like medium.com do not allow for alternative text, only captions.
Information in captions and alternative text should never be the same.
Matt to ask questions
If you have a figure, alt text is still needed.
“Use captions to accredit a person or source, if necessary. In these cases, the image should still use alt text to communicate its intent. Make sure you don’t duplicate details across the alt text and caption. The screen reader will speak both.” From: https://archive.is/jOh80#selection-1267.0-1267.243
Matt to ask questions
If you have a figure, alt text is still needed.
“Use captions to accredit a person or source, if necessary. In these cases, the image should still use alt text to communicate its intent. Make sure you don’t duplicate details across the alt text and caption. The screen reader will speak both.” From: https://archive.is/jOh80#selection-1267.0-1267.243
Matt?
This example has 248 characters.
If you have a figure, alt text is not needed?
“Use captions to accredit a person or source, if necessary. In these cases, the image should still use alt text to communicate its intent. Make sure you don’t duplicate details across the alt text and caption. The screen reader will speak both.” From: https://archive.is/jOh80#selection-1267.0-1267.243
Matt
This example has 248 characters.
Tamsyn
In the past the WCAG limit (back in 2005) was 100 characters in English, 115 in German and 90 in Korean) - https://www.w3.org/WAI/GL/WCAG20/tests/test3.html
QUOTE: “I have spent hours in usability testing labs studying how people who use screen readers react to alt text. Blind screenreader users have to plow through a lot of information on a page to find what they are looking for. Your job is to make it easier for them. They “skim” a page or document mostly by reading lists of interactive elements or headings. Users that only want alt text if it is important to the information. Try to make it less than 80 characters. If the image is relevant to the info on the page, then briefly describe it in alt text or the appropriate aria- attribute.” Jeanne Spellman, Member of WCAG Working Group 2013 - https://www.hobo-web.co.uk/how-many-words-in-alt-text-for-google-yahoo-bing/
Other screenreaders: Dolphin SuperNova; NVDA; Window-Eyes by AI Squared; VoiceOver by Apple.
Tamsyn
In the past the WCAG limit (back in 2005) was 100 characters in English, 115 in German and 90 in Korean) - https://www.w3.org/WAI/GL/WCAG20/tests/test3.html
QUOTE: “I have spent hours in usability testing labs studying how people who use screen readers react to alt text. Blind screenreader users have to plow through a lot of information on a page to find what they are looking for. Your job is to make it easier for them. They “skim” a page or document mostly by reading lists of interactive elements or headings. Users that only want alt text if it is important to the information. Try to make it less than 80 characters. If the image is relevant to the info on the page, then briefly describe it in alt text or the appropriate aria- attribute.” Jeanne Spellman, Member of WCAG Working Group 2013 - https://www.hobo-web.co.uk/how-many-words-in-alt-text-for-google-yahoo-bing/
Other screenreaders: Dolphin SuperNova; NVDA; Window-Eyes by AI Squared; VoiceOver by Apple.
In the past the WCAG limit (back in 2005) was 100 characters in English, 115 in German and 90 in Korean) - https://www.w3.org/WAI/GL/WCAG20/tests/test3.html
QUOTE: “I have spent hours in usability testing labs studying how people who use screen readers react to alt text. Blind screenreader users have to plow through a lot of information on a page to find what they are looking for. Your job is to make it easier for them. They “skim” a page or document mostly by reading lists of interactive elements or headings. Users that only want alt text if it is important to the information. Try to make it less than 80 characters. If the image is relevant to the info on the page, then briefly describe it in alt text or the appropriate aria- attribute.” Jeanne Spellman, Member of WCAG Working Group 2013 - https://www.hobo-web.co.uk/how-many-words-in-alt-text-for-google-yahoo-bing/
Other screenreaders: Dolphin SuperNova; NVDA; Window-Eyes by AI Squared; VoiceOver by Apple.
Matt
https://www.microsoft.com/en-us/research/blog/alt-text-that-informs-meeting-the-needs-of-people-who-are-blind-or-low-vision/
Matt
Photo of Modupe Kadri, New Executive Director and Chief Financial Officer at MTN Nigeria.
Matt
Photo of Modupe Kadri, New Executive Director and Chief Financial Officer at MTN Nigeria.
Matt
Photo of Modupe Kadri, New Executive Director and Chief Financial Officer at MTN Nigeria.
Photo of Modupe Kadri, New Executive Director and Chief Financial Officer at MTN Nigeria.
Matt
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about Building 32.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about changes to the operation of traffic lights on campus.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about the dangers of crossing the street when it may not be safe to do so.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about the benefits of tree-lined avenues.
Access to digital images is important to people who are blind or have low vision (BLV). Many contemporary image description efforts do not take into account this population’s nuanced image description preferences. In this paper, we present a qualitative study that provides insight into 28 BLV people’s experiences with descriptions of digital images from news websites, social networking sites/platforms, eCommerce websites, employment websites, online dating websites/platforms, productivity applications, and e-publications. Our findings reveal how image description preferences vary based on the source where digital images are encountered and the surrounding context. We provide recommendations for the development of next-generation image description technologies inspired by our empirical analysis.
Abigale Stangl
Meredith Ringel Morris
Danna Gurari
https://www.microsoft.com/en-us/research/uploads/prod/2020/01/imagedesc_chi2020.pdf
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about past visions of the future of education.
Review the image and discuss your approaches to using alternative text with the image.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about staying warm at winter.
************************ Group 1 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
************************ Group 2 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
************************ Group 3 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
************************ Group 4 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
************************ Group 5 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
************************ Group 6 *************************************
Alt text for the image above, the context is that the image is used in an article about complexity in modern society.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Review the image and discuss your approaches to using alternative text with the image.
Both
Matt
Matt
Matt
Matt
Matt
Tamsyn
Tamsyn
Matt
Matt
Tamsyn
The Alt attribute can be used for image tags, area tags, and input tags.
https://www.w3schools.com/tags/att_alt.asp
The Alt attribute can be used for image tags, area tags, and input tags.
https://www.w3schools.com/tags/att_alt.asp
Required in input tags if you include an image.
The Alt attribute can be used for image tags, area tags, and input tags.
https://www.w3schools.com/tags/att_alt.asp