WORLD WIDE ACCESS: FOCUS ON LIBRARIES
Sheryl Burgstahler, Ph D
Dan Comden
University of Washington
The dramatic growth of both electronic information sources and
adaptive technology make it possible for libraries to serve
visitors with disabilities as never before! Libraries can play a
key role in increasing the independence, participation, and
productivity of people with disabilities. Besides providing
access to adaptive technology, they can help assure that their
electronic resources are accessible when using that technology.
This paper summarizes guidelines that can be employed to make
electronic resources in libraries easier to use by patrons with a
diverse set of characteristics. World Wide Web access issues are
highlighted.
The varied features of the World Wide Web are attractive to a
wide variety of users. Yet many Internet surfers are unable to
view graphics and photos because of visual impairments, or cannot
hear audio because of hearing impairments. If "universal design"
principles are employed, all visitors to Web pages can access the
content. Universal design means to concentrate on content rather
than flashy graphics and audio and consider the full spectrum of
potential users. Documents, menu items, graphics, video clips,
and other materials are made as accessible as possible.
As a Web developer, you need to consider the diversity of people
who may visit your Web pages. Some visitors:
* cannot see graphics because of visual impairments.
* cannot hear audio because of hearing impairments.
* use slow connections and modems and choose not to view
graphics.
* have difficulty when screens are unorganized, inconsistent and
cluttered and when descriptions and instructions are unclear.
These difficulties may occur because they have learning
disabilities, English is their second language, or they
may be younger than your average visitor.
Perhaps the most important consideration in designing Web pages
is to make sure that a Web site visitor is not required to use a
specific browser to access the information provided at that site.
Today, numerous Web sites require the use of a particular version
of Netscape. Although this is a popular browser, it is not the
only option. For Web site developers, accessibility to the
maximum number of potential customers should be a top priority.
Many of the accessibility issues and tips described below make a
favorable impression for all Web users, regardless of
disabilities.
General Web Design Tips
* Maintain a simple, standard page layout throughout a document.
Once a method of layout is determined for your page(s), stick
with it. A consistent interface for your pages will make it
easier for anyone contacting your site to find and access
information. Buttons and navigational links should always appear
in the same places (top, bottom or both) on a page, and headers
should follow a consistent format.
Just about everyone benefits when Web developers follow this
guideline, but particularly people with learning and visual
impairments and for whom English is a second language.
Consistency and simplicity are keys to accessibility.
* Use universally recognized HTML tags. Don't use formatting tags
(such as BLINK) that are only supported by one Web browser. The
HTML version 2.0 standard is the best bet for compatibility with
a wide variety of Web browsers.
When Web designers follow this design principle, everyone using a
text-based browser, particularly those who are blind, benefits.
* Test your pages with a variety of Web browsers. Test your Web
pages on at least three different Web browsers. One of the
browsers tested should be a text-based program such as Lynx. This
testing will ensure that pages are accessible to people who may
be using a different browser than you. If possible, also examine
your pages using browsers on different platforms (e.g.,
Macintosh, PC and X).
Though it is possible, with some programming on the server side,
to determine what browser someone is using and make certain types
of information available, most developers do not have the
resources available to do this.
All potential Web site visitors will benefit when this guideline
is followed.
* Provide alternate text for browsers that can't display images.
Many people cannot see pictures or drawings. This can be due to a
disability or as a result of using a text-based browser. The
tag when used with a graphic will allow a written
description of the image to be conveyed to the user. The
tag is an excellent way to make a graphical button accessible to
those using text-based browsers. Also, for those developers using
graphical bullets, an ALT tag can contain other text that
provides a good alternative such as an asterisk or text.
Following this guideline benefits all Web site visitors who
cannot see images, either because of blindness or because their
Internet access method restricts them to using a text-based
browser.
* Avoid using tables. Tables are not supported by all browsers
and can be confusing for people using voice output to read text
on the screen. Screen reading software cannot differentiate
between columns so that text is read constantly from left to
right.
Applying this guideline benefits anyone using a browser that
doesn't support tables and anyone using voice output to read
text.
* Avoid using a single mode of delivering information other than
text. If information is to be conveyed using audio or video
files, provide text alternatives. For example, if an audio file
contains dialogue or lyrics, a transcript of the file will enable
someone with a hearing impairment to access it. Also, video may
contain information that can be provided in descriptive text
form.
Web site visitors who may be blind and/or deaf benefit when this
guideline is followed.
* Provide text alternatives to image maps. Image maps are
graphics that contain multiple areas that, when selected with a
mouse or other pointer, jump to another web page or section. The
only method of making image maps accessible is to provide a text
alternative.
Anyone using a browser without graphics capability, those who
cannot see images, and users who have turned off loading of
graphics all benefit when this guideline is followed.
* Don't use complicated backgrounds. Many backgrounds do not
provide enough contrast for easy viewing. Users with visual
impairments often invert their screen colors due to light
sensitivity. Backgrounds and other formatting that changes the
color of text can make a page inaccessible to someone with a
visual impairment or for someone with a reading impairment. If a
custom background must be used, select something that provides
good contrast with your text.
Site visitors with visual impairments and people accessing via
slower connections benefit when this guideline is followed.
When care is taken to assure that Web sites adhere to universal
design principles, a larger audience of Internet users will be
able to make use of the wealth of information resources on the
Net. Libraries are in a unique position to demonstrate universal
access features and to provide universal access to information
resources, including those offered on the World Wide Web.
DO-IT Resources
A videotape and handout titled "World Wide Access" is available
through the DO-IT program for $20. A good launching point to find
resources for making accessible Web pages is the DO-IT HTML
Guideline page at
DO-IT (Disabilities, Opportunities, Internetworking and
Technology) is primarily funded by the National Science
Foundation. Additional funds for helping libraries make
electronic resources accessible to people with disabilities are
provided by the Telecommunications Funding Partnership.
DO-IT University of Washington
4545 15th. Avenue N.E.
Seattle, WA 98105
Voice/TDD (206) 685-DOIT
FAX (206) 685-4045
doit@u.washington.edu
http://weber.u.washington.edu/~doit
This paper, which was delivered at the California State
University Northridge Conference "Where Assistive Technology
Meets the Information Age" (March 18 - 22, 1997) is reprinted,
with permission of CSUN's Founder and Director, Harry J. Murphy,
Ed.D.
