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content author modules outline
daniel-montalvo edited this page Aug 29, 2022
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The below are ideas for the content author modules outline.
- explain how people with disabilities rely on clear, easy-to-understand, and easy-to-read language to process text content
- write text using plain language
- provide the extended form for abbreviations and acronyms
- use iconography to help understand text content
- use text alternatives to help understand content from images and other graphics
- collaborate with designers and developers to:
- use grouping and spacing to communicate content sections
- use font types that are easy to read
- ensure appropriate contrast ratio for content
- provide clear and concise instructions for overall content and specific input requirements
- clear language
- simple language
- short sentences
- active voice
Could cover:
- use words that are easy to understand
- provide the extended form of:
- abbreviations
- acronyms
- provide explanations for complex terms and jargon
Could cover:
- fonts
- contrast ratio
- spacing
- grouping
- explain how people with disabilities rely on titles, headings, paragraphs, lists, and other structures to understand and process text content
- write titles that describe the purpose of the page
- provide headings to help users identify the different content sections
- write clear and meaningful text to communicate the link purpose
- collaborate with designers and developers to communicate content meaning through appropriate structures, including titles, headings, paragraphs, lists, quotes, and others
- employ tools that support the creation of accessible content structures, including titles, headings, lists, paragraphs, and others
- identify related requirements for designers and developers to make content structures perceivable visually and non-visually
Could cover:
- write unique, descriptive, and meaningful page titles
- provide information about the current step in the page title when the page is part of a multi-step process
- provide relevant and unique information first in page titles
- employ tools that produce appropriate markup for accessible page titles
Could cover:
- write descriptive headings
- provide headings and their corresponding rank levels to help users identify the different content sections and sub sections
- employ tools that produce appropriate markup for headings and their corresponding rank levels
Could cover:
- write unique, descriptive, and meaningful link text
- provide relevant information about the link destination in the link text where possible, including:
- the target resource title
- if the link will open a new window
- the file type and format (when linking to a file)
- employ tools that:
- allow the inclusion of link text and link descriptions where appropriate
- produce appropriate markup for links
- explain how people with disabilities rely on images (including diagrams, charts, maps, and infographics) and their corresponding text alternatives to understand information
- provide icons and symbols that help people better understand text content
- write clear and succinct text alternatives for images that convey functionality
- write equivalent and understandable text alternatives for images conveying information
- collaborate with other team members and subject-matter experts to create alternatives for charts, diagrams, maps, and other complex graphics included in the authoring phase
- employ tools that
- support the inclusion of text alternatives for images
- support marking an image as decorative when it has an ornamental purpose
- produce appropriate markup for text alternatives
- identify related requirements for designers and developers to make images perceivable, understandable, and operable visually and non-visually
Note: Relation to alt decision tree [TBD]
Could cover:
- write unique and equivalent text alternatives that help people who don't see the image understand its content
- employ tools that support the inclusion of text alternatives for images
- @@@
Could cover:
- collaborate with designers and developers to include alternatives for complex images, including tables, additional blocks of content, and separate pages
- collaborate with other subject-matter experts to include alternatives for complex images
- explain how people with disabilities rely on appropriate table markup and relations between table header cells and data cells to understand information presented in tables
- describe table headers as those which provide information about the type of data in a row or column
- describe data cells as those which contain information of a specific type
- designate header cells and data cells and communicate those relationships
- provide regular data tables as alternatives to graphical representations of tabular data
- provide table captions to help users understand the purpose of complex tables
- employ tools that produce accessible markup for data tables
- collaborate with designers and developers to achieve the desired visual presentation of multi-column content using styles instead of layout tables
[TBD]
[TBD]
[TBD]
Students should be able to:
- explain how people with disabilities rely on alternatives to multimedia content (including description of visual information, captions, transcripts, and sign language) to understand information contained in multimedia content
- provide transcripts for audio content to help people who cannot hear the audio
- create audio and video content with:
- clear and easy to understand speech
- minimized background audio and overall distractions where possible
- visuals that help understand the audio where possible
- audio that helps understand the visuals where possible
- captions to help users who cannot hear the audio get the information
- transcripts for people who cannot hear the audio or see the visuals get the information
- include descriptions of visual information for people who cannot see the videos by:
- integrating descriptions into the main audio where possible
- providing a separate description track or text file
- employ tools that support including and controlling alternatives to audio and video content
- identify related requirements for designers and developers to make the following perceivable and operable both visually and non-visually:
- alternatives to multimedia content
- media players
- media player controls
Students should be able to:
- explain how people with disabilities rely on clear and meaningful instructions to understand and interact with content
- provide textual and visual instructions that describe the overall purpose and intent of the content
- create content with textual instructions that help understand the visual content, for example using text alternatives to communicate the information contained in an image
- create content with visual instructions that help understand the textual content, for example using diagrams to explain multi-step processes communicated through text
- provide instructions about the current step and about the total number of steps in a multi-step process
- provide clear instructions when collecting user input, including:
- expected input types and formats
- error messages and suggestions for correction when possible
- identify related requirements for designers and developers to make instructions perceivable both visually and non-visually