Many organisations are still stuck on PDFs. Systems to help us create and manage information more flexibly exist. We’re just not using them. Perhaps we don’t realise why we should. We see the cost of change, but we’re blissfully unaware of the cost of locking up content in PDFs.
Global Accessibility Awareness Day aims to get people talking, thinking and learning about digital accessibility. To mark the occasion this year, we’ve created a set of haiku. They’re aimed at web writers and based on the Web Content Accessibility Guidelines.
Sometimes it’s hard to decide when an image is ‘purely decorative’. Web writers might be unsure about what to do in some cases, while web content managers want to achieve a consistent approach. In this article, we discuss some examples of images that divide opinion and argue that blank text alternatives are usually best.
PDF is rarely chosen because it’s been assessed as the best format for the content. We need to reduce the amount we’re publishing.
Web writers should know how to check if their content is accessible. It’s not a difficult skill to learn, and a few simple tools will help. In this article, I discuss evaluating content against the Web Content Accessibility Guidelines 2.0.
Web writers must provide a text alternative for informative or functional images they use in their content. But what should you do when the image also needs a caption? Three methods are commonly used, but none is ideal. In this article I’ll explain why and suggest an alternative.
If you want to write better web content, here’s an A-Z that should help. It covers attributes of quality content and issues you should be aware of as a web writer.
A CMS can create problems for your content if you let it generate file names or text alternatives for images. This article discusses system behaviour to watch out for.
I’m often asked about the differences between writing for the web and writing for print. Writers are aware that they need to take a different approach, and most understand they’re writing for an audience that may be scan-reading and task-focused. They know they need to be more concise, and take care with content layout. But they have a sense that there’s more they need to know.
The Web Content Accessibility Guidelines 2.0 requires consistent labelling of the functional parts of web pages. If identical functions have different labels on different pages,you may make your site confusing or harder for people to learn to use—particularly people with cognitive impairments. Here are some of the issues web writers need to be aware of.
In some languages, words or characters may have different meanings depending on their pronunciation. In English, heteronyms are an example. For instance, ‘content’ could be a reference to the way someone is feeling, or to the words on this page.
The Web Content Accessibility Guidelines 2.0 suggest we write content that requires reading skills no more advanced than lower secondary education level (7 to 9 years of education). This article discussed measuring reading level and writing content that is easier to read.
We use abbreviations because they save time when talking and writing. However, some abbreviations are not widely used and may confuse users if you include them in your web content. This article discusses why you should avoid using abbreviations, and what to write instead.
People with certain cognitive, language or learning disabilities may find it hard to understand your content if you use unusual words or use words in unusual ways. Jargon and idioms are the two examples of this type of language. Avoiding jargon and idioms will make your content more accessible—and not just to people with disabilities.
If you use foreign language words or phrases in your content, you should identify them by using the appropriate language attribute in the markup for your page. This will ensure that screen readers use the right pronunciation rules for the language and web browsers display the characters for the language properly. This is particularly important if the language uses a different alphabet or is read from right to left.