麻豆频道

Use nested/hierarchical headings to communicate the organization or structure of a document. These must be set as the appropriate style and cannot be simply bold or underlined text.

Use bulleted and numbered lists to group information and orient users to information. Content organized as a list should be created using the list controls that are provided in the document authoring software. Most authoring tools provide controls for adding bulleted or numbered lists. When lists are explicitly created as lists, this helps screen readers understand how the content is organized and how many items are on the list.

Provide alternative text (alt text) for any image that provides or enhances meaning. Only mark an image as 鈥渄ecorative鈥� if it is merely part of the page design or is described within the text.

Alternative text (alt text) describes visual only information such as images, maps, charts, and graphs for screen readers and is necessary for users who are unable to see images. If images are purely decorative and contain no informative content, they do not require a description. However, they should be marked as decorative so screen readers know to skip them.

Guidelines for writing alternative text include:

• Focus on the purpose for the inclusion of the visual information in the text.
• Write concise descriptions that move from general info to specifics.
• Consider context and objectivity when determining what to write.
• Always consider your audience in tone and language.

Be careful with color. Do not use color alone to convey information, and make sure that there鈥檚 sufficient contrast between the background color and the text.

Use tables only when providing 鈥渢abular data,鈥� displaying information in a grid or matrix for organizational purposes. Ensure that tables have captions or headings that denote the table鈥檚 purpose. Identify column and row headers.

Create descriptive, meaningful hyperlinks. Links should be created within the actual text and should orient users to where the link will take them. Avoid short links and links that simply read, 鈥淐lick here.鈥� Only鈥攁nd very rarely鈥攗se the actual URL as the link; reserve turning the URL into the link when expressing the equivalent of a home address.

Provide alternative formats for audio content. Apply accurate captions or subtitles to videos; provide transcripts for audio-only content.

All audio/video content鈥攚hether instructional, informational, marketing, or promotional鈥攎ust be accessible. Videos should have captions and include audio descriptions where necessary. Audio resources must be transcribed.

Captioning is synchronized text that displays on the screen during a video. Videos must be captioned so that individuals who are deaf or hard of hearing can understand the information contained in sounds and dialogue. Captions can be either open or closed. UM’s standard is closed captions. Open captions are always visible and cannot be turned off, which may distract some individuals. Closed captions provide users with the ability to turn them on and off.

Audio descriptions are the verbal depiction of key visual elements in media and live productions and provide important information to persons with a vision loss, literacy need, or loss of cognitive abilities.

Key steps in making your Microsoft Word document more accessible.

Resources and guides to help make your powerpoint presentations accessible.

• 聽(esp. for colorblind individuals)

By law, electronic resources are supposed to be accessible. In reality, the content providers are often still catching up to meet regulations. As eLearning and Library staff learn more about the accessibility of these resources we will post updates here.聽This document explains how to link to subscription database resources within Canvas.

Subscription Database Notes
JSTOR PDF鈥檚 accessed and downloaded prior to January 2025 may not be accessible. If you are using resources accessed before that date, you will want to update the newer versions available on JSTOR.
Project MUSE PDF鈥檚 available through Project MUSE were not accessible as of October 2025. However, the database provide html versions of articles that are accessible. When sharing these resources with students, link to the html version.
ProQuest eBook Central PDF versions of books/chapters downloaded from eBook Central are generally not accessible but can be made so. However, students who download the app gain access to ePub versions, which are accessible.
Gale (e.g., Academic One File, Business Insights, and Opposing Views) These databases usually, but not always, provide accessible PDFs. However, the HTML versions are accessible.
EBSCO (e.g., Academic Search Complete, APA PsycArticles, and MLA Bibliography) These databases do not consistently provide digitally accessible PDFs. Still, accessible HTML versions are always available. Instead of clicking on the sharing icon to obtain a URL to share with students, open the Access Options dropdown menu and select Online full text. Use the URL in the address bar to share with students.

Key steps in making your Microsoft Word document more accessible.