#13331
Determining the Best Online Font for Older Adults
Studies examining the legibility of fonts on computer screens have almost exclusively investigated young to middle aged adults. However, because of many age-related factors affecting reading, one should be fairly cautious in generalizing these findings to older adults. In light of this, this study sought to examine this population by studying the legibility, reading time, as well as the general font preference for two types of serif and sans serif fonts at 12- and 14-point sizes on computer screens.
Bernard, Michael, Corrina Liao and Melissa Mills. Usability News (2001). Design>Typography>Accessibility>Elderly
#30427
Developing a Continuum to Describe Technical Communication 
The more integrated a discipline is, the greater the likelihood that the researchers are sharing ideas and the greater the chances are for developing theories and models to support the knowledge base. A fragmented discipline offers few connections between discussions and research. This study of technical communication literature reports and reflects upon the dialogue established among practitioners, researchers, and scholars as theories are built. A continuum--fragmented to integrated--places areas of study in technical communication and offers an interpretation of the field.
Smith, Elizabeth Overman 'Betsy'. STC Proceedings (1993). Articles>TC>Research>Professionalism
#25096
Developing Sites for Users with Cognitive Disabilities and Learning Difficulties 
This article examines the types of problems visitors may encounter when using the web, with insightful and practical suggestions on how to develop websites that are inclusive for people with cognitive impairments and learning difficulties.
Hudson, Roger, Russ Weakley and Peter Firminger. Juicy Studio (2004). Design>Web Design>Accessibility
#28461
Digital Divide: The Three Stages
The 'digital divide' refers to the fact that certain parts of the population have substantially better opportunities to benefit from the new economy than other parts of the population. Most commentators view this in purely economic terms. However, two other types of divide will have much greater impact in the years to come.
Nielsen, Jakob. Alertbox (2006). Articles>Usability>Accessibility>Online
#19243
Disability Access To Virtual Learning Environments
The purpose of this study by Staffordshire University was to identify problems encountered by disabled students in using Virtual Learning Environments (VLEs) and to identify solutions where possible, making the appropriate recommendations to improve accessibility. The work done in compiling the report was underpinned by Staffordshire University’s commitment to, and contributes to the development of, a learning and teaching strategy called “Building a Learning Community [1]” (which is detailed in this report).
Stiles, Mark J. TechDis (2003). Academic>Accessibility>Education>Online
#26086
Disability Discrimination Act: An Update for 2005
Many organisations are confused and concerned about the latest requirements of the Disability Discrimination Act (DDA), which came into effect on 1st October 2004. Failure to make reasonable adjustments may mean that organisations are discriminating against disabled people. Yet what does 'reasonable adjustments' mean and what exactly do organisations need to put in place?
System Concepts (2005). Articles>Accessibility>Legal>United Kingdom
#27485
Setting legal standards for making websites 'accessible' to all won't help web designers, or users.
Perks, Martyn. Spiked Online (2004). Articles>Web Design>Accessibility>Usability
#21041
Dive Into Accessibility: 30 Days to a More Accessible Web Site
This book answers two questions. The first question is 'Why should I make my web site more accessible?' If you do not have a web site, this book is not for you. The second question is 'How can I make my web site more accessible?' If you are not convinced by the first answer, you will not be interested in the second.
Pilgrim, Mark. Dive Into Accessibility (2002). Books>Web Design>Accessibility
#27793
Diverging Interests: Claims to Legitimacy in Technical Communication
As technical communication becomes more firmly established as a field, those in the discipline of technical communication and those in the profession are finding, sometimes to their surprise, that their interests differ. This difference is reflected in the varying claims to legitimacy made by those in professional practice and those in academia. These claims to legitimacy not only differ, but at times seem to be at odds with one another.
Anderson, Ginger. Michigan Tech University (1998). Articles>TC>Professionalism
#22969
Do Accessible Web Sites Have to be Boring?
All too often, designers think that accessibility means boring. Forget about text-only versions. Be true to your design instincts. Find out why accessible Web sites can be just as exciting as any of the cutting edge sites out there. Or if you prefer, go ahead and make it boring. Either way, the site can be accessible. It's all up to you
WebAIM (2003). Design>Web Design>Accessibility
#21874
Does UPA Need a Code of Conduct?
Many professional societies have developed their own Code of Conduct. Given the high profile lapses in professional conduct and the evolving of the usability profession is it time for us to adopt a code?
Usability Professionals Association (2004). Articles>Usability>Professionalism
#26131
Draft 2 of Web Content Accessibility Guidelines
It's time to take a look at the working draft of WCAG 2.0. You'll see a fresh approach to a formidable challenge.
McAlpine, Rachel. Quality Web Content (2005). Articles>Web Design>Accessibility>Standards
#23239
Review of the DRC's report into web accessibility.
Moss, Trenton. Webcredible (2004). Design>Web Design>Accessibility>United Kingdom
#22937
A write-up of the first briefing from the DRC about a forthcoming formal investigation into the accessibility of 1,000 web sites in the UK.
Accessify (2003). Design>Web Design>Accessibility>United Kingdom
#30606
DVDs can carry up to eight audio tracks. It is theoretically possible to provide main audio and dubbing in three languages and audio description in all four languages. In practice, all anybody's asking for is an audio description track in the main language of the audio.
Clark, Joe. JoeClark.org (2001). Articles>Accessibility>Multimedia>DVD
#19234
Dyslexia, Technology and E-Learning
It is perhaps unfortunate that enabling technologies do not come with an 'ability warning', as they generally require the user to already have acquired a certain level of IT skills, in a similar way that online courses require users to have a certain level of prior IT knowledge. Accessing a computer and making the most of e-learning materials requires support at both the curriculum and technological levels, and some students find it easier to work with computers than others. Dyslexic students are no different, and often have the added cognitive load of having to use enabling technologies to access these materials, examples being text to speech facilities, magnification, changes in desktop settings and various methods to help with the input of text. These added technologies can be liberating, but only if they have been chosen with the specific requirements of that particular student in mind, and the student has gained adequate skills to make the most of the technologies' attributes.
Draffan, E.A. TechDis (2003). Academic>Accessibility>Education>Online
#19217
A Dyslexic Perspective on e-Content Accessibility
This paper gives the web developer an insight into the issues of web accessibility for users with Dyslexia (and/or other specific learning difficulties). This paper covers the four main areas of accessibility: presentation, content, structure and navigation. The material covered by this paper forms part of TechDis wider range of research into usability and accessibility issues of electronic educational content.
Rainger, Peter. TechDis (2003). Design>Web Design>Accessibility
#28325
E-Banking: Quando il Servizio non è Accessibile 
La zona di confine tra normalità e disabilità è una delle più permeabili, soprattutto quando, come oggi, l'invecchiamento crescente della popolazione è messo a dura prova da una continua rincorsa ad apprendere e padroneggiare sempre nuove tecnologie di accesso ai servizi. L'e-book di Patrizia Bertini e Marco Trevisan non arriva per caso nell'Anno del Disabile. È frutto di un interesse di lunga data e di un sistematico lavoro di ricerca per rendere visibili e quindi superabili le barriere più insidiose, quelle dell'informazione. In particolare, quelle barriere che continuano a impedire l'accesso di tutti ai servizi bancari automatizzati (ATM/Bancomat) e ai servizi in rete (e-banking).
Bertini, Patrizia and M. Trevisan. Apogeonline (2003). (Italian) Books>Usability>Accessibility>eBooks
#30473
E-Shop Accessibility: From Theory to Reality
This article will explain how it is possible to apply WCAG 1.0 (and also how to comply with the future WCAG 2.0 and ISO 9241-151) to create an accessible e-shop shopping-cart and backend management system, analyzing the problems and the proposed solutions.
Lemon, Gez. Juicy Studio (2007). Articles>Web Design>Accessibility>E Commerce
#27227
There are two ways to use Automation (or OLE Automation) to programmatically control another application.
Rado, Dave. Word MVP Site, The (2005). Articles>Word Processing>Programming>Microsoft Word
#13723
Editing Macros for Word and WordPerfect
Useful resources on a variety of relevant topics, including a collection of macros for Microsoft Word and links to a selection of Word resources.
#19833
Education, Training, and Professional Development Stem Overview
Education, training, and professional development remain central interests of the Society. In this program stem, more than thirty high-quality sessions emphasize four areas of continuing interest to educators, trainers, students, and other professionals.
Rainey, Kenneth T. STC Proceedings (1994). Articles>Education>Professionalism
#30487
Education, Training, and Professional Development Stem Overview
Responding to the concerns and issues we face, the workshops, panels, papers, discussions, and demonstrations in the Education, Training, and Professional Development Stem share common experiences, uncommon insights, and bold forecasts for the future to enlighten our community of technical communicators.
Hawkes, Lory. STC Proceedings (1993). Articles>Education>Professionalism
#19294
Good alt text can be a useful tool for enhancing the web interface. It provides supporting information, helping users gain an understanding of the structure web pages and an insight into the behaviour of key controls and interactive elements. 'ALT' is a HTML tag. It adds a short line of text to an image, usually for descriptive purposes. If you are using a mouse and you 'hover” the pointer over an image on a web page, you will notice that a short line of text appears - this is the alt text. You should also see the alt text if you switch off the images on your browser - the images have been replaced by 'placeholders” and the same short line of text which appeared when you hovered the mouse over the image.
Quinn, Anthony. Frontend Infocentre (2001). Design>Web Design>Accessibility
#14250
Effects of Pictures, Age, and Experience on Learning to Use a Computer Program 
Research indicates that older people generally do not process information differently than younger people do. Instead, 'the main difference ... seems to be that elderly users are less capable in dealing with any shortcomings in the manuals than younger users. The impact of badly designed manuals is usually greater for elderly people,' (van Hees 1996, p. 531). In line with this view, Hartley (1994) suggests that 'text will be easier for older people to use when their perceptual and memory processing loads are reduced' (p. 171). Although the criteria for good design remain a bit unclear, we can accept the general idea that designing well will help the elderly.
van der Meij, Hans and Mark Gellevij. Technical Communication Online (2002). Design>Accessibility>Software>Elderly
