2.  About accessibility
 Costs and problems
 Formats, tools and standards
 Legal acts
 Quick peek into issues present in
highr education facilities
publishers.
 where are libraries in this all?
 Summary

3. what do you think

4.  It’s a term related to print disability, ”which means – with
respect to the individual – a physical or mental impairment
in seeing or reading”
(work definition by the Advisory Commission on Accessible Instructional Materials
in Postsecondary Education, AIM Commission)
People covered by this term:
blind
with severe visual impairments, including effects of aging
with injuries or nerve disabilities preventing form managing books
with learning disabilities
with text comprehension issues
Why accessibility of ebooks is important?

5. TIME
 running through high-speed scanner and optical
character recognition
 editing digital content
 adding logical structure
 making accessible form
DAISY book, large print, Braille readable format
MONEY
 min. $400 per book, less for books without complex
graphic content
 ~$1,800 (!) per book from STEM disciplines
EFFORT

9. Efforts can be redirected to new, better solutions.

10.  DAISY (Digital Accessible Information System)
 gold standard for accessible e-book formats since
1996, managed by DAISY Consortium
referred to as DTB, digital talking book
 semantic structure included, allows software to
navigate easily within the book
 may inclde high-quality synthetic speech or/and
prerecorded audio
 EPUB 3 specification takes DAISY solutions into
consideration
FUTURE ACCESSIBLE E-BOOK FORMAT?

11. MOBI/AZW
▪ simple EPUB application
▪ supports basic data tables and adding text alternatives for images
▪ doesn’t have rich semantic structure
▪ basic ways of navigation
PDF
 taged content
 actual text (not images),
 International Association for Information and Image
Manegement, PDF/AU
 text-to-speech function
 can be read by many devices

12.  Screen readers (JAWS, NVDA, VoiceOver)
 Screen magnifiers (ZoomText, MAGic, Mac Zoom)
 Literacy software (Read and Write Gold, WYNN)
 Captioning
 Various low mobility/strenght/dexterity poiting
devices
 Speech-to-text

13.  National Information Standards Organization
NISO list 1999
Worl Wide Web Consortium
 User Agent Accessibility Guidelines UAAG 1.0
2002
 User Agent Accessibility Guidelines UAAG
2.0 worked in progress (aligned with Web
Content Accessibilit Guidelines)
draft: www.w3.org/TR/UAAG20/

14.  Individuals with Disabilities Education Act (IDEA)
– for K-12
 The Americans with Disabilities Act Title II
(http://www.ada.gov/taman2.html)
 Federal Rehabilitation Act, Section 504
(http://www.dol.gov/oasam/regs/statutes/sec504.htm,
Fact Sheet:
http://www.hhs.gov/ocr/civilrights/resources/factsheets/
504.pdf, Myths and Truths:
http://www.isbe.state.il.us/spec-
ed/pdfs/parent_guide/ch15-section_504.pdf)

15.  United States Code on Copyright, Title 27,
chapter 1, the Chafee amendement:
designated authorized entities to distribute
accessible copies of books to people who are
blind or have other organic disabilities
affecting reading process
= Libraries?

16.  National Library Service
 Bookshare
 American Printing House for Blind (APH)
 Learning Ally
 Disability Services offices?
LEGAL STATUS for conversion is unclear, an
issue, problematic, open to question…

17. what about

18.  Major consuments of reading technologies
 Can provide easy access to technologies
 Could partner with campus media production
units of disability services offices
 Rise avereness of the issue
 Broadly speaking – go toward pressing
universality of ebook formats and providing
accessibility for the widest possible user base

20.  accessibility, print disability
 proccess of converting books, digital-born
ebooks
 formats: DAISY, MOBI, PDF
 higher education conflict
 Where publishers stand
 What libraries can do

22. presentation by Agata Kawalec