[bksvol-discuss] Re: Full Inclusion: Image Description Protocols in 360 Degree Review
- From: Scott Rains <scottr@xxxxxxxxxxxx>
- To: "bksvol-discuss@xxxxxxxxxxxxx" <bksvol-discuss@xxxxxxxxxxxxx>
- Date: Sun, 6 Nov 2011 07:53:11 -0800
Misha,
Good example. The same image might have a description in one book and not
another. It may appear in more than one place in the same book where a
different bit of information is emphasized in the text. Again a different
description may be required. Then there is when an image is used in a
review or test section and the describer must not give away the answers -
but the entire test depends on the student visually evaluating the image.
Levels of complexity here!
For those who would like to delve into image description in very great
detail:
Archived NCAM image description training:
http://ncam.wgbh.org/experience_learn/educational_media/stemdx/training_eve
nts
Archived P2PU Alt Text & Universal Design:
http://archive.p2pu.org/webcraft/alt-text-universal-design
Scott
On 11/5/11 6:51 PM, "Mike" <mlsestak@xxxxxxxxxxxxx> wrote:
>OK, there are (at least for this purpose) two types of images in
>nonfiction books--ones that add further information about the subject
>being taught and ones that do not. An example of one type would be a
>picture of the chemist who invented the process being described in a
>chemistry book. No new information about the chemical process is added
>by that picture being there, but for students more interested in history
>or art, having that picture there might help to keep them interested. A
>diagram showing the three-dimensional relationships between the parts of
>the molecules involved could add a great deal of information which could
>be skipped over in the text because the diagram is there. Or a graph of
>results might be referred to in the text, "as can be seen from the graph
>in figure 2, sodium reacts more quickly than potassium." So, from the
>text a blind person at least knows what the most important results are.
>But that same chart may also show how magnesium and strontium reacted
>and that may even be referred to in, say a homework question. A blind
>student wouldn't have a clue what is being missed unless there are image
>descriptions.
>
>Not that I've had time to participate in any of this image description
>project--bookshare is just getting more and more things that a volunteer
>can do and I seem to have so little time.
>
>Misha
>
>On 11/5/2011 2:35 PM, Lori Castner wrote:
>> Judy, thank you for this explanation, but could someone give me a real
>> live example? I suppose that the comparison would be like "sidebars"
>> that appear in books that use a phrase already given in the body of
>> the text. But what sort of image would be employed in a book?
>> Lori
>>
>> ----- Original Message -----
>> *From:* Judy s. <mailto:cherryjam@xxxxxxxxxxxxxxxx>
>> *To:* bksvol-discuss@xxxxxxxxxxxxx
>> <mailto:bksvol-discuss@xxxxxxxxxxxxx>
>> *Sent:* Saturday, November 05, 2011 1:25 PM
>> *Subject:* [bksvol-discuss] Re: Full Inclusion: Image Description
>> Protocols in 360 Degree Review
>>
>> I believe the image descriptions Scott is talking about are for
>> NIMAC sourced textbooks. smile. So they're looking for
>> descriptions for a totally different purpose, to make sure that
>> information that's contained in the image and not in the text, is
>> available to the student, and the description guidelines are
>> related to that.
>>
>> A lot of the images that are in the textbooks are just there to
>> make a page of text 'prettier' to a sighted viewer, and aren't
>> even really related to the text. It's sort of like adding a
>> parsley garnish to a plate of food. The parsley isn't intended for
>> eating and doesn't add anything to the flavor, size, texture or
>> smell of the meal. It's totally optional and just there to draw a
>> sighted person's eye to the plate and give a visual cue that
>> sighted diners may find pleasant. smile.
>>
>> Judy s.
>> Susan Lumpkin wrote:
>>>
>>> Hi Lori,
>>>
>>> I surely do hope you¹re incorrect because, if so, several of us,
>>> both sighted and blind, have spent a great deal of time either
>>> describing or editing descriptions of pictures in detail in such
>>> things as figures in a history book or landscapes in a nonfiction
>>> work or especially pictures in Children's books!
>>>
>>> Susan
>>>
>
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