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 you’re 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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