[bksvol-discuss] Re: OT for Some - Image Description Advanced Topics

  • From: Nadia Cioffi <cioffi.nadia@xxxxxxxxx>
  • To: bksvol-discuss@xxxxxxxxxxxxx
  • Date: Mon, 29 Aug 2011 14:15:52 -0400

someone please fill lme I have been gone at MCTC all summer their for not
being up with the news. I was able to fill in athe reast of the blinks, but
if someone could fill this one in for me that would be great

On Mon, Aug 29, 2011 at 2:03 PM, Scott Rains <scottr@xxxxxxxxxxxx> wrote:

> Volunteers,
> Several of you have taken to the new Bookshare image description tool like
> fish in water. Thank you. And thank you for your patience as we continue to
> work out the kinks of delivering larger books and customizing training
> materials in an environment where improvements are added to the tool every
> three weeks.
> We have been offering the following advice as a general approach to
> approaching an image:
> The first step is to identify the learning objective behind the graphic you
> are working on. We had a fascinating illustration of the relevance of this
> on Wednesday when a volunteer presented the dilemma of exactly the same
> photo being used two times in the same chapter to make different points:
> After getting an initial visual grasp of the graphic find the caption or
> label. (It may be in the body text.)
> Determine if the caption will be read by AT before or after your image
> description is read.
> If before you may skip this step. If after consider inserting the caption,
> or a paraphrase of it, at the start of your description.
> Determine how much of the graphic is already described in the text and need
> not be repeated.
> Remind yourself of the specific topic of the text at the point where the
> graphic appears and scan ahead to the next point in the argument. (Section
> headings can give helpful hints for this step)
> Identify the purpose of the graphic in the context of the argument being
> made.
> Isolate, for description, any data that is essential to the argument and
> that is available to the reader only through the graphic.
> Note regarding visual representations of process flows or cycles: Review
> your description to be certain that what flows logically in a visual context
> also does so in its purely verbal rendition. Maintain awareness of the
> memory burden created by the linear presentation of data in a text format
> where the visual clues of context, accessible with a scan of the eyes, may
> not be available to refresh the reader's memory.
> Edit your description for brevity while retaining clarity.
> The training materials listed below are helpful when tackling some of the
> toughest books such as science and math textbooks:
> Archived NCAM image description training:
> http://ncam.wgbh.org/experience_learn/educational_media/stemdx/training_events
> ****
> ** **
> Archived P2PU Alt Text & Universal Design:
> http://archive.p2pu.org/webcraft/alt-text-universal-design****
> Recommended for Non-braille readers, especially sighted people, on
> rendering math equations:
> http://www.dotlessbraille.org/NemethIntro.htm

Nadia Cioffi
Student at Zeeland East High School
Primary E-mail: cioffi.nadia@xxxxxxxxx
Student School E-mail: 20070687@xxxxxxxxxxx

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