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Accessible Digital Media
Overview
Digital media includes audio (e.g. podcasts) and video (e.g. YouTube videos, films) content used to present information. Making digital materials accessible is important for all audio and video materials used during a course, whether posted on a course website or shared during a class. There are important considerations when creating original course materials or selecting digital media from other sources. Though curated materials may be initially inaccessible, instructors can add accessibility features to this content.
"Asynchronous learning and provided lecture notes [are] such a blessing for many neurodivergent [students] because sitting in a classroom I cannot listen well because I cannot stim and it is sensory assault, so I miss half of everything anyways. Easier to go at my own pace and can stop midway for a meltdown if needed and not be docked participation marks when I want to be there but in a way that doesn’t make me want to scratch my brain out."
Rationale
Providing course content in different formats can make material more accessible for learners by supporting different ways of accessing information (i.e., listening or watching vs. reading) and allowing for changing access needs. However, inaccessible audiovisual materials can exclude learners or make it difficult for them to access information they need to learn and perform academically. All learners benefit from equitable access to audiovisual course content.
"Depending on how hard my disability was affecting me that day or my mood, I was able to decide what would best suit my abilities for that day, whether it be waiting for the video to be posted online so I could follow along more slowly with captions or go in-person to class to engage one-on-one with the professor."
The use of captions, audio descriptions, and transcripts ensures that information contained in digital media is perceivable to more users. This is a guideline under the Web Content Accessibility Guidelines (WCAG) 2.1. Providing information in alternative formats also supports different learner needs. In Ontario, the "Information and Communication Standard" (Accessibility for Ontarians with Disability Act, 2005) outlines the responsibility of public institutions to provide information in alternative formats. Section 15 outlines the specific requirements of educational and training institutions. See O. Reg. 191/11: INTEGRATED ACCESSIBILITY STANDARDS for more information.
Guidance
Captioning
Anything said or heard in a video must be included in the captioning. It is important that captions are:
- synchronized and appear at approximately the same time as the audio is delivered,
- equivalent and equal in content to that of the audio, including speaker identification and important sound effects, and
- accessible and readily available to those who need or want them.
Closed captions can be hidden or shown by people watching the video. These are preferable because they allow audience choice.
Open captions are always displayed and cannot be turned off.
Transcripts
Transcripts are the text equivalent of an audio or video file. Unlike captions, transcripts can be accessed separately to the media. They can also be searchable. They make it easier for people who need to access information contained in audio and visual media but cannot hear or see the content.
Basic transcripts include:
- dialogue and narration, including identification of the speaker
- important sounds (e.g. sound of a bird singing),
Descriptive transcripts also include:
- on-screen text,
- important actions (e.g. visual/video/picture of a bird on a branch), and
- audio description (i.e. if an additional audio track is used to describe relevant visual information, this should also be transcribed).
Audio Description
Audio description provides a detailed description of what is happening on the screen. Audio description conveys visual information in an audio format, describing relevant information about actions, characters, scene changes, and on-screen text that are not already described or spoken in the main soundtrack.
This can be done by:
- adding a separate audio track that includes audio description
- providing transcripts and adding descriptions of the visual information, or
- pausing video during live play to describe visual information.
Recommendations
Try
- Saving time and effort by choosing pre-captioned video, video with embedded audio description, and pre-transcribed audio.
- Ensuring that captions are accurate and complete, presented in sharp contrast and not obstructing other important visual information on-screen (including text).
- Providing a complete and accurate transcript with all text and relevant noises when captions are not available.
- Providing accessible audiovisual materials so that students don’t have to ask for accessible alternatives.
Avoid
- Relying on auto-captioned videos. Auto-captions often misspell key terms and names (in many cases, the most essential information)
- Assuming that learners with apparent impairments or formal accommodations are the only ones who benefit from digital media accessibility. Digital media accessibility supports learners with non-apparent disabilities (i.e. vision loss, hearing loss, brain injury, ADHD) and unidentified disabilities and can also help second-language learners.
- Waiting for the request. Under the AODA, institutions are required to provide information in an alternative format when a learner requests it. Generating alternative formats, however, takes time. Dealing with requests mid-term can create unplanned work for the instructor and delay student learning. Prioritizing selection of already accessible formats during course planning reduces the need for instructors to create accessible alternatives on short notice.
Resources
Captioning Checklist. Government of Canada. https://a11y.canada.ca/en/captioning-checklist/
Transcript Guidelines. Government of Canada. https://a11y.canada.ca/en/transcript-guidelines/
Transcript Checklist. Government of Canada. https://a11y.canada.ca/en/transcript-checklist/
Audio Description Guidelines. Government of Canada. https://a11y.canada.ca/en/audio-description-guidelines/
Note: Content on this page was adapted from the Government of Canada’s Introduction to accessibility requirements for audio-video