Do You Hear What I See? Assessing Accessibility of Digital Commons and CONTENTdm

Autor/inn/en	Walker, Wendy; Keenan, Teressa
Titel	Do You Hear What I See? Assessing Accessibility of Digital Commons and CONTENTdm
Quelle	In: Journal of Electronic Resources Librarianship, 27 (2015) 2, S.69-87 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-126X
DOI	10.1080/1941126X.2015.1029395
Schlagwörter	Academic Libraries; Electronic Libraries; Database Management Systems; Access to Information; Usability; Visual Impairments; Assistive Technology; Database Design; Accessibility (for Disabled); Computer Software Evaluation; Change Strategies; Computer Software Reviews; User Satisfaction (Information); Student Surveys; Comparative Analysis; Montana + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Digitale Bibliothek; Elektronische Bibliothek; Datenbanksystem; Visual handicap; Sehbehinderung; Accessibility; Zugänglichkeit; Softwareanalyse; Lösungsstrategie; Benutzerfreundlichkeit; Schülerbefragung
Abstract	This article discusses the accessibility of two content management systems, Berkeley Electronic Press's Digital Commons and OCLC's CONTENTdm, widely used in libraries to host institutional repository and digital collections content. Based on observations by a visually impaired student who used the JAWS screen reader to view the design and display of digital objects in both systems, we provide a general overview of the accessibility of each system. We discuss potential suggestions for accessibility-related improvements, and we offer ideas for library administrators of these systems about how to maximize the back-end configurations for accessibility. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01