- From: Emmanuelle Gutiérrez y Restrepo <emmanuelle@teleline.es>
- Date: Thu, 10 May 2001 17:11:52 +0200
- To: "Sean B. Palmer" <sean@mysterylights.com>, "William Loughborough" <love26@gorge.net>
- Cc: <w3c-wai-gl@w3.org>
Hi, The reading of an image is as complex as the reading of a text. The images are as not very universal as any other language. To understand a text in our own language several years we pass in the school learning how to read, on the other hand, the reading of the image is not a habitual subject in the schools, it is only given in specialized university courses. The simplest image can have diverse meanings according to the cultures, for example, the "esvástica" (the cross gamada) has a very different meaning in the India and in occident. Also, still being simple an image and being part of our culture, it is necessary that somebody explains to us what means in each context, for example, the symbol of a person in wheelschair. An illustration can be graphic or sound. If the specification of SVG defines, just as Anne has said, to the illustration like: "Illustrations (as defined in SVG, for example) consists of lines, shapes, and colors that can be re-ordered to change the meaning and convey something different." That definition is incorrect because, the line, the point, the form and the color are only elements morphological of the image, graph. Also, it is necessary to keep in mind that the illustration and the image can also be sound. As for the illustration of the point 3.6, I believe that the example is very good for certain cognitive level, but as general example it can discourage many. I believe that it would be convenient to choose another example. I believe that it would be more convenient to choose an example of page of the Public Administration with an administrative language, cryptic for most of the citizens, and to give the same example with a comprehensible language for most. Sincerely, if I am looking for information on the war of the example and encounter a page in which explains to you saying that "The French were angry with the British in Europe" I leave to another page because evidently the level is too low. Would it be possible to establish a cognitive level exigible, starting from which is advisable to create a special version for those that don't reach it? That is to say, What cognitive problems or what problem degree is it necessary that the developers keep in mind and starting from which should it be considered cases that require special attention?. Kind regards, Emmanuelle -----Mensaje original----- De: w3c-wai-gl-request@w3.org [mailto:w3c-wai-gl-request@w3.org]En nombre de Anne Pemberton Enviado el: jueves, 10 de mayo de 2001 13:11 Para: Sean B. Palmer; William Loughborough CC: w3c-wai-gl@w3.org Asunto: Re: Illustrating Guidelines I'm trying to reconcile to the notion that text is repurposable but illustrations are not. I'm not seeing the distinction. Letters and words in text can be reused in any variety of situations, changed and re-ordered to change the meaning and convey something different. But so can illustrations. Illustrations (as defined in SVG, for example) consists of lines, shapes, and colors that can be re-ordered to change the meaning and convey something different. If by "repurposable" you mean the fact that if a user has some fancy equipment, they can have the text read to them as well as reading it for themselves, this is interesting, but since the equipment is not universally available, I'm not sure that text is really all the repurposable. For most users, the text is available in just one format, typically visual. It may be true that this group is unique in not "needing" illustrations, but there have been difficulties in communicating the needs outside the group. Why? Because it isn't illustrated? Perhaps. Does the fact that we have only worked in text before mean that we have to continue the same way? No, I didn't spend the time showing that illustration is possible and useful just so folks could say, "that's nice" without changing their thinking or action. In this instance, I have used the illustrations in two purposes - the first, to make the meaning of the guidelines more understandable, and the second to demonstrate the utility of illustrations in general. I have been very surprised that there has been no discussion about the content of any of my illustrations. Anne Anne Pemberton apembert@erols.com http://www.erols.com/stevepem http://www.geocities.com/apembert45
Received on Thursday, 10 May 2001 11:09:31 UTC