Re: NEW DRAFT - 31 July 2001

Wendy,

         I've been putting some thought to the sufficiency criteria for 
3.4, and have written one that starts from scratch ... I also did a little 
re-write on the benefits so they seem more positive.

         The new parts are in red, bold & italic so everyone should be able 
to distinguish them. Hope pasting as a quote doesn't flummox anyone.

         Comments?
                                 Anne


>3.4 Supplement text with non-text content.
>Definitions
>Non-text content is content that is not text, e.g. images, audio clips, 
>videos, animations, etc.
>Benefits
>Sounds, graphics, videos and animations can help make concepts presented 
>in a Web site easier to understand, especially for people with cognitive, 
>reading, or learning disabilities or those who are unfamiliar with the 
>language of the text of the site.
>"Designers need to be cautious in deciding when to use illustrations. 
>Reading a picture is probably a learned activity that is easier for some 
>than others. Some users skip the pictures; others read only the pictures. 
>Designers must also recognize that visual conventions are not universal 
>and that individuals develop their own mental schema and expectations in 
>interpreting visual information.
>For a detailed discussion of guidelines pertaining to illustrations, 
>consult Tufte (1983) and MacDonald-Ross (1977)." Robert W. Bailey, Ph.D., 
>Human Performance Engineering, 3rd edition. ]\pg 431.
>Replace with:
>Benefits:
>Sounds, graphics, videos and animations are means at the author’s command 
>to make concepts presented on the web easier to understand. This is 
>especially so for people with reading, learning, and cognitive 
>disabilities, or those unfamiliar with the language of the text used on 
>the site.
>
>Designers should use care in choosing the illustrations to use on a site. 
>When possible provide images in a small and a full screen version. Size 
>images on a page so that needed details are easily noticed. Check visual 
>effect and add white space to separate elements, and clashing colors. 
>Minimize the number of animations showing at the same time on a screen. 
>Balance images and text on a page so a user is not needlessly scrolling or 
>clicking back and forth to view them together.
>
>Success criteria
>·       For any description of a process or of relationships, provide a 
>graphic equivalent or link to content that contains a graphic equivalent.
>·       For any page which has a concrete concept as a primary topic, 
>provide
>·       a graphic illustration and/or
>·       an audio clip and/or
>·       a virtual simulation and/or
>·       a video and/or
>·       link to content that contains illustrations
>of the concrete concept. A concrete concept is a person, place or thing. 
>For example, an animal, a plant, or a product. It can also stand for a 
>class of nouns - cats, birds, computers, mountains, hotel rooms.
>·       For a page that describes an organization or concept for which 
>there is a well known symbol or logo, include that symbol or logo in the 
>content or link to content that contains the symbol or logo.
>·       For data information, provide a graph, chart, or some other common 
>visual representation of the data or link to content that illustrates it.
>·       When referencing sounds, link to a clip of the sound.
>
>
>Replace with:
>Success Criteria
>
>·       For every page or major section of text, provide a graphic 
>equivalent (photo or drawing,  sound clip,  video clip, or multi-media 
>presentation) that illustrates the topic, the company or organization 
>(logo),  or the concept/s presented. Until such time as the technology 
>permits an explicit association between the text content and it’s graphic 
>equivalent, include the appropriate redundant texts.
>·       For every page with a topical illustration or logo, the image 
>should be available to the user on the opening screen of a page. The alt 
>tag for such illustrations should be “Photo of xxx”, “Logo for XXX”, etc.
>·       For every page that describes a process or relationships, provide 
>a graphic equivalent (a series of photos or drawings, one or more sound 
>clips, a video clip, or a multi-media presentation) that illustrates the 
>steps or relationships. Until such time as the technology permits an 
>explicity association between the text steps and the graphic, auditory, or 
>multi-meida equivalent, include the appropriate redundant texts.
>·       For every page that describes a concrete person, place or thing, 
>provide a photo if it is specific, and a generic drawing or clip art if 
>the person, place or thing is generic. Include an alt tag that identifies 
>the specific or generic person, place or thing.
>·       For every page that describes one or more sounds, provide a link 
>to the sound and use a standard sound file marker to designate the sound 
>file on the page. If the sound file contains words, these should made 
>available on the page.
>·       For every page that include more than a single animation or 
>element that moves,  insure that the animations are distant enough from 
>each other to avoid distracting people who like animations.
>·       For every page that includes photographs and detailed drawings 
>which need to be see in full size, provide two sizes of the image, one 
>small to be viewed with the text. Attach a link to the picture so the user 
>can click on the picture for a full-sized view. Don’t forget to add alt 
>tags to the small image and consider adding a long description from a D link.
>·       For every page that includes drawings with text, consider using 
>SVG technology to make the drawing scalable
>·       For every page that includes video or multi-media, provide a 
>synchronized script when possible.
>