- From: Gregg Vanderheiden <gv@trace.wisc.edu>
- Date: Wed, 28 Aug 2002 10:44:13 -0400
- To: w3c-wai-gl@w3.org
- Message-id: <002a01c24ea1$60f64a50$210a640a@GV6101>
Sorry to be slow in posting but had to get all this straightened out. In trying to resolve overlaps between checkpoints 1.3, 3.1 and 4.1, the working group on the August 22 teleconference came to the conclusion that all of the ideas and concepts of 3.1 were covered either by 1.3 or 4.1. Basically, the concepts either had to do with making sure that any structure that existed in a document was programmatically exposed (ala 1.3) or it dealt with adding structure to the document wherever it was appropriate in order to make it more understandable (ala 4.1). For a while, there was a question as to whether or not it was suggesting that structure should be added in order to make the document more navigable. However, closer examination revealed that it did not make sense to add structure to a document where there was no logical structure in order to make it more navigable (e.g. you wouldn't arbitrarily insert chapters into something where there were no logical chapters). If there were logical chapters, then they would be added because it makes it easier to understand and you would programmatically expose them so that they could also be used to navigate. The group, therefore, proposes eliminating checkpoint 3.1 and making some editorial changes to 1.3 and 4.1. Below are the new proposed 1.3 and 4.1 checkpoints, the text which has been moved from 3.1 is shown in square brackets and is also blue in color. [Begin Proposed Checkpoint 1.3 Revisions] Checkpoint 1.3 Make all content and structure available independently of presentation. Success criteria You will have successfully met Checkpoint 1.3 at the Minimum Level if: 1. any information that is conveyed through presentation formatting is also provided in either text or structure. 2. the following can be derived programmatically (i.e. through assistive technology compatible markup or data model) from the content without interpreting presentation. a. any hierarchical elements and relationships, such as headings, paragraphs and lists b. any non-hierarchical relationships between elements such as cross-references and linkages, associations between labels and controls, associations between cells and their headers, etc. c. Any relationships expressed spatially would be exposed programmatically. (e.g. tables used for layout) d. any emphasis You will have successfully met Checkpoint 1.3 at Level 2 if: 1. [diagrams that have structure can be accessed by the user.] You will have successfully met Checkpoint 1.3 at Level 3 if: * (presently no additional criteria for this level.) The following are additional ideas for enhancing a site along this particular dimension: * (presently no additional criteria for this level.) Definitions (informative) Content is the information or meaning and function. Presentation is the rendering of the content and structure in a form that can be sensed by the user. Structure includes both hierarchical structure of the content and non-hierarchical relationships such as cross-references, or the correspondence between header and data cells in a table. Benefits (informative) * Separating content and structure from presentation allows Web pages to be presented differently to meet the needs and constraints of different users without losing any of the information or structure. For example, information can be presented via speech or braille (text) that was originally intended to be presented visually. Examples (informative) * Example 1: a multi-column document. A document is marked up with headings, paragraphs and other structural features. It is presented visually in three columns. The markup that creates the columns is separate from the markup that specifies the logical structure of the document. * Example 2: a scrolling list of stock prices. Current stock quotes are scrolled horizontally across the screen. The data are separate from the methods used to scroll the text across the page. * Example 3: a 3-dimensional site map. A custom user interface renders 3D visualizations of the pages on a site and how they relate to one another from a data source. Any hierarchical relationships, groupings, cross-references, etc. would originate in the data source so that alternate interfaces could be rendered (from the same source) that expose the structure of the site in an accessible form. (See also checkpoint 5.4) * Example 4: a list that allows users to sort information on a page according to preference. A script allows a user to rearrange a categorical listing of music files by date, artist, genre, or file size. The script updates both the structure and the presentation accordingly when generating alternate views. [End Proposed Checkpoint 1.3 Revisions] [Begin Proposed Checkpoint 4.1 Revisions] Checkpoint 4.1 Write as clearly and simply as is [appropriate / possible] for the purpose of the content. Reviewer's Note: This item is under discussion. There is consensus for the existence of the checkpoint but not for the form of the success criteria. We do not therefore have something for the draft at this time. There is a list below of items that are being explored for inclusion either as success criteria or as Advisory Recommendations. We are also compiling a longer list (approx 50 items) of different ideas that relate to this checkpoint. This checkpoint is very difficult and the group is wrestling with a number of problems. Among them: 1. It is very difficult to determine what makes writing clear and simple for all topics. 2. Some content is derived from other sources and is copyrighted so it cannot be altered. 3. Some materials or topics cannot be communicated accurately in simple language. 4. There are some cases where the form is specific to the intent, (poetry, exposition ) 5. Since some people can not understand the content no matter how simply it is written, it is not possible to make any content accessible to everyone. Therefore, we are having difficulty finding specific objective criteria that could be applied across all types of content and sites. Comments, suggestions and contributions to the discussion and work on this topic are also solicited. Refer to the issues list for more information. Success criteria You will have successfully met Checkpoint 4.1 at the Minimum Level if: * (still under construction.) You will have successfully met Checkpoint 4.1 at Level 2 if: * (still under construction.) You will have successfully met Checkpoint 4.1 at Level 3 if: * (still under construction.) The following are additional ideas for enhancing a site along this particular dimension: * (still under construction.) Partial list of items being explored for inclusion as success criteria or advisory recommendations 1. content under site control is written as clearly and simply as the author feels [appropriate / possible] for the purpose of the content. 2. a statement is provided on the site which asserts that those responsible for the site have reviewed the materials on the site and the content under their control is written as clearly and simply as they feel is [appropriate / possible] for the purpose of the content. 3. summaries and/or simpler forms are provided for key pages or sections of the site. 4. provide an outline or a summary for your document. 5. break up long paragraphs into shorter ones, with one idea per paragraph. 6. break up long sentences into shorter ones. 7. provide accurate unique page titles. 8. ensure that headings and link text are unique and that they make sense when read out of context. 9. provide definitions for any jargon or specialized terminology used in your document. 10. provide explanations of figurative, metaphorical, or idiomatic uses of language (for example, 'haven't seen you in a coons age' or 'the sight tore my heart out'). 11. language should be used that your intended audience ought to be familiar with. 12. when introducing new concepts or terms, they should be defined or annotated in language that the audience is expected to be familiar with, or definitions or explanations should be linked to that might be easier to understand. [13. diagrams are constructed in a fashion so that they have structure] [14. break up text into logical paragraphs.] [14. provide hierarchical sections and titles, particularly for longer documents] [15. reveal important non-hierarchical relationships, such as cross-references, or the correspondence between header and data cells in a table, so that they are represented unambiguously in the markup or data model. [16. divide very large works into sections and or chapters with logical labels.] [Definitions (informative) The structure of content represents changes in context. For example, 1. A book is divided into chapters, paragraphs, lists, etc. Chapter titles help the reader anticipate the meaning of the following paragraphs. Lists clearly indicate separate, yet related ideas. All of these divisions help the reader anticipate changes in context. 2. A bicycle is divided into wheels and a frame. Further, a wheel is divided into a tire and a rim. In an image of the bicycle, one group of circles and lines becomes "wheel" while another group becomes "frame."] Benefits (informative) * All users, especially those with cognitive, learning, and/or reading disabilities benefit from the use of clear and simple writing. This should not discourage you from expressing complex or technical ideas. * Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language. [When the logical structure is provided in markup or a data model, * Users with physical disabilities can use structure to more easily jump between paragraphs, chapters, sections etc. * Users with cognitive disabilities can use structure (chapter titles, headers, etc.) to provide more context for the text that follows them. They also provide warning of a change in context and reorient the user to the new focus. * Users with blindness or low vision can jump from header to header to get an overview or to more quickly "skim" to the section they are interested in. * Readers with low vision can sometimes (depending on display technology) change how chapter titles and headers are displayed to make them more visible -and easier to use when skimming the document. * the content can be presented on a variety of devices because the device software can choose only those elements of the content that it is able to display and display them in the most effective way for that device.] [Examples (informative) * Example 1: a physics dissertation. A dissertation contains well-defined sections such as "Abstract," "Table of Contents," "Chapter 1," etc. The pieces in each section (paragraphs, subheadings, quotes) are denoted with structural markup. * Example 2: a scalable image of a bicycle. Lines and a circle (spokes and rim) are grouped into a "wheel." Lines in a triangle that attach to each wheel are grouped into a "frame." * Example 3: user interface. User interface controls are divided into organized groups.] [End Proposed Checkpoint 4.1 Revisions] An additional proposal from the Aug. 22 telecon related to the removal of checkpoint 3.1 was that the following success criteria: [information is provided that would allow an assistive technology to determine at least one logical, linear reading order] be moved to proposed checkpoint 1.4 [was 3.2], at level 2. See Moving Checkpoint 3.2 to Guideline 1 to Become New 1.4 (http://lists.w3.org/Archives/Public/w3c-wai-gl/2002JulSep/0218.html) for details. Comments are solicited. Thanks Gregg -- ------------------------------ Gregg C Vanderheiden Ph.D. Professor - Human Factors Depts of Ind. Engr. & BioMed Engr. Director - Trace R & D Center University of Wisconsin-Madison Gv@trace.wisc.edu <mailto:Gv@trace.wisc.edu>, <http://trace.wisc.edu/> FAX 608/262-8848 For a list of our listserves send "lists" to listproc@trace.wisc.edu <mailto:listproc@trace.wisc.edu>
Received on Wednesday, 28 August 2002 10:44:45 UTC