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Helpful resources put together by the University of Birmingham to support your success in higher education or help you create accessible, inclusive digital content.

Each post includes a link to a relevant website or SharePoint page, and you can use the search bar in the top‑right corner to look up keywords. Use the dark grey bar at the side of each post or at the bottom of the screen to scroll up, down, or side‑to‑side.

Alternative versions of this Padlet are also available:

For a screen‑reader‑friendly version with hyperlinks only (no images or screenshots): Hyperlinks only

A simple list, Excel version: Padlet - Accessibility Websites and Tools Guide.xlsx

For enquiries about this Padlet or if you would like to recommend additional content, please email library@mail.libanswers.bham.ac.uk using the subject line “Accessibility Websites and Tools Guide.”

Please be aware that this is a live document and will be updated on a regular basis.

A note on the structure: from 1.0 to 20.0 (left to right), are links to University of Birmingham websites or SharePoint pages. Beneath each one, you’ll find a list of hyperlinks extracted from that site.

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18.0: Browser Accessibility Features, Checkers, and Plugins

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18.0: Browser Accessibility Features, Checkers, and Plugins

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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Each School has their own Wellbeing Officer(s), who are able to provide practical and emotional support for you if you are experiencing personal problems, particularly when these might interfere with your academic work.

They can also recommend sources of professional help and, if appropriate, will guide you through the extenuating circumstances process.

You can also approach Student Support in the Aston Webb Student Hub. If you need support with your academic work, you should see your Personal Academic Tutor within your Department.

Find your Wellbeing Officer(s)

Choose your School to find contact details for your Wellbeing Officer(s) below.

You can contact any of the Wellbeing Officers in your school and they will be able to assist you, some have more than one and some have specified areas (e.g. undergraduate, specific courses). You can select whichever is most suited to you.

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Information on the University's Welfare tutors

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Helping you with referencing queries, referencing styles and referencing software supported by the University of Birmingham.

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11.0: ASC Digital collaboration & note-taking resources

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11.0: ASC Digital collaboration & note-taking resources

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ASC Digital collaboration & note-taking resources

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ASC digital online resources for collaboration and note-taking

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21.0: Accessibility statement for University of Birmingham

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21.0: Accessibility statement for University of Birmingham

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Accessibility statement for University of Birmingham - University of Birmingham

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Information about the accessibility of the University of Birmingham website and content.

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Simple 'how to' guides to make your device easier to use | My Computer My Way

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Find step by step instructions on how to adapt your phone📱 or your computer🖥 to make it easier to use.

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21.2 Reporting an accessibility issue - University of Birmingham

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21.2 Reporting an accessibility issue - University of Birmingham

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Reporting an accessibility issue - University of Birmingham

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Process for reporting an accessibility issue.

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14.0: Accessibility Guidance for the use of Padlet

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14.0: Accessibility Guidance for the use of Padlet

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12.0: Digital Education Accessibility and EDI

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12.0: Digital Education Accessibility and EDI

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12.1: Quick Ways to Improve Digital Accessibility

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12.1: Quick Ways to Improve Digital Accessibility

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The UBWell chill out area is on the ground floor of the Main Library. Turn left after you enter through the gates, go past the help desk, and then you'll see the space on your right. Look out for the soft seating and plants, and the green display cases of books and leaflets about all sorts of wellbeing related subjects, as well as mindfulness materials including colouring sheets and pencils.

Support to stay healthy and happy as you study

Helpful information - books and leaflets on a wide range of wellbeing topics

Contacts for advice

Useful resources

Wellbeing resource lists

Recommended books, videos and online resources

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A relaxed space in the library with wellbeing resources for all aspects of your life.

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Support for researchers from Library Services.

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9:1: Literature searching and referencing

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9:1: Literature searching and referencing

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Literature searching

Literature Searching is the process of performing a thorough search of available literature (journal articles, books, official reports etc.) to determine what is already known, and not known, on a research topic. It is often closely linked to the Literature Review, where the aim is to establish where new or current research fits into the existing body of knowledge. Literature Searching can be thought of as an iterative process - in part because researchers need to keep up-to-date on the latest research relevant to their topic area as it is published, but also because the process of performing searches may need to be refined a number of times before the goal of having searched all available literature has been met.

Planning a literature search

To carry out an effective literature search you will need to plan your search by:

1. Developing a search strategy. This helps to ensure your approach to literature searching is consistent across each database used. Our Developing a Search Strategy worksheet (DOCX 45KB) will help you to identify the key search terms and synonyms from your research question, and how to combine them using Boolean operators. Our Keyword and subject heading searching video (duration 5:59) highlights the differences between keyword and subject heading search techniques.

2. Identifying the relevant databases to search in your subject area. For the majority of research needs, using a combination of bibliographic databases is the most effective method for getting comprehensive results when literature searching. Our Searching the databases worksheet (DOCX 311KB) introduces some of the key databases and platforms recommended for the majority of researchers. For further guidance on the databases to choose when literature searching, you can:

Consult our Guides, to find databases by subject area.

Go to Database Search in FindIt@Bham and browse databases by Resource Subject.

Browse our videos which provide an overview of key databases by subject area.

Literature searching for a Systematic Review

A Systematic Review is a formal research study that aims to find, assess and analyse the existing evidence that meets a specific set of criteria, in order to answer a precise research question. Systematic Reviews follow a clear, predefined structure and often take many months to complete. Our Guide to Systematic Reviews provides a further introduction, including information on how a Systematic Review differs to other Reviews. A fuller definition is provided by Cochrane - specialists in advocating the use of evidence-based research like systematic reviews to inform decision-making in health and health care.

Library Services subscribes to Cochrane Interactive Learning, an online introductory training course providing over 10 hours of self-directed learning on the complete Systematic Review process. The course is suitable for both new and experienced Systematic Review authors. Registration is required when you first access the course - please follow the guidelines on the Cochrane Interactive Learning FindIt@Bham record.

Our Research Skills Team supports researchers with developing the skills required for the literature searching aspect of Systematic Reviews.

Training and Support

The Research Skills Team offers a range of literature searching training and support for researchers.

Please note that taught students can access support from the Academic Skills Centre.

Referencing

Referencing is an important part of academic life, enabling you to:

Acknowledge an intellectual debt, thereby avoiding plagiarism

Give supporting evidence for your ideas and arguments

Provide readers with the information they need to verify, or follow up on, your sources

Our Referencing Guide contains examples of specific referencing styles to help guide the correct use of the referencing style appropriate to your discipline. If you are a postgraduate researcher (PGR) and need guidance as to the appropriate referencing style to use, please consult with your supervisor(s) and/or School handbook in the first instance.

Reference Management software

There is a range of Reference Management software solutions available to help make the process of managing your references more straightforward. Library Services recommends that research students (MRes, PhD etc.), researchers, and academic members of staff use EndNote Desktop. More information about EndNote (including how to obtain the software and training opportunities) is available on our EndNote Desktop webpages.

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Help and resources for effective literature searching and referencing.

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EndNote is a reference management tool which enables you to efficiently build your own library of references and then use this to create citations and reference lists within a Microsoft Word document. These can then be formatted in a range of different referencing styles.

EndNote Desktop is recommended for use by all students and staff at the University of Birmingham.

EndNote Desktop software

EndNote 21 is the current version of the software and is available for users of both Microsoft and macOS. Information about system requirements and word processor compatibility is available from Clarivate (the suppliers of EndNote).

EndNote 21 can be accessed as follows:

The library has recorded videos to help guide the process of obtaining EndNote, either by launching via AppsAnywhere, or installing from mySoftware.

The IT Service Desk can help you if you experience problems accessing the software.

Please note that accessing the EndNote 21 software from any of the University of Birmingham software stores is covered by the terms and conditions of the University of Birmingham licence and permitted for the duration of your time at the University of Birmingham.

To continue using EndNote 21 after leaving the institution, you will need to purchase a personal copy from Clarivate.

Incompatibility with cloud storage

EndNote is not compatible with any cloud storage solutions such as OneDrive, Dropbox and iCloud and when setting up your EndNote library you should avoid saving it to a cloud location. When choosing where to store your EndNote library, we strongly recommend saving it to the hard drive of your computer, and to ensure that this location is not being backed up to a cloud solution. See Clarivate's further information.

Help with using EndNote Desktop

Libraries and Learning Resources can support the use of EndNote Desktop by University of Birmingham staff and students as follows:

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Endnote is a referencing software packages which helps with citing in-text and the creation of bibliographies. Information about getting a copy, latest versions and courses can be found on this page.

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Support for students with disabilities, including assistive technology booths, book-fetching, RNIB Bookshare, and more.

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Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust

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University of Birmingham :: Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust

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This guide aims to help you to begin to understand the effects of childhood abuse and explores ways in which you may begin to overcome the effects of the abuse. It provides details of further sources of help and support.

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10.0: ASC Digital core university tools & M365 resources

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10.0: ASC Digital core university tools & M365 resources

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ASC Digital core university tools & M365 resources

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A collection of ASC digital online resources for MS office tools

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8:1:  Introduction to EndNote 21 Canvas course 

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8:1:  Introduction to EndNote 21 Canvas course 

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Information about the Main Library’s four assistive technology booths: equipment, software and how to book.

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Library Services information for students and visitors who have disabilities.

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The Royal National Institute of Blind People (RNIB) offers a service called Bookshare, which is a database of books in alternative formats that are accessible to registered students with a print disability. This allows users to search to see if items that we have within our Library collection are available in an alternative format.

The RNIB use the definition for a print disability from The Copyright and Related Rights (Marrakesh Treaty etc.) (Amendment) Regulations 2018 .

Who qualifies for a request an RNIB Bookshare account?

Registered students on any type of programme (e.g. undergraduate, postgraduate, doctorate) with the following print disabilities can register for the RNIB Bookshare service through Library Services:

Blind and partially sighted (visual): If you have a visual impairment that cannot be improved for reading purposes using corrective lenses (e.g. glasses).

Learning disabilities: If you are unable to read print effectively due to dyslexia or other cognitive learning disabilities such as autism or attention deficit hyperactivity disorder (ADHD).

Physical Disability: If you are unable to hold or manipulate a book due to a physical disability.

What formats are the books available in?

Titles are available in a range of accessible formats including:

Will you pass my details to the RNIB?

All accounts are anonymised so that no one at the RNIB will be able to identify you unless you contact them directly and provide them with information. The Digitisation Services Team in the Main Library, who manage the RNIB Bookshare account on behalf of the University, will keep the following information in an Excel file:

your name

email address

University ID number

Bookshare username and password

category of disability (visual, learning or physical). This information will be deleted within 30 days as we only need it to create your account.

Only the Digitisation Service Team members have access to the Excel file and that will be held securely within the University network. This information will be checked once per year and anyone who has since left the University will have their RNIB Bookshare account deleted, and their information removed from the Excel file after a seven-year period.

How do I register for a RNIB Bookshare account?

The Digitisation Team in the Main Library manage the RNIB Bookshare account on behalf of the University. If you meet the qualifying criteria above, please complete the online registration form. The data collected on this form will be processed in accordance with our Data Protection Policy. Please contact Library Services if you have any queries or need to change or amend your details.

Where can I find further information about RNIB Bookshare and how to use it?

The RNIB Bookshare website has lots of useful videos on who can use Bookshare, what it includes, and how to make the most out of the service once you have an account.

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Alternative formats of books that are accessible to registered students with a print disability.

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The digitisation service for staff and students with print disabilities.

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Accessible text file conversion for staff and students.

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4.2: Information and Support by the Guild of students

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4.2: Information and Support by the Guild of students

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Your Students’ Union for the University of Birmingham. We exist to make sure students get the best from Birmingham.

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Books@Bham is for students to suggest and recommend and additions to our library collections.

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© University of Birmingham. All Rights Reserved.

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4.5: Wellbeing Resources for postgraduate researchers

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4.5: Wellbeing Resources for postgraduate researchers

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© University of Birmingham. All Rights Reserved.

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12.2: Creating Accessible Canvas Content 

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12.2: Creating Accessible Canvas Content 

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12.3:  Panorama (Canvas Accessibility tool)

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12.3:  Panorama (Canvas Accessibility tool)

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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12.7: Browser Accessibility Features, Checkers, and Plugins

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12.7: Browser Accessibility Features, Checkers, and Plugins

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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14.1: Accessibility menu - Padlet Knowledge base and support

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14.1: Accessibility menu - Padlet Knowledge base and support

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Digital tools can sometimes be a bit overwhelming for users with certain disabilities. We understand and want to make your experience the best it can be. Visit your Accessibility settings to learn more!

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Updated 1 week ago by Carla Sese

Padlet's Accessibility Commitment

Padlet is committed to providing an accessible experience for everyone. We are broadly compliant with level A for our Board product and are working towards AA by the end of 2024.

Padlet's Accessibility Statement is available on our legal page. If you have questions or concerns about Padlet's accessibility, please contact us.

How can I navigate a board with keyboard shorcuts?

Keyboard shortcuts allow you to efficiently navigate and perform tasks on a Padlet board directly from your keyboard. You will find all the shortcuts supported by Padlet here.

How do I search for a post within a board?

1. Open the board
2. Press Cmd/Ctrl + F to open the search bar and type in keywords to find a specific content. To refine your search, you can also filter by status, post color, or author. For more details, visit the Padlet article on search and filtering.

Which screen reader can I use for Padlet?

Screen readers allow users with visual impairments to interact with computers and mobile devices. Here's a quick guide on using a screen reader to navigate Padlet.

Mac Users: Apple's built-in screen reader, VoiceOver, is a great option.

Windows Users: Popular screen reader options for Windows include Job Access With Speech (JAWS) and NonVisual Desktop Access (NVDA).

Mobile Devices: For iPhones and iPads, use VoiceOver. If you're on Android, TalkBack is the built-in screen reader.

Does Padlet support captioning for audio and video file?

Yes, automatic captions are generated for uploaded videos and audio files. Padlet supports over 30 languages, and the captions are displayed at the bottom of the video or audio player. Learn more about auto-caption here.

At the moment, users cannot edit the auto-generated captions.

Enable Auto Caption on video and audio posts

1. Click the uploaded video or audio post.
2. Click Captions and select a language. The captions will then be displayed at the bottom of the audio or video player.

How can I make Padlet appear larger on my screen?

If using a computer, use the built-in zooming feature on your browser (example: Safari, Chrome or Firefox) to make the website appear larger on your screen. This will zoom in on the entire page, not just text.

1. Hold down Ctrl (PC) or Command (Mac) buttons on your keyboard.
2. Press "+" to zoom in or "- " to zoom out.

How do I adjust the text contrast on Padlet?

Padlet text offers good contrast by default. But you can fine-tune your device's display for an even better reading experience.

Computer users:
Mac
1. Go to Settings > Accessibility > Display.
2. Toggle on "Invert Colors" for a dark mode

Windows
1. From Settings, head to Accessibility.
2. Select your contrast preference under Contrast Themes. You'll see a dropdown menu with various themes like Aquatic, Desert, Dusk or Night Sky.

You can also toggle contrast themes on or off using a keyboard shortcut: Press Left Alt + Left Shift + Print Screen simultaneously.

Mobile device users:
iPhone/iPads
On your home screen, tap Settings > General > Accessibility.
Under Increase Contrast, choose Reduce Transparency or Darken Colors

Android
Open Settings > Accessibility > Vision.
Toggle the switch next to High Contrast Fonts to turn it on or off.

Look for options like Display Contrast or Invert Colors in your device's accessibility settings (available on both iOS and Android).

You can also explore extensions like High Contrast for Chrome or Dark Reader for Safari. These extensions can modify the color scheme to make the text stand out more.

Is Padlet available in my language?

Padlet supports a wide range of languages. We'll automatically try to set your interface to your preferred language, based on your browser settings. View the full list here. If it's not quite right, you can easily switch languages from the Settings panel.

Aside from the app, Padlet's Help Center is also available in multiple languages. To change the language of the Help Center, look for the language selection button at the top right corner of the page.

What is Talk-for-me and how does it work?

Padlet's Talk-for-me feature is a text-to-speech functionality that allows users to input text on a post and have it generated as an audio file. Available in over 30 languages, this feature enhances accessibility by enabling users to listen to written content. Learn more

How do I share my board?

Sharing a link is generally the most accessible option, as it works well with screen readers and various devices. You can generate a link from the Share button in the top right corner.

For advanced sharing options, refer to our detailed guide here.

How can I print a copy of my padlet?

1. Open a padlet you want to save.
2. Click the Share button
3. Under Export, choose between PDF, image, CSV, spreadsheet or print it directly. For more details, visit the Padlet Help page on exporting and printing.Under Export, choose between PDF, image, CSV, spreadsheet or print it directly.

For more details, visit the Padlet Help page on exporting and printing.

Is Padlet WCAG AA compliant?

Padlet is committed to meeting WCAG 2.2 Level AA standards for accessibility. Padlet is broadly compliant across a range of AA criteria, though there are still some items that are pending remediation. Visit our accessibility page for the latest status!

Does Padlet have a VPAT?

Yes, Padlet has a Voluntary Product Accessibility Template (VPAT). The VPAT outlines Padlet's conformance with accessibility standards including WCAG, Revised Section 508 Standards and EN 301 549 Accessibility requirements. You can find it here.

Can I customize the layout of the exported file?

Exports are programmed to best display content in the exported format for readability. However, it's not customizable at this time.

How to adjust video speed and quality

1. Click the published post with the video.
2. Click on the Settings icon in the bottom right corner.
3. Select the option to adjust speed and quality, and enable or disable captions.

How do I add captions to attachments on a board?

1. Upload the attachment to the padlet.
2. Look for the Add a caption field.
3. Add captions to provide context and click 1. Click the vertical three dots on the post and click Edit post.
2. Type in the new caption and click Update.

Can I upload transcripts to my audio and video files and download them later?

Padlet doesn't support uploading or downloading transcripts for posts at the moment. However, we understand the importance of accessibility and are actively working on features to improve transcript support. Stay tuned for updates!

Turn off autoplay on GIFs

Disabling animations on a board can improve accessibility for users with photosensitivity or visual impairments.

To disable GIF autoplay on Padlet:

Individual GIF: Click the pause button at the bottom right corner of each GIF.
All GIFs: Adjust your device's accessibility settings:

Windows: Go to Settings > Accessibility > Animation Effects > toggle Show animations to Mac: Open System Preferences > Accessibility > Display and check R eiOS: Go to Settings > Accessibility > Motion and toggle Reduce Motion to Android: Open Settings > Accessibility and select Remove animations or Padlet respects your device's system preference for reduced motion, so if you've set this preference on your device, it will automatically apply to GIFs on the board. There is no user or board setting to override this preference at this time.

My assistive technology isn't working with Padlet. How can I report this issue?

If you're experiencing a problem using assistive technology settings, use this form to let us know. Include details about your device and the specific problem you encountered and our team will get back to you as soon as we can.

How to enable VoiceOver on your Mac

VoiceOver is a built-in screen reader program on Apple devices, like Macs, iPhones, and iPads.

On a computer
1. Open System Settings. (This might be called "System Preferences" on older macOS versions.)
2. Click on Accessibility in the sidebar.
3. In the list on the left, choose 4. To turn VoiceOver on, click the checkbox next to Enable VoiceOver. You might be prompted to confirm this change.

On iPhone or iPad
1. Open the Settings app.
2. Scroll down and tap on Accessibility. This will open a list of accessibility features on your device.
3. Tap on VoiceOver. This will display the settings related to VoiceOver.
4. To turn VoiceOver on, toggle the switch next to VoiceOver to the ON position.

How to navigate a board using a screen reader

You can quickly locate and access different parts of the padlet using screen reader commands for Headings. Here is an overview of the heading hierarchy you can expect:

Title: The main title of your Padlet is marked as an H1 heading.
Sections: If sections are enabled on the padlet, each section title is designated as an H2 heading.
Post Titles: Individual posts can be navigated by headings.

To look for a specific post, you can use the search-by-keyword feature by accessing your screen reader's Form Field section ((JAWS + F3, NVDA + F7 or the Rotor (VoiceOver on macOS or iOS) and selecting ' search post by keyword edit' button. From there, you can quickly jump to a specific post.

Inside a post

Attachments: If a post contains an attachment, you can click on it to access the expanded view, where you can view PDFs or play audio and video files.

Reactions: If reactions are enabled, you can click on the reaction buttons to interact with the post.

Comments: If comments aren't immediately visible, you can click on the comments icon button to expand the post and view all comments.

Additional Actions: If there are actions not immediately available on the post, you can click on the three-dot menu to access more options.

How can I navigate the dashboard with a screen reader?

The 'All Padlets' section on the dashboard is marked as a Heading Level 1 (H1). Since this is the only heading, your screen reader should automatically announce it when you load the page.

Navigating by landmarks
The dashboard is structured with landmarks to help you navigate efficiently. The banner landmark includes the main navigation options: "Gallery," "Join," "Learn," and "Make."
Using the search bar
The search bar allows you to find specific boards and sandboxes.
1. To access it, move your screen reader focus to ' search padlets by keywords', or press Ctrl+ F on Windows or Cmd+ F on macOS.
2. Type in your keywords in the search bar and Tab to the board or sandbox you wish to open. Press Enter to open the board.

Bypassing repetitive content
Use the "Skip to content" link to bypass repetitive navigation options and go directly to the padlet and options list.
The commands may vary slightly depending on the screen reader you're using. Be sure to check the specific user guide for your screen reader for any variations.

How do I add alt text for an image on the board?

Alt text, or alternative text, is a written description of an image. It's crucial for users who are blind or have low vision because it allows screen readers to convey the image's content.

1. Upload the image attachment
2. Click the ALT button in the lower lower-left-left corner of any image
3. Add a brief description and click Publish.

For full instructions on adding attachments, visit this page.

How to quickly make a new board

1. Open a board:
JAWS (Windows): Press Ctrl + D to open the address bar in your browser. Then type padlet.new and press NVDA (Windows): Press Ctrl + L to focus on the address bar. Type padlet.new and press Enter.
VoiceOver (Mac): Press Cmd + L to move to the address bar, type padlet.new, and press Enter.

2. Customize your board
Once you've loaded the board, you'll be presented with a new board interface.

Keyboard users: Use the Tab key to navigate through the various fields and options.
Touch device users: Swipe until your screen reader announces the Settings menu.

3. Start posting:
Use the Tab key to navigate to the Add a post button.
Type your text or add attachments. You can also use shortcuts to quickly attach files.

How do you turn speech recognition on for your device?

Here's how to enable speech recognition for your device:

Mac
1. Open System Preferences.
2. Click on Keyboard.
3. Go to the Dictation tab.
4. Toggle Enable Dictation to " On."
(Optional): Review additional dictation settings like keyboard shortcuts or custom vocabulary.

Windows
1. Press the Windows logo key + H or select the mic button🎙️ on the touch keyboard

Android
1. Open Settings.
2. Navigate to General Management > Keyboard list and default.
3. Turn on the desired voice input option (e.g., Google voice typing).

Chromebook
1. Click the clock or press Alt + Shift + S in the bottom right corner to access Settings.
2. Navigate to Accessibility within Settings.
3. Find Keyboard and text input and toggle on Enable dictation (speak to type).

How to use speech recognition to create text on a padlet

1. Open your padlet and navigate to where you want to add text (title, description, post content, comment, etc.).
2. Locate the microphone icon🎙️on the keyboard (mobile app) or within the text field itself (web interface).
3. Click or tap the microphone icon 🎙️ to activate voice typing.
4. Speak clearly and naturally, and your voice will be transcribed into text.

Remember punctuation! Say "comma," "period," "question mark," etc., for clear communication.

5. Click or tap the microphone icon again to stop dictation when finished.

Does Padlet have a text-to-speech feature available for its users?

Yes, Padlet offers a text-to-speech feature. The "Talk for Me" feature in Padlet allows users to create audio posts by converting text into speech, which can then be shared directly on a Padlet board. This feature is useful for a variety of scenarios, such as delivering speeches, creating interactive language exercises, or making content accessible to users who benefit from auditory input. Read more about this feature here.

How do I search for padlets on the dashboard?

1. On the homepage, navigate to the search bar using your keyboard by pressing the Tab key until it is highlighted, or use the keyboard shortcut Ctrl+F (Windows) or Cmd+F (macOS).
2. In the search bar, type in relevant keywords from the board's title or description to find what you're looking for.
3. Continue pressing the Tab key to move through the search results. When the desired padlet is focused, press Enter to select.

How to turn off Padlet's keyboard shortcuts?

1. Click your profile photo in the top right corner.
2. Click Settings > Accessibility
3. Toggle Keyboard Shortcuts. By default, this button is turned on (indicated by a purple color or slider to the right).

How do I change the board settings using a keyboard?

1. Navigate to your padlet using the Tab key to find the content area.
2. Press Tab repeatedly until you reach the Settings page represented by a gear icon (⚙️).

If you're using a screen reader, you can quickly find the Settings page using these shortcuts.

JAWS:
Press B (JAWS Quick Key) to cycle through buttons on the page.
Keep pressing B until you hear Open padlet settings button.

NVDA:
Use the NVDA + F7 shortcut to open the Elements List.
From the list, navigate to the Buttons section and select the Open padlet settings button.

Mac VoiceOver:
Go to Form Controls > Open padlet settings button

3. Press Enter to open the Settings menu. (The menu may expand or open in a new panel.)
4. Use the arrow keys (Left/Right) to navigate through the different setting categories (e.g., "Heading," "Appearance," "Layout").
5. Most changes made are saved automatically. For settings that open a separate panel (i.e., wallpaper, icons), look for a Save button.

Refer to this page for a detailed list of keyboard shortcuts for all functionalities.

How to skip to the first post on a board?

1. Tab to Skip to Content (first focusable element).
2. Press Enter, then press Tab to jump to the first post.

How to skip to the main content on the dashboard

1. From the Padlet homepage, press Tab to Skip to Content.
2. Press Enter then Tab to select a padlet to open.

How do I navigate by sections on a board?

Screen readers typically announce the heading levels (h1, h2, h3) as you navigate Padlet. Here's how to find specific sections and posts using screen reader keyboard shortcuts:

JAWS (Windows):
1. Use the H key to move to the next heading.
2. Use Shift + H to move to the previous heading.

NVDA (Windows):
1. Use the H key to move to the next heading.
2. Use Ctrl + Shift + H to move to the previous heading.

VoiceOver (Mac):
1. Use the VO + Arrow Down key combination to move to the next heading.
2. Use VO + Arrow Up to move to the previous heading.
Instructions may vary slightly depending on your screen reader and operating system version. For the most accurate guidance, please refer to the specific documentation or support resources for your screen reader and operating system.

Screen Readers and Assistive Technology

Text Size and Contrast

Language Options and Support

Sharing and exporting content

Compliance

# data[].attributes.attachment_link.description
Explore Padlet's Accessibility FAQ, designed to help users of all abilities navigate and use Padlet effectively. Learn about keyboard shortcuts, screen reader compatibility, captions, and more.

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10.1: Introduction to Canvas VLE (Canvas)

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10.1: Introduction to Canvas VLE (Canvas)

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Canvas is the Virtual Learning Environment (VLE) (canvas.bham.ac.uk) used here at University of Birmingham. It’s similar to other VLEs that you may have used in other institutions such as Moodle or Blackboard. You can use Canvas to do the following:

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10.2: Introduction to Panopto: Lecture Capture (Canvas)

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10.2: Introduction to Panopto: Lecture Capture (Canvas)

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Panopto: Lecture Capture: Introduction to Canvas for Students

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10.3: Introduction to PebblePad (Canvas)

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10.3: Introduction to PebblePad (Canvas)

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10.4: Introduction to Zoom (Service Desk knowledge base) 

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10.4: Introduction to Zoom (Service Desk knowledge base) 

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Revised by Matt Warwick (IT Service Management)

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IT Knowledge - Zoom Video Conferencing: Introduction

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IT Knowledge - Zoom - Zoom offers video conferencing, simple online meetings, and group messaging in a single platform. Meetings

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10.5: MS Teams Essential training (LinkedIN Learning collection)

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10.5: MS Teams Essential training (LinkedIN Learning collection)

# data[].attributes.attachment_link.readable_text
From the course: Microsoft Teams Essential Training

Communicate effectively with Microsoft Teams

- Communication is one of the biggest keys to success in the workplace. Microsoft Teams offers several tools to make that communication easier. I'm Nick Brazzi, and I've put together a training course that introduces the most important features in Teams, including group conversation threads and established team channels. Private chats let you send messages to specific people which are not visible to others. You can also do private audio and video calls, and then there are meetings, which can be scheduled ahead of time, giving you plenty of options for face-to-face communication with remote team members. This course is mainly targeted to users of Teams for business, Enterprise and Education, but even if you are using the free version or using Teams as a guest, there's still great information for you here.

Download courses and learn on the go

Watch courses on your mobile device without an internet connection. Download courses using your iOS or Android LinkedIn Learning app.

# data[].attributes.attachment_link.title
Communicate effectively with Microsoft Teams - Microsoft Teams Essential Training Video Tutorial | LinkedIn Learning, formerly Lynda.com

# data[].attributes.attachment_link.description
Join Nick Brazzi for an in-depth discussion in this video, Communicate effectively with Microsoft Teams, part of Microsoft Teams Essential Training.

# data[].attributes.headline
21.3: Equality Advisory and Support Service

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21.3: Equality Advisory and Support Service

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The Helpline advises and assists individuals on issues relating to equality and human rights, across England, Scotland and Wales. We can also accept referrals from organisations which, due to capacity or funding issues, are unable to provide face to face advice to local users of their services.

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21.4: Web Content Accessibility Guidelines (WCAG) 2.2

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21.4: Web Content Accessibility Guidelines (WCAG) 2.2

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Abstract

Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities. These guidelines address accessibility of web content on desktops, laptops, tablets, and mobile devices. Following these guidelines will also often make Web content more usable to users in general.

WCAG 2.2 success criteria are written as testable statements that are not technology-specific. Guidance about satisfying the success criteria in specific technologies, as well as general information about interpreting the success criteria, is provided in separate documents. See Web Content Accessibility Guidelines (WCAG) Overview for an introduction and links to WCAG technical and educational material.

WCAG 2.2 extends Web Content Accessibility Guidelines 2.1 [], which was published as a W3C Recommendation June 2018. Content that conforms to WCAG 2.2 also conforms to WCAG 2.0 and WCAG 2.1. The WG intends that for policies requiring conformance to WCAG 2.0 or WCAG 2.1, WCAG 2.2 can provide an alternate means of conformance. The publication of WCAG 2.2 does not deprecate or supersede WCAG 2.0 or WCAG 2.1. While WCAG 2.0 and WCAG 2.1 remain W3C Recommendations, the W3C advises the use of WCAG 2.2 to maximize future applicability of accessibility efforts. The W3C also encourages use of the most current version of WCAG when developing or updating Web accessibility policies.

Status of This Document
This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in theW3C technical reports index at https://www.w3.org/TR/.
To comment, file an issue in the W3C WCAG GitHub repository. Although the proposed Success Criteria in this document reference issues tracking discussion, the Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to public-agwg-comments@w3.org ( comment archive).

This document was published by the Accessibility Guidelines Working Group as a Recommendation using the Recommendation track.

W3C recommends the wide deployment of this specification as a standard for the Web.

A W3C Recommendation is a specification that, after extensive consensus-building, is endorsed by W3C and its Members, and has commitments from Working Group members to royalty-free licensing for implementations.

This document was produced by a group operating under the 1 August 2017 W3C Patent Policy. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.

This document is governed by the 12 June 2023 W3C Process Document.

This section is non-normative.

Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [] and WCAG 2.1 [], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

The individuals and organizations that use WCAG vary widely and include Web designers and developers, policy makers, purchasing agents, teachers, and students. In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles, general guidelines, testable success criteria and a rich collection of sufficient techniques, advisory techniques, and documented common failures with examples, resource links and code.

Principles - At the top are four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust. See also Understanding the Four Principles of Accessibility.

Guidelines - Under the principles are guidelines. The 13 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.

Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.2 document itself, the working group has also documented a wide variety of techniques. The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory. The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines. Some advisory techniques address accessibility barriers that are not covered by the testable success criteria. Where common failures are known, these are also documented. See also Sufficient and Advisory Techniques in Understanding WCAG 2.2.

All of these layers of guidance (principles, guidelines, success criteria, and sufficient and advisory techniques) work together to provide guidance on how to make content more accessible. Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users.

Note that even content that conforms at the highest level (AAA) will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive, language, and learning areas. Authors are encouraged to consider the full range of techniques, including the advisory techniques, Making Content Usable for People with Cognitive and Learning Disabilities, as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community. Metadata may assist users in finding content most suitable for their needs.

The WCAG 2.2 document is designed to meet the needs of those who need a stable, referenceable technical standard. Other documents, called supporting documents, are based on the WCAG 2.2 document and address other important purposes, including the ability to be updated to describe how WCAG would be applied with new technologies. Supporting documents include:

See Web Content Accessibility Guidelines (WCAG) Overview for a description of the WCAG 2.2 supporting material, including education resources related to WCAG 2. Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources.

WCAG 2.2 meets a set of requirements for WCAG 2.2 which, in turn, inherit requirements from previous WCAG 2 versions. Requirements structure the overall framework of guidelines and ensure backwards compatibility. The Working Group also used a less formal set of acceptance criteria for success criteria, to help ensure success criteria are similar in style and quality to those in WCAG 2.0. These requirements constrained what could be included in WCAG 2.2. This constraint was important to preserve its nature as a dot-release of WCAG 2.

WCAG 2.2 was initiated with the goal to continue the work of WCAG 2.1: Improving accessibility guidance for three major groups: users with cognitive or learning disabilities, users with low vision, and users with disabilities on mobile devices. Many ways to meet these needs were proposed and evaluated, and a set of these were refined by the Working Group. Structural requirements inherited from WCAG 2.0, clarity and impact of proposals, and timeline led to the final set of success criteria included in this version. The Working Group considers that WCAG 2.2 incrementally advances web content accessibility guidance for all these areas, but underscores that not all user needs are met by these guidelines.

WCAG 2.2 builds on and is backwards compatible with WCAG 2.1, meaning web pages that conform to WCAG 2.2 are at least as accessible as pages that conform to WCAG 2.1. Requirements have been added that build on 2.1 and 2.0. WCAG 2.2 has removed one success criterion, 4.1.1 Parsing. Authors that are required by policy to conform with WCAG 2.0 or 2.1 will be able to update content to WCAG 2.2, but may need to continue to test and report 4.1.1. Authors following more than one version of the guidelines should be aware of the following additions.

WCAG 2.2 extends WCAG 2.1 by adding new success criteria, definitions to support them, and guidelines to organize the additions. This additive approach helps to make it clear that sites which conform to WCAG 2.2 also conform to WCAG 2.1. The Accessibility Guidelines Working Group recommends that sites adopt WCAG 2.2 as their new conformance target, even if formal obligations mention previous versions, to provide improved accessibility and to anticipate future policy changes.

The following success criteria are new in WCAG 2.2:

The new success criteria may reference new terms that have also been added to the glossary and form part of the normative requirements of the success criteria.

WCAG 2.2 also introduces new sections detailing aspects of the specification which may impact privacy and security.

In order to avoid confusion for implementers for whom backwards compatibility to WCAG 2 versions is important, new success criteria in WCAG 2.2 have been appended to the end of the set of success criteria within their guideline. This avoids the need to change the section number of success criteria from WCAG 2, which would be caused by inserting new success criteria between existing success criteria in the guideline, but it means success criteria in each guideline are no longer grouped by conformance level. The order of success criteria within each guideline does not imply information about conformance level; only the conformance level indicator (A / AA / AAA) on the success criterion itself indicates this. The WCAG 2.2 Quick Reference will provide a way to view success criteria grouped by conformance level, along with many other filter and sort options.

WCAG 2.2 uses the same conformance model as WCAG 2.0. It is intended that sites that conform to WCAG 2.2 also conform to WCAG 2.0 and WCAG 2.1, which means they meet the requirements of any policies that reference WCAG 2.0 or WCAG 2.1, while also better meeting the needs of users on the current Web.

In parallel with WCAG 2.2, the Accessibility Guidelines Working Group is developing another major version of accessibility guidelines. The result of this work is expected to be a more substantial restructuring of web accessibility guidance than would be realistic for dot-releases of WCAG 2. The work follows a research-focused, user-centered design methodology to produce the most effective and flexible outcome, including the roles of content authoring, user agent support, and authoring tool support. This is a multi-year effort, so WCAG 2.2 is needed as an interim measure to provide updated web accessibility guidance to reflect changes on the web since the publication of WCAG 2.0. The Working Group might also develop additional interim versions, continuing with WCAG 2.2, on a similar short timeline to provide additional support while the major version is completed.

This section lists requirements for conformance to WCAG 2.2. It also gives information about how to make conformance claims, which are optional. Finally, it describes what it means to be accessibility supported, since only accessibility-supported ways of using technologies can be relied upon for conformance. Understanding Conformance includes further explanation of the accessibility-supported concept.

The main content of WCAG 2.2 is normative and defines requirements that impact conformance claims. Introductory material, appendices, sections marked as "non-normative", diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.

The key words MAY, MUST, MUST NOT, NOT RECOMMENDED, RECOMMENDED, SHOULD, and SHOULD NOT are to be interpreted as described in [].

In order for a Web page to conform to WCAG 2.2, all of the following conformance requirements must be satisfied:

One of the following levels of conformance is met in full.

For Level A conformance (the minimum level of conformance), the Web page satisfies all the Level A Success Criteria, or a conforming alternate version is provided.

For Level AA conformance, the Web page satisfies all the Level A and Level AA Success Criteria, or a Level AA conforming alternate version is provided.

For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level AAA Success Criteria, or a Level AAA conforming alternate version is provided.

Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded.

When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)

An online store has a series of pages that are used to select and purchase products. All pages in the series from start to finish (checkout) conform in order for any page that is part of the process to conform.

1. when any technology that is not relied upon is turned on in a user agent,

2. when any technology that is not relied upon is turned off in a user agent, and

3. when any technology that is not relied upon is not supported by a user agent

In addition, the following success criteria apply to all content on the page, including content that is not otherwise relied upon to meet conformance, because failure to meet them could interfere with any use of the page:

1.4.2 - Audio Control,

2.1.2 - No Keyboard Trap,

2.3.1 - Three Flashes or Below Threshold, and

2.2.2 - Pause, Stop, Hide.

For more information, including examples, see Understanding Conformance Requirements.

Conformance is defined only for Web pages. However, a conformance claim may be made to cover one page, a series of pages, or multiple related Web pages.

Conformance claims are not required. Authors can conform to WCAG 2.2 without making a claim. However, if a conformance claim is made, then the conformance claim must include the following information:

1. Date of the claim

2. Guidelines title, version and URI "Web Content Accessibility Guidelines 2.2 at https://www.w3.org/TR/WCAG22/"

3. Conformance level satisfied: (Level A, AA or AAA)

4. A concise description of the Web pages, such as a list of URIs for which the claim is made, including whether subdomains are included in the claim.

The Web pages may be described by list or by an expression that describes all of the URIs included in the claim.

Web-based products that do not have a URI prior to installation on the customer's Web site may have a statement that the product would conform when installed.

5. A list of the Web content technologies relied upon.

In addition to the required components of a conformance claim above, consider providing additional information to assist users. Recommended additional information includes:

A list of success criteria beyond the level of conformance claimed that have been met. This information should be provided in a form that users can use, preferably machine-readable metadata.

A list of the specific technologies that are " used but not relied upon."

A list of user agents, including assistive technologies that were used to test the content.

A list of specific accessibility characteristics of the content, provided in machine-readable metadata.

Information about any additional steps taken that go beyond the success criteria to enhance accessibility.

A machine-readable metadata version of the list of specific technologies that are relied upon.

A machine-readable metadata version of the conformance claim.

Web pages that will later have additional content added can use a 'statement of partial conformance'. For example, an email program, a blog, an article that allows users to add comments, or applications supporting user-contributed content. Another example would be a page, such as a portal or news site, composed of content aggregated from multiple contributors, or sites that automatically insert content from other sources over time, such as when advertisements are inserted dynamically.

In these cases, it is not possible to know at the time of original posting what the uncontrolled content of the pages will be. It is important to note that the uncontrolled content can affect the accessibility of the controlled content as well. Two options are available:

1. A determination of conformance can be made based on best knowledge. If a page of this type is monitored and repaired (non-conforming content is removed or brought into conformance) within two business days, then a determination or claim of conformance can be made since, except for errors in externally contributed content which are corrected or removed when encountered, the page conforms. No conformance claim can be made if it is not possible to monitor or correct non-conforming content;
OR

2. A "statement of partial conformance" may be made that the page does not conform, but could conform if certain parts were removed. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if the following parts from uncontrolled sources were removed." In addition, the following would also be true of uncontrolled content that is described in the statement of partial conformance:

1. It is not content that is under the author's control.

2. It is described in a way that users can identify (e.g., they cannot be described as "all parts that we do not control" unless they are clearly marked as such.)

A "statement of partial conformance due to language" may be made when the page does not conform, but would conform if accessibility support existed for (all of) the language(s) used on the page. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.2 at level X if accessibility support existed for the following language(s):"

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for privacy, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user privacy, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have privacy implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to privacy are:

This section is non-normative.
Success Criteria within this specification which the Working Group has identified possible implications for security, either by providing protections for end users or which are important for web site providers to take in to consideration when implementing features designed to protect user security, are listed below. This list reflects the current understanding of the Working Group but other Success Criteria may have security implications that the Working Group is not aware of at the time of publishing.

Success Criteria within this specification that may relate to security are:

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

1. initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Not defined in all languages.

SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer, the French national railroad.

ESP is an initialism for extrasensory perception.

2. acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word

NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

accessibility supported

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

1. The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,
AND

2. The Web content technology must have accessibility-supported user agents that are available to users. This means that at least one of the following four statements is true:

1. The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);
OR

2. The technology is supported in a widely-distributed plug-in that is also accessibility supported;
OR

3. The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;
OR

4. The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

does not cost a person with a disability any more than a person without a disability and

is as easy to find and obtain for a person with a disability as it is for a person without disabilities.

alternative for time-based media

ambiguous to users in general

picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII)

assistive technology (as used in this document)

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

Assistive technologies that are important in the context of this document include the following:

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

a time-based presentation that contains only audio (no video and no interaction)

switch back and forth between two visual states in a way that is meant to draw attention

blocks of text

more than one sentence of text

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

changes of context

major changes that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

Opening a new window, moving focus to a different component, going to a new page (including anything that would look to a user as if they had moved to a new page) or significantly re-arranging the content of a page are examples of changes of context.

Cognitive function test

[New]

A task that requires the user to remember, manipulate, or transcribe information. Examples include, but are not limited to:

memorization, such as remembering a username, password, set of characters, images, or patterns. The common identifiers name, e-mail, and phone number are not considered cognitive function tests as they are personal to the user and consistent across Web sites;

transcription, such as typing in characters;

use of correct spelling;

performance of calculations;

solving of puzzles.

conformance

satisfying all the requirements of a given standard, guideline or specification

conforming alternate version

version that

1. conforms at the designated level, and

2. provides all of the same information and functionality in the same human language, and

3. is as up to date as the non-conforming content, and

4. for which at least one of the following is true:

1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or

2. the non-conforming version can only be reached from the conforming version, or

3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

See Understanding Conforming Alternate Versions

content (Web content)

context-sensitive help

contrast ratio

(L1 + 0.05) / (L2 + 0.05), where

correct reading sequence

any sequence where words and paragraphs are presented in an order that does not change the meaning of the content

visual angle of about 0.0213 degrees

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. This unit is density-independent, and distinct from actual hardware pixels present in a display. User agents and operating systems should ensure that a CSS pixel is set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [css3-values], which takes into account the physical dimensions of the display and the assumed viewing distance (factors that cannot be determined by content authors).

platform event that occurs when the trigger stimulus of a pointer is depressed

The down-event may have different names on different platforms, such as "touchstart" or "mousedown".

dragging movement

[New]

an operation where the pointer engages with an element on the down-event and the element (or a representation of its position) follows the pointer until an up-event

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

[New]

solidly bounds or surrounds

if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform

extended audio description

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

focus indicator

[New]

pixels that are changed to visually indicate when a user interface component is in a focused state

functionality

processes and outcomes achievable through user action

general flash and red flash thresholds

a flash or rapidly changing image sequence is below the threshold (i.e., content passes) if any of the following are true:

1. there are no more than three general flashes and / or no more than three red flashes within any one-second period; or

2. the combined area of flashes occurring concurrently occupies no more than a total of .006 steradians within any 10 degree visual field on the screen (25% of any 10 degree visual field on the screen) at typical viewing distance

where:

A general flash is defined as a pair of opposing changes in relative luminance of 10% or more of the maximum relative luminance (1.0) where the relative luminance of the darker image is below 0.80; and where "a pair of opposing changes" is an increase followed by a decrease, or a decrease followed by an increase, and

A red flash is defined as any pair of opposing transitions involving a saturated red

Exception: Flashing that is a fine, balanced, pattern such as white noise or an alternating checkerboard pattern with "squares" smaller than 0.1 degree (of visual field at typical viewing distance) on a side does not violate the thresholds.

The new working definition in the field for "pair of opposing transitions involving a saturated red" (from WCAG 2.2) is a pair of opposing transitions where, one transition is either to or from a state with a value R/(R + G + B) that is greater than or equal to 0.8, and the difference between states is more than 0.2 (unitless) in the CIE 1976 UCS chromaticity diagram. [ISO_9241-391]

human language

language that is spoken, written or signed (through visual or tactile means) to communicate with humans

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

In English, "spilling the beans" means "revealing a secret." However, "knocking over the beans" or "spilling the vegetables" does not mean the same thing.

In Japanese, the phrase "さじを投げる" literally translates into "he throws a spoon," but it means that there is nothing he can do and finally he gives up.

In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens," but it means that he went to bed early.

image of text

text that has been rendered in a non-text form (e.g., an image) in order to achieve a particular visual effect

A person's name on a nametag in a photograph.

informative

for information purposes and not required for conformance

input error

information provided by the user that is not accepted

This includes:

1. Information that is required by the Web page but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values

keyboard interface

interface used by software to obtain keystroke input

A keyboard interface allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

A touchscreen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech-to-text applications with "keyboard emulation" functionality.

keyboard shortcut

alternative means of triggering an action by the pressing of one or more keys

large scale (text)

with at least 18 point or 14 point bold or font size that would yield equivalent size for Chinese, Japanese and Korean (CJK) fonts

legal commitments

link purpose

nature of the result obtained by activating a hyperlink

information captured from a real-world event and transmitted to the receiver with no more than a broadcast delay

lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education

This definition is based on the International Standard Classification of Education [].

process or technique for achieving a result

media alternative for text

motion animation

minimum bounding box

[New]

the smallest enclosing rectangle aligned to the horizontal axis within which all the points of a shape lie. For components which wrap onto multiple lines as part of a sentence or block of text (such as hypertext links), the bounding box is based on how the component would appear on a single line.

text by which software can identify a component within Web content to the user

navigated in the order defined for advancing focus (from one element to the next) using a keyboard interface

non-text content

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language

required for conformance

on a full-screen window

stopped by user request and not resumed until requested by user

[New]

continuous line forming the boundary of a shape not including shared pixels, or the minimum bounding box, whichever is shortest.

The perimeter calculation for a 2 CSS pixel perimeter around a rectangle is 4 h+4 w, where h is the height and w is the width. For a 2 CSS pixel perimeter around a circle it is 4𝜋 r.

pointer input

input from a device that can target a specific coordinate (or set of coordinates) on a screen, such as a mouse, pen, or touch contact

prerecorded

information that is not live

presentation

rendering of the content in a form to be perceived by users

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

This definition is based on the International Standard Classification of Education [].

series of user actions where each action is required in order to complete an activity

Successful use of a series of Web pages on a shopping site requires users to view alternative products, prices and offers, select products, submit an order, provide shipping information and provide payment information.

An account registration page requires successful completion of a Turing test before the registration form can be accessed.

programmatically determined (programmatically determinable)

determined by software from author-supplied data provided in a way that different user agents, including assistive technologies, can extract and present this information to users in different modalities

Determined in a markup language from elements and attributes that are accessed directly by commonly available assistive technology.

Determined from technology-specific data structures in a non-markup language and exposed to assistive technology via an accessibility API that is supported by commonly available assistive technology.

programmatically determined link context

additional information that can be programmatically determined from relationships with a link, combined with the link text, and presented to users in different modalities

In HTML, information that is programmatically determinable from a link in English includes text that is in the same paragraph, list, or table cell as the link or in a table header cell that is associated with the table cell that contains the link.

programmatically set

set by software using methods that are supported by user agents, including assistive technologies

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality

The cover page of a dictionary has random words in very light text in the background.

real-time event

event that a) occurs at the same time as the viewing and b) is not completely generated by the content

A Webcast of a live performance (occurs at the same time as the viewing and is not prerecorded).

An on-line auction with people bidding (occurs at the same time as the viewing).

Live humans interacting in a virtual world using avatars (is not completely generated by the content and occurs at the same time as the viewing).

relationships

meaningful associations between distinct pieces of content

relative luminance

the relative brightness of any point in a colorspace, normalized to 0 for darkest black and 1 for lightest white

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as:

if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4

if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4

if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4

and RsRGB, GsRGB, and BsRGB are defined as:

The "^" character is the exponentiation operator. (Formula taken from [].)

relied upon (technologies that are)

the content would not conform if that technology is turned off or is not supported

same functionality

same relative order

satisfies a success criterion

the success criterion does not evaluate to 'false' when applied to the page

set of web pages

collection of web pages that share a common purpose and that are created by the same author, group or organization

Examples include:

a publication which is split across multiple Web pages, where each page contains one chapter or other significant section of the work. The publication is logically a single contiguous unit, and contains navigation features that enable access to the full set of pages.

an e-commerce website shows products in a set of Web pages that all share the same navigation and identification. However, when progressing to the checkout process, the template changes; the navigation and other elements are removed, so the pages in that process are functionally and visually different. The checkout pages are not part of the set of product pages.

a blog on a sub-domain (e.g. blog.example.com) which has a different navigation and is authored by a distinct set of people from the pages on the primary domain (example.com).

sign language

a language using combinations of movements of the hands and arms, facial expressions, or body positions to convey meaning

sign language interpretation

translation of one language, generally a spoken language, into a sign language

single pointer

pointer input that operates with one point of contact with the screen, including single taps and clicks, double-taps and clicks, long presses, and path-based gestures

specific sensory experience

dynamic property expressing characteristics of a user interface component that may change in response to user action or automated processes

States do not affect the nature of the component, but represent data associated with the component or user interaction possibilities. Examples include focus, hover, select, press, check, visited/unvisited, and expand/collapse.

status message

change in content that is not a change of context, and that provides information to the user on the success or results of an action, on the waiting state of an application, on the progress of a process, or on the existence of errors

1. The way the parts of a Web page are organized in relation to each other; and

2. The way a collection of Web pages is organized

style property

property whose value determines the presentation (e.g. font, color, size, location, padding, volume, synthesized speech prosody) of content elements as they are rendered (e.g. onscreen, via loudspeaker, via braille display) by user agents

Style properties can have several origins:

User agent default styles: The default style property values applied in the absence of any author or user styles. Some web content technologies specify a default rendering, others do not;

Author styles: Style property values that are set by the author as part of the content (e.g. in-line styles, author style sheets);

User styles: Style property values that are set by the user (e.g. via user agent interface settings, user style sheets)

supplemental content

additional content that illustrates or clarifies the primary content

An audio version of a Web page.

An illustration of a complex process.

A paragraph summarizing the major outcomes and recommendations made in a research study.

synchronized media

technology (Web content)

mechanism for encoding instructions to be rendered, played or executed by user agents

Some common examples of Web content technologies include HTML, CSS, SVG, PNG, PDF, Flash, and JavaScript.

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language

text alternative

Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. Programmatically associated text is text whose location can be programmatically determined from the non-text content.

An image of a chart is described in text in the paragraph after the chart. The short text alternative for the chart indicates that a description follows.

platform event that occurs when the trigger stimulus of a pointer is released

The up-event may have different names on different platforms, such as "touchend" or "mouseup".

used in an unusual or restricted way

any software that retrieves and presents Web content for users

Web browsers, media players, plug-ins, and other programs - including assistive technologies - that help in retrieving, rendering, and interacting with Web content.

user-controllable

data that is intended to be accessed by users

Name and address fields for a user's account.

user interface component

a part of the content that is perceived by users as a single control for a distinct function

An applet has a "control" that can be used to move through content by line or page or random access. Since each of these would need to have a name and be settable independently, they would each be a "user interface component."

user inactivity

any continuous period of time where no user actions occur

The method of tracking will be determined by the web site or application.

a time-based presentation that contains only video (no audio and no interaction)

object in which the user agent presents content

visually customized

the font, size, color, and background can be set

a non-embedded resource obtained from a single URI using HTTP plus any other resources that are used in the rendering or intended to be rendered together with it by a user agent

A Web resource including all embedded images and media.

A Web mail program built using Asynchronous JavaScript and XML (AJAX). The program lives entirely at http://example.com/mail, but includes an inbox, a contacts area and a calendar. Links or buttons are provided that cause the inbox, contacts, or calendar to display, but do not change the URI of the page as a whole.

A customizable portal site, where users can choose content to display from a set of different content modules.

When you enter "http://shopping.example.com/" in your browser, you enter a movie-like interactive shopping environment where you visually move around in a store dragging products off of the shelves around you and into a visual shopping cart in front of you. Clicking on a product causes it to be demonstrated with a specification sheet floating alongside. This might be a single-page Web site or just one page within a Web site.

This section contains a listing of common user interface component input purposes. The terms below are not keywords that must be used, but instead represent purposes that must be captured in the taxonomy adopted by a webpage. Where applicable, authors mark up controls with the chosen taxonomy to indicate the semantic purpose. This provides the potential for user agents and assistive technologies to apply personalized presentations that can enable more people to understand and use the content.

The list of input type purposes is based on the control purposes defined in the HTML specification's Autofill section, but it is important to understand that a different technology may have some or all of the same concepts defined in its specification and only the concepts that are mapped to the meanings below are required.

The following input control purposes are intended to relate to the user of the content and pertain only to information related to that individual.

name - Full name

honorific-prefix - Prefix or title (e.g., "Mr.", "Ms.", "Dr.", "Mlle")

given-name - Given name (in some Western cultures, also known as the first name)

additional-name - Additional names (in some Western cultures, also known as middle names, forenames other than the first name)

family-name - Family name (in some Western cultures, also known as the last name or surname)

honorific-suffix - Suffix (e.g., "Jr.", "B.Sc.", "MBASW", "II")

nickname - Nickname, screen name, handle: a typically short name used instead of the full name

organization-title - Job title (e.g., "Software Engineer", "Senior Vice President", "Deputy Managing Director")

username - A username

new-password - A new password (e.g., when creating an account or changing a password)

current-password - The current password for the account identified by the username field (e.g., when logging in)

organization - Company name corresponding to the person, address, or contact information in the other fields associated with this field

street-address - Street address (multiple lines, newlines preserved)

address-line1 - Street address (one line per field, line 1)

address-line2 - Street address (one line per field, line 2)

address-line3 - Street address (one line per field, line 3)

address-level4 - The most fine-grained administrative level, in addresses with four administrative levels

address-level3 - The third administrative level, in addresses with three or more administrative levels

address-level2 - The second administrative level, in addresses with two or more administrative levels; in the countries with two administrative levels, this would typically be the city, town, village, or other locality within which the relevant street address is found

address-level1 - The broadest administrative level in the address, i.e., the province within which the locality is found; for example, in the US, this would be the state; in Switzerland it would be the canton; in the UK, the post town

country - Country code

country-name - Country name

postal-code - Postal code, post code, ZIP code, CEDEX code (if CEDEX, append "CEDEX", and the dissement, if relevant, to the address-level2 field)

cc-name - Full name as given on the payment instrument

cc-given-name - Given name as given on the payment instrument (in some Western cultures, also known as the first name)

cc-additional-name - Additional names given on the payment instrument (in some Western cultures, also known as middle names, forenames other than the first name)

cc-family-name - Family name given on the payment instrument (in some Western cultures, also known as the last name or surname)

cc-number - Code identifying the payment instrument (e.g., the credit card number)

cc-exp - Expiration date of the payment instrument

cc-exp-month - Month component of the expiration date of the payment instrument

cc-exp-year - Year component of the expiration date of the payment instrument

cc-csc - Security code for the payment instrument (also known as the card security code (CSC), card validation code (CVC), card verification value (CVV), signature panel code (SPC), credit card ID (CCID), etc)

cc-type - Type of payment instrument

transaction-currency - The currency that the user would prefer the transaction to use

transaction-amount - The amount that the user would like for the transaction (e.g., when entering a bid or sale price)

language - Preferred language

bday - Birthday

bday-day - Day component of birthday

bday-month - Month component of birthday

bday-year - Year component of birthday

sex - Gender identity (e.g., Female, Fa'afafine)

url - Home page or other Web page corresponding to the company, person, address, or contact information in the other fields associated with this field

photo - Photograph, icon, or other image corresponding to the company, person, address, or contact information in the other fields associated with this field

tel - Full telephone number, including country code

tel-country-code - Country code component of the telephone number

tel-national - Telephone number without the country code component, with a country-internal prefix applied if applicable

tel-area-code - Area code component of the telephone number, with a country-internal prefix applied if applicable

tel-local - Telephone number without the country code and area code components

tel-local-prefix - First part of the component of the telephone number that follows the area code, when that component is split into two components

tel-local-suffix - Second part of the component of the telephone number that follows the area code, when that component is split into two components

tel-extension - Telephone number internal extension code

email - E-mail address

impp - URL representing an instant messaging protocol endpoint (for example, "aim:goim?screenname=example" or "xmpp:fred@example.net")

This section shows substantive changes made in WCAG 2.2 since WCAG 2.1. Errata fixes to WCAG 2.1 have also been incorporated into WCAG 2.2.

The full commit history to WCAG 2.2 is available.

This section is non-normative.
Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page.

Jake Abma (Invited Expert)

Shadi Abou-Zahra (Amazon)

Chuck Adams (Oracle Corporation)

Amani Ali (Nomensa)

Jim Allan (Invited Expert)

Jon Avila (Level Access)

Bruce Bailey (U.S. Access Board)

Renaldo Bernard (University of Southampton)

Dan Bjorge (Deque Systems, Inc.)

Peter Bossley (Thomson Reuters)

Rachael Bradley Montgomery (Library of Congress)

Judy Brewer (W3C)

Shari Butler (Pearson plc)

Thaddeus Cambron (Invited Expert)

Alastair Campbell (Nomensa)

Laura Carlson (Invited Expert)

Sukriti Chadha (Invited Expert)

Rafal Charlampowicz (AccessibilityOZ)

Michael Cooper (W3C)

Jennifer Delisi (Invited Expert)

Wayne Dick (Knowbility, Inc)

Kim Dirks (Thomson Reuters)

E.A. Draffan (University of Southampton)

Eric Eggert (W3C)

Michael Elledge (Invited Expert)

Steve Faulkner (TPGi)

David Fazio (Invited Expert)

Wilco Fiers (Deque Systems, Inc.)

Detlev Fischer (Invited Expert)

John Foliot (Invited Expert)

Matt Garrish (DAISY Consortium)

Alistair Garrison (Level Access)

Jaunita George (Navy Federal Credit Union)

Michael Gower (IBM Corporation)

Markku Hakkinen (Educational Testing Service)

Charles Hall (Invited Expert)

Katie Haritos-Shea (Knowbility, Inc)

Dan Harper-Wain (HM Government)

Shawn Henry (W3C)

Sarah Horton (Invited Expert)

Abi James (University of Southampton)

Marc Johlic (IBM Corporation)

Oliver Keim (SAP SE)

Andrew Kirkpatrick (Adobe)

John Kirkwood (Invited Expert)

JaEun Jemma Ku (University of Illinois Chicago)

Patrick H. Lauke (TetraLogical)

Shawn Lauriat (Google, Inc.)

Steve Lee (Invited Expert)

Chris Loiselle (Invited Expert)

David MacDonald (Invited Expert)

Jan McSorley (Pearson plc)

Rain Breaw Michaels (Google LLC)

Neil Milliken (Unify Software and Solutions)

Mary Jo Mueller (IBM Corporation)

Jay Mullen (College Board)

Brooks Newton (Thomson Reuters)

Gundula Niemann (SAP SE)

James Nurthen (Oracle Corporation)

Lori Oakley (Oracle Corporation)

Joshue O Connor (Invited Expert)

Scott O'Hara (Microsoft)

Sailesh Panchang (Deque Systems, Inc.)

Kim Patch (Invited Expert)

Melanie Philipp (Deque Systems, Inc.)

Mike Pluke (Invited Expert)

Ian Pouncey (TetraLogical)

Ruoxi Ran (W3C)

Stephen Repsher (Invited Expert)

John Rochford (Invited Expert)

Stefan Schnabel (SAP SE)

Ayelet Seeman (Invited Expert)

Lisa Seeman-Kestenbaum (Invited Expert)

Glenda Sims (Deque Systems, Inc.)

Avneesh Singh (DAISY Consortium)

David Sloan (TPGi)

Andrew Somers (Invited Expert)

Jeanne Spellman (TetraLogical)

Francis Storr (Intel)

Poornima Badhan Subramanian (Invited Expert)

Ben Tillyer (Invited Expert)

Makoto Ueki (Invited Expert)

Gregg Vanderheiden (Raising the Floor)

Kathleen Wahlbin (Invited Expert)

Léonie Watson (TetraLogical)

Jason White (Educational Testing Service)

White, Kevin (W3C Staff)

Mark Wilcock (Unify Software and Solutions)

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries Arditi, Tom Babinszki, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Maureen Kraft, Preety Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, Mark Magennis, Erich Manser, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Charu Pandhi, evarshi Pant, Nigel Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo.

This publication has been funded in part with U.S. Federal funds from the Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), initially under contract number ED-OSE-10-C-0067, then under contract number HHSP23301500054C, and now under HHS75P00120P00168. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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Web Content Accessibility Guidelines (WCAG) 2.2

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Web Content Accessibility Guidelines (WCAG) 2.2 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities.

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21.5 The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018

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21.5 The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018

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The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018

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These Regulations transpose Directive 2016/2102 of the European Parliament and of the Council on the accessibility of websites and mobile applications of public sector bodies (OJ No L 327, 2.12.2016, p.1)(“the Directive”).

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10.7: MS Word (Canvas) (LinkedIn Learning Collection)

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10.7: MS Word (Canvas) (LinkedIn Learning Collection)

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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10.8: Using styles to manage long documents in Word (Panopto)

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10.8: Using styles to manage long documents in Word (Panopto)

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10.9: Creating Accessible Office Documents (Canvas course and Linkedin Learning) 

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10.9: Creating Accessible Office Documents (Canvas course and Linkedin Learning) 

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10.10: MS Excel (Canvas) (LinkedIn Learning Collection)

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10.10: MS Excel (Canvas) (LinkedIn Learning Collection)

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10.11: MS PowerPoint (Canvas) (LinkedIn Learning Collection) 

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10.11: MS PowerPoint (Canvas) (LinkedIn Learning Collection) 

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9.2: Workshops, training and one-to-ones

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9.2: Workshops, training and one-to-ones

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A list of all the workshops offered by Library Services’ Research Skills team, along with information on how to book a one-to-one for further help.

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9.3: PGR Development from Libraries and Learning Resources

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9.3: PGR Development from Libraries and Learning Resources

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PGR Development from Libraries and Learning Resources

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Workshops for PGRs and online courses coordinated by the Research Skills Team, Library Services.

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Getting your thesis ready

For those approaching the final stages of preparing their thesis (4-6 months from submission), the Getting Your Thesis Ready workshop covers thesis presentation, the submission process and copyright considerations.

Copyright law applies to theses and dissertations written by students as part of their studies in the same way as it applies to other copyright works.

Forms and other thesis enquiries

You can find information on submitting your thesis, including forms and queries about content, submission dates, examination and degree-awarding procedures, from Research Student Administration (RSA).

Library deposit copies

We have changed our thesis deposit requirements for students graduating after 1 January 2024 and updated the information on these pages accordingly. More information about this can be found at ' Changes to thesis deposit'.

After your thesis has been examined and your degree awarded, an electronic copy of the final thesis must be submitted to the UBIRA eTheses Repository. Your Supervisor or School may also request a copy. As of 1 January 2024 you are no longer required to deposit a hard copy with the library.

In most cases, the electronic copy will be available via the internet, to any readers interested in your work. Your thesis will be listed in FindIt@Bham, and indexed by various theses discovery services, such as ProQuest Dissertations and Theses. UK theses are also indexed and made available via the British Library EThOS service. Making your theses openly available in this way has many advantages and in particular helps to raise awareness and the profile of your research.

Restricting thesis access

If your thesis meets specific criteria, it may be appropriate to restrict access to it for a designated period, during which the full text (and occasionally further metadata about the thesis) are not publicly available via eTheses. Our ' Restricting access to your thesis' guidance has more information about when this may be appropriate and how to go about applying for such an embargo.

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How the library can support you in presenting your thesis, and how your thesis is archived by the Library.

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UKRI describe Open Research (also referred to as Open Science) as follows:
Open research, also widely referred to as open science, relates to how research is performed and how knowledge is shared based on the principle that research should be as open as possible. It also enables research to take advantage of digital technology. Transparency, openness, verification and reproducibility are important features of research and innovation. Open research helps to support and uphold these features across the whole lifecycle of research - improving public value, research integrity, re-use and innovation.
Some of the distinct elements of open research are Pre-registration of research, Open Data, Open source code/software, Open lab notebooks/processes, Open peer review , Open Access, Preprints, Publishing of negative results, Citizen Science, Open Educational resources, and persistent identifiers (PIDs) such as ORCiD (Open Researcher and Contributor ID) which enable research systems to interoperate. These Open Research processes are as important as ensuring that the outputs of your research are also open (ie Open Access outputs and Open Research Data). PGR supervisors and Research team leaders should be aware of their responsibility to ensure their students and research teams are aware of open research principles and requirements.

It is recognised that it may not be appropriate to undertake all such activities with every type of research, especially non-publicly funded research, where there may be IP issues, or research involving sensitive data of various kinds, where GDPR legislation or trusted research principles may apply. There is also a need to take a proportional approach to what is published; for example, it may be more appropriate to make algorithms or software open source rather than a full suite of data resulting from them if this would adequately support reproducibility concerns.

Furthermore, we acknowledge that open research approaches and techniques may add to the burden of the research process, and the University is working to support better the delivery of Open Research - see Resources and Support sections. If you have any suggestions for improvement, please use the Open Research email address to comment.

Funders and learned societies have widely embraced the principles of Open Research/Open Science - you can view their policies here.

Researchers should ensure they are aware of these expectations when determining how open an approach they intend in relation to specific projects.

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Open Research Statement - University of Birmingham

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The University of Birmingham considers Open Research to be an essential component of our research culture.

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Research Data Management from Library Services.

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The University has released a statement for Research Publications. This is to increase the visibility of research publications associated with the University and to ensure compliance with funder and REF requirements for OA. As part of this statement:

All University of Birmingham researchers are expected to record bibliographic details in Pure for peer-reviewed publications, immediately on acceptance for publication. This applies to all types of research publication including articles, conference papers, reviews, books and chapters.

In addition, all researchers are expected to deposit in Pure the full text of the final accepted draft manuscript (post-print) of all peer-reviewed journal articles and published conference proceedings, immediately on acceptance. Deposited manuscripts will, where possible, be made open access in UBIRA.

The University requirement applies to all peer-reviewed publications accepted for publication from 1 May 2015 onwards. Researchers are welcome to deposit items published earlier than this, other publication types or unpublished material.

More information on the UoB Research Publications statement.

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Open access homepage, introduction and links

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8.2: Support  for Taught Students for Endnote: Making a one-to-one appointment

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8.2: Support  for Taught Students for Endnote: Making a one-to-one appointment

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Appointments for students, to help you improve your academic skills.

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The Research Skills Team supports postgraduate research students, academic staff, research staff and research support staff with the use of EndNote via an introductory Canvas course, supplemented with online Question and Answer sessions to resolve any queries that arise after finishing the Canvas course. Undergraduates and taught postgraduates should seek support for using EndNote from the Academic Skills Centre. For information around obtaining the latest version of the EndNote software, see the EndNote Desktop webpage.

EndNote training options

We recommend that researchers use the following training resources to support their use of EndNote:

Our self-enrol Canvas course, Introduction to EndNote 21, provides introductory teaching on using the key features of the EndNote Desktop software. This includes creating an EndNote library and importing references from a range of sources, as well as how to insert citations and generate reference lists/bibliographies in a specific referencing style within Microsoft Word.

The Research Skills Team host one-hour Zoom Question and Answer sessions to answer any EndNote questions researchers may have after consulting the Introduction to EndNote 21 Canvas course. Forthcoming Question and Answer sessions are listed below.

The Research Skills Team can also support researchers with using EndNote via one-to-one appointments and/or bespoke workshops.

EndNote Desktop Question and Answer session dates

Question and Answer sessions are available to support researchers with EndNote queries arising once the Introduction to EndNote 21 Canvas course has been consulted. Please select your preferred date to book your place via SuperSaas - you will need to register for a password if you are using this for the first time.

More information

This workshop and the Canvas course cover topics which primarily fall under descriptor 2.3: Information and data literacy of Vitae's Researcher Development Framework.

Accessibility

Our workshops and online courses are designed to be inclusive, catering for a wide range of disabilities. We provide accessible documents and a live transcript for online workshops as standard.

Please contact libraryresearchskills@contacts.bham.ac.uk if you have any additional support requirements, and we will be happy to provide assistance.

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Book onto a training session for Endnote referencing software.

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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15.0: Designing for Diverse Learners Guidance + Quick Reference PDF

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15.0: Designing for Diverse Learners Guidance + Quick Reference PDF

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15.1: Creative Commons. Deed - Attribution-NonCommercial-ShareAlike 4.0 International - Creative Commons 

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15.1: Creative Commons. Deed - Attribution-NonCommercial-ShareAlike 4.0 International - Creative Commons 

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See the legal code Share - copy and redistribute the material in any medium or format Adapt - remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Attribution - You must give appropriate credit , provide a link to the license, and indicate if changes were made .

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15.2: Repository for Home Office dos and don’ts posters

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15.2: Repository for Home Office dos and don’ts posters

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Home Office Digital repository of posters covering different topics - research, access needs, accessibility, design. - posters/accessibility-posters-set.pdf at master · UKHomeOffice/posters

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15.3: Designing for users on the autistic spectrum

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15.3: Designing for users on the autistic spectrum

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15.4: Designing for users of screen readers

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15.4: Designing for users of screen readers

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15.5: Designing for users with low vision

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15.5: Designing for users with low vision

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15.6: Designing for users with dyslexia 

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15.6: Designing for users with dyslexia 

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15.7: Designing for users with physical or motor disabilities

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15.7: Designing for users with physical or motor disabilities

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15:8: Designing for users who are Deaf or hard of hearing guidance 

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15:8: Designing for users who are Deaf or hard of hearing guidance 

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16.1: The Public Sector Bodies (Websites and Mobile Applications) Accessibility (Amendment) (EU Exit) Regulations 2022

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16.1: The Public Sector Bodies (Websites and Mobile Applications) Accessibility (Amendment) (EU Exit) Regulations 2022

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The Public Sector Bodies (Websites and Mobile Applications) Accessibility (Amendment) (EU Exit) Regulations 2022

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These Regulations are made in exercise of the powers in section 8(1) of the European Union (Withdrawal) Act 2018 (c. 16) in order to address failures of retained EU law to operate effectively, and other deficiencies arising from the withdrawal of the United Kingdom from the European Union (and in particular, deficiencies under paragraph (g) of section 8(2) of that Act).

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17.2: Adaptive technologies with LaTeX and MathML for Maths Equations

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17.2: Adaptive technologies with LaTeX and MathML for Maths Equations

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17.3: Diagrams, Graphs, Charts and complex images

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17.3: Diagrams, Graphs, Charts and complex images

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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By logging in you are affirming that you understand that all use of University of Birmingham IT facilities is governed by the following policies and that you will abide by their conditions.

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A collection of online resources for reading, note taking, library resources, referencing, exams and revision, using feedback, presentations and collaboration, transitioning to university and digital skills

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Helping you with referencing queries, referencing styles and referencing software supported by the University of Birmingham.

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5.1: ASC transitioning to university resources

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5.1: ASC transitioning to university resources

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ASC transitioning to university resources

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ASC digital online resources for transitioning to university skills

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5:2: ASC reading and note-taking resources

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5:2: ASC reading and note-taking resources

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A collection of Academic Skills Centre online digital resources for reading and note taking skills.

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5.3: ASC writing and critical thinking resources

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5.3: ASC writing and critical thinking resources

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ASC writing and critical thinking resources

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A collection of ASC online digital resources for writing and critical thinking skills

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LibGuides: Subject Support: Library Guides

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A-Z listing of Academic Skills Centre guides

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5.5: ASC presentations and collaboration resources

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5.5: ASC presentations and collaboration resources

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ASC presentations and collaboration resources

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ASC digital online resources for presentation and collaboration skills

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A collection of ASC digital online resources for digital skills

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ASC online digital resources for exam and revision skills

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Want to improve your grades but not sure how? The following resources focus on ways of making the most of your feedback so that you can make positive improvements in your next assignments.

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ASC online digital resources for using feedback skills

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6.2: Cite Them Right print book 2025; 13th edition

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6.2: Cite Them Right print book 2025; 13th edition

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Cite Them Right Online (CTRO) is a publisher resource available to members of University of Birmingham and other institutions with a subscription. It was developed from the long-running book, Cite Them Right, currently in its 12th edition, by Pears and Shields (2022), a respected manual and guide to matters of referencing in academic work.

CTRO can be accessed via FindIt@Bham or by going direct to the CTRO site.

Cite Them Right Online - login as "University of Birmingham" (University of Birmingham students and staff only)

FindIt@Bham entry - University ID login (University of Birmingham students and staff only)

The book 'Cite Them Right' is also available via FindIt@Bham.

Cite Them Right - ebook entry. Full access to University of Birmingham students and staff with university logins.

CTRO covers how and why to reference, and give clear, worked examples in different referencing styles covering different formats such as Books, Journals, Digital and Internet and more. Each example is introduced by a list of required elements (such as author, title) and order of entry.

The search bar in CTRO can be used to find specific entries - such as Figures, Tables.

Select 'Choose Referencing Style' at the top and select the style you have been directed to use by your tutors or Programme. Then look for the relevant format, such as Journals, to see examples with full details of in-text citation and reference list entries.

Select 'Browse Categories' to go to Books, Journals (etc) first, then choose the required Style.

For an effective introduction or overview of referencing, sign up and use the CTRO Tutorial.

Watch the video below showing how to use Cite Them Right Online.

Always remember to proof-read your work and make any necessary edits. For more information, see our Short Guide to Editing and Proof-reading.

And always check with your Programme and Tutors about any referencing requirements for your assignments.

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LibGuides: Referencing: Cite Them Right Online

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Helping you with referencing queries, referencing styles and referencing software supported by the University of Birmingham.

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7.1: LibGuide: Using EndNote Online with Word

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7.1: LibGuide: Using EndNote Online with Word

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LibGuides: EndNote Online: Using EndNote Online with Word

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LibGuides: EndNote Online: Using EndNote Online with Word

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7.2: Editing and proofreading: A short guide

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7.2: Editing and proofreading: A short guide

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This is a guide to editing and proofreading. It will consider how and why we edit, how to write concisely, and offer some tips for editing and proofreading your work.

Let's start by thinking about what we mean by editing. Editing is sometimes talked about as if it is something that only happens right at the end of working on an essay or other assignment. It can be seen as a 'one off' final job to be fitted in before the deadline. If you reflect on your own experiences of writing, how have you edited your work? When has it happened? Which jobs, do you think, fall under the category of editing?

In First you Write a Sentence (2018), Joe Moranreflects on the process of writing.

The very first paragraph of the book tells us something about Moran's views on editing and how big a part of writing he sees editing as being.

He says,

First I write a sentence. I get a tickle of an idea for how the words might come together, like an angler feeling a tug on the rod's line. Then I sound out the sentence in my head. Then I tap it on my keyboard trying to recall its shape. Then I look at it and say it aloud to see if it sings. Then I tweak, rejig, shave off a syllable, swap a word for a phrase or a phrase for a word. Then I sit it next to other sentences to see how it behaves in company. And then I delete it all and start again.

Were you surprised by the last sentence of the paragraph? Do you relate to these reflections on the process of writing?

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LibGuides: Editing and proofreading: A short guide: Getting started

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LibGuides: Editing and proofreading: A short guide: Getting started

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LibGuides: EndNote Online: Introduction to EndNote Online

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LibGuides: EndNote Online: Introduction to EndNote Online

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13.0: Digital Education Contacts and Support

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13.0: Digital Education Contacts and Support

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13.1: College of Arts and Law (CAL) Digital Education Team

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13.1: College of Arts and Law (CAL) Digital Education Team