someone please fill lme I have been gone at MCTC all summer their for not being up with the news. I was able to fill in athe reast of the blinks, but if someone could fill this one in for me that would be great On Mon, Aug 29, 2011 at 2:03 PM, Scott Rains <scottr@xxxxxxxxxxxx> wrote: > Volunteers, > > Several of you have taken to the new Bookshare image description tool like > fish in water. Thank you. And thank you for your patience as we continue to > work out the kinks of delivering larger books and customizing training > materials in an environment where improvements are added to the tool every > three weeks. > > We have been offering the following advice as a general approach to > approaching an image: > > The first step is to identify the learning objective behind the graphic you > are working on. We had a fascinating illustration of the relevance of this > on Wednesday when a volunteer presented the dilemma of exactly the same > photo being used two times in the same chapter to make different points: > > After getting an initial visual grasp of the graphic find the caption or > label. (It may be in the body text.) > > Determine if the caption will be read by AT before or after your image > description is read. > > If before you may skip this step. If after consider inserting the caption, > or a paraphrase of it, at the start of your description. > > Determine how much of the graphic is already described in the text and need > not be repeated. > > Remind yourself of the specific topic of the text at the point where the > graphic appears and scan ahead to the next point in the argument. (Section > headings can give helpful hints for this step) > > Identify the purpose of the graphic in the context of the argument being > made. > > Isolate, for description, any data that is essential to the argument and > that is available to the reader only through the graphic. > > Note regarding visual representations of process flows or cycles: Review > your description to be certain that what flows logically in a visual context > also does so in its purely verbal rendition. Maintain awareness of the > memory burden created by the linear presentation of data in a text format > where the visual clues of context, accessible with a scan of the eyes, may > not be available to refresh the reader's memory. > > Edit your description for brevity while retaining clarity. > > > The training materials listed below are helpful when tackling some of the > toughest books such as science and math textbooks: > > Archived NCAM image description training: > http://ncam.wgbh.org/experience_learn/educational_media/stemdx/training_events > > **** > > ** ** > > Archived P2PU Alt Text & Universal Design: > http://archive.p2pu.org/webcraft/alt-text-universal-design**** > > > Recommended for Non-braille readers, especially sighted people, on > rendering math equations: > > http://www.dotlessbraille.org/NemethIntro.htm > -- Nadia Cioffi Student at Zeeland East High School Primary E-mail: cioffi.nadia@xxxxxxxxx Student School E-mail: 20070687@xxxxxxxxxxx