General Accessible Language Considerations
Accessible Language Use
Access to Open Educational Resources (OERs) extends beyond traditional higher education and academic institutions and into various sectors, including industry and beyond. OERs serve not only as tools for learners and educators, but also as bridges to connect academic knowledge to practical applications in other settings, such as industry, vocational training, and professional development. The financial and institutional barriers inherent in accessing academic papers and resources impede knowledge mobilization. Therefore, fostering free access to resources is crucial for extending their reach into industry and a broader audience.
Specialized Academic Language As Barrier
One barrier to accessing OERs lies in language and the utilization of specialized academic terminologies in resources developed by higher education institutions. The use of certain terminologies specific to a certain discipline can further impede the utilization of OERs, limiting their access to broader audiences.
Some instructors use OERs as a learning tool for their classes, and specific terminologies and language in OERs adoption and use might be a part of the learning outcome for students; however, considerations for accessible language can enhance the inclusivity of OERs both for learners and non-academics. Initiatives like creating plain language summaries and including explanations of specialized concepts and terminologies can improve the understanding and uptake of OERs among non-academics.
Many non-specialist language users, such as instructional designers or educational developers, can support accessible language use as part of the adoption and creation process. Faculty members also mentioned an instance where they hired first-year students, who, while not yet experts in the subject matter, provided valuable perspectives on the clarity and accessibility of the content.
The idea of “safe language” is also an accessibility consideration. Safe language, or more specifically inclusive language, was referred to by faculty as non-threatening and conducive to understanding, a language that fosters a comfortable engagement for the readers. Faculty members shared their approach to addressing potentially intimidating content within their OER through this chapter on legal considerations in a safe sports pressbook. Non-comprehensible language and poorly defined concepts can intimidate readers and make them feel unsafe. In their OER, faculty have embedded linked definitions and offered detailed explanations of legal terms within the text as accessibility considerations. This deliberate effort enhances comprehension and cultivates a sense of safety and inclusivity within the OER.
Also, a jargon-free, plain-language approach is needed to help learners understand that adopting OERs means making strategic language choices for the particular learner demographic or target audience.
