Page and Document Structure
The last theme we will look at is the use of embedded page or document structure elements in web or digital content to improve accessibility and usability. Unfortunately, many of us are in the habit of using font styles, sizes, bold, underline and italics to convey meaning, grab the attention of our reader, and provide visual queues to the document structure. This seems to be a hold over from the production of print-based documents that would be shared with our audience in class or in another forum. However, in order to ensure digital documents (word files, PDF files, web pages, content within your learning management system) are usable, we need to ensure we are using the built-in tools to apply proper document and page structure to all documents.
You will likely need to use an accessibility tool such as the WAVE Accessibility checker to help you identify page and document structure issues in OER. You may also need to download supplemental files and check them in your own version of Word, PowerPoint or PDF to ensure that additional resources attached to the OER are also accessible.
Questions to ask about page or document structure
Use of headings
- Has the creator used headings to create document structure?
- Are the headings properly nested, to provide visual consistency and navigational elements for assistive technology?
Lists
- Are there ordered lists (1, 2, 3) that are visible, but not created using an ordered list?
- Are there content elements that look like unordered lists, but are not structured properly using an unordered list?
Ancillary resources
- Do the ancillary resources such as Word files, PDF or PPT files have proper document structure?
- Are image only PDFs included?
As you review a potential OER for inclusion in your course, consider the following issues with document and page structure.
Text That Looks Like a Heading, But Is Not
People who using a screen reader to navigate through web content will have a feature in the screen reader to list the headings on a page, so they can potentially jump to any one of those headings and begin reading. The list of headings also provides a good overview of the content on the page, making it easier to find specific information. When “heading-like” presentation of text is used (e.g., making the text bold and large), the structure provided by proper headings will be missing, requiring these users to navigate through the entire page to discover its content. This greatly increases the effort needed to move through web content. Always be sure proper HTML headings are used to represent page sections instead of styled text.
Likewise, headings should not be used to style large bold text, where the text is not a heading or section title. This creates confusion when listening to a heading list with a screen reader.
Use heading levels (h1, h2, h3)
Text-based OER should always have a clear and logical structure. Using headings and other structural elements to organize your resource can make it easier for all learners to access and understand the material. Many editing tools support table of contents (TOC) generation based on where these section markers are placed. This can help students navigate to a specific chapter or section of a text, especially if the digital version of the resource has its TOC hyperlinked to each section within the text.
Individuals using screen readers can also more easily navigate the sections of your content when headings levels have been applied consistently.
Lists That Look Like Lists, But Are Not
Screen readers will recognize a properly-formatted list using HTML ordered or unordered list markup (OL or UL), announcing the list and the number of list items, and indicating one’s position in the list while navigating through it. This information helps with memory and comprehension. Without the proper list markup, more effort is often required to comprehend a list of items. Once you are familiar with an OER format such as Pressbooks, it may be come easier to pick out improperly formatted lists just by visual inspection.
Use true lists
While they may “look” similar to bulleted lists, using asterisks or icons to create a visual list of items can confuse a screen reader that is expecting to encounter structured content. Whenever listing items, use the true list features of your content editor, such as bullet points or numbered lists.
Examples of poorly structured lists
Good example:
- First list item
- Second one
Bad example:
* First list item
* Second item
Ancillary Resources and Files
When considering the overall accessibility of an OER, pay attention to ancillary resources that may be linked to, or embedded within the PDF. This might include things like worksheets, PowerPoint files, and resources included in PDF format.
Microsoft Word files
Check attached Microsoft Word files by downloading them and opening them on your computer. Run the Microsoft Word accessibility checker to see if the file has proper document structure, alt-text and other features enabled. While a file that is not perfectly accessible may still be usable, it’s important to know if these resources will be functional for your students.
PDF files
Download attached PDF files, and determine if they contain readable text. Watch carefully for PDF files that may be scanned images, which are not accessible to very many users.
PowerPoint files
Check attached PowerPoint files by downloading them and opening them on your computer. Run the accessibility checker to see if the file has proper document structure, alt-text and other features enabled. While a file that is not perfectly accessible may still be usable, it’s important to know if these resources will be functional for your students.
Attribution & References
Except where otherwise noted, Page & Document structure by Jen Booth is adapted from
- Text That Looks Like a Heading, But Is Not and Lists that look lists but are not are adapted from “Things to watch for” In Professional Web Accessibility Auditing Made Easy by Digital Education Strategies, The Chang School, CC BY-SA 4.0
- “Use heading levels (h1, h2, h3)” and “Use true lists” are adapted from Accessibility and Usability by Abbey Elder In The OER Starter Kit, CC BY 4.0.
Adaptation notes
Content from source pages combined. Questions to ask added. Ancillary resources added. Small edits for readability throughout.
