東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Accessible Web Development.

Kearney-Volpe, Claire.

FindBook

Google Book

Amazon

博客來

Accessible Web Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Accessible Web Development./
作者:	Kearney-Volpe, Claire.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	242 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-12, Section: B.
Contained By:	Dissertations Abstracts International82-12B.
標題:	Design. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28409956
ISBN:	9798738644573

Accessible Web Development.
Kearney-Volpe, Claire.

Accessible Web Development. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 242 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: B.

Thesis (Ph.D.)--New York University, 2021.

This item must not be sold to any third party vendors.

Although the demand for web development skills is growing, little research has been conducted on the accessibility of web development for blind learners and practitioners. To address this gap, this research focuses on answering the following questions: (1) What are the recurring accessibility issues for blind people learning and practicing web development? (2) How can we design and evaluate accessible support tools to engage and motivate blind students in web design and development? and (3) What techniques/tools support blind students in learning web development? To address these questions, I conducted a comprehensive literature review (CLR), interviewed blind web programmers, and then designed, implemented, and evaluated a remote workshop designed to introduce blind students to web development. The CLR yielded five broad issue categories: (1) visual information without an accessible equivalent, (2) orienting, (3) navigating, (4) lack of support, and (5) knowledge and use of supportive technologies. Interview findings validated the use of CLR-derived categories and revealed nuances specific to learning and practicing web development. These findings, along with a collaborative tactile diagram design process, informed workshop material and curricular design. The workshop included synchronous lectures, followed by one-on-one time with teaching assistants (TAs); a resource-rich website; tactile diagrams; and a discussion forum. Pre- and post-workshop surveys, observational field notes, exit interviews, and unit quizzes were used to evaluate the impact of the workshop, as well as techniques and tools. All students demonstrated acquiring new skills by creating and publishing their own websites, showed an increase in self-efficacy, and maintained a high level of interest in the subject. TAs also benefited from workshop participation, reporting increased confidence in understanding accessibility concepts, stronger interest in pursuing work related to accessibility, and plans to apply what they had learned. Accessible curriculum and supportive tools have the potential to stimulate confidence and increase workforce skills among blind web development students. Continued work to ensure that web development education and practice are accessible will help advance the democratization and accessibility of the web, as well as embolden new web developers.

ISBN: 9798738644573Subjects--Topical Terms:

518875
Design.
Subjects--Index Terms:

Accessibility

Accessible Web Development.
LDR:03539nmm a2200397 4500 001 2283452
005 20211029101451.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798738644573
035 $a (MiAaPQ)AAI28409956
035 $a AAI28409956
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kearney-Volpe, Claire. $3 3562418
245 1 0 $a Accessible Web Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 242 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: B.
500 $a Advisor: Hurst, Amy;Hoadley, Chris.
502 $a Thesis (Ph.D.)--New York University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Although the demand for web development skills is growing, little research has been conducted on the accessibility of web development for blind learners and practitioners. To address this gap, this research focuses on answering the following questions: (1) What are the recurring accessibility issues for blind people learning and practicing web development? (2) How can we design and evaluate accessible support tools to engage and motivate blind students in web design and development? and (3) What techniques/tools support blind students in learning web development? To address these questions, I conducted a comprehensive literature review (CLR), interviewed blind web programmers, and then designed, implemented, and evaluated a remote workshop designed to introduce blind students to web development. The CLR yielded five broad issue categories: (1) visual information without an accessible equivalent, (2) orienting, (3) navigating, (4) lack of support, and (5) knowledge and use of supportive technologies. Interview findings validated the use of CLR-derived categories and revealed nuances specific to learning and practicing web development. These findings, along with a collaborative tactile diagram design process, informed workshop material and curricular design. The workshop included synchronous lectures, followed by one-on-one time with teaching assistants (TAs); a resource-rich website; tactile diagrams; and a discussion forum. Pre- and post-workshop surveys, observational field notes, exit interviews, and unit quizzes were used to evaluate the impact of the workshop, as well as techniques and tools. All students demonstrated acquiring new skills by creating and publishing their own websites, showed an increase in self-efficacy, and maintained a high level of interest in the subject. TAs also benefited from workshop participation, reporting increased confidence in understanding accessibility concepts, stronger interest in pursuing work related to accessibility, and plans to apply what they had learned. Accessible curriculum and supportive tools have the potential to stimulate confidence and increase workforce skills among blind web development students. Continued work to ensure that web development education and practice are accessible will help advance the democratization and accessibility of the web, as well as embolden new web developers.
590 $a School code: 0146.
650 4 $a Design. $3 518875
650 4 $a Computer engineering. $3 621879
650 4 $a Occupational therapy. $3 617818
650 4 $a Disability studies. $3 543687
653 $a Accessibility
653 $a Accessible programming
653 $a Blind
653 $a Screen readers
653 $a Web design
653 $a Web development
690 $a 0389
690 $a 0464
690 $a 0498
690 $a 0201
710 2 $a New York University. $b Occupational Therapy. $3 1678325
773 0 $t Dissertations Abstracts International $g 82-12B.
790 $a 0146
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28409956