{"id":8838,"date":"2025-04-25T15:31:22","date_gmt":"2025-04-25T14:31:22","guid":{"rendered":"https:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/?p=8838"},"modified":"2025-05-01T13:57:23","modified_gmt":"2025-05-01T12:57:23","slug":"image-alt-text-catalogue-ignite-internship-output","status":"publish","type":"post","link":"https:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/2025\/04\/25\/image-alt-text-catalogue-ignite-internship-output\/","title":{"rendered":"Image alt-text catalogue: Ignite Internship Output"},"content":{"rendered":"\n

Hi my name is Siobhan and I am a student intern, working with the Digital Learning Team<\/a> in creating an image description catalogue in support of digital accessibility. <\/p>\n\n\n\n

I am a first year Psychology student studying at the University of Southampton. I chose to study Psychology because I have always been deeply interested in understanding human behaviour and development, improving mental health services, and actively engaging in relevant research opportunities. Moreover, Psychology offers diverse career paths and provides ample opportunities for personal growth and development.<\/p>\n\n\n\n

As part of my internship, I will be surveying module learning content to identify representative images. We will provide alternative descriptions for these images to make them more accessible. Our aim is to share a representative image from each academic department, ensuring accurate subject-specific representation. This output will support inclusive teaching practices,\u00a0and\u00a0once published,\u00a0will be shared on the\u00a0Digital Learning Team\u2019s blog<\/a>.\u00a0<\/p>\n\n\n\n

<\/div>\n\n\n\n

What is an image description?<\/h2>\n\n\n\n

An image description is a text representation of the visual content of an image, it provides details about the context, audience and function of the image. The aim of image descriptions is to make these visual descriptions accessible to individuals who may be unable to see the image, they are of particular use to people who suffer with visual impairments, as they enable people to understand and engage with the image through the use of text descriptions.<\/p>\n\n\n\n

<\/div>\n\n\n\n

Principles of effective image descriptions<\/h2>\n\n\n\n

Using effective image descriptions in media and learning actively supports accessibility by helping people who are visually impaired understand the context and purpose of the images<\/p>\n\n\n\n

The key principles that ensure image descriptions are effective are:<\/strong><\/p>\n\n\n\n

    \n
  1. Clear and concise<\/strong> – Use clear and straightforward language, avoid using unnecessary complex and confusing language.<\/li>\n\n\n\n
  2. Include only relevant information<\/strong> – focus on the key elements of the image that are most important to its context and audience. Ensure that every detail supports understanding the image\u2019s purpose<\/li>\n\n\n\n
  3. Specificity and detail<\/strong> – Provide specific details about what is present in the image, helping to create a mental framework of the picture for the reader.<\/li>\n\n\n\n
  4. Context<\/strong> – Include background information or context where necessary, only provide information that enhances the audiences understanding of the image.<\/li>\n\n\n\n
  5. Audience awareness<\/strong> – Personalise your image description for the specific audience.<\/li>\n\n\n\n
  6. Structure<\/strong> – Organise your description in a logical way, begin by describing the most important details of the image and then go on to describe any additional details.<\/li>\n<\/ol>\n\n\n\n
    <\/div>\n\n\n\n

    Image catalogue slideshow<\/h2>\n\n\n\n

    The following images, sourced from various schools across the University of Southampton, provide example image descriptions that lecturers can use to enhance accessibility in teaching. These descriptions aim to support students and staff with visual impairments.<\/p>\n\n\n\n

    <\/div>\n\n\n\n

    Faculty of Arts and Humanities <\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \"A<\/figure>
    \n

    A prehistoric scene with early humans seen to be doing various activities. At the front of the image, inside a shelter, an adult sits holding an infant while a child stands nearby. Outside the shelter, one person sits on the ground working with tools, another tends to a fire, while others walk or stand in the background. The landscape features open fields and distant trees under a cloudy sky (ARCH1001).<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n
    \n

    Statue of Augustus, the first Roman emperor, depicted in a commanding pose with his right arm extended forward. He wears Roman military attire and stands on a pedestal, set against a dark background. (HIST1155)<\/strong>.<\/p>\n<\/div>

    \"Statue<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n
    \"A<\/figure>
    \n

    The painting depicts Louis XIV, King of France, in elaborate royal costume. He stands confidently with one hand on his hip and the other holding a sceptre. He is wearing blue robe adorned with detailing, lined with white fur. Underneath, he wears white stockings and red-heeled shoes. The background features red and gold drapes (ARTD3124).<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n

    Faculty of Engineering and Physical Sciences<\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \n

    A table comparing \u201cMass flow across\/transfer\u201d and \u201cNo Mass flow across\/transfer\u201d in the header row. In the \u201cMass flow across\/transfer\u201d column, it lists \u201cOpen system\u201d and \u201cControl volume (CV).\u201d In the \u201cNo Mass flow across\/transfer\u201d column, it lists \u201cSystem\u201d and \u201cControl mass.\u201d This table is highlighted as important, with the caption \u2018Remember this!\u2019 displayed in red font (FEEG1003).<\/strong><\/p>\n<\/div>

    \"A<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n
    \"A<\/figure>
    \n

    The Ampere\u2019s Law diagram shows a hand in a fist with the thumb pointing upwards, indicating the direction of the current (I). Red circular arrows around the conductor represent the magnetic field (B) lines circling around it. Text in the image reads: \u201cRight-hand grip rule gives magnetic field generated by a current (Ampere\u2019s law)\u201d (FEEG1004)<\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n

    Faculty of Environmental and Life Sciences<\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \n

    Three Lascars, who were South-Asian, standing on the deck of the Viceroy of India (a ship) from Kushner. The men wear traditional attire, including long tunics and head coverings. One man stands behind the ship\u2019s wheel (GGES1008)<\/strong>.<\/p>\n<\/div>

    \"Three<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n

    Faculty of Medicine<\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \"\nA<\/figure>
    \n

    A labelled diagram of a coronavirus structure, showing its components. The outermost layer is labelled ‘Spike (S)’ and consists of yellow proteins that poke out from the surface. Beneath this layer is the ‘Membrane (M)’, a thin curricular surface that goes all round the virus\u2019s surface. Inside the membrane, there are green structures labelled ‘Nucleocapsid (N)’ which is an the orange twisted strands that represents the ‘Genome RNA.’ The inner layer surrounding the genome \u201cRNA is labelled \u2018Envelope (E)\u2019\u201d (MEDI6256).<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n
    \n

    The diagram shows the human respiratory system, divided into the upper and lower respiratory tracts. In the order of air passage, the upper respiratory tract includes the nasal cavity, pharynx, and larynx. The lower respiratory tract consists of the trachea, primary bronchi, and lungs. (MEDI6256).<\/strong><\/p>\n<\/div>

    \"A<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n

    Faculty of Social Sciences<\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \"An<\/figure>
    \n

    An elderly women sits in a green armchair with two kittens on her lap, one tabby coated kitten and the other being a tortoiseshell kitten. The women is petting the kitten who sit comfortably and calmly on her lap (GERO6307)<\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n
    \n

    A big industrial poultry farm with many chickens packed together. The chickens are surrounded by feeding and drinking systems. The environment appears crowded, with little space for the chickens to move (PAIR1007).<\/strong><\/p>\n<\/div>

    \"A<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n
    \"A<\/figure>
    \n

    Two infants, a boy and a girl, are shown playing with different toys. The girl is standing and pushing a toy stroller with a doll inside, wearing a floral dress. The boy is sitting and playing with a toy truck, wearing blue dungarees over a white top (SSPC3016).<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n
    \n

    The diagram compares Blockbuster and Netflix, highlighting factors that \u2018annoyed\u2019 customers about Blockbuster and factors that \u2018delighted\u2019 customers about Netflix. For Blockbuster, the annoyances include time-consuming store visits, no catalogues or recommendations, late fees, and expensive VCR machines. For Netflix, the delights include instant access from home, a smart content recommendation system, only subscription fees with unlimited rentals, and availability on any smart device (MANG1050).<\/strong><\/p>\n<\/div>

    \"The<\/figure><\/div>\n\n\n\n
    <\/div>\n\n\n\n
    \"A<\/figure>
    \n

    A teacher and her students, with some of the students holding flowers showing their appreciation and respect for their teacher (EDUC1039).<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

    <\/div>\n\n\n\n

    Useful resources<\/h2>\n\n\n\n

    Guidelines, Tutorials, and Resources for Creating Accessible Images<\/a><\/p>\n\n\n\n

    Accessibility Resources at York University<\/a><\/p>\n\n\n\n

    ASU Accessibility Policy and Guidelines<\/a><\/p>\n\n\n\n

    Microsoft Accessibility Guidelines and Requirements<\/a><\/p>\n\n\n\n

    Web Content Accessibility Guidelines (WCAG) 2.1<\/a><\/p>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

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