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From: Christina Zarcadoolas <Christina_Zarcadoolas@brown.edu>
To: Multiple recipients of list <nifl-technology@literacy.nifl.gov>
Subject: [NIFL-TECHNOLOGY:2834] re: active graphics
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At 04:07 PM 5/12/2003 -0400, you wrote:
>Graphics are certainly an important part of any visual document - print or
>web. This is probably true for low literate readers as well, BUT the
>research is not available yet that identifies how they are used. The
>common wisdom in the print world ( for low lit readers) always points to
>"ample white space"; use of easy to interpret and culturally appropriate
>graphics; and the use of graphics to keep the eye moving in the right
>direction. So much of this is based on focus groups where we are "copy
>testing" materials. And, after many years of doing this, I find it the
>least satisfying and reliable way to find out what people actually do when
>reading.
When it comes to website content appropriate for low lit readers I think we
really need to be wary of too many assumptions about what readers/users can
and are going to do. We were surprised to see how "universal" graphics
were. A TV icon did not "tell" the user "click me" and therefore wasn't
seen as a proxy for getting some information. A visual of a swirling
tornado was equally ambiguous.
Seems there are a number of research questions here:
Is there universality in interpreting graphics ?
How do graphics and print get coordinated or reinforced among LL readers?
In what contexts/ environments are graphics going to be helpful and to whom?
For example - when are they used to help comprehend the
information: when are they used to interpret or elaborate on the
information in the text; and when are they going to be sufficient on their
own.
Just a few thoughts at the end of a long day.
Chris Z
>One thing I found disappointing in this article was its discussion of
>graphics. The article identified the challenge that "active graphics"
>present to new web users but did not discuss how graphics (and the Web
>is essentially a graphical environment) help in the traditional way to
>provide contextual clues for text. I don't think graphics are used
>enough in this way on the web to help communicate content.
>
>There's a sentence on p. 317 that says "Active graphics were somewhat
>less likely to be understood...." less understood than what? Static
>graphics I think. It's not clear.
>
>I'd like research (and then guidelines) about how images HELP especially
>on a site on which the text is at a high reading level (most sites!)
>
>Fran Keenan
>PBS Adult Learning Service
>fkeenan@pbs.org
>www.pbs.org/literacy/esl
>
>
>
>
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