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There are many, many things you can do to help, so please feel free to jump into the Forum and ask what you can do to help! See also: How LibriVox Works. LibriVox volunteers are helpful and friendly, and if you post a question anywhere on the forum you are likely to get an answer from someone, somewhere within an hour or so.
So don't be shy! Many of our volunteers have never recorded anything before LibriVox. The roles involved in making a LibriVox recording.
Not all volunteers read for LibriVox. If you would prefer not to lend your voice to LibriVox , you could lend us your ears. Proof listeners catch mistakes we may have missed during the initial recording and editing process.
Readers record themselves reading a section of a book, edit the recording, and upload it to the LibriVox Management Tool. For an outline of the Librivox audiobook production process, please see The LibriVox recording process. We require new readers to submit a sample recording so that we can make sure that your set up works and that you understand how to export files meeting our technical standards.
Satisfying this checkpoint will remove significant barriers to accessing Web documents. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain indicated conditions.
Conformance This section defines three levels of conformance to this document:. Conformance levels are spelled out in text so they may be understood when rendered to speech. Claims of conformance to this document must use one of the following two forms. Form 2: Include, on each page claiming conformance, one of three icons provided by W3C and link the icon to the appropriate W3C explanation of the claim. Web Content Accessibility Guidelines Guideline 1. Provide equivalent alternatives to auditory and visual content.
Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content. Although some people cannot use images, movies, sounds, applets, etc.
The equivalent information must serve the same purpose as the visual or auditory content. Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be "Go to table of contents".
In some cases, an equivalent should also describe the appearance of visual content e. This guideline emphasizes the importance of providing text equivalents of non-text content images, pre-recorded audio, video. The power of text equivalents lies in their capacity to be rendered in ways that are accessible to people from various disability groups using a variety of technologies.
Text can be readily output to speech synthesizers and braille displays , and can be presented visually in a variety of sizes on computer displays and paper. Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness. Braille is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness.
Text displayed visually benefits users who are deaf as well as the majority of Web users. Providing non-text equivalents e. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information. Unless verbal descriptions of this visual information are provided, people who cannot see or look at the visual content will not be able to perceive it.
Checkpoints: 1. This includes : images, graphical representations of text including symbols , image map regions, animations e. For complex content e. Refer also to checkpoint 9. Techniques for checkpoint 1. Refer to checkpoint 1. Don't rely on color alone. Ensure that text and graphics are understandable when viewed without color. If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information.
When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits. Using markup improperly -- not according to specification -- hinders accessibility. Misusing markup for a presentation effect e. Furthermore, using presentation markup rather than structural markup to convey structure e. Content developers may be tempted to use or misuse constructs that achieve a desired formatting effect on older browsers.
They must be aware that these practices cause accessibility problems and must consider whether the formatting effect is so critical as to warrant making the document inaccessible to some users. At the other extreme, content developers must not sacrifice appropriate markup because a certain browser or assistive technology does not process it correctly. For example, it is appropriate to use the TABLE element in HTML to mark up tabular information even though some older screen readers may not handle side-by-side text correctly refer to checkpoint Using TABLE correctly and creating tables that transform gracefully refer to guideline 5 makes it possible for software to render tables other than as two-dimensional grids.
Checkpoints: 3. Also, avoid using images to represent text -- use text and style sheets instead. Refer also to guideline 6 and guideline Techniques for checkpoint 3. If absolute units are used, validate that the rendered content is usable refer to the section on validation. Do not use headers for font effects. Do not use quotation markup for formatting effects such as indentation. Clarify natural language usage Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.
When content developers mark up natural language changes in a document, speech synthesizers and braille devices can automatically switch to the new language, making the document more accessible to multilingual users. Content developers should identify the predominant natural language of a document's content through markup or HTTP headers. Content developers should also provide expansions of abbreviations and acronyms.
In addition to helping assistive technologies, natural language markup allows search engines to find key words and identify documents in a desired language.
Natural language markup also improves readability of the Web for all people, including those with learning disabilities, cognitive disabilities, or people who are deaf.
When abbreviations and natural language changes are not identified, they may be indecipherable when machine-spoken or brailled. Tables should be used to mark up truly tabular information "data tables". Content developers should avoid using them to lay out pages "layout tables". Tables for any use also present special problems to users of screen readers refer to checkpoint Some user agents allow users to navigate among table cells and access header and other table cell information.
Unless marked-up properly, these tables will not provide user agents with the appropriate information. Refer also to guideline 3. The following checkpoints will directly benefit people who access a table through auditory means e.
Refer also to checkpoint Guideline 6. Ensure that pages featuring new technologies transform gracefully. Ensure that pages are accessible even when newer technologies are not supported or are turned off. Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they should know how to make their pages still work with older browsers and people who choose to turn off features.
Checkpoints: 6. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. Techniques for checkpoint 6. If this is not possible, provide equivalent information on an alternative accessible page. If it is not possible to make the page usable without scripts, provide a text equivalent with the NOSCRIPT element, or use a server-side script instead of a client-side script, or provide an alternative accessible page as per checkpoint Refer also to guideline 1.
For some applications, server-side scripts may be more accessible than client-side scripts. Guideline 7. Ensure user control of time-sensitive content changes. Ensure that moving, blinking, scrolling, or auto-updating objects or pages may be paused or stopped.
Some people with cognitive or visual disabilities are unable to read moving text quickly enough or at all. Movement can also cause such a distraction that the rest of the page becomes unreadable for people with cognitive disabilities. Screen readers are unable to read moving text. People with physical disabilities might not be able to move quickly or accurately enough to interact with moving objects. All of the following checkpoints involve some content developer responsibility until user agents provide adequate feature control mechanisms.
Refer also to guideline When an embedded object has its "own interface", the interface -- like the interface to the browser itself -- must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided.
Checkpoint: 8. Techniques for checkpoint 8. Design for device-independence. Use features that enable activation of page elements via a variety of input devices. Device-independent access means that the user may interact with the user agent or document with a preferred input or output device -- mouse, keyboard, voice, head wand, or other. If, for example, a form control can only be activated with a mouse or other pointing device, someone who is using the page without sight, with voice input, or with a keyboard or who is using some other non-pointing input device will not be able to use the form.
Providing text equivalents for image maps or images used as links makes it possible for users to interact with them without a pointing device. Generally, pages that allow keyboard interaction are also accessible through speech input or a command line interface.
Checkpoints: 9. Techniques for checkpoint 9. Refer also to guideline 8. Use interim solutions. Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly. For example, older browsers do not allow users to navigate to empty edit boxes. Older screen readers read lists of consecutive links as one link.
These active elements are therefore difficult or impossible to access. Also, changing the current window or popping up new windows can be very disorienting to users who cannot see that this has happened. The following checkpoints apply until user agents including assistive technologies address these issues.
These checkpoints are classified as "interim", meaning that the Web Content Guidelines Working Group considers them to be valid and necessary to Web accessibility as of the publication of this document.
However, the Working Group does not expect these checkpoints to be necessary in the future, once Web technologies have incorporated anticipated features or capabilities. Many non-W3C formats e. Often, these formats cannot be viewed or navigated with standard user agents including assistive technologies.
Avoiding non-W3C and non-standard features proprietary elements, attributes, properties, and extensions will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies proprietary or not must be used, equivalent accessible pages must be provided.
Even when W3C technologies are used, they must be used in accordance with accessibility guidelines. When using new technologies, ensure that they transform gracefully Refer also to guideline 6. Therefore, validate each page for accessibility and usability after the conversion process refer to the section on validation. If a page does not readily convert, either revise the page until its original representation converts appropriately or provide an HTML or plain text version. Content developers should only resort to alternative pages when other solutions fail because alternative pages are generally updated less often than "primary" pages.
An out-of-date page may be as frustrating as one that is inaccessible since, in both cases, the information presented on the original page is unavailable. Automatically generating alternative pages may lead to more frequent updates, but content developers must still be careful to ensure that generated pages always make sense, and that users are able to navigate a site by following links on primary pages, alternative pages, or both.
Before resorting to an alternative page, reconsider the design of the original page; making it accessible is likely to improve it for all users. Guideline Provide context and orientation information.
Provide context and orientation information to help users understand complex pages or elements. Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret.
Checkpoints: Techniques for checkpoint Provide clear navigation mechanisms. Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc.
Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users. Link text should also be terse. In addition to clear link text, content developers may further clarify the target of a link with an informative link title e. This is commonly referred to as "front-loading" and is especially helpful for people accessing information with serial devices such as speech synthesizers.
Another way to create a collection is by building an archive e. The performance improvement gained by offline processing can make browsing much less expensive for people with disabilities who may be browsing slowly. Ensure that documents are clear and simple. Ensure that documents are clear and simple so they may be more easily understood. Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading.
However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics. Using clear and simple language promotes effective communication.
Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language. Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation.
Begin using validation methods at the earliest stages of development. Accessibility issues identified early are easier to correct and avoid. Following are some important validation methods, discussed in more detail in the section on validation in the Techniques Document. Use an automated accessibility tool and browser validation tool. Please note that software tools do not address all accessibility issues, such as the meaningfulness of link text, the applicability of a text equivalent , etc.
Validate syntax e. Validate style sheets e. Use a text-only browser or emulator. Use multiple graphic browsers, with: sounds and graphics loaded, graphics not loaded, sounds not loaded, no mouse, frames, scripts, style sheets, and applets not loaded Use several browsers, old and new. Use a self-voicing browser, a screen reader, magnification software, a small display, etc. Use spell and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer's best guess for a word with a spelling error.
Eliminating grammar problems increases comprehension. Review the document for clarity and simplicity. Readability statistics, such as those generated by some word processors may be useful indicators of clarity and simplicity.
Better still, ask an experienced human editor to review written content for clarity. Editors can also improve the usability of documents by identifying potentially sensitive cultural issues that might arise due to language or icon usage. Invite people with disabilities to review documents. Expert and novice users with disabilities will provide valuable feedback about accessibility or usability problems and their severity. Appendix B. Applet A program inserted into a Web page.
Assistive technology Software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities.
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