New paper and presentation at the Web4All 2022 Conference
We were delighted to present a paper at the 19th International Web for All Conference (W4A’22) on 25 April.
With the theme ‘Accessibility in a Hybrid World’, the conference took place virtually, presenting a range of excellent keynotes, technical and communication papers, the Doctoral Consortium and the Accessibility Challenge.
Titled Teaching accessibility as a shared endeavour: building capacity across academic and workplace contexts, our paper was nominated for Best Communications Paper.
The social model of disability, accessibility legislation, and the digital transformation spurred by COVID-19 expose a lack of accessibility capacity in the digital workforce, indicating persistent gaps in academic and professional education. This paper reports qualitative research with 30 expert educators in academia and the workplace to consider the relationship between these sectors in building accessibility capacity. Their insights highlight important disconnects and contextual challenges that educators must manage and navigate. Digital accessibility is increasingly recognised as a shared endeavour in the workplace. However, in academia, faculty cultures and disciplinary silos can result in responsibility for accessibility defaulting to individuals. To prepare accessibility-skilled professionals, cross-role education and training is necessary across disciplines. With a focus on teaching and training practices, we highlight the need for academia and the workplace to learn from each other and adapt together to generate pedagogies that will better prepare learners for accessibility practice.
An open access Authors Draft is available via the Southampton University e-prints repository.
Please cite the paper as follows:
Coverdale, A. Lewthwaite, S., and Horton, S. 2022. Teaching accessibility as a shared endeavour: building capacity across academic and workplace contexts. In Proceedings of the 19th International Web for All Conference (W4A ’22). ACM, New York, NY, USA, Article 4, 1–5. https://doi.org/10.1145/3493612.3520451