DGB 3: Accessible Media Productions

← Digital Literacy – Year 3

Accessibility means designing digital media so that as many people as possible can perceive, understand and use it. Barriers can arise from small text, poor contrast, missing alternative text, information conveyed only by colour, audio without transcripts or video without captions.

Curriculum reference

Area	Classification
Competence area	Production
Perspectives	G, I
Focus	Checking one's own media productions for accessibility and removing barriers
Competence	Check one's own texts, presentations, images, audio and video products for barriers and make them more accessible using suitable measures.

Learning objectives

Students can:

explain accessibility in digital media;
recognise barriers in texts and presentations;
check images and graphics for missing alternative information;
make audio content more accessible using text alternatives;
check videos for captions, clarity and dependence on visual-only information;
use clear headings, lists and sensible reading order;
use built-in accessibility checking tools where available;
apply improvements such as alternative text, captions, contrast and clear language;
evaluate a media product from different user perspectives;
justify accessibility as a quality feature rather than an optional extra.

Learning content

What accessibility in media production means

Accessible media anticipates different visual, auditory, motor, cognitive and situational needs. Many accessibility improvements also help users in bright light, noisy rooms or on small screens.

Barriers in texts and presentations

Very small fonts, low contrast, dense paragraphs, unclear headings and poor reading order make documents difficult to use. Styles, headings and simple layouts improve structure.

Barriers in images and graphics

Important information should not be available only through colour or an unexplained image. Alternative text or a nearby description should communicate the essential meaning.

Barriers in audio

Audio-only content may exclude people who cannot hear it or are in an environment where sound cannot be played. Transcripts and clear speech provide alternatives.

Barriers in video

Captions support spoken content; descriptions or explanatory narration can make key visual information understandable. Text shown in video should remain readable long enough.

Simple ways to remove barriers

Use sufficient contrast, meaningful headings, descriptive link text, alternative text, captions, clear language and consistent navigation. Do not rely on decorative complexity.

Accessibility as perspective-taking

Checking a product through different user scenarios helps uncover barriers that the creator may not notice. The aim is practical inclusion, not perfection.

Accessibility as a quality feature

Accessible media is often clearer, more structured and easier to reuse. Accessibility checks should therefore be part of the normal production workflow.

Classroom activities

Find barriers in example products

Inspect prepared documents, slides, images, audio and video for accessibility problems.

Expected outcome: A barrier list.

Check your own work

Use a checklist on a previous media product.

Expected outcome: A self-audit.

Take different user perspectives

Test the same product using several fictional user scenarios.

Expected outcome: A perspective report.

Improve text and slides

Correct headings, font size, contrast, layout and link text.

Expected outcome: An improved document.

Improve images and graphics

Add meaningful alternative text and remove colour-only information.

Expected outcome: A more accessible graphic.

Improve audio and video

Add a transcript or captions and improve clarity where necessary.

Expected outcome: A more accessible media file.

Create alternative descriptions

Write concise alternative text that communicates purpose rather than every visual detail.

Expected outcome: A set of effective alt texts.

Organise peer feedback

Use an agreed checklist to review another group's product respectfully.

Expected outcome: Feedback and revision.

Apply accessibility as a standard

Plan accessibility measures before creating a new product.

Expected outcome: An accessibility plan.

Fully revise one media product

Combine several improvements and explain the changes.

Expected outcome: A before-and-after comparison.

Reflect on quality

Explain how accessibility improved the product for more than one user group.

Expected outcome: A short reflection.

Self-check

I can recognise common accessibility barriers.
I can improve text structure and contrast.
I can write useful alternative text.
I can provide captions or transcripts where needed.
I can use accessibility checking tools as support.
I treat accessibility as part of normal media quality.