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The purpose of this paper is to show that the pursuit of a high search engine relevance ranking for a webpage is not necessarily incompatible with the pursuit of web accessibility.

The research described arose from an investigation into the observed phenomenon that pages from accessible websites regularly appear near the top of search engine (such as Google) results, without any deliberate effort having been made through the application of search engine optimization (SEO) techniques to achieve this. The reasons for this phenomenon appear to be found in the numerous similarities and overlapping characteristics between SEO factors and web accessibility guidelines. Context is provided through a review of sources including accessibility standards and relevant SEO studies and the relationship between SEO and web accessibility is described. The particular overlapping factors between the two are identified and the precise nature of the overlaps is explained in greater detail.

The available literature provides firm evidence that the overlapping factors not only serve to ensure the accessibility of a website for all users, but are also useful for the optimization of the website's search engine ranking. The research demonstrates that any SEO project undertaken should include, as a prerequisite, the proper design of accessible web content, inasmuch as search engines will interpret the web accessibility achieved as an indicator of quality and will be able to better access and index the resulting web content.

The present study indicates how developing websites with high visibility in search engine results also makes their content more accessible.

The purpose of this paper is to clarify the standards, guidelines, and laws which affect web accessibility for academic library web sites in the USA as well as an explanation of the mechanism by which accessibility is enforced.

Along with the current W3C standards, the current Federal codes and regulations were examined, and in the case of codes and regulations, reaffirmed by the Department of Education's Office for Civil Rights.

Despite the absence of an explicit connection between Section 504 and Section 508, public and private academic colleges and universities libraries must provide accessible web sites, as guaranteed by the “effective communication” standard found in Section 504 as interpreted by the Department of Education's Office for Civil Rights, as well as Title II of the Americans with Disabilities Act.

Having the authority to withhold Federal funding, the Department of Education's Office for Civil Rights has successfully mandated accessible academic web sites where a complaint has been submitted.

The research will provide academic library web developers with a comprehensive legal and practical framework and rationale for providing an accessible library web site for all.

The research provides a comprehensive view of web accessibility standards and laws as they apply to academic libraries.

The purpose of this paper is to present longitudinal data on the accessibility of 56 North American academic library web sites, as well as insights into the connection between accessibility and certain design methods and technologies.

Bobby 3.1.1 was used to evaluate compliance with the Web Content Accessibility Guidelines 1.0. Also studied were the main method of page layout (CSS versus HTML tables), whether a content management system was used, and whether skip‐navigation links were employed.

The percentage of Bobby‐approved pages has remained consistent around 60 per cent in 2010 and 2012. However, the percentage of errors per page, a metric more sensitive to the pervasiveness of accessibility barriers, has steadily and significantly decreased. Sites whose layouts are built with cascading style sheets have fewer errors per page than those that use tables for layout. Sites that use a CMS have considerably higher percentages of approved pages and fewer errors per page than sites that are not built with a CMS.

The principal tool used, Bobby 3.1.1, is capable of detecting only a subset of accessible design principles. Future studies should examine compliance with the newer WCAG 2.0 guidelines.

The use of a content management system may have a positive impact on accessibility. While this study reveals some promising trends, more education and continued advocacy is needed to increase web accessibility at libraries.

This is the only study that provides up‐to‐date trend information about the accessibility of a broader set of academic library web sites (a set not limited to one state) over an extended time period. It is also the only accessibility study comparing academic library web sites that use a content management system to those that do not.

This study aims to examine Public Knowledge Project (PKP) Open Journal Systems (OJS) for its overall web accessibility and compliance with the Federal Electronic and Information Technology Accessibility and Compliance Act, also known as Section 508.

Twenty-one individual web pages in the CSUN test instance of PKP’s OJS version 2.4.0 used in three back-end journal development user roles were examined using three web-accessibility tools (WAVE, Fangs, Functional Accessibility Evaluator). Errors in accessibility were then logged and mapped to specific Web Content Accessibility Guidelines (WCAG) criteria.

In all, 202 accessibility errors were reported across the 21 OJS pages selected for testing. Because of this, the OJS cannot be efficiently utilized by assistive technologies and therefore does not pass the minimal level of acceptability as described in the WCAG 2.0. However, the authors found that the types of errors reported in this study could be simply and effectively remedied.

Further studies will need to corroborate, on a larger scale, the problems of accessibility found in the specific pages. Only three user roles were examined; other roles will need to be analyzed for their own problems with accessibility. Finally, although specific errors were noted, most can be easily fixed.

There is an important need for accessible software design. In the case of CSUN, one of the campus partners will be better served by improving the web accessibility of the authors’ online open access journals.

Although many studies and analyses of Section 508 compliance of front-facing web resources have been conducted, very few appear to address the back-end of such tools. This is the first to examine what problems in accessibility journal users with disabilities might encounter as OJS system administrators, journal managers or journal editors.

To provide librarians with a better understanding of what makes online content truly accessible and to increase awareness of the current common accessibility issues found in library web sites and vendor supplied electronic resources.

A through and in-depth literature review takes a look at the web accessibility problems historically found in library web sites. It then briefly explains the basics of web accessibility and delves more deeply into structural content access, which is the hallmark of true accessibility. The simple mechanics as well as the pros and cons of traditional methods of providing keyboard access to web content is discussed. The chapter then provides a gentle introduction to HTML5 and the Web Accessibility Initiative-Accessible Rich Internet Applications (WAI-ARIA), current use, techniques for use, and application opportunities. The chapter also provides the research results of a broad examination of the basic structural accessibility state of many current database providers.

The research shows that the accessibility of library web sites is improving; however many library vendor database products still have significant accessibility problems.

Through the practical accessibility explanations, the chapter points out the ways librarians can use this knowledge to work with users and communicate with product providers regarding the accessibility of library resources.

This chapter provides a rich resource for understanding and implementing web accessibility, particularly as it applies to keyboard navigation and the new accessibility features in HTML5 and WAI-ARIA.

This study aims to assess the accessibility of library Web sites of top ten universities of Pakistan. The study also explores commonly identifies accessibility barriers in the subject Web sites. Accessibility analysis of library Web sites has been conducted using Web Accessibility Evaluation Tool (WAET) to examine compliance of the library Web site with Web Content Accessibility Guideline 2.0. The study also attempts to rank each Web site according to number of quality issues identified. Based on literature review, the study also proposes a framework to conduct Web accessibility evaluation of library Web sites. Web accessibility encompasses all disabilities that affect access to the Web, including visual, auditory, physical, speech, cognitive and aging (old-age).

This study examines accessibility of subject Web sites using automated accessibility evaluation tool based on Library Web site Accessibility Evaluation Framework (LWAEF). Commercial WAET SortSite® was used to assess accessibility issues in library Web sites. The tool was also tested to validate components of the LWAEF.

Result shows that 70 per cent of library Web sites do comply with World Wide Web Consortium (W3C) standards. It means that compliance to essential guidelines of priority A level of WCAG 2.0 are finely met by 70 per cent library Web sites of Pakistan. However, important accessibility issues still exist in the subject Web sites. Moreover, in terms of accessibility issues, overall quality of university library Web sites in Pakistan is in better condition.

Equal access to information by all citizens is an important UN charter supported by all developing countries. Assessing the needs of all citizens has been of great importance and value to developing countries like Pakistan, with 19.2 per cent population consisting of disabled people. The paper presents the overall status of accessibility to information and is conducted to focus the library Web sites of Pakistan for the first time. Focusing the library Web sites for accessibility evaluation, this research study will help improve accessibility elements of library Web sites in other developing countries also.

The purpose of this paper is to provide an update on the implementation of web accessibility guidelines at Kentucky academic library web sites.

The academic library home pages of Bachelor‐degree granting institutions of Kentucky were tested for accessibility compliance using an online automated program. In addition, a series of manual accessibility tests were performed. Data were collected on errors against accessibility guidelines for each site. Data collected in 2003 were compared to data collected in 2007.

The number of library home pages complying with basic accessibility guidelines is increasing. However, most sites that score well are built to comply with checkpoints that can be tested automatically. Few institutions included accessibility features which required manual verification.

This study relies largely on data collected with an imperfect accessibility‐checking software program. Some accessibility checkpoints can appear to be satisfied using automated accessibility tests despite the presence of accessibility barrier beings. Also, minor errors against accessibility guidelines are not distinguished from major accessibility barriers.

This study provides an impetus for web developers to aim higher than the automated accessibility checkpoints. It demonstrates a limited number of manual accessibility checkpoints that can be objectively tested.

This paper looks beyond accessibility guidelines that can be tested automatically to see if accessibility guidelines for which manual tests must be performed are being implemented. This study is one of the very few published follow‐up studies of web accessibility.

The author takes a comprehensive look at the accessibility of e-resources for all people, including those with disabilities, in the context of collection development (CD).

Employing a combination of research methodologies — policy analysis, content analysis, and phone survey—the author explores the extent to which the needs of people with disabilities are considered.

Several professional library organizations recommend accessibility-sensitive selection and procurement procedures. However, not all students enrolled in library school programs might learn about the issue. Few books on the subject cover the issue adequately. Nationwide, CD policies requiring conformance to accessibility standards are the exception; and when librarians meet to make decisions about the selection of specific e-resources, the needs of people with disabilities are rarely on their radar screens.

Researchers conducting similar surveys in the future might want to not only select a statistically more representative sample of academic libraries but also widen their focus and include both accessibility and usability in their investigations.

Textbook authors and course instructors in the area of CD need to address accessibility and usability. Librarians need to raise the issue with database and e-book vendors during license negotiations.

The acquisition of e-resources designed to be accessible and usable for all will enable people with disabilities to participate more fully in our information-driven society.

The data collected provide for a broad discussion of the extent to which the needs of people with disabilities are considered in connection with CD.

Academic library web sites contain a vast amount of content, often contributed by a large number of content creators with varying levels of technical expertise. The Penn State University Libraries site contains almost 10,000 pages contributed by over 200 content creators from all areas of the Libraries.

In October 2011, in response to a complaint filed against Penn State by the National Federation of the Blind, the University Libraries agreed to comply with the Web Content Accessibility Guidelines (WCAG) 2.0 AA within a year to ensure that the web site would be accessible to all Libraries’ users.

This chapter describes how the Libraries developed a remediation plan; engaged content authors in the Libraries’ accessibility effort; implemented new content roles and workflow to ensure web accessibility and how they continue to actively measure and maintain the accessibility of web site content.

This chapter will be useful to Libraries committed to making their web content accessible to all users.

Several factors must align if web accessibility can be achieved and maintained. It is critical that web developers, designers, and content creators each know what to do. Moreover, it is vital that administrators create systems to support enterprise-wide web accessibility. The chapter will cover key issues found in education, predominantly higher education, and share resources to accomplish this complex endeavor.