000			03268nam a2200409Iu 4500
001			9781789731538
003			UtOrBLW
005			20210303084743.0
006			m o d
007			cr un|||||||||
008			200616t20202020enk ob 001 0 eng d
020			_a9781789731538
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLC4704 _b.W55 2020
072		7	_aEDU026030 _2bisacsh
072		7	_aJNSG _2bicssc
080			_a376
082	0	4	_a371.9 _223
100	1		_aWilliams, Peter, _eauthor.
245	1	0	_aLearning disabilities and e-information : _bnavigating the electronic hypermaze / _cauthored by Peter Williams (University College London, UK).
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (xvi, 178 pages) ; _ccm
504			_aIncludes bibliographical references and index.
505	0		_aChapter 1. Definitions, models, needs -- Chapter 2. Issues inherent in researching learning disabilities -- Chapter 3. The web and people with learning disabilities -- Chapter 4. Methods to test website usability -- Chapter 5. Website usability - eliciting the issues -- Chapter 6. The use of images -- Chapter 7. Investigating the attributes elicited in consort -- Chapter 8. 'Serial access' to information -- Chapter 9. 'Random','direct' and 'iterative' access -- Chapter 10. Examining website preferences -- Chapter 11. A shrinking world: mobile devices and usability -- Chapter 12. Testing the usability of a mobile app -- Chapter 13. Facilitating information access -- Chapter 14. Conclusion.
520			_aDigital Technology is becoming ever more used by people with learning disabilities for information, entertainment and to enjoy self-expression. Despite this, there is a paucity of research into how this cohort negotiate electronic interfaces, interpret images, navigate pages and read online; what barriers there might be, and how these could be obviated. This book explores these issues, establishing how these and other factors facilitate or inhibit information access and behaviour more generally. There are plenty of guidelines and accessibility standards regarding electronic information presentation, but most are outdated or have been formulated without empirical evidence. Unlike prior literature this book is the result of many years's research in the field, considers specific information contexts, and develops new concepts in information behaviour. It is written in non-technical, jargon-free language, relevant for academics, students and professionals; from human-computer interaction researchers, learning disability specialists and information scientists to formal and informal carers and supporters, college tutors, family members and others.
588	0		_aPrint version record.
650		0	_aLearning disabilities.
650		0	_aCyberinfrastructure.
650		7	_aEducation _xSpecial Education _xDevelopmental & Intellectual Disabilities. _2bisacsh
650		7	_aTeaching of students with specific learning difficulties, needs. _2bicssc
776			_z9781789731521
856	4	0	_uhttps://doi.org/10.1108/9781789731514
999			_c29446 _d29446