Using alt text to make science Twitter more accessible for people with visual impairments

Social media is used by >4.48 billion people worldwide. Despite its popularity, vision-impaired individuals struggle to use social media given visual inaccessibility of content and lack of access to Internet/Wireless-Fidelity-enabled devices. Our study explores visually impaired adult's use of social media in comparison to a control group. This study aimed to report the demographic profile and patterns of social media use among adults with vision impairment (VI) aged 18 to 35 years and compare it with an age-matched normally sighted group in India. In addition, we explored barriers to use of social media among adults with VI. Vision-impaired and normally sighted adults (controls) aged 18 to 35 years at L V Prasad Eye Institute, Hyderabad, India, answered a questionnaire about social media use (e.g., platform used). Four hundred twenty-two individuals (201 VI, 221 controls) participated. Normally sighted adults (98%) used social media more than the VI group (81%; p<0.001). Vision-impaired users were predominantly male (85%) and unemployed (57%; p<0.00001 for both). There was no significant difference in educational level between groups (p=0.17). Smartphones were the most popular device used (VI, 161 [99%]; control, 206 [95%]), with tablet PC/iPad being the least popular (VI, 5 [3%]; control, 12 [6%]). Adults with VI and controls commonly used WhatsApp as communication platforms, and Facebook and Twitter as networking platforms. Approximately one-third of individuals across both social media user groups reported barriers to use (VI, 48 [30%]; control, 74 [34%]; p<0.001). Vision-impaired individuals cited accessibility issues of having to rely on audio over vision to navigate social media, whereas controls reported having to share a phone. The proportion of social media usage among VI adults is high (81%) and is substantially higher than the 33% reported in the general Indian population. Vision-impaired adults who used social media were male with moderate VI and were less likely to be employed compared with controls.

Background Effective learning strategies are essential for inclusive elementary classrooms, particularly in Indonesian language education, where students have diverse learning needs and digital access levels. Although social media has become a common educational tool, its structured use as a pedagogical model for inclusive learning in Indonesian schools is limited. Previous studies have largely focused on general online learning, leaving a gap in understanding how social media can foster inclusion and language skill development. This study addresses that gap by exploring how social media can be systematically integrated into Indonesian language learning and by developing a strategy that promotes inclusivity, collaboration, and student engagement. Methods A qualitative case study approach was employed to capture in-depth insights from classroom practices. Data were collected from 15 elementary school teachers across five Indonesian provinces (West Java, Central Java, East Java, Yogyakarta, and South Kalimantan) using semi-structured interviews and open-ended questionnaires. Data were coded and analyzed thematically using NVivo 14 to identify emerging categories, patterns, and interconnections among teachers’ experiences and perceptions. Results The findings indicate that social media effectively supports both collaborative and independent learning, enhances digital literacy, and increases motivation among students. Teachers reported that platforms such as WhatsApp and YouTube foster communication, creativity, and resource sharing. However, they also highlighted challenges related to unequal internet access, data privacy, and managing online behavior. Three key themes emerged: (1) social media as a catalyst for collaboration, (2) digital literacy development through authentic media interaction, and (3) the need for clear guidelines to maintain safety and equity. Conclusions This study proposes the Social Media Networking (SMN) framework, offering practical steps for teachers to integrate social media into inclusive pedagogy. The SMN framework demonstrates that social media can function as a structured, participatory, and equitable learning strategy that strengthens inclusivity and engagement in Indonesian language classrooms.

Background Effective learning strategies are essential for inclusive elementary classrooms, particularly in Indonesian language education, where students have diverse learning needs and digital access levels. Although social media has become a common educational tool, its structured use as a pedagogical model for inclusive learning in Indonesian schools is limited. Previous studies have largely focused on general online learning, leaving a gap in understanding how social media can foster inclusion and language skill development. This study addresses that gap by exploring how social media can be systematically integrated into Indonesian language learning and by developing a strategy that promotes inclusivity, collaboration, and student engagement. Methods A qualitative case study approach was employed to capture in-depth insights from classroom practices. Data were collected from 15 elementary school teachers across five Indonesian provinces (West Java, Central Java, East Java, Yogyakarta, and South Kalimantan) using semi-structured interviews and open-ended questionnaires. Data were coded and analyzed thematically using NVivo 14 to identify emerging categories, patterns, and interconnections among teachers’ experiences and perceptions. Results The findings indicate that social media effectively supports both collaborative and independent learning, enhances digital literacy, and increases motivation among students. Teachers reported that platforms such as WhatsApp and YouTube foster communication, creativity, and resource sharing. However, they also highlighted challenges related to unequal internet access, data privacy, and managing online behavior. Three key themes emerged: (1) social media as a catalyst for collaboration, (2) digital literacy development through authentic media interaction, and (3) the need for clear guidelines to maintain safety and equity. Conclusions This study proposes the Social Media Networking (SMN) framework, offering practical steps for teachers to integrate social media into inclusive pedagogy. The SMN framework demonstrates that social media can function as a structured, participatory, and equitable learning strategy that strengthens inclusivity and engagement in Indonesian language classrooms.

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education.

With the increased popularity of social media, editing and sharing selfies using augmented reality filters, face editors, and sticker features have become popular social trends. However, it can be challenging for people with visual impairments to edit and add fun elements to their selfies, although they actively participate in social media. We conducted an online survey in which 47 participants with visual impairments identified their experience with and demands for using such features. Based on the results, we designed and developed a selfie editing application with sticker features based on voice command and voice feedback for people with visual impairments. We then conducted a design probe study with four participants who were visually impaired to provide design guidelines to increase the accessibility of selfie editing apps with sticker features. Voice command and feedback were both highly appreciated by participants, and we also investigated their requirements for selfie editing features.

Social media is social. It is important for us all and it should be open to all....It is not necessarily about living a life on the Internet. It is about bypassing distance in the real world, making new friends, and participating in all the conversations between our family members and the communities we live in....Social media can break down barriers and change lives. For example, a hearing impaired child can now share stories with their friends via Skype, and a vision impaired user can read about his brother's trip to the Far East via a blog site....Social media is truly social. It connects the dots.

Chapter 4 - The research and social media relationship

People with a visual impairment are more likely to experience social isolation as an effect of their vision loss. Social media can particularly benefit these users, but it is of concern if it cannot be fully and successfully used. This study was instigated at the request of an advisory group of visual impaired users and experts. The aim of the study was to investigate potential accessibility issues visually impaired users could encounter when using social media. A major concern was over missing content embedded in images on social media sites. A subsequent evaluation of Facebook posts carried out by a group of student participants demonstrated that nearly half of images considered contained embedded text, which would be inaccessible to visually impaired users. Despite efforts by social media companies to improve accessibility, any text present in images is not presented in an accessible way to visually impaired users. This research demonstrated the inequality that can arise from partial accessibility and the requirement to consider accessibility at all stages of design and development.

Orientation and Mobility is a specialist field of knowledge, skills, and understandings specific to people with visual impairment. Blending traditional and developmental disability-specific eruditions, Orientation and Mobility focuses on the sensory, spatial, perceptual, and environmental concepts and skills for people with visual impairment. Linked to well-being, social participation, employment, and self-determination, Orientation and Mobility, therefore, is the cornerstone of equity and access for people with visual impairment. Despite this, there is little explicit discussion about the dominant discourses prevalent within the professional field of Orientation and Mobility. Drawing on theories of paradigms and grand narratives, a critical review of the dominant discourse on Orientation and Mobility learning and teaching was undertaken. The aim of this critical literature review was to identify ‘if and how’ the privileging of important intellectual traditions guides the professional field of Orientation and Mobility. Results confirmed that there is a consistent philosophical world view underlying much of the activity in Orientation and Mobility research. This paradigm of Orientation and Mobility professional attitudes, perspectives, and interests impedes a shared commitment to studying and improving the fundamentals of Orientation and Mobility learning and teaching. An important finding of this review was the effect that gaps in research and literature have on the future profession and perception of Orientation and Mobility. Alternative discourses to the traditional Orientation and Mobility learning and teaching are considered and discussed in terms of the longevity and growth of the Orientation and Mobility professional field.

The use of social media plays an important role in our lives. It is crucial that visually impaired (VI) can likewise take partin various social media platforms. In this paper, we tried to discover the problems and interactions faced by VI on

This article presents a theoretical framework called the Nexus of Cultural Entrepreneurship and Digital Musicality (CEDM) to explore the intersection of migratory entrepreneurship, Afro-Diasporic music entrepreneurship, and emerging digital music platforms. The framework integrates concepts from cultural studies, entrepreneurship, musicology, and intercultural communication to analyze the entrepreneurial processes and cultural dynamics within the evolving landscape of digital music. The framework sheds light on the factors influencing migratory entrepreneurship and Afro-Diasporic music entrepreneurship within the digital music industry through its examination of these entrepreneurial endeavors. Key concepts such as migratory entrepreneurship, Afro-Diasporic music entrepreneurship, entrepreneurial opportunity recognition, cultural dynamics, and the role of technology and digital platforms are discussed, providing operationalized definitions for terms relevant to the study, such as music multimedia production, intercultural empathy, translatability, and Afro-Diasporic music entrepreneurship. Furthermore, the article explores the challenges faced by Afro-Diasporic musicians in the music multimedia production industry and proposes innovative approaches to overcome these challenges. Opportunities discussed include embracing cultural authenticity, collaborating across borders, harnessing technological advancements, engaging with online communities, leveraging social media platforms, and building sustainable business models. The study aims to contribute to the understanding of migratory entrepreneurship, Afro-Diasporic music entrepreneurship, and cultural exchange within the digital music industry by analyzing theoretical perspectives and practical approaches. It seeks to guide researchers, practitioners, and policymakers in fostering inclusive and innovative entrepreneurial ecosystems. In addition, the article presents an overview of nine compelling suggestions for future research in the field of empowering Afro-Diasporic musicians within the music multimedia production industry. These research directions aim to shed light on various aspects of the industry, addressing gaps in knowledge and providing valuable insights into the challenges faced by Afro-Diasporic musicians. The study aims to develop effective strategies, policies, and interventions that foster inclusivity, equality, and opportunities for Afro-Diasporic musicians in the rapidly evolving music multimedia landscape by exploring various areas such as socio-economic factors, representation and diversity, cultural preservation and innovation, digital platforms and technology, collaborative practices, the impact of social media, and more. The proposed research methodologies ensure robustness and validity in investigating these important topics, enabling researchers to contribute to the development of an empowering and supportive ecosystem for Afro-Diasporic musicians in the music multimedia production industry.

Digital media have become integral to the everyday life of people with disabilities. So far, research about disability and digital media use is rather scarce and narrowed on issues of accessibility and social media. This paper draws on qualitative interviews with people with visual or motoric impairments to provide an in-depth analysis of their everyday experiences relating to barriers and benefits of digital media. The findings reproduce previously identified barriers and extend these by adding novel sub-aspects of individual cognitive and attitudinal barriers like non-use of digital media due to their (perceived) complexity and a feeling of greater dependence on digital technology. However, the results also shed light on highly individualized ways that people with disabilities actively make use of digital media to improve their daily life. Despite persisting and new barriers, the general findings suggest that, with the appropriate training and support, digital media are largely beneficial. Points of interest About 15 percent of the population worldwide are directly concerned by the issue of disability and digital media (for example smartphones, apps, online news). In this study, forty people with visual or motoric impairments were interviewed about their everyday experiences with digital media. They reported both benefits and problems of digital technology. Benefits: digital media allow people with disabilities to lead a more independent life; for example, shopping without assistance, reading the newspaper, or using social media. Problems: fear of technology, feeling dependent on digital devices, and lack of know-how are obstacles for digital media use. Increasingly complex websites and apps create additional barriers. A solution would be individual support and training.

In carrying out this research activity, the objectives were to test: (1) the influence exerted by entrepreneurial knowledge on student entrepreneurial interest, (2) the influence exerted by social media on student entrepreneurial interest, and (3) the influence exerted by entrepreneurial knowledge and social media on student entrepreneurship interest. This type of research uses causalitative research. The population used was in the form of students from the Faculty of Economics who had succeeded in obtaining existing entrepreneurship courses in the 2019 to 2022 school year with a total of 1,842 people, so that the sample was ultimately used with a total of 329. The sample technique that the researchers used was a simple random sampling technique. The method used in carrying out the process of data collection activities is in the form of a questionnaire using multiple linear regression analysis. In the final stage of testing the hypothesis in the form of a t test and F test which are processed with the help of an application called SPSS 25 for windows. The results of research activities show that: (1) entrepreneurship knowledge has an influence that leads to positive results and also significant results on student entrepreneurship interest, (2) social media has an influence that leads to positive results and also significant results on student entrepreneurship interest, and (3) entrepreneurial knowledge and social media have an influence that leads to positive results and also significant results on student interest in entrepreneurship.

This position paper proposes technology opportunities for supporting people with visual impairments (PVI) as content creators, rather than just content consumers. While previous studies examined accessibility issues with functions and visual content on various social media platforms, little is known about experiences of PVI beyond just watching visual content. Our recent study revealed that there is a community of video bloggers (vloggers) with visual impairments who actively produce multiple categories of video content on YouTube. From the perspective of those vloggers with visual impairments, we would like to discuss challenges and opportunities to improve the accessibility of video-based social media platforms to support those video creators with visual impairments.

Web Accessibility Analysis of Government Tourism Websites in India