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<p class="MsoTitle" style="margin-right:-13.5pt"><a name="_1e9agwcf7cyx" class=""></a><span lang="EN" style="font-size:18.0pt;line-height:115%;font-family:"Calibri",sans-serif;
mso-ascii-theme-font:major-latin;mso-fareast-font-family:"Times New Roman";
mso-hansi-theme-font:major-latin;mso-bidi-theme-font:major-latin" class="">Accessibility
and professional communication <o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><i class=""><span lang="EN" style="font-size:12.0pt;line-height:115%;font-family:
"Calibri",sans-serif;mso-ascii-theme-font:major-latin;mso-hansi-theme-font:
major-latin;mso-bidi-theme-font:major-latin" class="">IEEE
Transactions on Professional Communication<br class="">
September 2021 Issue</span></i></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">Guest editors: Lisa Melonçon (University of South Florida) and Nupoor Ranade (North Carolina State University)</span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">Accessibility is the quality that ensures that all people can use information or technology regardless of disability. The publication of Melonçon’s [1] collection in 2013 brought accessibility
issues to the forefront of technical and professional communication. The years since have seen only limited engagement with accessibility and its application as a key part of design and communication decisions. Recent academic research has focused on pedagogical
approaches [2] and issues of design, most of it theoretical [3], leaving much room for applied approaches. Moreover, research and initiatives in the workplace are also lagging. For example, although large organizations like
</span><span lang="EN" class=""><a href="https://www.ibm.com/able/index.html" class=""><span style="color: rgb(17, 85, 204);" class="">IBM</span></a></span><span lang="EN" class="">,
</span><span lang="EN" class=""><a href="https://www.microsoft.com/en-us/research/group/ability/" class=""><span style="color: rgb(17, 85, 204);" class="">Microsoft</span></a></span><span lang="EN" class=""> and
</span><span lang="EN" class=""><a href="https://www.sas.com/en_us/company-information/accessibility.html" class=""><span style="color: rgb(17, 85, 204);" class="">SAS</span></a></span><span lang="EN" class=""> conduct significant research in this area, the
results have not been widely adopted beyond their own corporate borders, as evidenced by the many access problems revealed in a recent analysis of top web pages [4].</span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">Despite laws in the US and abroad and an increased awareness of diversity issues, practitioners and academics alike still struggle to include access in their workflows and make information
accessible for users with disabilities or limitations [5]. This struggle has resulted in an overreliance on checklists (see, e.g., [6]). For example, when practitioners want to implement accessibility, they often turn to a checklist or other VPAT (Voluntary
Product Accessibility Template) guidelines out of necessity or lack of time or resources, without truly considering the full communicative effects and limitations of those checklists. This abstract framing of accessibility limits the analysis of communication
practices because it fails to consider the broader issues of social construction and marginalization of knowledge. Even though scholars have pushed back against checklists [7] because they fail to take an instrumental approach, more research is needed to examine
and understand how to make information, systems, design, and products more accessible.</span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">Therefore, accessibility remains a crucial subject of investigation for academic researchers and an elusive goal in the workplace. We see the need to create contexts that will encourage
technical and professional communicators to look critically at the role that accessibility plays in the process and practice of design, communication, and everyday experience. This special issue aims to encourage practitioners and scholars to develop and to
share empirical research that can assist in practical ways to advance accessibility design, implementation, and testing, and to emphasize accessibility’s role in conceptualizing and building inclusive and equitable products, services, and information.</span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">The guest editors invite proposals that engage with following or similar questions:</span></p>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">How have organizations addressed
<i class="">access</i>? Empirical work and case studies can be used to describe techniques and strategies for implementation, legal implications, ethical challenges, and noteworthy successes or failures in achieving accessibility.<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">What do scholars and practitioners see as opportunities to expand the definitions or approaches to accessibility beyond the checklist? Through integrative literature reviews or case studies, how might we
rethink our current definitions of accessibility and its relationship to practice?
<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">How can we reconsider our base definitions of accessibility and universal design in new ways that are more relevant today, and how will they help improve our implementation strategies?<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">How might we expand concepts of user experience through accessibility? And what are the costs and benefits of doing so?
<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">How are professional communicators engaging in accessibility testing to increase the tests’ effectiveness?
<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">What practices can we borrow from related fields like computer science, cognitive psychology, data science, and disability studies to illuminate approaches for incorporating accessibility practices in technical
and professional communication work?<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">In what ways can professional communicators expand critical methodologies for accessible user experience? What do these look like in practice?<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">What is the role of access and accessibility in intercultural communication projects? How can we expand our understanding of these practices through access?<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">What do we see as areas to improve training and awareness surrounding the issues of accessibility?<o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">How can we contribute to conversations on pedagogical interventions for accessibility studies or on ways to tackle cultural and technological challenges while incorporating accessibility studies in the curriculum?</span> </div>
<p class="MsoNormal"><span lang="EN" class="">IEEE ProComm welcomes empirical research articles, integrative literature reviews, case studies, teaching cases, and tutorials that address any of these questions or your own questions that are related to issues
of accessibility and the role that it plays and should play in professional communication. A</span><span lang="EN" class=""> review of current best resources for support in accessibility design would be of particular interest to our readership</span><span lang="EN" class="">.</span><span lang="EN" class="">
</span><span lang="EN" class="">(Consult </span><span lang="EN" class=""><a href="https://procomm.ieee.org/transactions-of-professional-communication/for-prospective-authors/guidelines-to-follow/" class="">https://procomm.ieee.org/transactions-of-professional-communication/for-prospective-authors/guidelines-to-follow/</a></span><span lang="EN" class="">
for explanations of these article types and links to guidelines and review rubrics.)</span></p>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" style="line-height: 115%;" class=""><b class="">Important Dates</b><o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Abstract submission deadline<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">March 1, 2020<o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Notification of authors<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">April 1, 2020<o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Submission of complete drafts<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">September 15, 2020 <o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Reviews returned to authors<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">December 1, 2021 <o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<span lang="EN" class=""><b class="">Revised drafts submitted for second review<span class="Apple-tab-span" style="white-space:pre">
</span></b>F</span><span lang="EN" class="">ebruary 1, 2021 <o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Final and complete articles submitted<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">May 1, 2021<o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Editing of articles completed by guest editor(s)<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">June 1, 2021<o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:.5in">
<b class=""><span lang="EN" class="">Special issue published<span class="Apple-tab-span" style="white-space:pre">
</span></span></b><span lang="EN" class="">September 1, 2021<o:p class=""></o:p></span></p>
<div style="margin: 0in -13.5pt 3pt 0in;" class=""><span lang="EN" class=""> </span><br class="webkit-block-placeholder">
</div>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.7pt;margin-bottom:
3.0pt;margin-left:0in;page-break-after:avoid">
<span lang="EN" style="line-height: 115%;" class=""><b class="">Questions and Submissions</b></span><span lang="EN" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.7pt;margin-bottom:
3.0pt;margin-left:0in;page-break-after:avoid">
<span lang="EN" style="line-height: 115%;" class=""><b class=""><br class="">
</b></span></p>
<p class="MsoNormal" style="margin-top:0in;margin-right:-13.5pt;margin-bottom:
3.0pt;margin-left:0in">
<span lang="EN" class="">The guest editors encourage questions or queries:<o:p class=""></o:p></span></p>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">Lisa Melonçon, University of South Florida,
</span><span lang="EN" class=""><a href="mailto:meloncon.research@gmail.com" class=""><span style="color: rgb(17, 85, 204);" class="">meloncon.research@gmail.com</span></a></span><span lang="EN" class=""><o:p class=""></o:p></span></div>
<div style="margin: 0in -13.5pt 0.0001pt 0.5in; text-indent: -0.25in;" class=""><!--[if !supportLists]--><span lang="EN" class="">●<span style="font-stretch: normal; line-height: normal;" class="">
</span></span><!--[endif]--><span lang="EN" class="">Nupoor Ranade, North Carolina State University,</span><span lang="EN" class=""><a href="mailto:nupoor.ranade@ncsu.edu" class=""><span style="color: rgb(17, 85, 204);" class=""> nupoor.ranade@ncsu.edu</span></a></span><span lang="EN" class=""><o:p class=""></o:p></span></div>
<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" class="">Send submissions to both editors at the addresses listed above.</span></p>
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<p class="MsoNormal" style="margin-right:-13.5pt"><span lang="EN" style="line-height: 115%;" class=""><b class="">References</b><o:p class=""></o:p></span></p>
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<span lang="EN" class="">[1] L. Meloncon, <i class="">Rhetorical Accessibility: At the Intersection of Technical Communication and Disability Studies</i>. Amityville, NY: Baywood, 2013.<o:p class=""></o:p></span></p>
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12.0pt;margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[2] S. K. Oswal, “Guest editor’s introduction: Can workplaces, classrooms, and pedagogies be disabling?,”
<i class="">Business and Professional Communication Quarterly,</i> vol. 81, no. 1, pp. 3–19, 2018.<o:p class=""></o:p></span></p>
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12.0pt;margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[3] S. Zdenek, “Guest editor’s introduction: reimagining disability and accessibility in technical and professional communication,”<i class=""> Communication Design Quarterly Review</i>, vol. 6, no. 4, pp. 4–11, 2019.<o:p class=""></o:p></span></p>
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margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[4] WebAim, “The WebAIM Million: An accessibility analysis of the top 1,000,000 home pages,” 2019 [Online]. Available:
</span><span lang="EN" class=""><a href="https://webaim.org/projects/million/" class=""><span style="color: rgb(17, 85, 204);" class="">https://webaim.org/projects/million/</span></a></span><span lang="EN" class=""><o:p class=""></o:p></span></p>
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12.0pt;margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[5] B. Gregory, “Designing for Cognitive Differences”, 2018 [Online]. Available:
</span><span lang="EN" class=""><a href="https://alistapart.com/article/designing-for-cognitive-differences/" class=""><span style="color: rgb(17, 85, 204);" class="">https://alistapart.com/article/designing-for-cognitive-differences/</span></a></span><span lang="EN" class=""><o:p class=""></o:p></span></p>
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12.0pt;margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[6] IBM checklist for accessibility. [Online]. </span>
<span lang="EN" class=""><a href="https://www.ibm.com/able/guidelines/ci162/accessibility_checklist.html" class=""><span style="color: rgb(17, 85, 204);" class="">https://www.ibm.com/able/guidelines/ci162/accessibility_checklist.html</span></a></span><span lang="EN" class="">.<o:p class=""></o:p></span></p>
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12.0pt;margin-left:.5in;text-indent:-.5in;line-height:normal">
<span lang="EN" class="">[7] S. K. Oswal, L. Meloncon, “Saying no to the checklist: Shifting from an ideology of normalcy to an ideology of inclusion in online writing instruction.”
<i class="">Writing Program Administration</i>, vol 40, no. 3, pp. 61-77, 2017.<font face="Calibri, sans-serif" class=""><o:p class=""></o:p></font></span></p>
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