For some instructors, the emergency transition to remote teaching in March 2020 represented the first occasion in their careers on which they wrestled with considerations of digital accessibility. However, for many University faculty, staff, and especially students, matters of digital accessibility are part and parcel of the daily experience of teaching and learning – forming barriers to attendance and engagement for some, posing logistical and pedagogical challenges for active learning activities that make use of digital tools, and affecting different individuals in vastly different (and unequally distributed) ways. In this blog post, we will consider the multifaceted uses of Optical Character Recognition (OCR) for optimizing the accessibility and flexibility of PDF-based course materials and activities. We will explore both the positive impact OCR can have for students with disabilities and the more expansive range of engagement options OCR can make possible for all learners. In keeping with the principle of Universal Design for Learning, we will suggest a mindset and workflow for stewarding more accessible PDFs and facilitating more engaged and accessible class activities that draw upon a range of OCR resources.
