Selecting and Streamlining Course Content

Whenever possible, choose course materials published in 2018 or later. Many major publishers have made accessibility a priority in recent years, and newer editions are more likely to include features such as:

• Structured navigation by heading or page number
• Text-to-speech compatibility
• Image descriptions (alt text) for visual content
• Keyboard accessibility

Older titles, especially scanned versions of print texts, often lack these features and can present significant barriers.

When working with publishers or vendors, don’t just ask if a platform is accessible — ask whether the specific title you're adopting was created with accessibility in mind. Important questions include:

• Can the material be navigated by headings or page numbers?
• Is it compatible with screen readers (e.g., JAWS, NVDA)?
• Does the electronic text include alt text for all images and graphs?
• Is the content fully accessible without a mouse and keyboard accessible?

If the publisher can’t answer the questions above, consider selecting a different option. It can take weeks to convert inaccessible materials into usable formats, which delays access for students and puts them at an academic disadvantage.

Faculty should be aware that if a textbook or reading is not accessible, the responsibility to ensure it becomes accessible lies with the university — not the publisher. As a public institution, Rutgers is obligated under federal law to provide accessible course materials that are equivalent in content and timing.

Tip: Save a copy of your correspondence in case accessibility documentation is needed at a later time.

When available, use eText vendor platforms that publish accessibility information for their titles. Some, like VitalSource, include summaries that specify:

• If alt text is provided for complex visuals
• Whether page navigation is supported
• What assistive technologies the material is compatible with

These summaries can help you make informed decisions when comparing titles.

Make your textbook and reading selections as early as possible and publish them to your Canvas site and accessible syllabus ideally at least five weeks before the semester starts. 

Early selection allows:

• Students to make alternative format requests (e.g., braille, large print)
• RADR and support staff to prepare accessible versions in advance
• Fewer last-minute changes that delay student participation

Providing materials on time ensures equal access and reduces the need for reactive accommodations.

Note: This applies not only to textbooks but to all required readings, including journal articles, OER materials, and documents uploaded after the semester begins. Any new content must also be accessible before it is made available to students.

Rutgers University Libraries offer services and tools to help you find high-quality, legible, and accessible academic content. Faculty are encouraged to use these resources when selecting or replacing course materials, particularly when streamlining older or scanned documents.

• Library Accessibility Services: Provides guidance on accessing accessible library materials, requesting alternate formats, and connecting with support staff.
• Academic Search Premier: A multidisciplinary database containing thousands of academic articles, many of which are available in accessible formats.

If a scanned document in your course has issues like cut-off text, smudges, or faded writing, it may not be feasible to convert it into an accessible version. In such cases, you can work with your subject librarian to locate accessible alternatives or updated versions of the same resource. Reviewing your course files for clarity and legibility before uploading helps prevent access barriers for students using screen readers or alternative formats.

Removing clutter from your Canvas course:

• Makes it easier for students to find the materials they need
• Reduces confusion caused by outdated or duplicate files
• Improves navigation for screen reader users
• Helps maintain version control and avoids accidental reuse of outdated content

• Delete or Archive Duplicates
  • Remove old versions of readings, lecture slides, or assignments.
  • Use clear naming conventions (e.g., “Lecture Slides – Week 2” instead of “Final_v3_upload”).
• Remove Unused Files
  • If a file is not linked anywhere in the course (e.g., Modules, Assignments, or Pages), consider deleting it.
• Replace Inaccessible Files
  • Eliminate scanned PDFs or image-only content when accessible versions exist. See our web page on Using PDF's in Courses. 
  • Replace with accessible Microsoft 365 apps documents, accessible HTML documents, accessible Googledocuments, or if absolutely necessary accessible PDF's.
  • Consider creating content natively in Canvas with the Rich Text Editor. Use the built in Accessibility Checkerin Canvas and the Canvas Ally tool to check the content for accessibility. 
• Label Content Clearly
  • Use meaningful titles for files (e.g., “Syllabus Spring 2025” instead of “document1.pdf”).
  • Avoid uploading multiple files with similar names that might confuse students.

• Use the tool TidyUp which is built right into Canvas!
• CidiLabs TidyUp is a tool that makes it simple and easy for instructors to clean their Canvas course. TidyUp scans the Canvas course for unused pages and unlinked files and removes them from the course.
• Rutgers has an enterprise license.  Please access TidyUp through Rutgers Canvas by enabling it in the course navigation. 
• Note: TidyUp does not identify files that are being used in Question Banks 
  
  OR

Manually review documents based on file name or date and delete unused or unwanted files or add them to an Archive folder within Canvas. If the file is brought from the Archive file into a course, then it will need to be made accessible.