Write, Collaborate, and Listen: Google Docs for Access and Accessibility

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As a scholar and as a librarian, I am deeply concerned with digital equity and inclusion. I think about digital equity and inclusion in three broad domains: access, usability, and utility. Access is the foundation, asking whether a person or group of people actually have, or are able to have, a resource. This can range from availability (for example, does their geographic location have broadband infrastructure) to affordability (can they afford to purchase an internet-connected device). Without access, there is no possibility of equity and inclusion. Most digital-divide discussions live at this domain of equity and inclusion.

The next domain of digital equity and inclusion is usability. This asks a simple question: "Can I operate this piece of technology?" This is a question of the quality and functionality of a digital tool and technology and a question of skill and ability.  Digital accessibility lives here, focusing on the usability of a digital resource by all people - those with and without disabilities, those with and without native language proficiency, and everyone in between. Access does not matter when a technology does not function or cannot be used.

Utility is the third domain and true measure of digital equity and inclusion. It is the value-add: I have a tool, I know how to use it, and when I use it, it improves my life. Digital tools and technology that can be accessed, are usable (and accessible), and also useful enable fuller participation in social, economic, political, and educational life. This is the aim of digital equity and inclusion.

Google Docs Has Entered the Chat

In an earlier post I wrote about dropping our assumptions about today's 'digital native' learners and educators:

• We cannot assume that students have access to technology
• We cannot assume that students know how to use technology, and we cannot assume transference of technology skills across contexts
• Similarly, we cannot assume teachers (even those in the age range of 'digital natives') have access to and know how to use technology - for teaching or for learning
• We cannot assume that students or educators enjoy using technology in teaching and learning

These points map to the domains of digital equity and inclusion, and are important to consider in conjunction with digital accessibility when we're adopting a new digital tool in our curriculum. 

Google Tools in Digital Equity and Inclusion Domains

There is no perfect solution to digital equity and inclusion challenges, but there are low-cost, low-barrier, high-accessibility tools that we can select along the way. The Google Suite is one set of tools that I have found to be particularly accommodating in my own academic and professional experiences. Google products are reliable, fee-free, and device agnostic solutions available to anyone with an internet connection and compatible device -- a big win for access in the walk towards digital equity.

Google also score well in usability. Not only are its tools well documented, Google itself is also a world leader in accessible design and accessibility. Moving right into the third domain of utility, Google tools can also augment and transform learning experiences - they have a high degree of usefulness in day-to-day educational and professional activities. Are they perfect? No. Privacy concerns? Almost definitely. However, from a perspective of access/usability/utility, they meet the mark.

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Examining Google Docs

Google Docs is one of the ultimate fee-free collaboration tools in my academic toolbelt. At its core it is a word processor - you can use it for many of the same tasks you would accomplish in Microsoft Word. What makes it truly excellent in academic settings, however, is its sharing and collaboration functions. Multiple users can author, edit, comment on, and suggest changes to a single document, with fabulous version control and access management features. It is fantastic for group projects (especially in hybrid or remote settings) and for real-time collaboration and feedback.

Of course it is crucially important to ensure accessibility - especially in settings where universal design for learning guides curricular and pedagogical choices. Google Docs is designed to work with screen readers and braille devices and has built-in accessibility features that benefit all users, including voice-to-text typing and editing, contrast settings, and screen magnification (you can check out the full list of features for accessibility here.) 

Universal design for learning tells us that accommodations are for all students, and I would argue that accessibility features are also for all educators, librarians, and others who may use a tool. For some users, accessibility features are a matter of usability, and for others, they are of utility. In all cases, they build upon access to enhance inclusion and provide new opportunities for equity. This is a success story in and outside of the classroom.

Resources for Access and Accessibility

How are you addressing digital access, accessibility, inclusion, and equity in your libraries and classrooms? Here are some articles I find useful - I'd love to hear from you, too!

• Article: What is Digital Accessibility?
• Webpage: Introduction to Web Accessibility
• Article: Understanding the Digital Equity Gap and Bridging the Digital Divide in Higher Ed
• Article: Equity and Accessibility Considerations for Digital Learning
• Article: Defining Equity in Terms of Technology Accessibility