{"id":137,"date":"2026-02-25T21:12:21","date_gmt":"2026-02-25T21:12:21","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/chapter\/blackboard-ally\/"},"modified":"2026-04-14T19:54:13","modified_gmt":"2026-04-14T19:54:13","slug":"blackboard-ally","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/chapter\/blackboard-ally\/","title":{"raw":"Blackboard Ally","rendered":"Blackboard Ally"},"content":{"raw":"<h2>Blackboard Ally<\/h2>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Learning Objectives<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this chapter, you should be able to:\r\n<ul>\r\n \t<li>Explain the purpose of Blackboard Ally in supporting accessible course design.<\/li>\r\n \t<li>Interpret Ally accessibility indicators and scores.<\/li>\r\n \t<li>Identify ways to improve accessibility in digital course materials.<\/li>\r\n \t<li>Recognize the limitations of automated accessibility tools.<\/li>\r\n \t<li>Describe how students access alternative content formats.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-terms\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Key Terms<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><strong>Accessibility Score:<\/strong> A percentage indicating how accessible a file is based on established standards.<\/li>\r\n \t<li><strong>Alternative Formats:<\/strong> Automatically generated versions of content (e.g., audio, HTML, ePub) to support diverse learning needs.<\/li>\r\n \t<li><strong>OCR (Optical Character Recognition):<\/strong> Technology that converts scanned images of text into readable, searchable content.<\/li>\r\n \t<li><strong>WCAG 2.1 Level AA:<\/strong> Accessibility guidelines for making web content usable by people with disabilities.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3>Chapter Overview<\/h3>\r\nBlackboard Ally is an accessibility tool that can be integrated into Canvas that helps instructors create more inclusive course materials and provides students with flexible ways to access content. This chapter explains how Ally works, how to interpret accessibility scores, its limitations, and how both instructors and students benefit from its features.\r\n\r\nBlackboard Ally helps institutions evaluate and improve the accessibility of digital course content. It provides instructors with actionable feedback and gives students the ability to access materials in formats that best meet their needs.\r\n<h3>What is Blackboard Ally?<\/h3>\r\n<figure>\r\n\r\n[caption id=\"attachment_897\" align=\"alignnone\" width=\"513\"]<img class=\"wp-image-897\" src=\"http:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-1024x683.avif\" alt=\"Blackboard Ally interface shown.\" width=\"513\" height=\"342\" \/> Generated by OpenAI\u2019s DALL\u00b7E. Blackboard Ally supports instructors and students by improving course content accessibility.[\/caption]<\/figure>\r\nhttps:\/\/youtu.be\/zU-mowCbk70\r\n\r\n[h5p id=\"20\"]\r\n\r\nInstructor Tip\r\n<div class=\"textbox textbox--tip\">\r\n<div class=\"textbox__content\">\r\n\r\nAccessibility improvements benefit all learners, not just those with documented disabilities.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Improving Accessibility with Ally<\/h3>\r\n<ul>\r\n \t<li>Integrates directly within Canvas courses.<\/li>\r\n \t<li>Automatically generates alternative formats such as audio, HTML, and ePub.<\/li>\r\n \t<li>Provides step-by-step feedback to instructors.<\/li>\r\n \t<li>Generates institutional reports to track accessibility progress.<\/li>\r\n<\/ul>\r\n<h3>How Blackboard Ally Works<\/h3>\r\n<ul>\r\n \t<li>Scans uploaded files using an accessibility checklist.<\/li>\r\n \t<li>Evaluates content against WCAG 2.1 Level AA and Section 508 standards.<\/li>\r\n \t<li>Displays an accessibility score and indicator next to each file.<\/li>\r\n<\/ul>\r\n<h3>The Instructor Experience<\/h3>\r\nSelecting the accessibility indicator opens a feedback panel that displays the file\u2019s accessibility score and identifies issues. The panel also provides step-by-step guidance for remediation.\r\n<div class=\"textbox textbox--accessibility\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Accessibility Note<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAlly uses both color and directional arrows to ensure information is not conveyed by color alone.\r\n\r\n<\/div>\r\n<\/div>\r\n<ul>\r\n \t<li><strong>Red (left arrow):<\/strong> Low accessibility (0\u201333%).<\/li>\r\n \t<li><strong>Yellow (up arrow):<\/strong> Medium accessibility (34\u201366%).<\/li>\r\n \t<li><strong>Green (right arrow):<\/strong> High accessibility (67\u2013100%).<\/li>\r\n<\/ul>\r\n<figure><img class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image2.png\" alt=\"Google slides PDF with low accessibility score.\" \/><figcaption>Accessibility indicators help instructors quickly identify issues. <em>Note. Screenshot by author from the Canvas course files area with Blackboard Ally indicators.<\/em><\/figcaption><\/figure>\r\n<figure><img class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image3.png\" alt=\"Blackboard Ally feedback panel showing accessibility issues for an untagged PDF.\" \/><figcaption>The feedback panel explains issues and provides guidance for improvement. <em>Note. Screenshot by author from the Blackboard Ally feedback panel.<\/em><\/figcaption><\/figure>\r\nAfter making improvements, instructors can upload a revised file. Improved files typically receive higher accessibility scores.\r\n<h3>The Student Experience<\/h3>\r\nStudents can download alternative formats directly from Canvas without needing instructor assistance.\r\n\r\n<img class=\"alignnone wp-image-895 size-large\" src=\"http:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-1024x904.png\" alt=\"Menu showing alternative format options such as HTML, ePub, and audio that students can download.\" width=\"1024\" height=\"904\" \/>\r\n<figure><figcaption>Students can choose formats that best support their learning preferences. <em>Note. Screenshot by author from the Blackboard Ally alternative formats menu.<\/em><\/figcaption><\/figure>\r\nAvailable formats may include:\r\n<ul>\r\n \t<li>Tagged PDF<\/li>\r\n \t<li>HTML<\/li>\r\n \t<li>ePub<\/li>\r\n \t<li>Electronic braille<\/li>\r\n \t<li>Audio<\/li>\r\n<\/ul>\r\nKeyboard users can access these options using the Tab key and activating selections with Enter or Space.\r\n<h3>Determining Accessibility Scores<\/h3>\r\n<h4>Factors That Influence the Score<\/h4>\r\n<ul>\r\n \t<li>OCR is applied to scanned documents.<\/li>\r\n \t<li>Proper headings and structure are used.<\/li>\r\n \t<li>The document language is defined.<\/li>\r\n \t<li>Images include descriptive alternative text.<\/li>\r\n \t<li>Videos include accurate captions.<\/li>\r\n<\/ul>\r\n<h3>How to View an Accessibility Score<\/h3>\r\n<ol>\r\n \t<li>Open <strong>Files<\/strong> in your Canvas course.<\/li>\r\n \t<li>Locate the accessibility indicator in the <strong>Accessibility<\/strong> column.<\/li>\r\n \t<li>Select the indicator to open the Ally report.<\/li>\r\n<\/ol>\r\n<figure><img class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image5.png\" alt=\"Canvas files page showing accessibility indicators.\" \/><figcaption>Selecting an indicator opens a detailed accessibility report. <em>Note. Screenshot by author from the Canvas files page with Blackboard Ally indicators.<\/em><\/figcaption><\/figure>\r\n<h3>Remediation Strategies<\/h3>\r\n<ul>\r\n \t<li>Follow guided steps within the feedback panel.<\/li>\r\n \t<li>Download an alternative format and revise it.<\/li>\r\n \t<li>Re-upload improved versions of documents.<\/li>\r\n<\/ul>\r\n<h3>Limitations of Blackboard Ally<\/h3>\r\n<ul>\r\n \t<li>Cannot determine whether alternative text is meaningful or accurate.<\/li>\r\n \t<li>Cannot verify caption accuracy or audio descriptions.<\/li>\r\n \t<li>Cannot detect meaning conveyed only through color.<\/li>\r\n \t<li>Cannot evaluate meaningful link text.<\/li>\r\n \t<li>Cannot assess external tools or linked content.<\/li>\r\n \t<li>Cannot evaluate content within some tools such as <a href=\"https:\/\/community.instructure.com\/en\/kb\/articles\/662768-what-is-new-quizzes\">New Quizzes<\/a>.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--warning\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Important Note<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nA high accessibility score does not guarantee that content is fully accessible.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Additional Notes and Tips<\/h3>\r\n<h4>PowerPoint (PPTX) Display Issue<\/h4>\r\nAlly may incorrectly flag contrast issues if the viewing window is too narrow. Expanding the window can resolve this.\r\n<h4>Fixing Color Contrast in Images<\/h4>\r\nAI tools can help improve image contrast. After updating an image, remember to reapply meaningful alternative text. When possible, upload higher-resolution images and display them at a larger size in Pressbooks to reduce blurriness caused by scaling small images.\r\n<h4>Handwritten Math in PDFs<\/h4>\r\nUse AI to OCR handwritten math into readable text and place it into accessible formats such as Canvas pages.\r\n<h4>Recommended Language<\/h4>\r\nUse the term <strong>\u201cfully accessible\u201d<\/strong> rather than relying solely on an Ally score.\r\n<div class=\"textbox textbox--accessibility\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Accessibility Check<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Headings follow a logical hierarchy.<\/li>\r\n \t<li>Images include meaningful alt text.<\/li>\r\n \t<li>Links use descriptive text.<\/li>\r\n \t<li>Manual review complements automated tools.<\/li>\r\n \t<li>Images are displayed at an adequate size for readability.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--summary\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Chapter Summary<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBlackboard Ally supports accessible teaching by providing automated feedback and alternative formats. However, instructors must apply critical judgment and manual checks to ensure content is fully accessible. Clear screenshots, improved image contrast, and appropriate image sizing in Pressbooks can also make accessibility guidance easier for learners to interpret.\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Key Takeaways<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Blackboard Ally evaluates course content and provides feedback.<\/li>\r\n \t<li>Accessibility indicators help prioritize improvements.<\/li>\r\n \t<li>Students benefit from flexible formats.<\/li>\r\n \t<li>Ally cannot replace human review.<\/li>\r\n \t<li>Focus on fully accessible content, not just scores.<\/li>\r\n \t<li>Displaying screenshots at a larger size can improve readability in Pressbooks.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Review Questions<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li>What is the primary purpose of Blackboard Ally?<\/li>\r\n \t<li>What do the accessibility indicator colors represent?<\/li>\r\n \t<li>What are two limitations of Blackboard Ally?<\/li>\r\n \t<li>Why is a 100% score not a guarantee of full accessibility?<\/li>\r\n \t<li>How can instructors improve accessibility beyond Ally\u2019s recommendations?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Practice Activity<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nLocate a file in Canvas with an accessibility score. Review the Ally feedback and identify at least two improvements. Then, identify one accessibility issue Ally might not detect and explain how you would address it. As part of your review, consider whether any screenshots or images are too small or blurry to support understanding.\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Further Reading<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><a href=\"https:\/\/accessibility.psu.edu\/software\/canvas\/anthologyally\/allyquickstart\/\">Blackboard Ally Instructor QuickStart (Penn State)<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox\">\r\n<h3>Licenses and Attribution<\/h3>\r\n<h4>CC Licensed Content, Original<\/h4>\r\nThis educational material includes AI-generated content from ChatGPT by OpenAI. The original content created by Josh Hill, Neida Abraham, and Emiliana Olavarrieta from Hillsborough College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/deed.en\">CC BY-NC 4.0<\/a>).\r\n\r\nAll images in this textbook generated with DALL\u00b7E are licensed under the terms provided by OpenAI, allowing their use, modification, and distribution with appropriate attribution.\r\n<h4>Third-Party Platforms and Interfaces<\/h4>\r\nThis chapter includes screenshots of third-party software and web interfaces, including Canvas and Blackboard Ally, for purposes of instruction, commentary, and accessibility training. These screenshots are used to document a workflow and remain subject to the terms, policies, and rights associated with the respective platforms.\r\n<h4>Standards and Guidance<\/h4>\r\nThis chapter discusses accessibility practices that align with WCAG 2.1 and Section 508 and refers readers to institutional and vendor guidance for using Blackboard Ally in Canvas.\r\n<h4>References<\/h4>\r\n<ul>\r\n \t<li>Anthology. (2026, February 26). <a href=\"https:\/\/help.anthology.com\/ally-lms\/en\/about-ally-and-accessibility.html\">About Ally and accessibility<\/a>.<\/li>\r\n \t<li>Penn State. (n.d.). <a href=\"https:\/\/accessibility.psu.edu\/software\/canvas\/anthologyally\/allyquickstart\/\">Anthology Ally instructor quickstart<\/a>.<\/li>\r\n \t<li>U.S. General Services Administration. (n.d.). <a href=\"https:\/\/www.section508.gov\/manage\/laws-and-policies\/section-508-law\/\">Section 508 of the Rehabilitation Act, as amended<\/a>.<\/li>\r\n \t<li>World Wide Web Consortium. (2025, May 6). <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/\">Web Content Accessibility Guidelines (WCAG) 2.1<\/a>.<\/li>\r\n<\/ul>\r\n<h4>Other Licensed Content<\/h4>\r\n<strong>Anthology Ally Demo<\/strong>\r\nBlackboard Co\r\nLicense: Standard YouTube License.\r\n\r\n<\/div>","rendered":"<h2>Blackboard Ally<\/h2>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Learning Objectives<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this chapter, you should be able to:<\/p>\n<ul>\n<li>Explain the purpose of Blackboard Ally in supporting accessible course design.<\/li>\n<li>Interpret Ally accessibility indicators and scores.<\/li>\n<li>Identify ways to improve accessibility in digital course materials.<\/li>\n<li>Recognize the limitations of automated accessibility tools.<\/li>\n<li>Describe how students access alternative content formats.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-terms\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Key Terms<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><strong>Accessibility Score:<\/strong> A percentage indicating how accessible a file is based on established standards.<\/li>\n<li><strong>Alternative Formats:<\/strong> Automatically generated versions of content (e.g., audio, HTML, ePub) to support diverse learning needs.<\/li>\n<li><strong>OCR (Optical Character Recognition):<\/strong> Technology that converts scanned images of text into readable, searchable content.<\/li>\n<li><strong>WCAG 2.1 Level AA:<\/strong> Accessibility guidelines for making web content usable by people with disabilities.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>Chapter Overview<\/h3>\n<p>Blackboard Ally is an accessibility tool that can be integrated into Canvas that helps instructors create more inclusive course materials and provides students with flexible ways to access content. This chapter explains how Ally works, how to interpret accessibility scores, its limitations, and how both instructors and students benefit from its features.<\/p>\n<p>Blackboard Ally helps institutions evaluate and improve the accessibility of digital course content. It provides instructors with actionable feedback and gives students the ability to access materials in formats that best meet their needs.<\/p>\n<h3>What is Blackboard Ally?<\/h3>\n<figure>\n<figure id=\"attachment_897\" aria-describedby=\"caption-attachment-897\" style=\"width: 513px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-897\" src=\"http:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-1024x683.avif\" alt=\"Blackboard Ally interface shown.\" width=\"513\" height=\"342\" srcset=\"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-1024x683.avif 1024w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-300x200.avif 300w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-768x512.avif 768w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-65x43.avif 65w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-225x150.avif 225w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a-350x233.avif 350w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/873dfbbd-5867-4448-99e5-04889db63b1a.avif 1536w\" sizes=\"auto, (max-width: 513px) 100vw, 513px\" \/><figcaption id=\"caption-attachment-897\" class=\"wp-caption-text\">Generated by OpenAI\u2019s DALL\u00b7E. Blackboard Ally supports instructors and students by improving course content accessibility.<\/figcaption><\/figure>\n<\/figure>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Anthology Ally Demo\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/zU-mowCbk70?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<div id=\"h5p-20\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-20\" class=\"h5p-iframe\" data-content-id=\"20\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Anthology (Blackboard) Ally\"><\/iframe><\/div>\n<\/div>\n<p>Instructor Tip<\/p>\n<div class=\"textbox textbox--tip\">\n<div class=\"textbox__content\">\n<p>Accessibility improvements benefit all learners, not just those with documented disabilities.<\/p>\n<\/div>\n<\/div>\n<h3>Improving Accessibility with Ally<\/h3>\n<ul>\n<li>Integrates directly within Canvas courses.<\/li>\n<li>Automatically generates alternative formats such as audio, HTML, and ePub.<\/li>\n<li>Provides step-by-step feedback to instructors.<\/li>\n<li>Generates institutional reports to track accessibility progress.<\/li>\n<\/ul>\n<h3>How Blackboard Ally Works<\/h3>\n<ul>\n<li>Scans uploaded files using an accessibility checklist.<\/li>\n<li>Evaluates content against WCAG 2.1 Level AA and Section 508 standards.<\/li>\n<li>Displays an accessibility score and indicator next to each file.<\/li>\n<\/ul>\n<h3>The Instructor Experience<\/h3>\n<p>Selecting the accessibility indicator opens a feedback panel that displays the file\u2019s accessibility score and identifies issues. The panel also provides step-by-step guidance for remediation.<\/p>\n<div class=\"textbox textbox--accessibility\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Accessibility Note<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Ally uses both color and directional arrows to ensure information is not conveyed by color alone.<\/p>\n<\/div>\n<\/div>\n<ul>\n<li><strong>Red (left arrow):<\/strong> Low accessibility (0\u201333%).<\/li>\n<li><strong>Yellow (up arrow):<\/strong> Medium accessibility (34\u201366%).<\/li>\n<li><strong>Green (right arrow):<\/strong> High accessibility (67\u2013100%).<\/li>\n<\/ul>\n<figure><img decoding=\"async\" class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image2.png\" alt=\"Google slides PDF with low accessibility score.\" \/><figcaption>Accessibility indicators help instructors quickly identify issues. <em>Note. Screenshot by author from the Canvas course files area with Blackboard Ally indicators.<\/em><\/figcaption><\/figure>\n<figure><img decoding=\"async\" class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image3.png\" alt=\"Blackboard Ally feedback panel showing accessibility issues for an untagged PDF.\" \/><figcaption>The feedback panel explains issues and provides guidance for improvement. <em>Note. Screenshot by author from the Blackboard Ally feedback panel.<\/em><\/figcaption><\/figure>\n<p>After making improvements, instructors can upload a revised file. Improved files typically receive higher accessibility scores.<\/p>\n<h3>The Student Experience<\/h3>\n<p>Students can download alternative formats directly from Canvas without needing instructor assistance.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-895 size-large\" src=\"http:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-1024x904.png\" alt=\"Menu showing alternative format options such as HTML, ePub, and audio that students can download.\" width=\"1024\" height=\"904\" srcset=\"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-1024x904.png 1024w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-300x265.png 300w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-768x678.png 768w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-65x57.png 65w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-225x199.png 225w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally-350x309.png 350w, https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/Ally.png 1335w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/p>\n<figure><figcaption>Students can choose formats that best support their learning preferences. <em>Note. Screenshot by author from the Blackboard Ally alternative formats menu.<\/em><\/figcaption><\/figure>\n<p>Available formats may include:<\/p>\n<ul>\n<li>Tagged PDF<\/li>\n<li>HTML<\/li>\n<li>ePub<\/li>\n<li>Electronic braille<\/li>\n<li>Audio<\/li>\n<\/ul>\n<p>Keyboard users can access these options using the Tab key and activating selections with Enter or Space.<\/p>\n<h3>Determining Accessibility Scores<\/h3>\n<h4>Factors That Influence the Score<\/h4>\n<ul>\n<li>OCR is applied to scanned documents.<\/li>\n<li>Proper headings and structure are used.<\/li>\n<li>The document language is defined.<\/li>\n<li>Images include descriptive alternative text.<\/li>\n<li>Videos include accurate captions.<\/li>\n<\/ul>\n<h3>How to View an Accessibility Score<\/h3>\n<ol>\n<li>Open <strong>Files<\/strong> in your Canvas course.<\/li>\n<li>Locate the accessibility indicator in the <strong>Accessibility<\/strong> column.<\/li>\n<li>Select the indicator to open the Ally report.<\/li>\n<\/ol>\n<figure><img decoding=\"async\" class=\"alignnone size-full\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/wp-content\/uploads\/sites\/61\/2026\/02\/image5.png\" alt=\"Canvas files page showing accessibility indicators.\" \/><figcaption>Selecting an indicator opens a detailed accessibility report. <em>Note. Screenshot by author from the Canvas files page with Blackboard Ally indicators.<\/em><\/figcaption><\/figure>\n<h3>Remediation Strategies<\/h3>\n<ul>\n<li>Follow guided steps within the feedback panel.<\/li>\n<li>Download an alternative format and revise it.<\/li>\n<li>Re-upload improved versions of documents.<\/li>\n<\/ul>\n<h3>Limitations of Blackboard Ally<\/h3>\n<ul>\n<li>Cannot determine whether alternative text is meaningful or accurate.<\/li>\n<li>Cannot verify caption accuracy or audio descriptions.<\/li>\n<li>Cannot detect meaning conveyed only through color.<\/li>\n<li>Cannot evaluate meaningful link text.<\/li>\n<li>Cannot assess external tools or linked content.<\/li>\n<li>Cannot evaluate content within some tools such as <a href=\"https:\/\/community.instructure.com\/en\/kb\/articles\/662768-what-is-new-quizzes\">New Quizzes<\/a>.<\/li>\n<\/ul>\n<div class=\"textbox textbox--warning\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Important Note<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>A high accessibility score does not guarantee that content is fully accessible.<\/p>\n<\/div>\n<\/div>\n<h3>Additional Notes and Tips<\/h3>\n<h4>PowerPoint (PPTX) Display Issue<\/h4>\n<p>Ally may incorrectly flag contrast issues if the viewing window is too narrow. Expanding the window can resolve this.<\/p>\n<h4>Fixing Color Contrast in Images<\/h4>\n<p>AI tools can help improve image contrast. After updating an image, remember to reapply meaningful alternative text. When possible, upload higher-resolution images and display them at a larger size in Pressbooks to reduce blurriness caused by scaling small images.<\/p>\n<h4>Handwritten Math in PDFs<\/h4>\n<p>Use AI to OCR handwritten math into readable text and place it into accessible formats such as Canvas pages.<\/p>\n<h4>Recommended Language<\/h4>\n<p>Use the term <strong>\u201cfully accessible\u201d<\/strong> rather than relying solely on an Ally score.<\/p>\n<div class=\"textbox textbox--accessibility\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Accessibility Check<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Headings follow a logical hierarchy.<\/li>\n<li>Images include meaningful alt text.<\/li>\n<li>Links use descriptive text.<\/li>\n<li>Manual review complements automated tools.<\/li>\n<li>Images are displayed at an adequate size for readability.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--summary\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Chapter Summary<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Blackboard Ally supports accessible teaching by providing automated feedback and alternative formats. However, instructors must apply critical judgment and manual checks to ensure content is fully accessible. Clear screenshots, improved image contrast, and appropriate image sizing in Pressbooks can also make accessibility guidance easier for learners to interpret.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Key Takeaways<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Blackboard Ally evaluates course content and provides feedback.<\/li>\n<li>Accessibility indicators help prioritize improvements.<\/li>\n<li>Students benefit from flexible formats.<\/li>\n<li>Ally cannot replace human review.<\/li>\n<li>Focus on fully accessible content, not just scores.<\/li>\n<li>Displaying screenshots at a larger size can improve readability in Pressbooks.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Review Questions<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>What is the primary purpose of Blackboard Ally?<\/li>\n<li>What do the accessibility indicator colors represent?<\/li>\n<li>What are two limitations of Blackboard Ally?<\/li>\n<li>Why is a 100% score not a guarantee of full accessibility?<\/li>\n<li>How can instructors improve accessibility beyond Ally\u2019s recommendations?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Practice Activity<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Locate a file in Canvas with an accessibility score. Review the Ally feedback and identify at least two improvements. Then, identify one accessibility issue Ally might not detect and explain how you would address it. As part of your review, consider whether any screenshots or images are too small or blurry to support understanding.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Further Reading<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><a href=\"https:\/\/accessibility.psu.edu\/software\/canvas\/anthologyally\/allyquickstart\/\">Blackboard Ally Instructor QuickStart (Penn State)<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox\">\n<h3>Licenses and Attribution<\/h3>\n<h4>CC Licensed Content, Original<\/h4>\n<p>This educational material includes AI-generated content from ChatGPT by OpenAI. The original content created by Josh Hill, Neida Abraham, and Emiliana Olavarrieta from Hillsborough College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/deed.en\">CC BY-NC 4.0<\/a>).<\/p>\n<p>All images in this textbook generated with DALL\u00b7E are licensed under the terms provided by OpenAI, allowing their use, modification, and distribution with appropriate attribution.<\/p>\n<h4>Third-Party Platforms and Interfaces<\/h4>\n<p>This chapter includes screenshots of third-party software and web interfaces, including Canvas and Blackboard Ally, for purposes of instruction, commentary, and accessibility training. These screenshots are used to document a workflow and remain subject to the terms, policies, and rights associated with the respective platforms.<\/p>\n<h4>Standards and Guidance<\/h4>\n<p>This chapter discusses accessibility practices that align with WCAG 2.1 and Section 508 and refers readers to institutional and vendor guidance for using Blackboard Ally in Canvas.<\/p>\n<h4>References<\/h4>\n<ul>\n<li>Anthology. (2026, February 26). <a href=\"https:\/\/help.anthology.com\/ally-lms\/en\/about-ally-and-accessibility.html\">About Ally and accessibility<\/a>.<\/li>\n<li>Penn State. (n.d.). <a href=\"https:\/\/accessibility.psu.edu\/software\/canvas\/anthologyally\/allyquickstart\/\">Anthology Ally instructor quickstart<\/a>.<\/li>\n<li>U.S. General Services Administration. (n.d.). <a href=\"https:\/\/www.section508.gov\/manage\/laws-and-policies\/section-508-law\/\">Section 508 of the Rehabilitation Act, as amended<\/a>.<\/li>\n<li>World Wide Web Consortium. (2025, May 6). <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/\">Web Content Accessibility Guidelines (WCAG) 2.1<\/a>.<\/li>\n<\/ul>\n<h4>Other Licensed Content<\/h4>\n<p><strong>Anthology Ally Demo<\/strong><br \/>\nBlackboard Co<br \/>\nLicense: Standard YouTube License.<\/p>\n<\/div>\n","protected":false},"author":2,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-137","chapter","type-chapter","status-publish","hentry"],"part":138,"_links":{"self":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapters\/137","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":52,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapters\/137\/revisions"}],"predecessor-version":[{"id":1228,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapters\/137\/revisions\/1228"}],"part":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/parts\/138"}],"metadata":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapters\/137\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/media?parent=137"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/chapter-type?post=137"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/contributor?post=137"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/license?post=137"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}