Media accessibility training

Mazur, Iwona; Vercauteren, Gert

doi:10.52034/lanstts.v18i0.564

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…The descriptive style focuses on spatial arrangement and visual details, and the narrative style focuses on the temporal and dynamic aspects (Holsanova, 2016). Researchers have also pointed out that the AD style should match the genre of the programme being described (Fryer, 2016; Herrero & Escobar, 2018; Mazur & Vercauteren, 2019; Orero, 2005). For example, the description for action movies should be “kept short and punchy,” whereas AD for romantic films should “feature longer sentences, with a more lyrical turn of phrase” (Fryer, 2016, p. 104).…”

Section: Discussionmentioning

confidence: 99%

“…The students only practised prepared live AD for films in the AD module. Audio describers can have multiple profiles depending on the type of AD services they provide (Mazur & Vercauteren, 2019), and the results might have been different had the students practised other types of AD, such as pre-recorded AD (e.g., an AD soundtrack embedded on a DVD) or unprepared live AD (e.g., AD for a sports event). Second, although studies have shown that students’ perceptions sometimes more accurately reflect students’ learning than their actual achievement scores (Bartłomiejczyk, 2007; Pan & Yan, 2012; Yan & Horwitz, 2008), in the future, both perceived and actual performance of the students can be included in the study for further analysis to make the picture more complete.…”

Section: Discussionmentioning

confidence: 99%

“…Although limited in number, some researchers have recognised the importance of, and problems with, AD assessment. In discussing appropriate learner-centred AD curriculum design, Chmiel et al (2019) suggested that the assessment method must be aligned with the learning outcomes and the learning method, and Mazur and Vercauteren (2019) suggested that “a comprehensive model for assessing the quality of AD that could also be applied in training set-ups has yet to be developed” (p. 13).…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

Yan,

Luo

2023

Interpreting and Society

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Audio description (AD), which renders images into words, is an important subject in the field of translation studies. Audio describer training (ADT) is provided in university translation programmes. However, research on AD pedagogy remains limited, and there are even fewer studies on AD learners. Based on the commonalities between AD and interpreting, especially in terms of quality assessment criteria, this study explored students’ perceptions of ADT and interpreter training in a postgraduate programme in Hong Kong of China. An Audio Description Rating Scale (ADRS) was designed to collect students’ perceptions of ADT, with a focus on quality assessment criteria. Thirty-six students participated in the study. The results show that three particular criteria of AD were identified as the most difficult to achieve: “no unjustified addition,” “appropriate language styles,” and “synchronisation with images.” Furthermore, significant correlations were found between students’ perceptions of certain AD and interpreting criteria, and between interpreting proficiency and AD learning. Individual differences were also recognised in AD learners. The findings shed light on the interactions between the learning of AD and interpreting. The study is expected to inspire trainers to develop more diverse and refined integrations of ADT into existing translation programmes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

Yan,

Luo

2023

Interpreting and Society

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“…This trend continued to grow in the 2000s, recently fuelled by huge demand for the localisation of media content especially from subscription video-on-demand (SVOD) and over-the-top (OTT) players, such as Netflix and Amazon Prime Video. The literature on the historical development of AVT training is rich: most recently Cerezo Merchán (2018) offers an overview of AVT training, as well as a taxonomy of AVT competences, Mazur and Vercauteren (2019) give a summary of the media accessibility (MA) training landscape focussing on audio description and respeaking, and Bolaños-García-Escribano, Díaz-Cintas and Massidda (2021) take stock of current AVT teaching and training practices. overview of AVT and MA Training does not, to our knowledge, exist.…”

Section: Introductionmentioning

confidence: 99%

Audiovisual translation and media accessibility training in the EMT network

Valdez,

Secara,

Perez

et al. 2023

JAT

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The increase in demand for the localisation of audiovisual media content has led to increased incorporation of audiovisual translation and accessibility modules into university curricula in many regions (Bolaños-García-Escribano et al., 2021). This study aims to map part of the audiovisual translation (AVT) and media accessibility (MA) training landscape in Europe, presenting the findings of the 2020 Audiovisual Translation and Media Accessibility Training Survey conducted among the European Master’s in Translation network. It reflects on the results obtained from 55 European Master’s programmes focused on the training of future translators and shows that the majority provide AVT and some MA training, mainly within broad AVT modules and, to a much lesser extent, in dedicated compulsory modules. The insights gained from this study are relevant to establishing a benchmark that will make it possible to track any developments in the teaching of AVT and MA in the EMT network and beyond. Lay summary In recent years, the need to translate audiovisual content for speakers of other languages and to make it accessible to those with disabilities has increased. This has led to growth in courses in audiovisual translation and accessibility in university programs in many parts of the world. Because of this, we wanted to understand the current situation with regards to audiovisual translation and media accessibility training in Europe. To do so, we conducted a survey focusing on European Master's programs in translation. We focused on programs that belong to the European Master's in Translation network. This network is a partnership between the European Commission's Translation Department and universities. It's a quality stamp for Master's translation programs that meet the high standards of the European Commission's Translation Department. We used a survey to collect data from 55 European Master's programs. We discovered that most of these programs offered some level of training in audiovisual translation, and some of them also trained students in media accessibility (for people with disabilities). Audiovisual translation was mostly taught in more general modules, and media accessibility was less common and was often part of optional modules. We now also understand better what is taught, the extent to which practical and theoretical training in this field is offered, the main working languages, the tools used, and to what extent the programs cooperate with industry professionals. So, why is this study important? It helps us better understand the current status of audiovisual translation and media accessibility education in Europe. By studying these Master's programs, we have created a starting point for tracking future changes in audiovisual translation and media accessibility training in the European Master's in Translation network and beyond. This information is important for educators and policymakers who want to improve existing opportunities and offer more training in audiovisual translation and accessibility. In summary, this research sheds light on how audiovisual translation and media accessibility are taught in European Master's programs. It highlights the need for more structured and comprehensive training in these areas to meet the growing demand for accessible audiovisual content.

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Academic Training in Media Accessibility in Audiovisual Translation at a University Level: The Case of the Spanish University System

Peromingo

2024

Transforming Media Accessibility in Europe

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In today’s digital era, media accessibility has emerged as a critical element for ensuring inclusivity in content creation and distribution. With the growing demand for accessible media, academic and professional approaches to training have become instrumental in bridging the gap between content creators and the diverse audience they aim to reach. Academic institutions play a pivotal role in fostering a deeper understanding of media accessibility (MA). Educational programs provide foundational knowledge and critical insights into various aspects of accessibility standards and practices. With the emergence of media accessibility services within the mass media (subtitling for the deaf and hard-of-hearing, SDH, and audio description for the blind and partially sighted, AD, basically), the need for training professionals in these areas has arisen. MA has traditionally been regarded as a subfield in audiovisual translation (AVT) that is focused on audiences with sensory disabilities, mostly persons with a hearing or a visual impairment (Romero Fresco in Accessible filmmaking: Integrating translation and accessibility into the filmmaking process. Routledge, 2019). MA may be seen to include AVT and to be just as close to Translation Studies as it is to Film Studies or to the broader area of Accessibility Studies (Greco in Journal of Audiovisual Translation, 1(1): 205–232, 2018). This paper will provide answers to how academic training is carried out, what required skills and competencies, together with curriculum design, methodological approaches, training materials, and assessment are needed, how AVT training at a university level is, using the Spanish context and the Universidad Complutense de Madrid (UCM) as an example. Finally, information about those research projects nowadays which investigate media accessibility training used by instructors as reference for their teaching contexts will be included.

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Media accessibility training

Cited by 6 publications

References 18 publications

Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

Audiovisual translation and media accessibility training in the EMT network

Academic Training in Media Accessibility in Audiovisual Translation at a University Level: The Case of the Spanish University System

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