"an electronic course in neuroscience that takes advantage of new, multi-media features such as interactive graphics, animations, hyperlinks, computer-assisted interactive laboratories and interactive exam reviews. The material in this offering is designed for first-year medical students, but would also be appropriate for graduate students as well as advanced undergraduates. It has also been optimized to be accessible to individuals with various backgrounds in the neurosciences and different learning styles. Ideally, readers should have had college-level courses in physics, chemistry and biochemistry, and biology."

Mostly focused on web and media, the approaches herein are useful for checking and tracing popular claims about science outside of the scholarly literature in particular.

"how a layperson can approach reading and understanding a scientific research paper. It’s appropriate for someone who has no background whatsoever in science or medicine, and based on the assumption that he or she is doing this for the purpose of getting a basic understanding of a paper and deciding whether or not it’s a reputable study."

"We’ve asked a dozen scientists at different career stages and in a broad range of fields to tell us how they do it. Although it is clear that reading scientific papers becomes easier with experience, the stumbling blocks are real, and it is up to each scientist to identify and apply the techniques that work best for them. " Shows a range of helpful approaches and how the reading process varies by individual.

One data scientist's approach to reading scientific papers, with his step-by-step workflow.

A medically focused how-to article for reading scientific journal articles.

A three-pass system for understanding scientific papers.

"The worst way to approach this task is to treat it like the reading of a textbook—reading from title to literature cited, digesting every word along the way without any reflection or criticism. Rather, you should begin by skimming the article to identify its structure and features. As you read, look for the author’s main points. Generate questions before, during, and after reading. Draw inferences based on your own experiences and knowledge. And to really improve understanding and recall, take notes as you read. This handout discusses each of these strategies in more detail."

A patient-focused page from the American Asssociation of Cancer Research.

A free template (pdf download) to create your own notebook on reading journal articles.

"Often when I ask a vague or underspecified question, what happens is one of:
- the person starts by explaining a bunch of stuff I already know
- the person explains some things which I don’t know, but which I don’t think are relevant to my problem
- the person starts giving a relevant explanation, but using terminology that I don’t understand, so I still end up being confused

None of these give me the answer to my question and this can be quite frustrating (it often feels condescending when someone embarks on a lengthy explanation of things I already know, even if they had no way of knowing that I already know those things), so let’s talk about I try to avoid situations like this and get the answers I need."

Covers designing for audiences who are autistic, using screen readers, having low vision, having dyslexia, with physical or motor disabilities, who are deaf or hard of hearing, or with anxiety.

"tota11y helps visualize how your site performs with assistive technologies. [...]
The process of testing for accessibility (a11y) is often tedious and confusing. In many cases, developers must have some prior accessibility knowledge in order to make sense of the results. Instead, tota11y aims to reduce this barrier of entry by helping visualize accessibility violations (and successes), while educating on best practices.

"Two faculty members recommend easy ways for enhancing student learning online while meeting compliance." Concrete steps to make online courses, and materials in general, ADA compliant and more accessible.

"for the sake of better use of colors in maps and data visualizations"

"The aim of this booklet is to educate students and essential allied health care professionals on the importance of recognising that certain clinical signs do not present the same on darker skin. This is something which is not commonly practiced in medical textbooks as there is a ‘white skin bias’. It is important that we as future healthcare professionals are aware of these differences so that we don’t compromise our care for certain groups."