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A Case Study 0 centers have computers that can be used by people enrolled in ESL courses. However, these computers are not available to the general public. Participants with access to computers said they tended to use the Internet quite frequently. In particular, they used the Internet to search for jobs and to find information related to their community. During the focus group discussion, the last question asked was what method do Somalis prefer to use when they search for information. New immigrants stated that their preference would be to talk with friends or look in a newspaper. However, if they had convenient computer access, their first choice would be the Internet. • Organization.of.the.Web.site: All of the participants were in consensus about the bilingual presentation of the Web site. They felt that having English and Somali presented side by side (rather than in two different Web sites) was an effective solution. For someone who does not know English, he/she can read the Somali text while learning English at the same time. Participants agreed that topics of health, education, employment, public service, and cultural and historical information are essential. Participants also agreed that it is critical to centralize these topics in one site. Participants indicated that including ESL information is very important since language barriers are a major problem for new immigrants. They felt that language is the primary obstacle for obtaining a job. In fact, some of the participants indicated that they do not know how to look for a job. Two younger participants also suggested that there should be separate Web sites for different age groups. For instance, there could be an educational Web site aimed at helping teenagers to succeed in school. Such a Web site could also provide information about social services available to teens. • Color.and.type:.In regard to font preference, participants emphasized that the font must be bold, very clear and easy to read, and must have good contrast with the background. For the preference of color, there seems to be less color symbolism in the Somali culture than in other cultures. Participants emphasized that high contrast is essential. One participant indicated that several Somali Web sites use yellow for the graphic elements, and they are very ineffective due to the lack of contrast. • Translation:.All participants agreed that accurate translation is very important. They agreed that some Web sites contain inaccurate translations. They recommended that two to three translators proofread the material before it is published. It is also important to note that there are different dialects in Somali culture, and the difficulty of reaching a consensus on any one translation necessitates the services of multiple Somali editors. Copyright © 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
0 Chu, Arango, & Yust Figure 1. Web site’s information structure Stage III: Web Site Development • Information.structure:.The project goal was to create a one-stop Web site containing information related to the Somali experience in Minnesota. Visitors to the Web site could be either Somali immigrants in need of basic information or non-Somalis who are interested in learning more about their community. With that premise in mind, the authors divided the Web site’s information into three main categories (see Figure 1). 1. Information for Somali immigrants about life in Minnesota. Based on the focus group discussions, this information was grouped into eleven categories: (1.1) Immigration, (1.2) Legal Rights and Responsibilities, (1.3) Identification Documents, (1.4) Public Benefits, (1.5) Employment Resources, (1.6) Learning English, (1.7) Housing Information, (1.8) Transportation, (1.9) Personal Finance, (1.10) Healthcare, and (1.11) Education. 2. Information for the general public about the history of Somalia and Somalis living in Minnesota. Copyright © 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
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Advances in Universal Web Design an
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Advances in Universal Web Design an
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Section.V:.Accommodating.Disabiliti
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The book puts the emphasis on the u
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from the commercial and cultural fi
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Acknowledgments We would like to wa
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Web Access b l ty and the Needs of
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Chapter II Failing the Disabled Com
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Chapter III Designing Children’s
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Figure 1. Grace’s story Designing
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Designing Children’s Multimedia 4
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Sara Bridget: Do you use the comput
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Curriculum-Focused Design Designing
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Age ng and ts Impl cat ons for Elde
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Gender Issues in HCI Design for Web
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Cognition Layer Gender Issues in HC
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About the Authors About.the.Authors
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About the Authors ment at the Scien
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About the Authors puter officer at
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About the Authors Bridget.Patel is
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A AAMI (see age associated memory i
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H HCI (see human-computer interacti
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Single Journal Articles and Case St
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