The PDF Paradox: Why Our Campus Advises Caution
As a faculty member, you might be wondering, “My created PDF looks perfectly fine visually, why shouldn’t I just use it?” Well, this is where the “tricky” nature of PDFs comes in and why we need to rethink PDFs. While they are excellent for preserving a fixed visual layout (which is great for printing and serving as the handout), they aren’t inherently designed for the dynamic reflow and semantic structure that assistive technology requires. This often makes them difficult for students with disabilities to access. In fact, instructor-created PDFs, especially those exported directly from Word, PowerPoint, or scanned documents, are usually not fully accessible and therefore not recommended as the primary format for classroom use. For more details on their limitations, visit the Shortcomings and Frustrations of PDFs page.
So here is the truth: When a document is converted to PDF, much of the underlying structural information (like headings, lists, and reading order) can be lost or misinterpreted. Remedying these issues in a PDF is often time-consuming, requiring specialized software like Adobe Acrobat Pro and a deep understanding of tagging, especially for documents that were not originally created with accessibility in mind.
For these reasons, our campus, and even state-wide, generally recommends that faculty members consider whether a PDF is truly the best format for sharing information by following the step-by-step instructions on the PDF Decision Tree for Courses. We often suggest using more inherently accessible and flexible formats like Google Docs, Microsoft Word documents, or well-structured Canvas pages whenever possible (and only use PDFs when absolutely necessary). These formats allow for easier content reflow, semantic tagging, and are often more readily adaptable for various learning needs.
When PDFs are Unavoidable: Key Accessibility Considerations
But what if the PDF is the only or best format for delivering the information? If a PDF is truly the best or only option for your content, here’s what you must pay attention to to ensure it’s as accessible as possible:
- Start with an Accessible Source Document.
This would be the golden rule: create your content in Microsoft Word, PowerPoint, Google Docs, or Google Slides, using their built-in accessibility features such as heading styles, structured lists, proper formatted tables with headers, and consistent layout.
- Add Accurate Alternative Text (Alt Text) for Images.
All images that convey information must have descriptive alt text, and the decorative images should be marked appropriately (i.e., with empty alt text, alt = “”) so they’re ignored by screen readers.
- Ensure Sufficient Color Contrast.
All text and essential visual elements must meet WCAG AA contrast standards, for example, normal-sized text must have a contrast ratio of at least 4.5:1 against the background.
- Maintain a Logical Reading Order. The content should flow in a clear, logical order, matching the visual layout, which is crucial for screen reader users for proper navigation.
- Run the Accessibility Checker Before Exporting
Use the built-in accessibility checker in Microsoft 365 or Grackle add-ons in Google Workspace before exporting to capture and remediate issues. Microsoft 365 will carry over those fixes by applying accessibility tags in the exported PDF.
When saving/exporting, be sure to choose the option to create a “Tagged” or “Accessible” PDF. This preserves the documents’ structure, such as headings and alt text.
- Verify the PDF with an Accessibility Checker.
After exporting and uploading the PDF to your LMS (e.g., Canvas), please always run a final check using Adobe Acrobat Pro or Yuja Panorama to identify common issues that you can then remediate as needed.
Common Q&A About PDFs & Accessibility
Let’s then address some common questions faculty members have about PDFs:
Q: Why are PDFs considered so “tricky” or difficult to make accessible compared to other document types like Word or Google Docs?
A: PDFs are primarily designed for fixed-layout presentation and printing, not for dynamic reflow or semantic structure. When you convert a document to PDF, much of the underlying structural information (like headings, lists, tables, and reading order) can be lost or misinterpreted. Assistive technologies rely heavily on this semantic structure to understand and navigate content.
Q: I want to ask my students to read journal articles, are they accessible?
A: Generally, many journal articles, especially in their PDF format, are not fully accessible. However, with the growing nationwide focus on digital accessibility, publishers are likely to update their content to be more accessible. We can anticipate checking for these updates around January/February 2026. In the meantime, we recommend that faculty members use persistent or stable links to journal articles rather than uploading PDFs directly to Canvas files. This ensures students have access to the most up-to-date and accessible version available. For guidance, please see the Mardigian library’s page on creating stable links.
Q: When should I absolutely avoid using a PDF in my course materials, such as a scanned copy of a book or document that I created myself?
A: You should generally avoid PDFs when:
- The content needs to be frequently updated or edited.
- The content is primarily text that needs to be easily reflowed for different screen sizes (e.g., mobile devices) or magnified without horizontal scrolling.
- The document contains complex tables or intricate layouts that are difficult to tag correctly for screen readers.
Q: Are there any situations where using a PDF might be acceptable or even necessary?
A: Yes, for print-ready documents where layout is critical (e.g., certificates, specific forms), for archival purposes, or for documents requiring digital signatures.
Q: As an instructor, I feel that publishing my materials as PDFs is safer because students can’t change or misuse them. Isn’t PDF the most secure way to share content?
A: Not necessarily, and this is actually a myth of “unchangeable” PDFs. PDFs may look secure, but with Adobe Acrobat, available to all U-M faculty, staff, and students, they can be quickly edited, changed, or exported into other formats.
Towards a More Inclusive Campus
Creating accessible digital content is an ongoing journey, and every step we take makes a profound difference for our students! Making PDFs accessible is very much challenging, but understanding their nuances and applying the best practices are necessary and ensure our commitment to inclusive education!
For more detailed guidance and support, U-M Dearborn faculty are encouraged to enroll in our Digital Accessibility Course (enroll the course by joining the link) and attend/watch our Digital Accessibility Series Zoom sessions by UM-Dearborn’s Digital Accessibility Channel! If you have any questions, please don’t hesitate to contact us at umdearborn-de-accessibility@umich.edu.