I had a call yesterday from a parent who was concerned about her 10 year old son who is dyslexic and dyspraxic. He has been receiving good support from the school staff, particularly with regard to his reading - his mum said that his reading age had been 1.5 years behind but that followed intensive work with staff, using Toe-by-Toe and other techniques, he was now reading at the same level as his peers.

However, she was concerned about his handwriting, which because of his dyspraxia, is difficult to read. He doesn’t like writing at all, finds it very hard to read his own writing, and is getting upset about it. The parent had raised the possibility of her son using ICT instead of handwriting with staff, and said that the school were not very enthusiastic.

Now, I don’t know the details and without meeting the pupil I wouldn’t be able to say whether he should  or should not use ICT instead of or as well as handwriting. But it does make me worried and so I thought I’d offer a few thoughts around this issue. Here’s what I think.

If someone in Primary 5 is dyspraxic and consequently has slow and illegible handwriting then it’s time to stop causing them grief and time to start helping them to access the curriculum. Forcing a pupil to continue writing by hand when there are easier, faster and more effective methods is not good practice. It risks disengagement, prevents them from accessing educational opportunities and creates low self-esteem. It’s not successful, not confident, not responsible, not effective and not what schools should be doing.

Here’s an example of a (different) pupil’s handwriting – he was in Primary 7 at the time:

Here’s a sample of his writing using a simple word processor (an AlphaSmart). Much easier to read, although the spelling is a bit of an issue.

befor you go you haf to make a traye. First get a peace of fishing line about 1  metre long.  Then get a reasnedul sised hook after you have got one big enuf and sharp enuf laiy it to your trais and then get a flote. put the end of the trais that does not have the hook thro the hole at the top of the flot then tiay a not.

And here’s a sample of his writing with a word predictor (Co:Writer). Readable and much better spelling:

First get a piece of fishing line about 1 metre long. Then get a reasonable sized hook.  After you have got one big enough and sharp enough tie it to your trace

No contest, really, is there?

It’s personal

ICT, in the form of a personal netbook, laptop, tablet or iPad is vital for pupils who have difficulties with reading or writing. It’s like an electronic jotter. You need to have a device on your desk, available at all time. Getting up from your desk to go to the back of the room to use the class computer is no good: you wouldn’t expect someone to get up and go to the back of the class every time they needed to use a pencil and write in a jotter, so why accept this with ICT?

It’s a skill that needs taught

We teach handwriting. We also need to teach keyboarding (ideally, touch typing, if possible) and ICT skills. We teach handwriting skills to develop speed, fluidity and automaticity – so that ideally, your thoughts flow direct from brain to page without having to think about the formation of letters. So too with keyboarding – the main reason for learning to touch typing, in my view, is not speed, but to develop the same automaticity.

Despite the notion of ‘digital learners’ young people are not born with innate ability to use a word processor or a word predictor. They have to be taught. By their teachers. This needs staff who know the technology, and time set aside for teaching.

Use it most or all of the time

It’s tempting to think that you only want to use the ICT for ‘extended’ writing, but there can be a few problems with this. It’s too easy to leave the device on the side and not have it ready and inevitably the battery goes flat and you get out of the habit and before you know where you are, the pupil is in S4 and about to use a scribe in his exams. Avoid this: make ICT the default tool, not the exceptional tool.

To do this we need to think digital: use ICT yourself to create resources and give the same resources to the pupil so they can access them on the device. Get digital versions of textbooks from the Books for All Database. Use digital reading books. Scan paper worksheets and other materials into the computer so that the pupil can complete them on the device. (Lots of programs can do this, from the free Foxit Reader, to for example Acrobat Pro, FineReader and more specialist software like ClaroRead, Read and Write Gold or Kurzweil.)

Let’s stop making life hard for ourselves and our learners.

Take a look at this video for some inspiration.

We have some more new maths textbooks on the Books for All Database.

TeeJay Maths Curriculum for Excellence titles

We are very grateful to TeeJay Publishers who have kindly provided PDFs of their six new Curriculum for Excellence textbooks: Books 1a, 1b, 2a, 2b, 3a and 3b. These cover Curriculum for Excellence First, Second and Third levels. We have added bookmarks to aid navigation, matched the page numbers to the paper books, and 'reader-enabled' the files so that learners can use the drawing, audio recording and highlighting tools in Adobe Reader to access the books. We have not yet added answer boxes, but learners can type answers in using the Adobe Reader 'Typewriter' tool. You can read and access the books on your iPad using the free Adobe Reader app, or preferably PDFaloud or iAnnotate. Click here to see these new books in the database.  

Thanks also to Caroline Jamieson in Moray for contributing a Large Print copy of the Curriculum for Excellence Book 1b. Caroline has created the first 10 chapters and is working on the rest. See it here. 

Nelson Thornes New Maths in Action

Marie Lawson in Shetland has uploaded an 18 point Large Print version of New Maths in Action S1/1, to add to the 24 point Large Print copy of the S1/2 book that's already there. 

We have also uploaded scanned PDF copies of New Maths in Action S1/3, S1/B and S2/3. These are really most suitable for learners with physical disabilities who need digital versions of books because they have difficulty handling the paper copies. The files are PDFs that have been created by scanning the paper copies, and while we have converted them to readable text, we don't have the resources to check every word and so there may be some text recognition errors. The books can be zoomed and magnified, and the text read out using text-to-speech, so they should be reasonably accessible to pupils with dyslexia or reading difficulties, or mild visual impairment. Again, the books are reader-enabled so that learners can type, draw, highlight and otherwise annotate the files.

Click here to see these new books.

Local authority and school ICT services are rightly concerned to protect their systems from abuse, hacking and from viruses, and to protect their users' privacy and security. 

In most Scottish schools, learners cannot use their own smartphones or mobile devices to access the internet in school, and social media tools such as Facebook, Twitter and YouTube are blocked.

Unfortunately, a side-effect of locking and blocking is that essential software to enable pupils to access the curriculum may not get installed or that simple adjustments to control panels cannot be made (which we think in many cases contravenes Equality legislation), and that useful internet sites are blocked so that staff and learners cannot access educational content.

But is all this locking and blocking really necessary? Not according to a report from the Nominet Trust.

The cloudlearn project looked at the experiences of five schools that have unlocked and de-blocked their ICT, and the results make interesting reading. Professor Stephen Heppell, and Carole Chapman, the authors of the report, argue that schools that have embraced social media and portable devices achieve greater engagement with learners, and that unblocking is actually less dangerous than restricting the use of social media and learners’ own portable devices.

In addition to the case studies, the report offers a set of policy guidelines for using smartphones and devices, and social media tools in school.

In our field, we have personal experience of working with young people with disabilities who need digital technologies to communicate and access the curriculum, yet who are prevented from using their devices to access school networks or the internet whilst in school. If school and local authority systems can be opened up while maintaining security and safety, it will have a real benefit for these learners.

The Equalities and Human Rights Commission has published new guidance on the reasonable adjustments duty on auxiliary aids and services for disabled pupils. This duty duty took effect from 1 September 2012 in the UK, although the new guidance applies only in Scotland. The guidance is designed to help school leaders and education authorities comply with the reasonable adjustments duty, with a particular focus on the new auxiliary aids and services provision. It will also help disabled pupils and their parents understand the duty.

The practical examples included are designed to illustrate what would be expected of schools responding to and anticipating the support needs of disabled pupils for whom schools have to make reasonable adjustments. It includes practical case studies showing how the duty can be applied in contexts which will be familiar to teachers.

Many of the examples do indicate an awareness of, and draw on evidence for, the important role that ICT can play in providing assistive technology to help pupils to access the four capacities of Curriculum for Excellence. As many schools may find it difficult or slow to access the EHRC website directly we've provided a direct link to the Guidance document itself which is in Microsoft Word (.doc) format.

A well hidden feature in Microsoft Office 2010 is the option to speak text out. Yes, MS Office 2010 includes a text-to-speech feature. It is pretty basic but it is available.

As MS Office is integrated with Windows it means that whichever voice is selected in that computer's Control Panel will be used when you select Speak. If you have Heather or Stuart or both installed you can choose one or other of these high quality Scottish voices to speak the text. (You do this via the Control Panels rather in Word itself [Control Panels > Speech Recognition > Text-to-Speech, selecting the preferred voice from the drop down list.]

Because it is part of MS Word you can assign a Keyboard Shortcut to start and stop speaking text. This is very useful for pupils with a visual impairment, poor mouse control or simply because the pupil finds it quicker to use keyboard commands rather than mouse clicking.

MS Word is just one of the Office Programs that the Speak feature works with. It can also be made available to use with PowerPoint (yes talking PowerPoint), Excel and OneNote (one of our favourite programs that deserves more widespread use in schools). You follow the same steps to add the Speak feature in each program. 

You can also add Speak to the Quick Access Toolbar and position the toolbar below the Ribbon to simplify the interface for pupils. 

WordTalk versus Speak

So how does Speak, the MS Office 2010 text-to-speech feature compare with WordTalk, the toolbar designed to use with MS Word versions from Word 97 onwards?

In favour of Speak are the fact that it is built in not just to Word but to other MS Office 2010 software. It uses whichever voice is the Default voice used by the computer. Speak offers a range of text-to-speech options - by word, paragraph etc. A big advantage is that you can add Speak to the Quick Access toolbar, position the Quick Access toolbar below the Ribbon, and then Minimise the Ribbon (Right click on Ribbon > select Minimise). The pupil can then attend more easily to what he or she is reading or writing. Another advantage is that because it is a Microsoft product it should work smoothly with future updates to MS Office 2010 (and 2013).

Because WordTalk was designed by a teacher to support a pupil with severe dyslexia (who went on to achieve Highers), it includes features that teachers often find useful: Save as MP3 or Wav audio for listening to later; talking dictionary; an easy way to turn on and off keyboard shortcuts - a must for pupils who find it difficult to control a mouse or who just like to be able to access features quickly. The biggest advantage with WordTalk is that pupils who prefer to have text highlighted so that they can follow the text and listen to the spoken version can do so. They can also change the highlighting and text colour – useful for pupils with scotopic sensitivity problems.

Find out more

We’ve prepared a Quick Guide on Finding and Installing the Speak Text feature in MS Word 2010. The Quick Guide covers finding and adding the Speak button, assigning a Keyboard Shortcut, how to add the Speak button to the Quick Access Toolbar and how to position the toolbar below the Ribbon.

To find out about using the Speak facility in additional languages visit Microsoft’s language site. 

Once installed because the Speak feature is integrated with Windows it will recognise the language used within the text and read out in that language – provided the speech engine for the language is installed.

 Well done Microsoft…now please bring back Large Icons!

We’ve given Microsoft major pats on the back for providing an option to Speak text in Word documents (and in Excel, PowerPoint and OneNote). It would be great if they would bring back a couple of really useful features from MS Office 2003.

We think Microsoft made a huge own goal by not providing a much used feature in MS Word 2003, PowerPoint, Excel - the option to use Large Icons in the toolbar. 

The facility to record voice comments or voice notes is also available in MS Word 2007 and 2010 but it does not have the simplicity of MS Word 2003 – a feature that for many pupils was the difference between handing in work that they had produced themselves (recording their spoken answers in the document) or having to rely on scribing. MS Word 2007 and 2010 do provide this feature but for the pupils who are likely to benefit most, it is too difficult to access. 

2012 Digital Question Papers Candidate Survey

We are researching candidate’s views and opinions on the SQA Digital Question Papers and a survey is now available at http://www.surveymonkey.com/s/DigitalPapersCandidateSurvey2012. 

If you are a candidate who used digital question papers, we would be grateful if you could complete the survey. If you are a member of staff, could you forward this survey link on so that candidates who used Digital Question Papers in the 2012 diet can complete the survey. The survey will be available until the end of June 2012.

The survey should only be completed by candidates with additional support needs who used Digital Question Papers in their 2012 examinations. 

We hope that the feedback from candidates will help us, and SQA, to develop and improve the digital papers and associated procedures.

Thanks for your help!

Paul

We have added a new section to the Books for All web site which gathers together all the quick guides and also the new video guides on the Education Scotland web site, into separate pages. It should be much easier to navigate and find the resources you need. 

We'll be adding to these in the coming months and if you have any suggestions for topics that need covered please add a comment or let us know.

Low Cost / No Cost Software

We occasionally give advice and talks on free / low cost software that can be used to help people with reading and writing difficulties, or other disabilities. While we would never advise somebody who needed a commercial package to make do with free software that has less functionality, there is certainly a place for free software, particularly for home use, or where a person only needs a couple of accessibility features to enable them to make effective use of a computer. These talks usually focus on the excellent AccessApps and MyStudyBar suites of free software, or on a collection of Windows-based programs, including WordTalk and Natural Reader, as described in our Quick Guide on Low Cost / No Cost Software to Support People with Dyslexia.

Mac Options

When we give these talks, we are often asked about similar options for Apple Mac computers. Unfortunately, although the Mac has been designed to be accessible for users with disabilities, the range of software to enhance accessibility is quite limited. We recently produced a Quick Guide on Free Text to Speech Options for the Mac, and will try to provide information on other options as we find them.

Black Light is the free Mac equivalent of ssOverlay, which allows a coloured filter to be placed over the computer screen. Such filters can be very useful for people with Meares-Irlen Syndrome / Scotopic Sensitivity, and also for people sensitive to glare from a computer screen. It is a little more difficult to find your desired colour with Black Light, compared with ssOverlay, but the program has some additional useful features, including an option to invert the screen colours so that you have white text on a black backgrounf, instead of the usual black on white.

Black Light provides a filter that covers the whole screen - if you need an 'overlay' that can be configured to only cover the portion you require (like T-Bar), a Mac user would, as far as we know, have to purchase a program like the ScreenRuler Suite from Claro Software.

Hello!

I’d like to introduce myself. I’m Craig Mill and I recently started working for CALL Scotland as an Assistive Technology Officer. I’ve always admired and respected the work of CALL so having the opportunity to work alongside knowledgeable, skilled and experienced colleagues is a real privilege and a great pleasure.

For those of you who don’t know me I’m probably better known for developing the free and open source portable programs such as AccessApps, MyStudyBar and Create&Convert which make up the EduApps suite of software.

Breaking down barriers

Like my colleagues at CALL I have a love and passion for technology. It still amazes me how technology can break down barriers to learning and provide real opportunities for learners with additional support needs to learn and live as full and independent lives as possible. And the good news is that technology is ever-changing constantly improving and helping to break down barriers for those who embrace it.

As everyday technology such as mobile phones, tablets and e-books become more powerful, affordable, and increasingly ubiquitous with integrated accessibility features as standard, inclusive and universal design are set to become the standard. What was once seen as ‘assistive’ or ‘accessible’ technology is gradually converging into mainstream. 

These are undoubtedly exciting times for all who work in education and technology. Set against a backdrop of economic cuts they are also challenging. While I’m a fan of commercial software I’m also acutely aware of the role that open source and free alternatives can play. Working at CALL will provide an opportunity to explore and develop the role and benefits that open source and free alternatives can offer to schools on tight budgets. You can see an exmaple of how schools are already using open source and free alternatives on the Education Scotland website.  

Apps, Apps and away...

Another area of change is the multitude of cheap and affordable ‘apps’ for both the iPad and Android platforms. Apps, iPads and Android tablets also offer both opportunities and challenges; particularly in the way devices and apps are managed, integrated and used within the curriculum. This is an area which still requires a great deal of research.

As you can see, there is much to do but ultimately my role is to support you in any way I can. If you’d like to discuss any of the issues I’ve highlighted or would like to find out how CALL can offer a range of support – then don’t hesitate to get in touch.

Craig

A common question we get from staff, parents and students is "Can I use speech recognition software to dictate my answers into the computer in an examination?" and so SQA funded us to spend some time trying to answer this. We've written a report with the results of the tests we've carried out on Dragon NaturallySpeaking, Windows 7 speech recognition, and WordQ+SpeakQ and you can download it from here.

We found that:

The accuracy and reliability of speech recognition software has improved considerably in recent years and all the programs tested were functional and seemed effective when dictating into a word processor. So if you want to use speech recognition to dictate extended answers into Microsoft Word for the Standard Grade English Writing paper, or Higher History, for example, then all of the programs can be used.

However, Windows speech recognition is not functional for dictating into SQA digital question papers, and so we do not recommend it for use in examinations unless the candidate is only intending to dictate into a word processor.

Dragon NaturallySpeaking is the most well known speech recognition program and can be used to dictate into both digital question papers and to a word processor. It is probably the most accurate, is relatively easy to train and use and gives voice control over formatting and over the computer in general. Dragon has text-to-speech for reading back the dictated text, and the Premium version can also play back a recording of the dictation to help with finding and correcting errors. For single user copies, Dragon NaturallySpeaking Premium is available with an educational discount (£68) and the 100-user Professional school license at £895 would seem to be relatively good value for schools who wish to make the software available to a large number of pupils. The educational discounts are availabel through Pugh or Dyslexic.com.

WordQ + SpeakQ is speech recognition software specifically designed for users who have difficulties with literacy. It uses the Windows speech recognition system, but accessed using a different, simpler interface. It has text-to-speech to help get through the training process; it can read back each phrase as it is dictated; it has text-to-speech for proof-reading; and it provides word prediction. SpeakQ can be used to dictate into SQA digital papers and also to word processors. WordQ + SpeakQ is arguably simpler to use than Dragon and the integrated text-to-speech and word prediction does make it a more attractive option for writers with reading and writing difficulties. WordQ + SpeakQ requires use of the keyboard and so it is not suitable for users who wish to control the computer completely by voice. A single user license for WordQ + SpeakQ is £199 and a site licence is £1995 from Assistive Solutions.

Speech recognition software may have considerable potential to enable some candidates to work independently and to rely less on scribes, and we are thinking it would be useful to organise some trials in schools to investigate this potential and to look at the practicalities of using speech recognition in exams. If you are interested please contact us.

TextHelp, publishers of Read and Write Gold and PDFaloud, have decided that they will no longer sell PDFaloud as a standalone program. Since 2008, Scottish schools have been able to buy a site licence for PDFaloud for £295 from Learning and Teaching Scotland, under a special licencing deal. We helped set up this scheme because we felt that PDFaloud was a simple and easy to use tool for reading digital exams and other PDFs, and £295 for a secondary school licence we felt was relatively good value. I believe that Education Scotland still have two boxed sets still in stock so contact them quick if you want to get PDFaloud.

So, what are the alternatives if you want to have your digital papers or PDF textbooks read out by the computer? Here are some of the options:

Adobe Reader Read Out Loud

Adobe Reader has a basic built-in free text reader. Click on View > Read Out Loud > Activate Read Out Loud. You can listen to the current page or the whole paper but a better method is to choose the ‘Select’ tool (Tools > Select and Zoom > Select Tool) and then click on some text. Read Out Loud will read the text where you have clicked. It won’t highlight the words, it usually reads a whole paragraph (and you can’t tell it to only read a sentence or individual word) but it’s free and built in to Adobe Reader.

Read and Write Gold

TextHelp's Read and Write Gold includes PDFaloud, and some schools or local authorities already have Read and Write Gold.  You need Read and Write Gold 8.1 or later because earlier versions can't read from Adobe Reader 8 or 9. Read and Write Gold can read from anything, not just PDFs, and the program has lots of other tools for suporting reading, writing and studying. However, Read and Write Gold is more expensive than PDFaloud at £320 for a single user licence, £1,150 for a primary site and £1,995 for a secondary site. TextHelp are offering to upgrade a secondary PDFaloud site licence to Read and Write Gold version 10 for £1,350. Read and Write Gold can be installed or run direct from a USB stick.

ClaroRead

The latest version 5.7 of ClaroRead is much better at reading PDFs than previous versions, and it now does a good job of reading and highlighting the text in the PDF as it reads. Like Read and Write Gold, ClaroRead can read from anything including for example Microsoft Word and internet browsers. It also comes with good voices and tools such as word prediction, spellchecking and scanning. ClaroRead costs from £49 for a single user licence and various site licence options are available, e.g. £795 for up to 250 students, £1,050 for up to 1,000 students. ClaroRead can be installed or run direct from a USB stick.

Co:Writer 6

With the latest version of the Co:Writer word predictor you can select some text, click the >> button in the Co:Writer window and choose Speak to have it read out. The text is not highlighted as it is read. Co:Writer costs £39 per licence for Scottish schools, from Education Scotland.

Penfriend XL

The Penfriend word predictor can read text from a PDF. You select the text, copy it, and then Penfriend will read and highlight it in a separate window. Penfriend costs £24.99 per user for Scottish schools from Education Scotland. When you copy the text from the PDF, it adds a paragraph mark after each line, which means that the voice hesitates when it comes to the end of the line. This can be off-putting compared to PDFaloud and ClaroRead, which don't generally hesitate at the end of each line. Penfriend can be installed or run direct from a USB stick.

Free text readers: Natural Reader, IVONA Minireader and Balabolka

There are many free text readers available and we like Natural Reader, Ivona Minireader and Balabolka because they are straightforward and easy to use and work with the Scottish voices. With Natural Reader and Ivona, you select the text you want to read and then click the 'Play' button or press a hotkey. The text then gets read out, but it is not highlighted in the PDF as it reads. Like Penfriend, these programs generally hesitate at the end of each line of the PDF because they think there is a paragraph mark.

Alternatively, you can copy the text to the clipboard and then Natural Reader and Balabolka can read it out, and highlight it, in a separate window. This takes up space on the screen and is not as good as having it read and highlighted in the document itself. There is a 'portable' version of Balabolka which runs from a USB stick. Balabolka is also part of the AccessApps and MyStudyBar suites.

Earlier this year Stuart and I were videoed finding, using and making books in accessible formats, and the videos are now available on the Education Scotland web site. They provide a quick and reasonably (we think!) straightforward introduction to Books for All, and you can download the videos and the transcripts for CPD. The only unfortunate thing about the videos are the dodgy presenters.

There are also some very illuminating and useful comments from staff and young people about how accessible formats can be used in practice, and why it's so important for learners to have books and materials that they can read and access independently.

Essential viewing!

We are pleased to say that there are now 59 books in Daisy format availlable from the Books for All Scotland Database. These books were produced by Kim Walker and Jamie Cutherbertson and the team at RNIB Scotland Transcription Centre in Glasgow with Scottish Government funding and we are grateful to them for sharing these Accessible Books via the Database. Thanks also to Patricia Carroll, Jennifer MacDougall and Anne Beverdige at LTS for liaising with RNIB to obtain the books.

What are Daisy books are why would you be interested in them?

These Daisy books give you both text and synchronised human narration, so for novels especially, this can be a more pleasant and engaging reading experience than using a computer (even with Heather!) to read the text. Across the Barricades, by Joan Lingard, for example, which is set in Northern Ireland, is narrated by a reader with an Irish accent. The Daisy talking book format was originally developed for people with visual impairment, but Daisy books are also very accessible for anyone with a print disability because they (should) have built-in structure for easy navigation; the reader software has keyboard shortcuts for readers with visual or physical impairments, and readers with visual or learning difficulties or dyslexia can read the books using either the recorded narration (if provided in the book) or text-to-speech.

How can I read the Daisy books?

You can read Daisy books on lots of different devices. On a Windows PC, for example, you can use the free Amis Reader. This gives you control over font size and colours, keyboard control, and it highlights the text as it is read out. Another popular Daisy book reader is Dolphin's EasyReader.Or if you have an iPad, iPod Touch or iPhone, you can use a Daisy book reader such as Read2Go, InDaisy or DaisyWorm to play the Daisy book.

You can also listen to the Daisy audio with a Daisy audio player.

If you want to find out more about Daisy books visit the Daisy Consortium web site. In the meantime, happy reading!

The Kindle for PC Accessibility Plugin is now available for UK customers (and also for users in Australia, Canada and the U.S.). Kindle for PC is free software for reading Kindle eBooks on your Windows PC. The main feature of the new plugin is a text-to-speech tool which means that blind, visually impaired and severely dyslexic readers can listen to the book being read out by the computer. Kindle for PC Accessibility plugin has:

• Text-to-speech reading with adjustable voice settings
• Voice-guided menu navigation
• Large font sizes
• High contrast reading mode
• Keyboard navigation
• Accessible shortcuts

The Kindle reader software can be used to read out the text of the book, and blind readers can use Jaws or NVDA to read the menus and navigation instructions.

The software comes with two American voices - one male and one female - which are OK but not as good as Heather, for example. You can start, pause and stop the speech and read the current, previous or next sentences (see the list of shortcuts below). You can't use other voices on your computer with the Kindle software, and it doesn't highlight the text as it reads.

Like the standard Kindle reader, the font size can be massive (up to about 90pt), and you can change the colours (white on black, black on white, black on sepia).

For keyboard only users, there are keyboard shortcuts to navigate around the software and the eBooks.

The new Kindle reader is a significant step towards making commercial eBooks accessible for readers with print disabilities. There are now over 700,000 books available from the Amazon UK website and so it's a huge source of digital books.

I've updated our Kindle Quick Guide with the new features and you can now download it.

We have added a new section to the CALL Digital Exam Papers web site, with information on how to use the SQA digital exam papers. There's also a new page where you can download user guides and information sheets on using and making interactive resources in PDF.