Library Resources - Share accessible readings in Canvas

A library reading can give students more ways to learn when you share a link to the original resource. Students may be able to listen to the text, change its appearance, move between sections, or take notes as they read. Those options can disappear when the reading is turned into a new PDF.

Offer the online reading and the other original formats available for that item. A student who reads in a browser, a student who uses a screen reader, and a student who needs an offline copy may make different choices. Giving them those choices from the start helps more students use the same course materials.

This guide walks you through choosing formats, sharing a working link in Canvas, and helping students find useful reading tools. The database accessibility and reading-format directory provides details for individual resources.

Choose the reading and its formats

Start with the article, chapter, or book you plan to assign. Format choices can vary within the same database, so the options on that reading matter more than the platform’s general feature list.

1. Open the complete reading. Find the resource through UWM Libraries’ Databases A–Z. Make sure you can open the assigned text, rather than just its citation or abstract.
2. Look for an online text version. Common labels include Full text HTML, Online full text, Read Online, and EPUB. HTML is web text. EPUB is an ebook format that can often adapt to the reader’s text size and screen. Some online viewers display scanned page images instead; look for a text view when one is offered.
3. Check the parts students will use. Along with the text, check figures, tables, equations, references, and any assigned supplementary material. Look for meaningful image descriptions and tables or equations students can read with their tools.
4. Identify the other available formats. An original PDF, downloadable EPUB, or another supplied version may be useful alongside the online reading. Check whether downloads require an account or a separate reading app.
5. Check the access limits. Some ebooks limit how many people can read at once or how long a loan lasts. Some resources require each student to register. Include those details when you assign the reading.

When full HTML is available

Link to the complete article or chapter and tell students how to open its HTML view. Also point out the original PDF or other formats offered on the page. Check that the HTML includes the material students need, especially figures, tables, and equations.

When an online EPUB reader is available

Offer the online reader and identify any downloadable EPUB or PDF choices. Try its text and navigation controls, then explain the useful ones in Canvas. Check the assigned title’s access limits and download requirements.

When a text-only view is available

Tell students how to switch to the text view. These views often use optical character recognition (OCR), which converts scanned pages into machine-readable text. Check the assigned pages for mistakes or missing text, and make sure students can get the information conveyed by illustrations and tables.

When only a PDF or scan is available

Look for another source or edition that offers a usable reading format. If you use the supplied PDF, check its text, structure, reading order, and image descriptions. Being able to select text is a useful sign, but does not by itself establish accessibility. The help options below can help you find another format when needed.

Format names are a starting point. HTML and EPUB can support flexible reading, and a well-structured PDF can also work well. What matters is whether students can read, navigate, and understand the assigned content with the tools they use.

Share a link that works for students

A good reading link takes students back to the original resource, where they can choose a format and use its tools. UWM Libraries recommends linking to licensed content in Canvas in most situations.

1. Find a stable link. Look for Get Link, Permalink, Permanent URL, or Share Link to Book. These links are intended for returning to a resource. A search-results address may expire or depend on your current session.
2. Use the library’s access instructions. Many UWM subscription links use EZproxy, the library’s remote sign-in service. Other resources use an institutional login, a personal account, or public access. A resource can require both EZproxy and a personal account; SciFinder is one example.
3. Add remote sign-in when needed. If you have a stable original subscription link that does not already use EZproxy, use UWM’s Off-Campus URL Generator. Avoid adding another proxy prefix to an already proxied link. Some platforms do not support stable links to individual records or searches.
4. Put the reading in Canvas with a descriptive link. Use the reading’s title as the link text, then include the assigned pages or section, format choices, and any account instructions. The example below gives you a starting point.
5. Try the saved link from a fresh browser session. Check that the off-campus route prompts for the expected sign-in and opens the assigned full text and edition. A link that works in your current session may still need a different access step for students.

If a library link is not working while you are connected to the campus VPN, follow the UWM off-campus access FAQ. It explains that the VPN is not configured for remote access to library databases, and that you may need to sign in again or disconnect from the VPN.

Help students find reading tools

A brief note about a useful tool can make a reading easier to use. Try the tools on the assigned item, then tell students where to find them. You do not need to know which students use assistive technology to make these options available.

• Listening: text-to-speech reads text aloud. Some readers also let students change the speed or follow highlighted text while listening.
• Text appearance: larger text, different fonts, spacing, contrast, and background choices can make reading more comfortable.
• Finding a place: headings, chapter links, a table of contents, and search within the reading help students move through the material.
• Taking notes: highlights, notes attached to passages, and bookmarks can help students prepare for class. Check whether an account is needed and how they can keep or export their work.
• Language support: dictionaries, translation, and other reading supports may be available.

Microsoft Edge also offers Immersive Reader and Read Aloud. These belong to the browser, while a database may offer its own listening or display tools. See how to use Immersive Reader in Edge. Before recommending it for a reading, check that reader mode retains the content students need. Share the normal resource link so students can choose their own reading setup.

Describe the options in Canvas

Use the following example as a template. Replace the bracketed text with the formats, tools, and access steps you have checked, and leave out any options the reading does not offer.

Reading

[Author and title], [assigned chapter, section, or pages].

Open the reading

[Link using the reading’s title]. On the resource page, choose [Full text HTML, Read Online, or Text-Only View].

Other formats

You can also choose [original PDF, downloadable EPUB, or another supplied format]. [Explain any download or app requirements.]

Reading tools

Try [verified listening, text, navigation, or note-taking tools]. [Explain how to find them and whether an account is needed.]

Getting access or help

[Explain UWM sign-in or other access steps]. If you have trouble opening or using the reading, [course contact instructions] or ask UWM Libraries for help.

Get help when a format falls short

If students cannot use a reading, start by checking whether the library has another version with a more suitable format. You can also use the provider’s accessibility support or alternate-format request service, when one is available. Include the title, a stable link, the assigned section, and a description of the problem.

Some alternate-format services are available specifically to people with disabilities. Check their eligibility and timing before relying on them. For example, the EBSCOhost reader we reviewed offered an Accessibility support form with HTML and Microsoft Word choices for disability-related needs. It listed a typical turnaround of 3–5 business days. Other services may give a response time rather than a delivery time.

Ask UWM Libraries for help finding a format or resolving access. If the reading is not available in a licensed database, the library’s ILLiad for Canvas instructions explain another route for obtaining articles and chapters. Starting early gives you more time to arrange a usable reading before students need it.

Check the reading before class

Before you publish the assignment, take one last look at the student’s experience:

• Can students open the assigned full text and edition?
• Have you named the available online and downloadable formats?
• Can students get the information in the essential figures, tables, and equations?
• Are account requirements and access limits explained?
• Do the reading tools you recommend work with this item?
• Do students know where to ask for help?

Last reviewed: October 7, 2026. For resource-specific findings and the limits of the review, see the database accessibility and reading-format directory.