Students with disabilities face a variety of challenges in computer science education including those related to inaccessible curriculum, instruction and tools. In addition, few computer science classes teach students to understand accessibility and design accessible technology. This BOF will bring together individuals who are interested in increasing the accessibility of computing education as well as those interested in teaching about accessibility. Participants will share strategies to help each other do a better job of addressing accessibility in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, teaching accessibility, and more will be shared.

Computing Education Research (CER) is increasingly considering digital accessibility, yet the current state of disability inclusion remains unexplored. To understand how and to what extent disabled people and their voices are involved in CER, we conducted a systematic literature review of 68 full papers about accessibility published between 2008 and 2025 in the SIGCSE Technical Symposium, the premiere CER venue. Our analysis reveals that less than half of papers about accessibility involve disabled participants, accessibility research papers are more likely to address visual disabilities or accessibility topics more generally, and use of disability-focused theories or frameworks is uncommon. Based on these findings, we advocate for increased involvement of disabled people in all aspects of computing education research, including in designing and evaluating accessible curricula and prototypes, examining disabled experiences in the classroom, and conducting research itself. We conclude with specific recommendations for methods and frameworks that computing education researchers and teachers can use to meaningfully incorporate disabled perspectives into their practices.

Existing commercial and in-house software development tools are often inaccessible to blind and low vision software professionals (BLVSPs), hindering their participation and career growth at work.Building on existing research on Do-It-Yourself (DIY) assistive technologies and customized tools made by programmers, we shed light on the currently unexplored intersection of how DIY tools built and used by BLVSPs support accessible software development.Through semi-structured interviews with 30 BLVSPs, we found that such tools serve many diferent purposes and are driven by motivations such as desiring to maintain a professional image and a sense of dignity at work.These tools had signifcant impacts on workplace accessibility and revealed a need for a more centralized community for sharing tools, tips, and tricks.Based on our fndings, we introduce the "Double Hacker Dilemma" and highlight a need for developing more efective peer and organizational platforms that support DIY tool sharing.

Students with disabilities face a variety of challenges in computer science education including those related to stigma around disability, inaccessible curriculum, instruction and tools, disability disclosure, and a lack of mentors. In addition, few computer science classes teach students to understand accessibility and design accessible technology. This BOF will bring together individuals who are interested in increasing the representation of people with disabilities in computing and improving their success as well as those interested in teaching about accessibility. Participants will share strategies to help each other do a better job of addressing disability inclusion and accessibility in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, teaching accessibility, and more will be shared.

People who are blind face accessibility and usability barriers every time a digital image author omits or creates uninformative alternative or “alt” text. Often, content creators are simply unaware of screen reader users’ experience and accessibility best practices; there is also a lack of research knowledge about how to design accessible image-dense media, like pictorials. We present (1) a content analysis of 149 pictorials, (2) a thematic analysis of three think-aloud sessions with an expert screen reader user, and (3) practical lessons learned from a co-design workshop with three blind scholars. Our research finds that pictorials are increasingly accessible, but they are still far from providing a usable experience. We identify nine “malicious” alt text patterns that riddle pictorials and three novel accessible alt text patterns to guide authors of image-dense media.

The ability to navigate independently through indoor spaces, like airports, is critical for people with visual impairments (PWVI). Yet, prior assistive technology (AT) research tends to decenter the needs of people with residual vision, who constitute the vast majority of PWVI. We conducted an autoethnography of a PWVI with residual vision across eight round-trips through six airports. We found that the physical and digital infrastructure of airports imbue assumptions of total sightedness, while assistive services assume total blindness, with little consideration for travelers with residual vision. We document how accessibility at points of interest is equally important to the navigability between them, suggesting that traditional turn-by-turn approaches may be insufficient for independent air travel by PWVI. Moreover, we argue that current airport and navigation AT design undermines the agency of travelers with residual vision; we call for development of a new class of navigation technologies that center the usable vision of PWVI.

Older adults are increasingly acquiring smartphones. But acquiring smartphones can be difficult, and little is known about the particular challenges of older adults who are additionally blind or losing their vision. We shed light on the social and technical aspects of acquiring smartphones with vision loss, based on deep qualitative interviews with 22 blind or low vision (BLV) older adults aged 60 and over. Through our grounded theory analysis, we found that BLV older adults experience liminality as they acquire smartphones and transition through re-acquiring smartphones as they become blind, and they can transition through liminality by participating in mutual aid within the blind community. We contribute the notion of “Intersecting Liminality,” which explains the marginalizing experience of simultaneously transitioning through vision loss, aging, and technology acquisition. We contend that Intersecting Liminality can serve as a framework that centers the dynamic nature of disability to help our community generate a more nuanced understanding of technology acquisition and more effective assistive interventions.

Being involved in teaching children to read, especially to decode (i.e., to translate written words to oral speech) is important and crucial to development. There is an increasing number of AI tools and educational apps aimed at teaching sighted children to read. However, many commercial literacy apps are not accessible, few studies of such apps exist, and studies rarely include blind parents as participants. Thus, we conducted an exploratory interview study with four blind parents about their decoding practices with their sighted children, literacy app accessibility, and AI decoding apps. We found that blind parents are motivated to teach their children literacy skills such as decoding; leverage (largely inaccessible) technology and techniques to support decoding; and want to be able to teach alongside the AI literacy apps and to make the AI teach like they do. We conclude with a discussion of design implications for AI literacy apps.

Like many parents, visually impaired parents (VIPs) read books with their children. However, research on accessible reading technologies predominantly focuses on blind adults reading alone or sighted adults reading with blind children, such that the motivations, strategies, and needs of blind parents reading with their sighted children are still largely undocumented. To address this gap, we interviewed 13 VIPs with young children. We found that VIPs (1) sought familial intimacy through reading with their child, often prioritizing intimacy over their own access needs, (2) took on many types of access labor to read with their children, and (3) desired novel assistive technologies (ATs) for reading that prioritize intimacy while reducing access labor. We contribute the notion of Intimate AT, along with a demonstrative design space, which together constitute a new design paradigm that draws attention to intimacy as a facet of both independently and collaboratively accessible ATs.

Scholars have investigated numerous barriers to accessible software development tools and processes for Blind and Low Vision (BLV) developers. However, the research community has yet to study the accessibility of software development meetings, which are known to play a crucial role in software development practice. We conducted semi-structured interviews with 26 BLV software professionals about software development meeting accessibility. We found four key themes related to in-person and remote software development meetings: (1) participants observed that certain meeting activities and software tools used in meetings were inaccessible, (2) participants performed additional labor in order to make meetings accessible, (3) participants avoided disclosing their disability during meetings due to fear of career repercussions, (4) participants suggested technical, social and organizational solutions for accessible meetings, including developing their own solutions. We suggest recommendations and design implications for future accessible software development meetings including technical and policy-driven solutions.

With remote work becoming a prevalent practice, the use of videoconferencing tools has significantly increased. While the accessibility of these tools in remote work has been studied previously, there is a lack of understanding of how professionals with disabilities conduct meetings using them and what accessibility means in this context. To fill this gap, we investigated the experience and accessibility practices of 18 blind and low vision (BLV) meeting facilitators who regularly use videoconferencing tools. Our findings reveal that BLV professionals undertake several steps to facilitate meetings effectively, including preparing materials in advance, ensuring the security of the meetings, maintaining awareness of attendees’ activity, coordinating with co-hosts to overcome accessibility obstacles, maintaining professionalism, and advocating for accessible meeting practices and technology. We discuss how our findings reveal barriers to career advancement for BLV professionals, help understand the interdependent activity of meeting facilitators and co-hosts, and provide recommendations for making videoconferencing more accessible.

Co-reading, an activity where adults collaboratively read books with child(ren), is important for literacy learning and forming human connection. However, parents and guardians with visual impairments do not experience the same level of access to resources when co-reading with their child(ren) as their sighted counterparts, especially as regards images in children’s books. Through conducting an interview study with five visually impaired parents/guardians, we illuminate the importance parents place on images in children’s books, how they access visual information in children’s print books, and the potential of smart speakers in assisting their existing co-reading practices.

Students with disabilities face a variety of challenges including those related to stigma around disability, inaccessible tools and instruction, disability disclosure, and a lack of mentors. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies to help each other do a better job of including these students in our classes and research projects. Resources related to accessible tools and instruction, universal design of learning, opportunities for students, and more will be shared.

Image accessibility is an established research area in Accessible Computing and a key area of digital accessibility for blind and low vision (BLV) people worldwide. Recent work has delved deeper into the question of how image descriptions should properly reflect the complexities of marginalized identity. However, when real subjects are not available to consult on their preferred identity terminology, as is the case with fictional representations of disability, the issue arises again of how to create accurate and sensitive image descriptions. We worked with 25 participants to assess and iteratively co-design image descriptions for nine fictional representations of people with disabilities. Through nine focus groups and nineteen interviews, we discovered five key themes which we present here along with an analysis of the layers of interpretation at work in the production and consumption of image descriptions for fictional representations.

The meaning of “homes” is complicated for disabled people because of the historical link between (de)institutionalization, housing, and civil rights. But, it is unclear whether and how this history impacts Accessible Computing (AC) research in domestic spaces. We performed Critical Discourse Analysis on 101 AC articles to explore how (de)institutionalization affects domestic AC research. We found (de)institutionalization motivates goals of “independence” for disabled people. Yet, discourses of housing reflected institutional logics which are in tension with “independence”—complicating how goals were set, housing was understood, and design was approached. We outline three discourses of housing in AC and identify parallels to those used to justify institutionalization in the USA. We reflect upon their consequences for AC research. We offer principles derived from the Independent Living Movement as frameworks for challenging institutional conceptions of housing, to open new avenues for more holistic and anti-ableist domestic AC research.

Voice assistants (VAs) – like Amazon Alexa or Siri – offer hands-/eyes-free interactions that are beneficial to a range of users, including individuals who are blind, to fulfill tasks that are otherwise difficult or inaccessible. While these interfaces model conversational interactions to achieve simple tasks, there have been recent calls for VAs that model more transactional interactions for a wider range of complex activities. In this study, we explored the extension of VAs’ capabilities in the context of indoor navigation through mixed-ability focus groups with blind and sighted airport travelers. We found high overlap in the difficulties encountered by blind and sighted travelers, as well as shared interest in a voice-activated travel assistant to improve travel experiences. Leveraging user-elicited recommendations, we present interaction design examples that showcase customization of different and multiple modalities, which collectively demonstrate how VAs can more broadly achieve transactional interactions in complex task scenarios.

For 15% of the world population with disabilities, accessibility is arguably the most critical software quality attribute. The ever-growing reliance of users with disability on mobile apps further underscores the need for accessible software in this domain. Existing automated accessibility assessment techniques primarily aim to detect violations of predefined guidelines, thereby produce a massive amount of accessibility warnings that often overlook the way software is actually used by users with disability. This paper presents a novel, high-fidelity form of accessibility testing for Android apps, called Latte, that automatically reuses tests written to evaluate an app’s functional correctness to assess its accessibility as well. Latte first extracts the use case corresponding to each test, and then executes each use case in the way disabled users would, i.e., using assistive services. Our empirical evaluation on real-world Android apps demonstrates Latte’s effectiveness in detecting substantially more useful defects than prior techniques.

With the rapid development of artificial intelligence, voice user interfaces (VUIs) capable of speech-based interaction are poised to support children’s language development by serving as their language partners. This paper reports an analytic evaluation of the currently available voice-based apps targeting young children to examine whether and how they incorporate evidence-based dialogue strategies that effectively support children’s learning. We found that, despite the fact that the current apps support a variety of language activities, most fail to carry out open-ended dialogue and provide extended back-and-forth opportunities, thus limiting their ability to encourage children’s language output and increase children’s language exposure. We discuss four design implications for developing VUIs that initiate dialogue and provide feedback in ways that better facilitate children’s language learning.

Accessibility researchers have been studying wayfinding technologies for people with disabilities for decades, typically focusing on solutions within disability populations - for example, technologies to support blind navigation. Yet, we know little about wayfinding needs across disabilities. In this paper, we describe a qualitative interview study examining the urban navigational experiences of 27 people who identified as older adults and/or who had cognitive, visual, hearing, and/or mobility disabilities. We found that many navigation route preferences were shared across disabilities (e.g., desire to avoid carpeted areas), while others diverged or were in tension (e.g., the need to avoid noisy areas while staying near main thoroughfares). To support design for multiple disability groups, we identify four dimensions of navigation preferences - technology, route, assistance, experience - and describe how these might usefully inform design of more universally usable wayfinding technologies.

A growing body of evidence suggests Voice Assistants (VAs) are highly valued by people with vision impairments (PWVI) and much less so by sighted users. Yet, many are deployed in homes where both PWVI and sighted family members reside. Researchers have yet to study whether VA use and perceived benefits are affected in settings where one person has a visual impairment and others do not. We conducted six in-depth interviews with partners to understand patterns of domestic VA use in mixed-visual-ability families. Although PWVI were more motivated to acquire VAs, used them more frequently, and learned more proactively about their features, partners with vision identified similar benefits and disadvantages of having VAs in their home. We found that the universal usability of VAs both equalizes experience across abilities and presents complex tradeoffs for families-regarding interpersonal relationships, domestic labor, and physical safety-which are weighed against accessibility benefits for PWVI and complicate the decision to fully integrate VAs in the home.

Co-reading (when parents read aloud with their children) is an important literacy development activity for children. HCI has begun to explore how technology might support children in co-reading, but little empirical work examines how parents currently co-read, and no work examines how people with visual impairments (PWVI) co-read. PWVIs' perspectives offer unique insights into co-reading, as PWVI often read differently from their children, and (Braille) literacy holds particular cultural significance for PWVI. We observed discussions of co-reading practices in a blind parenting forum on Facebook, to establish a grounded understanding of how and why PWVI co-read. We found that PWVIs' co-reading practices were highly diverse and affected by a variety of socio-technical concerns - and visual ability was less influential than other factors like ability to read Braille, presence of social supports, and children's literacy. Our findings show that PWVI have valuable insights into co-reading, which could help technologies in this space better meet the needs of parents and children, with and without disabilities.

Voice-Activated Personal Assistants (VAPAs)-like Apple Siri and Amazon Alexa - have rapidly become common features on mobile devices and in homes of millions of people around the world. They have proven to be particularly valuable to people with disabilities, chiefly among people with visual impairments. Yet, we still know relatively little about the fundamental metaphors and guidelines for designing voice assistants, and how they might empower and constrain visually impaired users. To address this need, we conducted a qualitative document review of VAPA design guidelines published by top commercial vendors Amazon, Google, Microsoft, Apple and Alibaba. We found that guidelines have many commonalities that surface an underlying assumption that VAPA interfaces should be modeled after human-human conversation. We draw on prior work about needs of people with visual impairments to critique this taken-for-granted human-human conversation metaphor and offer amendments to prevailing design guidelines that can make this now-pervasive platform more fully achieve its potential to become universally usable.

Voice-activated personal assistants (VAPAs)--like Amazon Echo or Apple Siri--offer considerable promise to individuals who are blind due to widespread adoption of these non-visual interaction platforms. However, studies have yet to focus on the ways in which these technologies are used by individuals who are blind, along with whether barriers are encountered during the process of interaction. To address this gap, we interviewed fourteen legally-blind adults with experience of home and/or mobile-based VAPAs. While participants appreciated the access VAPAs provided to inaccessible applications and services, they faced challenges relating to the input, responses from VAPAs, and control of information presented. User behavior varied depending on the situation or context of the interaction. Implications for design are suggested to support inclusivity when interacting with VAPAs. These include accounting for privacy and situational factors in design, examining ways to support concerns over trust, and synchronizing presentation of visual and non-visual cues.

In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities' important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice--one that opens new design possibilities and affirms our commitment to equal access for people with disabilities.

Automatic Gender Recognition (AGR) refers to various computational methods that aim to identify an individual's gender by extracting and analyzing features from images, video, and/or audio. Applications of AGR are increasingly being explored in domains such as security, marketing, and social robotics. However, little is known about stakeholders' perceptions and attitudes towards AGR and how this technology might disproportionately affect vulnerable communities. To begin to address these gaps, we interviewed 13 transgender individuals, including three transgender technology designers, about their perceptions and attitudes towards AGR. We found that transgender individuals have overwhelmingly negative attitudes towards AGR and fundamentally question whether it can accurately recognize such a subjective aspect of their identity. They raised concerns about privacy and potential harms that can result from being incorrectly gendered, or misgendered, by technology. We present a series of recommendations on how to accommodate gender diversity when designing new digital systems.

Transgender individuals in the United States face significant threats to interpersonal safety; however, there has as yet been relatively little research in the HCI and CSCW communities to document transgender individuals' experiences of technology-mediated safety and harm. In this study, we interviewed 12 transgender and non-binary individuals to understand how they find, create, and navigate safe spaces using technology. Managing safety was a universal concern for our transgender participants, and they experienced complex manifestations of harm through technology. We found that harmful experiences for trans users could arise as targeted or incidental affronts, as sourced from outsiders or insiders, and as directed against individuals or entire communities.. Notably, some violations implicated technology design, while others tapped broader social dynamics. Reading our findings through the notions of 'space" and 'place," we unpack challenges and opportunities for building safer futures with transfolk, other vulnerable users, and their allies.

For decades, researchers have investigated and developed technologies that support independent navigation for people who are blind. This has led to systems that primarily aid in detecting routes, landmarks, and building features. However, there has been relatively little inquiry regarding how technologies might support navigation around and in the presence of other people. What visual information, if any, do blind navigators wish they had about people on their path? To address this question, we surveyed 58 blind and low vision individuals and interviewed 10 blind individuals. We discovered our participants were interested in using visual information about others to increase their physical safety. For example, they wanted to know if a passerby was holding a weapon, if a presumed official had a proper uniform or badge, and how to describe visual aspects of a criminal to law enforcement. This paper presents one of the only reports documenting accessibility challenges related to physical safety posed by others, including how future assistive tools can empower individuals with disabilities to more actively increase their sense of safety. We call this emerging area Personal Safety Management and contribute a set of four broad subareas that deserve further exploration by researchers and designers working within the blind and broader disabilities communities.

Prevention of errors has been an orienting goal within the field of Human-Computer Interaction since its inception, with particular focus on minimizing human errors through appropriate technology design. However, there has been relatively little exploration into how designers can best support users of technologies that will inevitably make errors. We present a mixed-methods study in the domain of navigation technology for visually impaired individuals. We examined how users respond to device errors made in realistic scenarios of use. Contrary to conventional wisdom that usable systems must be error-free, we found that 42% of errors were acceptable to users. Acceptance of errors depends on error type, building feature, and environmental context. Further, even when a technical error is acceptable to the user, the misguided social responses of others nearby can negatively impact user experience. We conclude with design recommendations that embrace errors while also supporting user management of errors in technical systems.

This special issue on ethical matter(s) contains innovative and reflective scholarship focused on questions of ethics with human computer interaction (HCI) design research. Through this introductory piece, we articulate three trends influencing contemporary design research which are creating spaces of discomfort for many scholars as they acknowledge their positionality and responsibility. We introduce the articles developed for this special issue through the framing of ethical difficulties, dilemmas and paradoxes, recognizing that some issues may not be immediately resolvable. We argue that no matter which structures, principles or heuristics you commit to at the start of an HCI project, ethical conundrums are likely to develop. Through this piece, we are not suggesting that anyone is trying to achieve the status of moral saint within HCI design research. Rather, we offer you work crafted by scholars striving to improve their scholarship, working to address the question of ethical action in HCI research.

Large indoor spaces continue to pose challenges to independent navigation for people who are blind. Unfortunately, assistive technologies designed to support indoor navigation frequently make errors that are technically difficult or impossible to eliminate. We conducted a study to explore whether there are strategic ways designers can minimize the impact of inevitable errors on user experience. This paper summarizes an online survey of 41 blind individuals regarding their projected acceptance to three types of errors expected of these devices. We found that some errors were more acceptable than others. Factors that impacted results included the error type and the social/environmental setting.

Over the past century, people who are blind and their allies have developed successful public policies and technologies in support of creating more accessible workplaces. However, simply creating accessible technologies does not guarantee that these will be available or adopted. Because much work occurs within shared workspaces, decisions about assistive technology use may be mediated by social interactions with, and expectations of, sighted coworkers. We present findings from a qualitative field study of five workplaces from the perspective of blind employees. Although all participants were effective employees, they expressed that working in a predominantly sighted office environment produces impediments to a blind person's independence and to their integration as an equal coworker. We describe strategies employed by our participants to create and maintain an accessible workplace and present suggestions for future technology that better supports blind workers as equal peers in the workplace.

In recent decades, great technological strides have been made toward enabling people who are blind to live independent, successful lives. However, there has been relatively little progress towards understanding the social, collaborative needs of this population, particularly in the domestic setting. We conducted semi-structured interviews in the homes of 10 pairs of close companions in which one partner was blind and one was not. We found that partners engaged in collaborative accessibility by taking active roles in co-creating an accessible environment. Due to their different visual abilities, however, partners sometimes encountered difficulties managing divergent needs and engaging in shared experiences. We describe outstanding challenges to creating accessible shared home spaces and outline new research and technology opportunities for supporting collaborative accessibility in the home.

An increasing number of online communities support the open-source sharing of designs that can be built using rapid prototyping to construct physical objects. In this paper, we examine the designs and motivations for assistive technology found on Thingiverse.com, the largest of these communities at the time of this writing. We present results from a survey of all assistive technology that has been posted to Thingiverse since 2008 and a questionnaire distributed to the designers exploring their relationship with assistive technology and the motivation for creating these designs. The majority of these designs are intended to be manufactured on a 3D printer and include assistive devices and modifications for individuals with disabilities, older adults, and medication management. Many of these designs are created by the end-users themselves or on behalf of friends and loved ones. These designers frequently have no formal training or expertise in the creation of assistive technology. This paper discusses trends within this community as well as future opportunities and challenges.

The design space for intimate partners has largely been populated with technologies that support distant partners via abstracted presence. We seek to expand the design space to include a wider range of potential users and designs. To this end, we present findings from qualitative interviews with Family Studies experts in the form of a stage-based model of couple connection---Re-pattern, Reflect, Re-story, Reconnect. From this analysis, we identify two new regions in the couples design space, local partners and deep interpersonal sharing. Finally, we share the design of a technology that sits at the intersection of these regions. These findings present new opportunities for designers of intimate collaborative technologies.

Technologies increasingly inhabit evermore mundane and personal settings, a fact that has caused some designers to reflect upon the emergent, inaccessible nature of context. We present the notion of processlessness as a design value. The examples given here are intended to provoke thought about current design priorities and practices, and spur design discourse regarding the issue of context. Two cases illustrate how the absence of process in mediating artifacts can make room for users to discover, construct, and reconfigure context through and around their technologies. This argument is related to the notion of Zensign, that what we omit from technology designs is as important as what we put in; by adding features to computational systems, designers might be removing interactional possibilities.

Artifacts can be used to inspire, guide, and create new designs. As approaches to design can range from focusing on inspiration to formalized reasoning, we seek to create and study artifacts that combine the use of images and rationale. In this paper, we contribute an understanding of the relationship between imagery and rationale through an investigation of an artifact made of both. Through a study of group design sessions, we find images can provide access to rationale, moments of inspiration can be balanced with rationale, and differences between images and rationale must be reconciled. We conclude with thoughts on how such artifacts might be leveraged by the design community.

The use of whiteboards is pervasive across a wide range of work domains. But some of the qualities that make them successful--an intuitive interface, physical working space, and easy erasure--inherently make them poor tools for archival and reuse. If whiteboard content could be made available in times and spaces beyond those supported by the whiteboard alone, how might it be appropriated? We explore this question via ReBoard, a system that automatically captures whiteboard images and makes them accessible through a novel set of user-centered access tools. Through the lens of a seven week workplace field study, we found that by enabling new workflows, ReBoard increased the value of whiteboard content for collaboration.

NudgeCam is a mobile application that can help users capture more relevant, higher quality media. To guide users to capture media more relevant to a particular project, third-party template creators can show users media that demonstrates relevant content and can tell users what content should be present in each captured media using tags and other meta-data such as location and camera orientation. To encourage higher quality media capture, NudgeCam provides real time feedback based on standard media capture heuristics, including face positioning, pan speed, audio quality, and many others. We describe an implementation of NudgeCam on the Android platform as well as field deployments of the application.