Professor Elizabeth Ewan has oft been at the forefront of academic trends, an innovator whose keen foresight and humanistic instincts led her to grasp both the possibilities of new technologies and their importance. As an educator, a mentor, and a scholar whose research has shaped the field of Scottish history, Professor Ewan’s work epitomizes what it means to have built a network, and to value the free and uninterrupted flow of knowledge between scholars, students, and even dedicated members of the public. It was to encourage this free and uninterrupted flow of knowledge that Professor Ewan first became interested in the possibilities of open-access publishing. She had been a vocal supporter of the open-access publication of the International Review of Scottish Studies, produced by the Centre for Scottish Studies at the University of Guelph until 2023 when it was incorporated into Edinburgh University Press. When the Centre for Scottish Studies announced that it would be publishing a final volume of its Guelph Series in Scottish Studies, Professor Ewan was a loud and unrepentant advocate for the open-access publication of that volume as well. She was, of course, unaware at the time that this fifth and final volume was to be dedicated to her. But, having chosen to recognize Professor Ewan’s impact and legacy with this volume, it was obvious and fitting that we adhere to her wishes and ensure that said volume be published in such a manner as to be freely accessible to anyone with an interest in the study of Scotland regardless of their location, their background, or their experiences with disabilities.

In that spirit, this foreword serves to underscore the principles and commitments that guided the creation of this volume. By shedding light on the complicated history between the production and dissemination of scholarly research and the systemic barriers that have prevented marginalized communities from accessing that research and discussing the ways in which we have striven to address these barriers through the adoption of inclusive and accessible design principles and an open-access publication model, we reflect on the values of accessibility, inclusivity, and open-knowledge-sharing that Professor Ewan championed throughout her career. Our aim is not only to honour her legacy through the essays contained in this collection but also through the manner in which this festschrift is presented to the world. We therefore invite the reader to view this foreword as not only an explanation of the best practices we have adopted to ensure that this volume meets web accessibility standards, but also as an invitation to become advocates for inclusive and accessible approaches to publication in the dissemination of their own future research.

Our Commitment to Open-Access Scholarship

As Elizabeth Ewan’s former students, we have inherited the responsibility to carry forward her legacy of advocating for accessibility and the unimpeded flow of knowledge. This festschrift, dedicated to celebrating her extraordinary career, seemed like the most fitting place to begin that work. Our decision to publish this collection digitally, and to offer it as a free, open-access volume, was driven by a shared desire to honour her commitment to scholarship that is inclusive, collaborative, and accessible to all. In doing so, we seek to uphold not only the values that Professor Ewan has championed, but also to make a statement about the role that technology can play in fostering the exchange of ideas and welcoming those who have been historically excluded from academic spaces, whether due to systemic barriers, financial constraints, or disability.

Creating an open-access publication was not a passive choice but an intentional act that demanded careful thought and collaboration. We deliberately selected a digital-first format to ensure that this volume could reach the widest possible audience, free from the financial and institutional constraints that often limit access to academic work. This required a commitment not only to the principles of open access but also to rigorous accessibility standards, ensuring that readers of all abilities could engage with the content.

Throughout the process, we worked closely with platform advisors and accessibility consultants to meet WCAG 2.0 AA guidelines to make the volume both navigable and usable. These efforts were rooted in our belief that accessibility is an ethical obligation, not an optional feature, and that open-access publishing must strive to include—not exclude—historically marginalized voices. To that end, we saw this as an opportunity to reflect Professor Ewan’s vision of scholarship as a shared and collaborative endeavor. The essays in this collection are freely available to scholars, students, and interested members of the public, extending their reach far beyond traditional academic boundaries. In adopting an open-access model, we hope to contribute to a growing movement that reimagines academic publishing as a space for inclusivity, innovation, and the unimpeded flow of ideas.

Ultimately, this volume is both a tribute to Professor Ewan’s legacy and a statement of our collective belief in the transformative potential of open-access scholarship. By making this collection freely available and fully accessible, we aim to honour her enduring commitment to the principles of equity, inclusivity, and collaboration while encouraging others to embrace these values in their own scholarly practices.

Addressing Marginalization in Academia

While this volume reflects our commitment to the principles of open-access scholarship and accessibility, it also serves as a response to the systemic inequities that have long shaped academic publishing. Historically, the structures and practices of academic publishing have excluded many voices, particularly those of scholars with disabilities, by prioritizing conventions that marginalize rather than include. Understanding and addressing these inequities is crucial not only for fostering a more inclusive scholarly community but also for challenging the entrenched ableism that continues to define many aspects of knowledge production.

Systemic Barriers in Academic Publishing

Academic publishing has long been shaped by systemic ableism, creating barriers for individuals with disabilities to participate fully in scholarly discourse. From inaccessible journal formats to exclusionary editorial practices, the academic world has often sidelined scholars with disabilities, perpetuating cycles of marginalization and inequity. Print publications historically prioritized aesthetics over readability, favouring justified text alignment, narrow margins, and dense layouts that excluded individuals with vision or cognitive disabilities.^[1] While the shift to digital formats has opened new possibilities for accessibility, many digital publications have replicated these exclusionary designs or failed to implement accommodations, such as alternative text for images, appropriate semantic tagging of headers, or compatibility with assistive technologies like screen readers. As Jay Dolmage emphasizes, these systemic barriers reflect a broader academic culture designed to privilege non-disabled bodies and minds, reinforcing structural inequities that limit the participation of disabled individuals.^[2]

The exclusion of disabled scholars from academic publishing has far-reaching consequences, both for the individuals affected and for the scholarly community as a whole. By ignoring the perspectives of disabled scholars, academia has perpetuated ableist systems and ensured that the unique concerns and experiences of these individuals remain marginalized and unaddressed. This exclusion effectively silences those most directly affected by the lack of accessibility, creating a dangerous cycle in which injustices are continually enacted against communities whose insights could otherwise enrich and expand scholarly discourse.

Open-Access Publishing as a Pathway to Inclusion

Open-access publishing offers a vital opportunity to address some of these systemic inequities by removing financial and institutional barriers to accessing academic research. Unlike traditional publishing models, which often place research behind costly paywalls, open access ensures that scholarship is freely available to anyone with an internet connection, regardless of economic or institutional circumstances. This democratization of knowledge fosters a more inclusive academic ecosystem where financial privilege is no longer a determinant of access.

Recent studies underscore the transformative power of open-access publishing. For instance, Bo-Christer Björk highlights that open-access journals significantly increase the visibility and citation rates of academic work, ensuring that research reaches wider and more diverse audiences.^[3] Xiang Ren further argues that open-access publishing disrupts traditional hierarchies in academic communication, allowing marginalized voices—whether emerging scholars, independent researchers, or those from underfunded institutions—to engage with and contribute to global academic conversations.^[4]

The benefits of open-access publishing are particularly evident for scholars in the Global South, where subscription costs for academic journals are often prohibitively expensive. As Serwadda et al. note, open-access platforms help address the knowledge divide between the Global North and South, allowing researchers in underfunded institutions to access and contribute to the global body of knowledge.^[5] However, it is essential to differentiate between open access and open data, ensuring that historically marginalized communities retain sovereignty over their own data.

Accessibility as an Ethical Imperative

Accessibility extends the potential of open-access publishing by ensuring that content is usable by all readers, including those with disabilities. The flexibility of digital formats supports the use of assistive technologies, such as screen readers and text-to-speech (TTS) software, enabling scholars with vision disabilities to participate more effectively in academic discourse. A scoping review by Kerdar, Bächler, and Kirchloff highlights the importance of accessible digital technologies in enhancing the ability of individuals with vision disabilities to consume and interact with information.^[6] In support of this, the DAISY Consortium, in collaboration with organizations like the World Wide Web Consortium (W3C) and the National Information Standards Organization (NISO), has been instrumental in advancing accessibility in digital publishing. Their initiatives promote the creation and distribution of accessible digital content, ensuring that academic research is adaptable to diverse accessibility needs. This includes providing alt text for images, appropriate semantic tagging for screen readers, and designing publications with clear, navigable structures.

The Broader Implications of Inclusive Publishing

Inclusive publishing practices challenge the systemic inequities that have historically excluded disabled scholars and marginalized communities. These efforts signal a shift in the values of academia, away from exclusionary gatekeeping and toward a model that prioritizes collaboration and shared knowledge. Accessible publications benefit everyone, not just readers with disabilities, as designing for inclusivity often leads to improvements in usability, clarity, and reach.

Open-access publishing also serves the public good by making research more accessible to non-academic audiences. As John Willinsky emphasizes, the free availability of research allows broader societal engagement with academic work, enabling individuals outside of traditional academic institutions to access and benefit from scholarly contributions.^[7] Similarly, Peter Suber argues that publicly funded research carries an ethical imperative to be accessible to the taxpayers who ultimately supported it.^[8]

In addressing the historical marginalization of people with disabilities in academic publishing, this volume represents more than a collection of essays—it acts as a statement of values. By embracing accessibility and open-access practices, we honor Professor Elizabeth Ewan’s legacy while contributing to a larger movement that seeks to democratize knowledge and foster a more inclusive and equitable academic community. To do this, we have embraced the following inclusive and accessible design principles.

Designing for Accessibility: Adhering to WCAG 2.0 AA Standards

Accessibility in digital design is essential to ensure that everyone, regardless of their experiences with disability, can engage with scholarly work. For this reason, we designed this volume to meet Web Content Accessibility Guidelines (WCAG) 2.0 Level AA, a widely recognized standard for ensuring web accessibility.^[9] Developed by the World Wide Web Consortium, these guidelines provide a framework for making web content perceivable, operable, understandable, and robust—principles often summarized by the acronym POUR.

Defining WCAG 2.0 AA Guidelines

WCAG 2.0 is a set of technical standards aimed at improving accessibility for users with disabilities. These guidelines are organized into four overarching principles:

• Perceivable: Information and user-interface components must be presented in ways that all users can perceive, including those with vision or auditory disabilities.
• Operable: Navigation and interaction must be possible for users with varying levels of mobility or device usage, ensuring compatibility with assistive technologies like screen readers or keyboard-only navigation.
• Understandable: Content and controls should be easy to comprehend, avoiding unnecessarily complex language or unpredictable behavior.
• Robust: Content must be compatible with current and future assistive technologies, ensuring usability across platforms.

Level AA compliance, the middle tier of WCAG conformance, focuses on removing significant accessibility barriers while maintaining a balance between usability and design flexibility. It includes requirements like appropriate colour contrast, support for keyboard navigation, and alternative text descriptions for images.

Applying WCAG 2.0 AA to a Digital-First Scholarly Publication

Applying these guidelines to a digital-first publication requires careful attention to design, structure, and content. For this volume, we implemented WCAG 2.0 AA standards to ensure that the book would be fully accessible to readers with disabilities. Specific considerations included:

• Ensuring text hierarchy for clarity and navigability by assistive technologies.
• Structuring the content to be tappable and tabbable, enabling keyboard and touch-based navigation.
• Including descriptive alt text for images, graphs, and other visual content to ensure they were meaningful to screen reader users.
• Maintaining proper colour contrast ratios to support readers with low vision or colour blindness.
• Using responsive design techniques so the content would adapt seamlessly across devices and screen sizes.

Ensuring the Volume Met WCAG 2.0 AA Accessibility Standards

To realize these accessibility goals, we employed a series of practical measures during the design and production of this volume as follows:

Color Contrast:

• All text and graphical elements meet or exceed the WCAG 2.0 AA recommended contrast ratio of 4.5:1 for standard text and 3:1 for large text.
• Background colors were carefully chosen to ensure readability without visual strain.

Responsive Design:

• The volume was designed to be fully responsive, adapting to a variety of screen sizes, resolutions, and orientations. This ensures usability across desktop, tablet, and mobile devices.

Scalable Text:

• Font sizes were defined using relative units (e.g., em) instead of fixed units (e.g., points). This allows users to resize text without compromising layout or readability.

Clear Text Hierarchies:

• Headings and subheadings were assigned proper semantic tags (e.g., <h1>, <h2>) to create a navigable structure for screen readers and assistive technologies.

Keyboard Accessibility:

• All interactive elements, including links, buttons, and form fields, are fully operable via keyboard navigation, ensuring usability for readers unable to use a computer mouse or touch input.

Image and Data Accessibility:

• All images, charts, and graphs include detailed alt text or long descriptions, conveying their meaning to users reliant on screen readers.
• Data tables were coded with appropriate headers and relationships, enabling assistive technologies to interpret them correctly.

Readable Layout:

• Text margins were kept left-aligned rather than justified to avoid rivers of white space, improving readability for individuals with dyslexia or other cognitive disabilities.

Tabbable Navigation:

• Content was tested for logical tab order to ensure that keyboard users could navigate through the document efficiently and intuitively.

We have aimed to make this volume as inclusive and accessible as possible by adhering to these practices, extending its reach to a wider audience, including those who rely on assistive technologies to access digital content. In doing so, we hope this publication not only serves as a model for how academic works can prioritize accessibility, but provides some guidance for scholars themselves about the kinds of considerations that can be taken to ensure that knowledge remains open and available to all.

Conclusion

This volume is both a celebration of Professor Elizabeth Ewan’s extraordinary career and a reflection of her enduring commitment to scholarship that is inclusive, accessible, and collaborative. Through the adoption of an open-access publication model and adherence to rigorous accessibility standards, we have sought to honour her legacy not only in the essays contained within this collection but also in the way they are presented to the world.

The journey of creating this volume was guided by principles that challenge the systemic inequities ingrained in academic publishing. By embracing open-access publishing, we hope to contribute to a growing movement that democratizes knowledge, making it freely available to anyone, regardless of their financial means, institutional affiliation, or experiences with disability. By prioritizing accessibility in our design, we aim to ensure that this collection welcomes all readers, including those who rely on assistive technologies to access scholarly content. Yet, we recognize that this is only a starting point. The practices adopted in this volume are part of a larger effort to reimagine academic publishing as a space for equity and innovation, where the unimpeded flow of knowledge is valued above all else. It is our hope that this volume will inspire other researchers, editors, and publishers to embrace similar values, incorporating accessibility and openness into their own work.

Above all, we dedicate this volume to Professor Ewan, whose vision for scholarship continues to inspire us. Through this collection, we celebrate her contributions to the study of Scottish history and her tireless advocacy for a scholarly community that is as inclusive, generous, and innovative as the scholar to whom this festschrift is dedicated.