# Accessibility practices and tools: Links

**Source**: https://teachwell.auckland.ac.nz/design/design-for-accessibility/links/
**Parent**: https://teachwell.auckland.ac.nz/

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 — Accessibility practices and tools: Links

# Accessibility practices and tools: Links

Write links that make sense on their own.

[Headings](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/headings/)

[Links](#)

[Colour and contrast](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/colour/)

[Alt text](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/alt-text/)

[Tables](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/tables/)

[Documents](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/documents/)

[Video and audio](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/video-and-audio/)

[Check your course](https://teachwell.auckland.ac.nz/resources/inclusive-course-design/design-for-accessibility/check-your-course/)

Clear, descriptive link text helps everyone understand where a link will take them. Avoid using vague or generic phrases like “click here” or pasting long URLs directly into your content.

## Why it matters

- Screen readers can list all links on a page. Students using them often browse this list to find what they need.
- Descriptive links give context, especially when read out of order or on their own.
- Clear link labels improve navigation for mobile users, low-vision users, and anyone skimming the page.

## What to do

DO write descriptive links.

- Keep links short (3-5 words) and relevant.
- Make linked text visually distinct (e.g., underlined); Canvas does this automatically.
- Links should be in contrasting colours to be mindful of students with low vision or colour blindness.

**EXAMPLE:**

View the course outline.

Submit assignment 2 via Turnitin.

Visit the Library’s referencing guide.

AVOID writing vague links.

- Don’t include full URLs unless necessary—such as in printed documents or when sharing a short link intentionally—as screen readers read the links verbatim.
- Avoid manually changing link colours or underlining plain text.
- Avoid linking headings.

**EXAMPLE:**

Click here for the course outline.

See module 2 for more info.

https://linglink.com/doc/123/overview.

## Getting it right

### In Canvas

- Highlight your text and click the link icon to insert an ‘External link’ or ‘Course link’.
- Avoid pasting full URLs directly into the page.
- Check your links in Student View to ensure they make sense in context.

### In UDOIT Advantage

#### UDOIT issue identified: “Link has nondescript text”

1. Click the ‘Review’ button for more information.
2. Replace the current link text in the text field or click the checkbox to remove the link, then click ‘Save’.

#### UDOIT issue identified: “Adjacent links found”

A word or a phrase is split into two (often identical) adjacent links. UDOIT will prompt you to go directly to the Canvas page where the adjacent links are located.

1. From the Rich Content Editor, click the Accessibility Checker icon to help you identify the adjacent links.

2. Choose ‘Merge links’ and ‘Apply’. You can then return to UDOIT and mark it as resolved.

#### UDOIT issue identified: “Links should contain text”

The link text is either empty (click ‘Delete this link’) or it is applied to an image.

1. Click the ‘Review’ button for more information.
2. Add [alt text](https://teachwell.auckland.ac.nz/resources/design-for-accessibility/4-alt-text/) to links containing only images and click ‘Save’.

This will provide a description for those who use screen readers.

### In Microsoft Word

- Highlight your text, right-click, and choose “Insert Link”.
- Edit existing links to show clear labels rather than raw URLs.
- Use the Accessibility Checker to confirm your link text is helpful.

[Next: Colour and contrast](https://teachwell.auckland.ac.nz/design/design-for-accessibility/colour/)

## Related Canvas Baseline Practices and Universal Design for Learning

- [Canvas Baseline Practices](https://teachwell.auckland.ac.nz/canvas/canvas-baseline-practices-2/5-accessibility-and-copyright/) recommend that all links be meaningful, clear, and accessible.
- For help with structuring content and links, see [Canvas Baseline Practices: Structure and Navigation](https://teachwell.auckland.ac.nz/canvas/canvas-baseline-practices-2/1-structure-and-navigation/).
- [Universal Design for Learning](https://udlguidelines.cast.org/action-expression/interaction/assistive-technologies/) supports multiple ways of navigating and engaging with content—well-labelled links reduce barriers.

## Tools and checks

- [UDOIT (Canvas)](https://teachwell.auckland.ac.nz/learning-technologies/udoit/) – checks for vague or unlabelled links.
- [Microsoft Accessibility Checker](https://support.microsoft.com/en-us/office/improve-accessibility-with-the-accessibility-checker-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f) – flags ambiguous or unclear link text.

*Page updated 27/11/2025 (minor edit)*