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Social Networking Sites (SNS) are increasingly used in academia to facilitate informal learning, knowledge co-creation, and collaborative problem-solving. Deriving these pedagogic benefits requires SNS usability for all. This paper reports results of an early investigation into SNS usability for blind students. Think-aloud observations generated verbal evidence of six participants' Facebook interaction experiences. Verbal protocol analysis revealed where and how challenges arose in onlinedoi:10.4018/ijopcd.2015010105 fatcat:cj2ao36xdnbo5myxi3xr3vdrba