Creating a Virtual Materials and Resources Index for Health Education Using the World Wide Web

By Weiler, Robert M. | Journal of School Health, August 1996 | Go to article overview

Creating a Virtual Materials and Resources Index for Health Education Using the World Wide Web


Weiler, Robert M., Journal of School Health


Over the past several years, much has been said and written about advances in digital communication technology and the "information highway" - the Internet. Technopunds claim the Internet represents the most important technical development since the microchip.[1] While no one can predict precisely the effect of the Internet on the future, it will become the principal system for distributing information worldwide.[2] For health educators, the Internet represents a medium for locating and retrieving data and reference materials, researching information, displaying projects, delivering inservice programs, posting news, participating in continuing education, and talking with colleagues.

No matter the form - digital or static - health educators devote substantial effort to assembling and managing information. Accordingly, professional preparation programs devote attention to developing students' information retrieval and management skills. The traditional methods and materials course gives special emphasis to these skills. In methods courses, students often create a health resources and materials index. Although these assignments differ in breadth and sophistication, students usually must demonstrate how to use information services, identify health information sources, retrieve relevant teaching-learning materials, assess their value, and create a system for organizing the materials as part of the course assignments.

This article describes how to adapt this traditional assignment to take advantage of advances in communications technology, particularly the World Wide Web (WWW). The activities provide an extension to the traditional assignment of creating a health materials and resources file. Students develop skills necessary to explore the World Wide Web, the graphical menu-driver pathway of the Internet. Specifically, they 1) access the Internet and its principal domains, including the World Wide Web, 2) use Netscape Navigator tools, 3) develop a customized directory of their favorite World Wide Web Pages, 4) select search engines appropriate for specific search strategies, 5) explore the World Wide Web, and 6) download information from a Web page. By successfully completing the assignment, students learn how to navigate the World Wide Web and develop a virtual index of resource materials for health information.

New advances in digital communications technology will spawn new applications, such as multimedia, requiting health educators to learn new skills. New skills inevitably will emerge, evolving into competencies. The National Task Force on the Preparation and Practice of Health Educators[3] challenged faculties in professional preparation programs to design and implement curricula reflecting the responsibilities and competencies for entry-level health educators. In this assignment, students develop and practice skills that complement skills associated with selecting valid sources of information about health needs and interests, using electronic health-related information retrieval systems effectively, matching information needs with the appropriate retrieval system, and accessing principal online and other database health information resources.[3]

THE INTERNET

The U.S. Dept. of Defense developed the Internet more than 20 years ago as a high speed communications networld, connecting military centers and defense system researchers. During the 1980s, the Internet evolved into a scientific network connecting universities and research centers. Today, the Internet is the largest computer network and the most powerful communication medium in the world.(1-4) The Internet's main services and applications include the following:

Electronic mail (E-mail). Send and receive information to and from users via the Internet.

Usenet. Discuss your favorite topics with people all over the world using the thousands of bulletin boards and discussion groups operating over the Internet.

FTP (File Transfer Protocol). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Creating a Virtual Materials and Resources Index for Health Education Using the World Wide Web
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.