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Meeting Health Information Needs Outside of Healthcare
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Addresses the challenges and ethical dilemmas concerning the delivery of health information to the general public in a variety of non-clinical settings

Table of Contents

Series Editor About the authors Editors' foreword Acknowledgments Overview 1. Designing health information programs to promote the health and well-being of vulnerable populations: the benefits of evidence-based strategic health communication 1.1. Introduction 1.2. Barriers 1.3. Lessons learned: improving health communication for vulnerable populations 1.4. Strategies to develop strategic communication 1.5. Evaluating health communication 1.6. Practice implications 2. Health literacy research's growth, challenges, and frontiers 2.1. Introduction 2.2. Four milestones in health literacy research 2.3. Health literacy's evolving definition and conceptual underpinnings 2.4. The range and vitality of health literacy research 2.5. Health literacy research's current needs and frontiers 2.6. Conclusions Libraries 3. Medical information for the consumer before the World Wide Web 3.1. Introduction: "Closed to the Public" 3.2. Background: the beginnings of consumer health information 3.3. Libraries 3.4. Librarian 3.5. The patron 3.6. Content 3.7. Conclusions 4. Ethical health information: Do it well! Do it right! Do no harm! 4.1. Introduction 4.2. Responsibility for the best possible information service 4.3. The right to privacy and responsibility for confidentiality 4.4. Providing fair and equitable access 4.5. Intellectual property rights and access to information 4.6. Advocacy for information access 4.7. Providing information versus giving advice 4.8. Conflicting values, dilemmas, and tough decisions 4.9. Keep learning 5. Health information resource provision in the public library setting 5.1. Background 5.2. Challenges 5.3. Case study: embedded consumer health librarians in Delaware 5.4. Conclusions 6. Who needs a health librarian? Ethical reference transactions in the consumer health library 6.1. Introduction 6.2. The reference transaction: asking the right questions, avoiding the wrong answers 6.3. Looking for the answers: symptom-checkers and self-diagnosing 6.4. What did the doctor say? Health literacy and deciphering a whole new language 6.5. When the answers have questions: experimental treatments and integrative medicine 6.6. Conclusions 7. Consumer health information: the community college conundrum 7.1. The community college setting 7.2. Health information needs at the community college 7.3. Issues in health information provision 7.4. Health literacy in the community college setting 7.5. The future for community colleges and health information 7.6. Conclusions Appendix A: Community and Junior College Libraries Section (CJCLS) of the Association of College and Research Libraries Contexts 8. Health information delivery outside the clinic in a developing nation: The Qatar Cancer Society in the State of Qatar 8.1. Introduction and background 8.2. Qatar 8.3. Methods 8.4. Sources of consumer health information in the GCC 8.5. Barriers to health care in Qatar 8.6. The Qatar Cancer Society 8.7. Cancer information delivery outside the clinical setting 8.8. Conclusions Appendix 1: Questionnaire 9. Health information and older adults 9.1. Introduction 9.2. Background 9.3. Settings: where do older adults go for information? 9.4. Health information format considerations 9.5. Format summary 9.6. Health information comprehension among older adults: barriers and solutions 9.7. Comprehension summary 10. Re-envisioning the health information-seeking conversation: insights from a community center 10.1. Introduction 10.2. Understanding information behaviors 10.3. Health information seeking in a local context 10.4. Conclusions 11. For the mutual benefit: health information provision in the science classroom 11.1. Background 11.2. The science classroom as a setting for health literacy 11.3. Challenges and opportunities for bringing health education into the science classroom 11.4. Conclusions and implications 12. "You will be glad you hung onto this quit": sharing information and giving support when stopping smoking online 12.1. Introduction 12.2. Interpersonal aspects of advice-giving and showing support online 12.3. Methodology 12.4. Results and discussion 12.5. Conclusions 13. Health information in bits and bytes: considerations and challenges of digital health communication 13.1. Introduction 13.2. The health programs 13.3. The digital divide 13.4. Don't make me think 13.5. Humanizing technology 13.6. Know your audience 13.7. Data dilemmas 13.8. Conclusions 14. Does specialization matter? How journalistic expertise explains differences in health-care coverage 14.1. Introduction 14.2. Why specialization should matter 14.3. Methodology 14.4. Results 14.5. Discussion 14.6. Conclusions Afterword Index

About the Author

Dr. Catherine Arnott Smith is an Associate Professor in the School of Library & Information Studies, University of Wisconsin-Madison. She holds a PhD in Library & Information Sciences/Medical Informatics and an MSIS in Information Sciences/Medical Informatics (University of Pittsburgh, 2002 and 2000 respectively), as well as master's degrees in library and information science and American History/archives administration (University of Michigan, both degrees conferred in 1992). Her research interests are consumer health vocabularies and consumer interactions with electronic medical records and personal health records, as well as clinical information exchange in nonclinical spaces, such as public libraries and university disability resources centers. Dr. Alla Keselman is a Senior Social Science Analyst in the Division of Specialized Information Services (SIS), National Library of Medicine, United States National Institutes of Health. She holds a PhD in human cognition and learning and an MA in biomedical informatics from Columbia University. Dr. Keselman conducts research into lay understanding of complex health concepts, health literacy, and consumer health informatics, as well as the role of libraries and librarians in providing health information to the public. Dr. Keselman also oversees the development of life sciences and health education resources for K-12 students and teachers.

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