Meeting Health Information Needs Outside Of Healthcare

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