Notes that new literacies use computer graphics to tell a story, demonstrate a theory, or support a definition. Offers a functionality framework for assessing the value of computer graphics for early literacy learning. Provides ideas for determining the value of CD-ROM software and websites. Concludes that graphics that give text meaning or…

Explains how to retrieve graphics that are available on the World Wide Web and add them to a Web page using a word processor that can save documents in an ASCII (American Standard Code Information Interchange) text format and a new version of Netscape. A list of various, unrelated Internet resources is also included. (LRW)

Offers practical advice for designing documents for the World Wide Web. Suggestions cover page content such as titles, dates, legal notices, and methods for feedback; use of graphics; text styles and contrasts; creating and monitoring hyperlinks; size and length of pages; and use of audio and video. Contains 10 references. (BEW)

Describes how to develop a World Wide Web site based on structured programming concepts. Highlights include flowcharting, first page design, evaluation, page titles, documenting source code, text, graphics, and browsers. Includes a template for HTML writers, tips for using graphics, a sample homepage, guidelines for authoring structured HTML, and…

Dynamic discussions have begun to emerge concerning style of presentation on world wide web sites. Some hypertext markup language (HTML) designers seek an intimate and chatty ambience, while others want to project a more professional image. Evaluators see many sites as overdecorated and indecipherable. This paper offers suggestions on selecting…

With no standards governing their creation, a variety of formats are being used for World Wide Web homepages. Some are well organized, present their information clearly, and work with multiple browsers. Others, however, are slow to load, function poorly with some Web browsing software, and are so badly structured that they are very difficult to…

Suggests guidelines for creating World Wide Web sites that accommodate those using speech or braille aids. Hypertext Markup Language coding should provide (1) one-column format rather than side-by-side columns; (2) stand-alone hyperlinks; (3) "ALT=" attributes for image displays; (4) text alternatives to images or image maps as links or…

With the development of the Internet technology and proliferation of the network application, visual materials have been digitized and archived on many publicly accessible computer servers. However, these visual resources can be beneficial to educators only when they know what they are, what they look like, in what format they are created, and how…

For many librarians and information specialists, the World Wide Web presents a challenge, not only in terms of organizing information, but in creating a visual package that piques the user's curiosity and interest as well as provides orientation to a site. Creating original graphics gives a Web site a unique identity, and forces the designer to…

Students and teachers need to develop skills in using available technological capacities. The curriculum described here is designed to familiarize students and teachers with equipment and software available at the Escuela Internacional Sampedrana's Primary School (EIS) in Honduras. Key features of the curriculum include the use of the Internet and…

World Wide Web authors are often tempted to use the latest and sexiest means to present their information. "Hot" and "cool" sites use dancing graphics, frames, tables, specific fonts, and background and foreground colors to entice the reader and delight the eye. Sound clips often convey emotional content that cannot be…