Bangkok, UNESCO Bangkok. III. Japanese Fund in Trust. IV. Title.

Transcription

1 UNESCO BANGKOK Bangkok, Thailand 2006

2 Bangkok, UNESCO Bangkok. III. Japanese Fund in Trust. IV. Title.

3 Web Page Concept and Design: Getting a Web Site Up and Running Teacher s Guide Table of Contents General Guidelines 4 Introductory Rationale Content of the Training Programme Prerequisites Materials and Equipment Teaching Tips for Face-to-Face Instruction Module Evaluation Typographical Conventions Overview of Module 9 Learning Outcomes Schedule Module Outline Grading Policy List of Activities Assessment Reading/Reference List Glossary Lessons Lesson 1 How the World Wide Web Works 26 Lesson 2 Principles of Web Design 38 Lesson 3 Creating Web Pages using HTML 49 Lesson 4 Web Publishing and Maintenance 63 Evaluation Form 74 3

4 Empowering Information Professionals: A Training Programme on Information and Communication Technology General Guidelines for Teachers Introductory Library schools are now changing their curricula to produce graduates who are prepared for the changing service requirements in libraries. The majority of practitioners, however, graduated before the advent of the Information Age or studied in schools that did not teach ICTs for various reasons. This group of practitioners is now finding itself unprepared for the new demands of the profession. This Training Programme is in response to this identified need. People working in libraries and information centers are the primary target group of the Training Programme. It is intended to provide them with the knowledge and skills to deal with the application of ICTs to library and information services. It is also intended for use by teachers of students in library schools and of personnel in library and information centers. The Package has been developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Funds in Trust for Communication and Information. Rationale In 1961, Marion Harper Jr. wrote, To manage a business well is to manage its future; and to manage the future is to manage information. 1 Less than 25 years later, John Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said None is more subtle, yet more explosive, I think than this first, the megashift from an industrial to an information society. 2 According to Naisbitt, In 1950, only 17 percent of us worked in information jobs. Now more than 60 percent of us work with information as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers, insurance people, bureaucrats, lawyers, bankers and technicians. He groups librarians among professional workers who are almost all information workers 3 Today, society is in the Information Age, an age where information is power. 1 Harper, Marion Jr New profession to aid management, Journal of Marketing, January, p. 1 2 John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner Books, 1982), p11 3 Ibid, p

5 Content of the Training Programme The Training Program contains nine Modules: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Library Automation Module 3 - Information Seeking in an Electronic Environment Module 4 Creation and Management of Databases Using CDS/ISIS Module 5 - The Internet as an Information Resource - Web Page Concept and Design: Getting a Web Page Up and Running Module 7 - Library Management and Promotion Module 8 - Digital Libraries and Open Access Module 9 - Intellectual Property Rights in the Digital Age All the Modules have a Teacher's Guide and a Student s Text. The Teacher's Guide should not be distributed to the students. Teacher s Guide The Teacher s Guide includes the following: General Guidelines Introductory Rationale Content of the Training Programme Prerequisites Materials and Equipment Teaching Tips for Face-to-Face Instruction Module Evaluation Typographical Conventions Overview of Module Learning Outcomes Schedule Module Outline Grading Policy List of Activities Assessment Reading/Reference List Glossary Lessons Evaluation Form Accompanying Materials PowerPoint Slides Student s Text Student s Text The Student s Text contains the following: General Guidelines Introductory Rationale Content of the Training Programme Prerequisites Typographical Conventions Overview of Module Learning Outcomes Schedule Module Outline Grading Policy Lessons List of Activities References and Recommended Readings Glossary 5

6 Prerequisites Module 1. The student must have a genuine interest in understanding the impact of new information technologies on the practice of Library and Information Science. Modules 2-9. The student must have finished Module 1 Materials and Equipment The teacher and the students must have the facilities and technical support required to carry out the course. They must have CD-ROM drives and online access to the Internet. The teacher must be knowledgeable and skilled in using computers, the Internet, CD- ROMs and a variety of software and other electronic resources. Copies of the core materials could be downloaded and printed out if desired. Teacher s guide Student s Guide Hands-on exercises Computer system o Recommended: CPU Intel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher Memory 512 MB PC400 DDR Hard Drive WD 40GB 7200RPM CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive) Monitor CRT or LG EZ 17 Flatron Modem 56 k or DSL or Cable AVR 500 w Printer Laser o Minimum Pentium IV Processor 128 MB RAM Operating system software ( Windows 98 with all the updates or Windows XP Service Pack2/XP Professional) Application software MS Office 2000 Other applications (Acrobat Reader, Multimedia Flash Reader) Internet access o If dial-up: modem card, phone and Internet Service provider. o If DSL: integrated LAN card and Internet Service provider. o Internet Cafes and other service centers. Communication Tools. Asynchronous communication by , discussion groups and synchronous communication such as chat tools and virtual conference will be used as needed and whenever possible. Video will not be used due to possible limitations in access capabilities of some students. 6

7 Teaching Tips for Face-to-Face Instruction Speak slowly and clearly to ensure that students can follow you this is especially important if some or all the students do not have English as their first language. Do not read your lecture notes verbatim. This is a sure way of losing your students attention. Always show an interest in what you are teaching. The Modules have been carefully planned, with exercises and discussions as well as lectures. Try to follow the schedule as set out in the Module. Try to use examples as often as possible to explain concepts. If the examples are taken from the students own countries or regions, so much the better. Try to keep within the daily timetable recommended for the Module if you get behind in one lesson it may be difficult to make up time in a later lesson. Avoid extending the class beyond the time period allotted. Be prepared to use back-up materials if for any reason the computer will not function during a lesson. Try to answer all questions from students, but if you do not know the answer to a question it is better to admit it than to try and bluff. Make sure that all equipment needed for a lesson is working properly before the lesson begins things can often go wrong! Be ready to stay behind for a few minutes after each lesson to answer questions that students may have but that they did not wish to ask in class. Module Evaluation At the end of the Module, ask your students to evaluate it. The evaluation of the Module by the students is meant to help you improve your teaching and should be seen in this light rather than as a criticism of yourself. Make use of it to do an even better job next time. The evaluation form is found after the last lesson of each Module Typographical conventions The following conventions are used through out the Module. Course Guide General introduction to the Module Course Objectives General introduction to the learning outcomes of the Module 7

8 General note to the teacher and additional information Tip Teaching tips and supplemental materials Activity Activity for the students Assessment Questions/activities to measure learning End of General Guidelines 8

9 Web Page Concept and Design: Getting a Web Site Up and Running Teacher s Guide Overview This is the Teacher s Guide for of Empowering Information Professionals: A Training Programme on Information and Communication Technology. is about web page concept and design. discusses the concepts and principles of web page creation and design, and introduces the basic steps in setting up and maintaining a web site. Learning Outcomes The goal of this Module is to provide the practising librarian with the skills and knowledge needed to create, setup and maintain a web site. By the end of the course, students should be able to: Define the concepts and terms, as well as understand the technology, of web page creation and design. Identify the principles and standards involved in web page creation and design Create web pages using HTML editors. Develop a simple web site ready for uploading to the World Wide Web. Update and maintain web pages and web sites. Address ethical, legal and other issues related to web publishing. Schedule The Module is designed for a one-week course of 40 hours: eight hours per day for five days. 9

10 Day Day 1 Day 2 Day 3 & 4 Day 5 Lessons Lesson 1. How the World Wide Web works Lesson 2. Principles of Web Design Lesson 3. Creating Web Pages using HTML Lesson 4. Web Publishing and Maintenance Outline Lesson 1. How the World Wide Web works Scope Objectives What is the World Wide Web? What makes the Web work? How does the World Wide Web work? What is a web server? What is a web browser? What is a web page? How does a web page work? What is a home page? What is a web site? Lesson 2. Principles of Web Page Design Scope What are the first steps in web page design? What are the elements of a web page? What are some tips in web page creation and design? What are the guidelines for creating library web sites? How to evaluate web sites? By the end of the lesson students should be able to: Demonstrate an understanding of the concepts, terms, and technology behind the World Wide Web. Describe how the World Wide Web works. List several web servers. Identify different web browsers. Define what is a web page. Differentiate a home page from a web site. Understand how a web page works. Objectives By the end of the lesson students should be able to: Identify the first steps in web page design. Recognize the elements of a web page. Realize the do s and don ts in web page creation and design. Apply guidelines in designing library web sites. Evaluate web sites. Lesson 3. Creating web pages using HTML Scope Objectives What is HTML? What are the tools needed for creating By the end of the lesson students should be able to: 10

11 web pages? What are the basic HTML tags? How is a web page created using HTML? How is a web site built using HTML? Define what is HTML. Determine the basic tools for creating web pages. Learn basic HTML coding and tags. Use HTML to create web pages. Build a web site using an HTML editor. Lesson 4. Web Site Publishing and Maintenance Scope Objectives What are the steps in publishing a web site? Why is it important to secure a domain name? What web hosting services are available? What is needed to upload web pages to a web host? What are the steps in updating and maintaining a web site? How can a web site be promoted and marketed? What are the ethical, legal and other issues related to web publishing? By the end of the lesson students should be able to: Identify the steps in web publishing, updating and maintenance. Realize the importance of a domain name. Differentiate between web hosting services. Upload web pages to a web host. Demonstrate an ability to promote and market a library s web site. Address ethical, legal and other issues in web publishing. Grading Policy A score of 50 points is needed to pass the Module. The breakdown of the points for the module assessment is as follows: Lessons Points Lesson 1. How the World Wide Web works 10 Lesson 2. Principles of Web Design 20 Lesson 3. Creating Web Pages using HTML 50 Lesson 4. Web Publishing and Maintenance 20 List of Activities Lesson 1 Lesson 1 Activity Ask the students to read the following web documents to know more about the World Wide Web. 1. Internet About the Web. 11

12 2. What is the World Wide Web? 3. How the Web Works. Activity6.1.2 Lesson 1 Read these articles to know more about how the Web works. 1. Overview of web mechanisms How web servers work. Activity Lesson 1 Explore these pages that contain links to several web servers. 1. Living Internet. Web Servers Web server: Information from Answers.com Comparison of web servers: Information from Answers.com. Activity Lesson 1 Explore these pages that contain links to several web servers. 1. Surf the Web: Web browsers Web browser: Information from Answers.com Comparison of web browser : Information from Answers.com. Activity Lesson 1 Ask the students to read these online articles. 1. How web pages work Living Internet - web pages. 12

13 3. Surf the Web: Anatomy of a web page Web page : Information from Answers.com How web sites work. Lesson 2 Lesson 2 Activity Go through the first steps in web page design and write down the answer to the initial questions discussed. You can add more information as you would like. Submit a copy to your instructor. Activity Lesson 2 Read these articles. 1. Familiarize yourself with the different elements of a web page Anatomy of a web page Anatomy of a web page. Activity Lesson 2 Read these articles. 1. Designing effective web pages Research-based web guidelines on page layout Resources: Design tips. Activity6.2.4 Lesson 2 1. Make use of the information you gathered in activity 2.1 regarding your library s web site, create a checklist of what you ll need and what information and services the web site will provide. 2. Create a storyboard for your web page, with a layout of for each page 13

14 3. Organize your web site; illustrate the structure of your site showing how the pages are linked to each other Activity Lesson 2 Read the following articles. 1. ALA - Teaching undergrads web evaluation. eachingundergrads.htm 2. Great web sites for kids selection criteria. es.htm Lesson 3 Lesson 3 Activity Read these introductions to HTML. 1. What is HTML? InterNIC 15 minutes series HyperText Markup Language Home Page Dave Raggett: Getting started with HTML. Activity Lesson 3 To know more about how to use HTML to create web pages, browse the following sites. 1. HTML Primer HTML Basics Introduction to HTML. Lesson 4 Lesson 4 Activity Consult these sites. InterNIC FAQs on the Domain Names, Registrars, and Registration To get your own domain name. 14

15 How to Register Your Own Domain Name. For our purposes make use of sub-domains provided by free web hosting sites (e.g. Register and pay for a domain name if your web site is ready for publishing on the Web. Activity Lesson 4 Read the following articles. 1. Finding a home for your site Choosing a web hosting company: How to choose a web host Free web Site hosting services Free web hosts. Activity Lesson 4 1. Depending on which web server would be used, read the tutorials and follow the steps on how to set up a local host. Your own "Personal Web Server". Installing IIS on Windows 2000 Professional. How to install an IIS server on Windows XP Professional, by RazorX. Savant web server documentation. Abyss web server: Getting started Download the other tools and read the documentation on how to use them for testing your web site locally. How to check your web site with multiple browsers on a single machine (Cross-Browser Compatibility Checking). Web Page Backward Compatibility Viewer. AnyBrowser.com: your source for browser compatibility verification. 15

16 Free HTML / CSS / Link validators. Activity Lesson 4 1. Read these articles on FTP and how to use FTP to upload web pages. FTP and understanding file permissions. Understanding-File-Permissions FTP with FileZilla. The Nvu Web Editor Tutorial (Step 10: Publish). Free FTP clients, secure FTP (SFTP) programs Download FileZilla or get hold of an FTP program that will work with your system. 3. Connect to the web server of your host and upload your web pages. 4. Test your web site and submit your new web site URL to your course coordinator/instructor. Activity Lesson 4 Read the following. 1. Maintenance and updating Web site maintenance: pros, cons, and solutions for non-web professionals Annual web site maintenance checklist Site maintenance tools. Activity Lesson 4 1. Write a short description of your newly created web site including its URL. 2. Submit a copy to your course instructor / coordinator. 3. Read Search Engine Submission Tips. 16

17 4. Submit your web site to different search engines. Activity Lesson 4 Read these articles. 1. Copyright Law and Fair Use. Stanford Copyright Basics. Copyright Office. Library of Congress Web Site Legal Issues Ethics of Internet use Keeping it Legal: Copyright and Other Legal Issues Arising out of Web Site Management ALA Copyright Issues. Assessment Lesson 1 Lesson 1 Assessment Choose the correct answer 1. is a hypertext-based system that provides, organizes and accesses information in a non-hierarchical and non-sequential manner, allowing users to jump from one information space to another a. World Wide Web b. Protocols c. Domain d. Multimedia 2. set of rules and standards that govern how computers and other devices communicate with each other a. Universal Resource Locator b. Protocols c. HTML d. Web 3. naming scheme that specifies unique addresses for web servers, documents and other Internet resources a. Protocols b. Universal Resource Locator c. HTML d. Web 4. a computer program that lets you view and explore information on the World Wide Web 17

18 a. Web b. HTML c. Web server d. Web browser 5. is a markup language and the lingua franca for publishing hypertext on the World Wide Web a. Web b. HTML c. Web server d. Web browser Answers: 1.World Wide Web 2.Protocols 3.Universal Resource Locator (URL) 4. Web browser 5. HTML (HyperText Markup Language) Lesson 2 Assessment Lesson 2 Evaluate library web sites 1. Visit library web sites. You can use Google or any search engine if you don t have any particular library in mind, or use these links. Innovative Internet Applications in Libraries. Libweb: Libraries on the Web Using the principles and guidelines discussed together with the evaluation criteria, choose three library web sites which you would like to use as models for your library website. List the features and characteristics of the web sites that you would like to emulate. 3. Submit to your instructor the names of the three web sites you have chosen and their URL s with the list of features, functions, information and services provided. Lesson 3 Lesson 3 Assessment Project Web pages Submit electronic copies of the web pages created using the lesson to: about.htm collections.htm services.htm Other web pages created while using pad or Nvu. The links should be working. 18

19 Lesson 4 Lesson 4 Assessment Group Discussion Ask the students to search and visit each other s web sites using different search engines. Check the web sites and take note of any errors encountered like dead links, broken pages and other observations. Discuss with the class and offer suggestions on how a certain web site could be improved or help fix it if there were problems encountered. Finally evaluate each web site for its overall design, usability, relevance and accuracy of content. Reference/Reading List Books 1. Aronson, L HTML Manual of Style. Emeryville, CA: Ziff-Davis. 2. Franks, M The Internet Publishing Handbook: for World Wide Web, Gopher and WAIS. Reading MASS.: Addison-Wesley. 3. HTML 3.2: Quick Reference Indianapolis, IN: Que. 4. Internet and World Wide Web (Simplified) Foster City; CA: IDG Books Worldwide. 5. LeVitus, B. & Evans, J Webmaster: How to build your own World Wide Web Server without really trying. Boston: AP Professional. 6. Miller, M Easy Internet. Indianapolis, IN: Que. 7. Nielsen, J Multimedia and Hypertext: the Internet and Beyond. Boston: AP Professional. 8. Powell, T HTML: The Complete Reference. Osborne: McGraw-Hill. 9. Siegel, D Creating Killer Web Sites: The Art of Third-generation Site Design. Indianapolis, IN: Hayden Books. 10. Stanek, W. R HTML, JAVA, CGI, VRML, SGML: Web Publishing. Sams.net; Indiana. 11. Steele, H How to use the Internet. Emeryville, CA: Ziff-Davis. 12. Waters, C Universal Web Design: A Comprehensive Guide to Accessible Web Sites. Indianapolis, IN: New Riders Publishing. Electronic Resources 1. Abyss Web Server: Getting Started. Aprelium Technologies American Library Association. Copyright Issues. 19

20 3. American Library Association Great Web Sites for Kids Selection Criteria. ALSC Children and Technology Committee. es.htm 4. Answers.com. Comparison of Web browsers Answers.com. Comparison of Web Servers Answers.com. How Web Sites Work Answers.com. Web page: Information from answers.com Answers.com. Web server: Information from Answers.com Answers.com. Web browser Answers.com. World Wide Web: Definition and Much More from Answers.com AnyBrowser.com. Your Source for Browser Compatibility Verification Baccala, B., ed HTTP Protocol Overview. Connected. An Internet Encyclopedia Birznieks, G. & Hughes, C Serving Up Web Server Basics. ServerWatch Blodget, J Anatomy of a Web Page. Chemeketa Community College Blodget, J Page Elements. Chemeketa Community College Bouton, B. Getting your Site On-line Retrieved. E-fuse.com Bradford College. Web Page Elements Brain, M. How Web Pages Work. HowStuffWorks Brain, M. How Web Servers and the Internet Work. HowStuffWorks British Educational Communications and Technology Agency (BECTA). Designing Effective Web Pages California State University, Sacramento. Web Design: Design Tips Case Western Reserve University. The Online Ethics center for Engineering and Science. Ethics of Internet use CenterSpan. What Is the World Wide Web? Christie, D Annual Website Maintenance Checklist. Web Insights 20

21 News & Articles, Classroom Clipart. A Source for Free Clipart, clip Art Illustrations and Photographs Cohen, L Understanding the World Wide Web. Search the Internet: Internet Tutorials. State University of New York at Albany Library Cooke, C Nvu User Guide. NvuDev.org CoolArchive. Button maker Cool Text Cottingham, S. About The Web. Internet Cottingham, S. About Web Browsers. Internet Delorie, D.J. Web Page Backward Compatibility Viewer Dowling, T. Libweb: Libraries on the Web FTPPlanet. FTP A Beginner's Guide The Free Site.com. Free Web Site Hosting Services Grantastic Designs. Web Site Maintenance: Pros, Cons, and Solutions for Non-web Professionals Helmig, J Your own "Personal Web Server Heng, C Free FTP Clients, Secure FTP (SFTP) Programs Heng, C Free HTML / CSS / Link Validators Heng, C Free Web Hosts Heng, C How to Check Your Website with Multiple Browsers on a Single Machine (Cross-Browser Compatibility Checking. The SiteWizard.com) Heng, C How to Choose a Web Host Heng, C How to Register Your Own Domain Name Heng, C NVU Tutorial 1. How to Design and Publish Your Website Using Nvu Heng, C NVU Tutorial 2: Adding Images, Changing Fonts, 21

22 Colours, Creating Links, and Writing Your Content Heng, C NVU Tutorial 3: How to Create Data Tables Heng, C NVU Tutorial 4: How to Create a Multiple Column Layout Heng, C NVUTutorial 5: How to Add a Feedback Form to Your Website HTMLclinic.com. Easy To Use Color Picker/Identifier HTML Goodies. HTML Primer InterNIC FAQs on the Domain Names, Registrars, and Registration InterNIC Whois Search Kapoun, J Teaching undergrads WEB evaluation. College & Research Libraries News, 59 (7). eachingundergrads.htm 54. Lamont, M. Savant Web Server Documentation Learn the net.com. Build a Website: Finding a Home for Your Site. L Learn the Net.com. Build a Website: Maintenance and Updating Learn the Net. Surf the Web Learn the Net. Surf the Web: How the Web Works Learn the Net. Surf the Web: Web Browsers Learn the Net.com. The Web At-a-glance Learn the Net. Surf the Web: Under the Hood of the World Wide Web Library of Congress. Copyright Basics Lynch, P. & Horton, S Web Style Guide. 2nd Edition Machaalani, E FTP and Understanding File Permissions. Interspire. File-Permissions 65. McKenzie, J Keeping it Legal: Copyright and Other Legal Issues Arising out of Web Site Management. The Educational Technology Journal, 5(7) McKenzie, J Why in the World Wide Web? Reasons for Schools to 22