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Adults with low literacy may encounter informational obstacles on the Internet when searching for health information, in part because most health Web sites require at least a high-school reading proficiency for optimal access. The purpose of this study was to 1) determine how low-literacy adults independently access and evaluate health information on the Internet, 2) identify challenges and areas of proficiency in the Internet-searching skills of low-literacy adults. Subjects (n=8) were enrolled in a reading assistance program at Bidwell Training Center in Pittsburgh, PA, and read at a 3rd to 8th grade level. Subjects conducted self-directed Internet searches for designated health topics while utilizing a think-aloud protocol. Subjects' keystrokes and comments were recorded using Camtasia Studio screen-capture software. The search terms used to find health information, the amount of time spent on each Web site, the number of Web sites accessed, the reading level of Web sites accessed, and the responses of subjects to questionnaires were assessed. Subjects collectively answered 8 out of 24 questions correctly. Seven out of 8 subjects selected \"sponsored sites\"-paid Web advertisements-over search engine-generated links when answering health questions. On average, subjects accessed health Web sites written at or above a 10th grade reading level. Standard methodologies used for measuring health literacy and for promoting subjects to verbalize responses to Web-site form and content had limited utility in this population. This study demonstrates that Web health information requires a reading level that prohibits optimal access by some low-literacy adults. These results highlight the low-literacy adult population as a potential audience for Web health information, and indicate some areas of difficulty that these individuals face when using the Internet and health Web sites to find information on specific health topics.

Among the tactics that the CHILI group has found effective in attracting the attention of high school students of color have been shadowing events such as a \"Groundhog Job Shadow Day\" [10], summer internships (preferably with a paycheck attached), participation in high school magnet programs, and programming that involves high school science teachers. A note regarding full disclosure: 1 am or have been involved with all of the activities described in this editorial: I served on the MLA Task Force to Plan Recruitment of the 21st Century Workforce; I teach in a WISE-participating i-School; I am a coprincipal investigator on the Vanderbilt federal Institute for Museum and Library Services (IMLS) grant; and I am an advisor for the CHILI project.

Sarah Cole Brown, AHIP, FMLA, was born in 1911, in Conway, AR, and died on Aug 8, 2015, in Birmingham, AL, at the age of 103. She earned a bachelor's degree in liberal arts from Hendrix College in Conway in 1933 and then went on to earn a bachelor's degree in library science from the University of Illinois in Urbana-Champaign in 1934. After initial positions as a high school librarian, an academic librarian, and a librarian in the military during World War II, she became the head cataloger at the University of Alabama (UAB) Medical Center Library in Birmingham in 1948. She spent the rest of her professional career at the UAB campus, as she was appointed chief librarian at the medical center in 1955, and in October 1971, she became the first director of the newly opened Lister Hill Library of the Health Sciences.

After completing her doctoral degree, Trudy began her work in medical libraries by taking a position as medical librarian and associate professor of medicine at the University of Missouri-Kansas City, from 1971 to 1973. While in Missouri, she served as project director for a National Library of Medicine (NLM) grant on ''Biomedical Librarians in the Patient Care Setting,'' which established a program for clinical medical librarianship (CML) in the university's hospital and medical school. A Connecticut friend and mentee wrote, ''Trudy was an inspiration to all health librarians!'' Bearing this out, comments from the next generation of librarians emerged, even prompting some who never knew her in person to marvel on her impact on the profession, noting via social media that Trudy was ''a very important medical librarian,'' ''a leader in the profession,'' and ''a giant in our field,'' and that ''her trailblazing work in CML led the way for so many.''

Funding for the $2 million library came from a $1,432,246 grant from the Department of Health, Education, and Welfare, a $500,000 gift from Abraham Shiffman - for whom the library was named, a lifelong resident of Detroit and industrial real estate magnate - through the Shiffman Foundation, and $200,000 in gifts from WSU medical alumni. In addition to a wide range of articles, he authored a number of book chapters, library reports, studies, and papers dealing with the library profession, bibliographic organization, serials, literature utilization, document retrieval, nursing and medical libraries, interlibrary loan, automation of libraries, library service for the health sciences, and planning and design of hospital health sciences libraries, plus other topics relating to health sciences librarianship.

This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.

The elderly and African Americans are groups sometimes described as vulnerable or at risk for health complications, and both are communities for whom consumer health information is believed to be important. A review of recent research literature on the information behaviors of these two special populations is provided, and information is presented from the research literature about the use of the Internet by the elderly and by African Americans. Both groups seem to prefer information from their health care providers and/or from established sources, but both groups do seek consumer health information and are increasingly using the Internet for information searches. The characteristics of desirable Web-based consumer health information for these groups are presented, as well as tools or tips that are available for evaluating Web-based consumer health information for these special populations. Finally, specific consumer health Web sites that provide quality information and that are especially useful for the elderly and for African Americans are identified. [PUBLICATION ABSTRACT]

The article describes an informationist who serves a large clinical research team in a medical school as a part-time information officer. The multidisciplinary team is focused on clinical and research issues in depression as it affects the elderly. The goals, projects, and key findings of the team are highlighted. The emerging role of the information officer is described.