This study examined the design, aesthetics, and functionality of educational and noneducational Web pages from the perspective of visual literacy. Educational Web pages were subdivided into K-12 and college/university settings, and the non-education categories included commercial, publications and communications, informational and cultural, and personal Web pages. Research also evaluated print and online materials used by professionals and nonprofessionals to create these Web pages. These "how-to" manuals were evaluated for their discussions of: good screen design; the use of graphics and icons as communication; backgrounds; hypertext; linking; and overall understanding of publishing on the World Wide Web. Two evaluation instruments were developed. One contained 21 questions for evaluating online and printed resource materials; a second contained 57 questions that considered both aesthetics and functionality as embedded in the categories of design, graphics, text, and color. Initial data analysis indicated a wide range of quality among all the sites. Evaluation of printed and online materials indicated a strong agreement in the use of how to create in HTML language and the technical aspects of using specific image formats for World Wide Web publishing. School sites tended to use text rather than images to present information; sometimes overuse of backgrounds interfered with the overall message. In general, the noneducational sites reflected similar quality as the educational sites, with the exception of the professionally developed commercial sites which contained animations and sophisticated graphics. Those met the criteria for evaluation, but tended to target a narrow group of people; some of the Web pages were well-designed and met the needs of the general user. The amount of text or graphics used in informational home pages was related to the availability of design resources. (Contains 25 references.) (AEF)