From vlewis at suffolk.lib.ny.us  Wed Jan  2 10:18:49 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Wed, 2 Jan 2008 10:18:49 -0500
Subject: [HealthLiteracy 1626] Re: Looking forMethodologies, interventions,
	anything ...
In-Reply-To: <c9f.1ffb402e.34a67451@aol.com>
Message-ID: <000d01c84d52$c6b5f650$aa6310ac@enigma.suffolk.lib.ny.us>

Please keep in mind that Diabetes is the leading cause of adult onset
blindness and visual impairment. It is particularly difficult for a person
who is visually impaired to participate in a group setting.....especially
when the materials are not available in accessible formats. 


Just a thought.

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of AboutDiabetes at aol.com
Sent: Friday, December 28, 2007 10:46 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1623] Re: Looking forMethodologies,
interventions,anything ...

In a message dated 12/27/2007 10:01:06 P.M. Eastern Standard Time,
gae at everestkc.net writes:

	
	I would appreciate any ideas on group classes for diabetes with low
health literacy. I use interactive methods, stories, other patients as role
models and games. Do you have other interventions when working with groups.
I would appreciate any ideas. . Thank you  
	 
	George Ann Eaks ARNP, CDE, BC-ADM
	Riverview Health Services
	Kansas City, Ks. 66101
	C-913-522-9037
	H-913-722-5989
	W-913-371-707    0
	gae at everestkc.net


	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
	

Hi George Ann:
 
I can't offer you any specific methodologies, but perhaps you will find some
of our handouts helpful in group discussions of specific self-care issues. 
 
We also welcome ideas for new programs from educators such as yourself who
are working in the real world of direct patient care.
 
As an aside, Calder?n's comments below to another List serve member apply to
your search as well.  Unfortunately, good sound programs (especially sound
programs targeted to low literacy audiences) are few in number and too
expensive and time-consuming for most educators to create on their own. This
said, if you are lucky enough to find a good sound program, let us know
about it.   
 
We all understand that using printed health education pieces is often not
the ideal approach, but it remains the most inexpensive and practical way to
reach large numbers of people.
 
Best of luck with your important work. 
 
Happy New Year.
 
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org <http://www.learningaboutdiabetes.org/>  
============================
Dear Mr. Jackson,

Silent content likely means captioned content.  That means written
information has less utility for those with limited literacy skills.
Particularly the elderly and those with chronic diseases who also experience
cognitive decline and impaired vision.  In all sincerity I suggest looking
for a sound system.  

 
Jos? Luis Calder?n, MD


Research Associate Professor
College of Pharmacy, Health Professions Division
Nova Southeastern University

Ft. Lauderdale, FL  


Research Associate Professor
The Charles R. Drew University of Medicine & Science
Los Angeles, CA


(O) 954-262-1295 
(F) 954-262-2278

 



________________________________

See AOL's top rated recipes
<http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004>  and easy
ways to stay in shape
<http://body.aol.com/fitness/winter-exercise?NCID=aoltop00030000000003>  for
winter.




From NDavies at dthr.ab.ca  Wed Jan  2 11:05:46 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 2 Jan 2008 09:05:46 -0700
Subject: [HealthLiteracy 1627] Re: Wednesday Question: Reflection
In-Reply-To: <476A405E.0CC1.0041.0@nychhc.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F0482F@DTHREXCL1.dthr.ab.ca>

We are currently navigating the tricky waters of recruitment for the Wellness Centre. We have offered the centre as a wonderful opportunity for nursing students to gain valuable volunteer hours.
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Cheryl Pasternack
Sent: Thursday, December 20, 2007 8:14 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1610] Re: Wednesday Question: Reflection


Does anyone have ideas for recruitment of volunteers for our health literacy program?   We are looking for individuals who are willing to make a long-term commitment to work with our low health literacy patients, helping them to manage their chronic illnesses.
 
Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical and Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:   Cheryl.Pasternack at nychhc.org 




>>> "Julie McKinney" <julie_mcKinney at worlded.org> 12/19/2007 2:09 PM >>>
Hi Everyone,

Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months.

For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan.

(I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.)

Cheers and a happy solstice to all!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cheryl.pasternack at nychhc.org



  _____  

-----------------------------------------
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From NDavies at dthr.ab.ca  Wed Jan  2 11:07:17 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 2 Jan 2008 09:07:17 -0700
Subject: [HealthLiteracy 1628] Re: Searching for free health poster downloads
In-Reply-To: <OFECD404E5.0BC81F84-ON852573B7.005E0D46-852573B7.006445DE@humana.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04830@DTHREXCL1.dthr.ab.ca>

I have ordered free posters from the CDC in the past. also, www.smartcanucks.ca and then clicking on Free Stuff for Teachers, will let you find free health posters.
 
Thanks
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Charles Jackson
Sent: Thursday, December 20, 2007 11:15 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1611] Searching for free health poster downloads



Our Foundation wants to distribute free health posters to several library systems (Atlanta, Cincinnati and Houston) in 2008. I would like to download posters and then have them printed in large numbers, probably 11" x 17" in size, for distribution. I found inexpensive posters at www.coughsafe.com. Are there free or inexpensive health posters that I may be overlooking? Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. 
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From Jennifer.Staple at aya.yale.edu  Wed Jan  2 14:48:42 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer.Staple at aya.yale.edu)
Date: Wed, 02 Jan 2008 19:48:42 GMT
Subject: [HealthLiteracy 1629]  Volunteer in Africa and Asia
Message-ID: <de789e1059f34c6fbd5076a0a7fc5e41@slate.technolutions.com>

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN
Currently accepting applications for January 2008 through January 2009.  Rolling application deadline - the first qualified applicants are accepted.  Apply today!

Volunteer Abroad in Summer, Fall, Winter, or Spring: http://www.uniteforsight.org/intl_volunteer <http://www.uniteforsight.org/intl_volunteer>

Save Eyes and Lives.  Every Eye, A Life.
Those who are blind in Africa have a four times higher mortality rate
60-80% of children who become blind die within 1-2 years
80% of blindness is curable or preventable

How Do I Apply?  The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/intl_volunteer/ <http://www.uniteforsight.org/intl_volunteer>

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness. 

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008

Who Is Eligible to Participate?: The Unite For Sight internship is open to individuals 18 years and older, and there is no upper age limit. Volunteers range from undergraduate students to medical students, public health students and professionals, nurses, physician's assistants, teachers and educators, Returned Peace Corps Volunteers, doctors, opticians, optometrists and ophthalmologists.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages.  Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to perform cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities.  Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access.  The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages.  The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery.  Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds.  Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness.  These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:

"During my volunteering experience, I realized that Unite for Sight's service is a campaign for the salvation of humanity that allows the light of compassion to shine through each of us. I believe it is this display of altruism and commitment that makes the organization's service so virtuous and treasured by both volunteers and patients. After all, making a difference in the world is not so difficult if only one would care enough to sacrifice a part of oneself in order to change the world for the better. My experience as a Unite for Sight volunteer has inspired me to dedicate my future career to serving underprivileged communities around the world."?Chiwing "Jessica" Qu, Yale University Student, Unite For Sight Volunteer in India 2007

"Without Unite for Sight, I cannot imagine how I could possibly have seen and learned so much as an undergraduate about medicine, other cultures, and my own desire and ability to make a difference in others' lives."--Charlotte Hogan, Georgetown University Student, Unite For Sight Volunteer in India 2006 and Ghana 2005

"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight.  The program provides volunteers with a unique and hands-on involvement -- being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

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From Linda.Rohret at ncmail.net  Wed Jan  2 17:15:30 2008
From: Linda.Rohret at ncmail.net (Linda Rohret)
Date: Wed, 02 Jan 2008 17:15:30 -0500
Subject: [HealthLiteracy 1630] Re: Simple Holiday Wish
In-Reply-To: <0JTH006578Y9KA@smtp.interchange.ubc.ca>
References: <0JTH006578Y9KA@smtp.interchange.ubc.ca>
Message-ID: <477C0D02.60207@ncmail.net>

Indeed.  Wonderfully expressed -- thank you.

jim frankish wrote:

>To You Who Have Promoted the Health of the Planet and Its Peoples, 
>Thank You and Happy 2008. Jim
>
>The Thought Manifests as the Word
>The Word  Manifests as the Deed
>The Deed Develops into Habit
>Habit Hardens into Character
>So Watch the Thought with Care
>And Let it Spring from Love, Borne of Concern for All Beings.
>
>Dr. Jim Frankish
>Professor & Director, Centre for Population Health Promotion Research
>Human Early Learning Partnership (HELP), University of British Columbia
>College for Interdisciplinary Studies, and Department of Healthcare & 
>Epidemiology (Medicine)
>Senior Scholar, Michael Smith Foundation for Health Research
>Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
>604-822-9205, 822-9210 frankish at interchg.ubc.ca
>Personal web - www.jimfrankish.com
>Partners in Community Health Research Training Program www.pchr.net
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to linda.rohret at ncmail.net
>  
>


From Jsorensen at afmc.org  Wed Jan  2 18:10:11 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Wed, 2 Jan 2008 17:10:11 -0600
Subject: [HealthLiteracy 1631] Re: Searching for free health poster downloads
In-Reply-To: <OFECD404E5.0BC81F84-ON852573B7.005E0D46-852573B7.006445DE@humana.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30268F1B4@AFMCFS6.NT_AFMC.local>

You can download our posters and other stuff at www.afmc.org/tools. I'm
not sure whether you can order the actual printed products outside of
Arkansas (Arkansas Medicaid paid for some of them) but you can download
the pdf. If you find one you like and it doesn't print well, let me know
and I'll see what I can do about it. I'd say your best bets are asthma
http://www.afmc.org/HTML/programs/qi_tools/asth_tool.aspx.breast cancer
http://www.afmc.org/HTML/programs/qi_tools/bc_tool.aspx antibiotic
resistance http://www.afmc.org/HTML/programs/qi_tools/ar_tool.aspx or
flu/pneumonia
http://www.afmc.org/HTML/programs/qi_tools/ai_flu_pne_tool.aspx
 
 


________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, December 20, 2007 12:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1611] Searching for free health poster
downloads



Our Foundation wants to distribute free health posters to several
library systems (Atlanta, Cincinnati and Houston) in 2008. I would like
to download posters and then have them printed in large numbers,
probably 11" x 17" in size, for distribution. I found inexpensive
posters at www.coughsafe.com. Are there free or inexpensive health
posters that I may be overlooking? Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
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From LaFerlazzo at aol.com  Thu Jan  3 01:12:27 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 3 Jan 2008 01:12:27 EST
Subject: [HealthLiteracy 1632] Re: The Best Health Sites For English
	Language Learners
Message-ID: <c17.298472f4.34add6cb@aol.com>

Some of you might be familiar with my website and blog for English Language  
Learners.  Last week is published several lists highlighting what I thought  
were the "Websites of The Year" for various educational topics.  
 
This year I've decided to create similar lists on different subjects -- one  
each month.  This month I decided to focus on developing a list of what I  
think are the Best Health Sites For English Language Learners.  It's  obviously 
very subjective, and I'm very open to feedback.  I hope people  will find it 
helpful:
 
_http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-englis
h-language-learners/_ 
(http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/) 
 
 
Larry Ferlazzo
Sacramento, CA
_http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) 
_http://larryferlazzo.com/english.html_ 
(http://larryferlazzo.com/english.html) 



**************************************See AOL's top rated recipes 
(http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004)
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From Lorena.Drago at nychhc.org  Thu Jan  3 11:24:52 2008
From: Lorena.Drago at nychhc.org (Lorena Drago)
Date: Thu, 03 Jan 2008 11:24:52 -0500
Subject: [HealthLiteracy 1633]   Re: Looking forMethodologies, interventions,
	anything ...
In-Reply-To: <c9f.1ffb402e.34a67451@aol.com>
References: <c9f.1ffb402e.34a67451@aol.com>
Message-ID: <477CC606.FDFB.0027.0@nychhc.org>

Hello George Ann, 

At the beginning of each diabetes education class, each participant
receives a pre-test consisting of three multiple choice and/or true and
false questions. At the end of the session each participant receives a
post-test with the same questions. Even though we limited the number of
questions, translated the information into Spanish, and read the
questions, less than 50% of participants completed the pre and post
tests. 

I  utilize plastic poker chips to teach carbohydrate counting to
patients with restricted literacy with significant success. I decided to
utilize the chips again in a different manner. 

The ?Chip Method? consisted on providing each participant with
three plastic chips with different colors (i.e. blue, red, and yellow).
The nurse or dietitian reads a statement aloud. She then instructs the
participants to place the blue chip in front of them if they believe the
statement is true, the red chip if they believe the statement is false
or the yellow chip if they are uncertain whether the statement could be
either true or false.  The ?Chip Method? introduced a third element,
?the uncertain factor? which allows participants to engage in the
process without feeling inadequate if they chose the incorrect answer.
The use of plastic poker chips creates a casino-like learning activity
that is fun and engaging removing the anxiety induced test-taking
activity that evokes memories of classroom, school, and passing/failing
grades.

If anyone is interested in learning how to teach carbohydrate counting
and meal planning using chips, please email me at
Lorena.drago at nychhc.org 
 

Lorena Drago MS RD CDN CDE
Senior Associate Director
WIC Program & Ambulatory Care Nutrition Services - 
Diabetes Education Program
234 E 149th Street
Bronx, NY 10451
718-579-5398
Fax 718-579-4604
Lorena.drago at nychhc.org 


>>> <AboutDiabetes at aol.com> 12/28/2007 10:46 AM >>>

In a message dated 12/27/2007 10:01:06 P.M. Eastern Standard Time,  
gae at everestkc.net writes:

I would appreciate any ideas on group classes for  diabetes with low
health 
literacy. I use interactive methods, stories, other  patients as role
models 
and games. Do you have other interventions when  working with groups. I
would 
appreciate any ideas. . Thank  you  
 
George Ann Eaks ARNP, CDE, BC-ADM
Riverview  Health Services
Kansas City, Ks.  66101
C-913-522-9037
H-913-722-5989
W-913-371-707     0
_gae at everestkc.net_ (mailto:gae at everestkc.net) 


----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy 




Hi George Ann:
 
I can't offer you any specific methodologies, but perhaps  you will
find some 
of our handouts helpful in group discussions of specific  self-care
issues. 
 
We also welcome ideas for new programs from educators such as yourself
who  
are working in the real world of direct patient care.
 
As an aside, Calder?n's comments below to another List serve member 
apply to 
your search as well.  Unfortunately, good sound programs  (especially
sound 
programs targeted to low literacy audiences) are few in number  and too

expensive and time-consuming for most educators to create  on their
own. This said, 
if you are lucky enough to find a good sound  program, let us know
about it.   
 
We all understand that using printed health education pieces is often
not  
the ideal approach, but it remains the most inexpensive and  practical
way to 
reach large numbers of people.
 
Best of luck with your important work. 
 
Happy New Year.
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org/)
 
============================
Dear Mr. Jackson,

Silent content likely means captioned  content.  That means
 written 
information has less utility for those with  limited literacy skills. 
Particularly the 
elderly and those with chronic  diseases who also experience cognitive

decline and impaired vision.  In all  sincerity I suggest looking for a
sound 
system.  


 

 
 
 
Jos? Luis Calder?n, MD

Research Associate  Professor
College of Pharmacy, Health Professions  Division
Nova Southeastern  University

Ft. Lauderdale, FL   


Research Associate  Professor
The Charles R. Drew University of Medicine & Science
Los Angeles,  CA


(O) 954-262-1295  
(F)  954-262-2278












**************************************See AOL's top rated recipes 
(http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004)
-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
be taken in reliance on this e-mail, is prohibited and may be
unlawful. If you have received this E-Mail message in error, notify
the sender by reply E-Mail and delete the message. 



From jpotter at gha.org  Thu Jan  3 11:34:05 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 3 Jan 2008 11:34:05 -0500
Subject: [HealthLiteracy 1634] Re: Looking for different approaches to
	teaching low literacy diabetes classes
In-Reply-To: <6.0.0.22.2.20071228104505.04a52a20@mail.ipns.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704648@email.gha.local>

I believe, to give credit where it is due, that the plate method
originated in Idaho:
http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
df 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
Sent: Friday, December 28, 2007 1:46 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1624] Re: Looking for different approaches to
teaching low literacy diabetes classes

Have you seen the ADA "Plate Method" for teaching balanced eating?

The order code for their publication (2005) is 5996-11  It's in a
september 
2005 Diabetes Advisor publication.  It is very visual.

Joan

Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Health Promotion



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org


From ar at plainlanguageworks.com  Thu Jan  3 19:36:37 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Thu, 3 Jan 2008 17:36:37 -0700
Subject: [HealthLiteracy 1635]  Volunteers as intermediaries/helpers
References: <521441A4F164E1418DCAC093C9EE6D9502F0482F@DTHREXCL1.dthr.ab.ca>
Message-ID: <00c701c84e69$ddcb4d00$6401a8c0@D5NPYT31>

Hello, everyone, 

I've been a health literacy consultant since 1994 and have learned  a great deal from looking at the ways organizations communicate with patients. And I'm now in a PhD program where I'm looking at health communication processes, where things typically break down, and ways to repair the results of a breakdown. 

As I think about finding people who can serve as intermediaries, I am attracted to the idea of using volunteers for obvious cost-saving reasons. But I also wonder if there might be liability issues in having volunteers helping people with chronic illnesses. I see a real need for this kind of help in many situations. But what if a volunteer unintentionally gave wrong information about blood pressure guidelines, for example, because she didn't know the guidelines had changed in past years. Might that be considered potentially dangerous? Could the volunteer be held responsible? I have always thought we'd need to use nurses with special health communication training in this role for patient safety and quality concerns. What do others think? 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net
Ph.D. Student in Health Communication, Univ. of New Mexico

---- Original Message ----- 
  From: Davies, Nicola 
  To: The Health and Literacy Discussion List 
  Sent: Wednesday, January 02, 2008 9:05 AM
  Subject: [HealthLiteracy 1627] Re: Wednesday Question: Reflection


  We are currently navigating the tricky waters of recruitment for the Wellness Centre. We have offered the centre as a wonderful opportunity for nursing students to gain valuable volunteer hours.
  -----Original Message-----
  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Cheryl Pasternack
  Sent: Thursday, December 20, 2007 8:14 AM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 1610] Re: Wednesday Question: Reflection


  Does anyone have ideas for recruitment of volunteers for our health literacy program?   We are looking for individuals who are willing to make a long-term commitment to work with our low health literacy patients, helping them to manage their chronic illnesses.

  Cheryl Pasternack, CHES
  Director, Grants Management
  Lincoln Medical and Mental Health Center
  234 E. 149th  Street, Room 4C-162
  Bronx, NY  10451
  Phone: (718) 579-5697
  Fax:      (718) 579-4602
  Email:   Cheryl.Pasternack at nychhc.org 




  >>> "Julie McKinney" <julie_mcKinney at worlded.org> 12/19/2007 2:09 PM >>>
  Hi Everyone,

  Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months.

  For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan.

  (I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.)

  Cheers and a happy solstice to all!

  Julie

  Julie McKinney
  Discussion List Moderator
  World Education/NCSALL
  jmckinney at worlded.org

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to cheryl.pasternack at nychhc.org



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From kristina at easyreadcopywriting.com  Thu Jan  3 22:54:46 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Thu, 03 Jan 2008 20:54:46 -0700
Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
 teaching low literacy diabetes classes
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704648@email.gha.local>
Message-ID: <C3A2FC16.1F8D%kristina@easyreadcopywriting.com>

Regarding the plate method, I worked with a diabetes educator in Seattle a
few years ago who developed a really neat placemat that had visuals with a
plate, suggested portions, and a list of suggested foods to eat. She had it
laminated, and she also created a version in Spanish. If anyone is
interested, I can try to find her contact information. At the time, she was
creating a website with ordering information.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Jan Potter <jpotter at gha.org>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Thu, 3 Jan 2008 11:34:05 -0500
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1624] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> Subject: [HealthLiteracy 1634] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I believe, to give credit where it is due, that the plate method
> originated in Idaho:
> http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
> df 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
> Sent: Friday, December 28, 2007 1:46 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1624] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Have you seen the ADA "Plate Method" for teaching balanced eating?
> 
> The order code for their publication (2005) is 5996-11  It's in a
> september 
> 2005 Diabetes Advisor publication.  It is very visual.
> 
> Joan
> 
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Health Promotion
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jpotter at gha.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From frostj at floridaliteracy.org  Fri Jan  4 08:06:51 2008
From: frostj at floridaliteracy.org (Jordana Frost)
Date: Fri, 04 Jan 2008 08:06:51 -0500
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula - what's
	already out there? What went well and what didn't?
Message-ID: <1805.1199452011@floridaliteracy.org>

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From b.garner4 at verizon.net  Fri Jan  4 12:26:38 2008
From: b.garner4 at verizon.net (Barbara Garner)
Date: Fri, 04 Jan 2008 11:26:38 -0600 (CST)
Subject: [HealthLiteracy 1638]  Editorial Board for Health Literacy
Message-ID: <17662285.4659531199467598714.JavaMail.root@vms229.mailsrvcs.net>

Dear Health Literacy subscribers,

I am recruiting for editorial board members for Issue 9B of "Focus on Basics", on health literacy, with a focus on partnerships between literacy and health providers. For the board I hope to recruit three people from the health side of the equation and three from the literacy side. (For the last issue of "Focus on Basics" on literacy and health, see http://www.ncsall.net/fileadmin/resources/fob/2002/fob_5c.pdf)

If you are familiar "Focus on Basics", have experience doing literacy and health in partnership with a health or literacy provider, and are interested in participating as a board member, read on...

The work: From about the end of February through May, you will receive manuscripts, read them critically, and participate in conference calls to discuss them. The conference calls tend to last 1 to 2 hours and are during the work day, often but not exclusively on Fridays. The reading adds up to the equivalent of reading one issue of "Focus on Basics", cover to cover, three times. 

The reward: a small (emphasis on small) stipend. Participants find the work stimulating --- some akin it to a type of professional development --- and enjoy talking with colleagues from across the country. 

Please contact me off list, via email at b.garner4 at verizon.net, if you are interested. Thanks!

Barb Garner
Editor, "Focus on Basics"
A World Education Publication


From ElyseR at lacnyc.org  Fri Jan  4 14:50:19 2008
From: ElyseR at lacnyc.org (Elyse Rudolph)
Date: Fri, 4 Jan 2008 14:50:19 -0500
Subject: [HealthLiteracy 1639] Learning about more about health/literacy
	partnerships
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704648@email.gha.local>
References: <6.0.0.22.2.20071228104505.04a52a20@mail.ipns.com>
	<FFE7C75CEE15B042B0453ABA750444DD704648@email.gha.local>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB863F910@lac-exch.lacnyc.local>



? 
The Literacy Assistance Center has been doing some very interesting work in partnering health institutions with literacy programs throughout New York State and recently in other regions as well. On March 12-14, the LAC and programs in Buffalo and Cleveland will present our work at a conference sponsored by Literacy Powerline in Memphis, TN, (a consulting service dedicated specifically to supporting communities as they develop collaborative solutions for literacy issues). 
? 
? 
As with most complex problems, the most promising solutions to the problem of health literacy come from collaborations across disciplines, areas of expertise, and experience.? Fostering health literacy, and adapting the health care system to meet the needs of the large percentage of patients who have difficulty understanding health information, cannot be accomplished by health care professionals or educators acting alone.? This pre-conference session will explore the value of community partnerships between health providers and literacy coalitions.? 
? 
We hope you will consider joining us. Please see  http://www.literacypowerline.com/conference2008.html 
for more information.



From tsticht at znet.com  Fri Jan  4 14:15:26 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Fri, 04 Jan 2008 11:15:26 -0800
Subject: [HealthLiteracy 1640]  Professional Development Opportunities
Message-ID: <1199474126.477e85ce46d59@webmail.znet.net>

January 4, 2008

Professional Development for Adult Literacy Educators:
Motivational, Informative, Inspirational, Empowering

Tom Sticht
International Consultant in Adult Education

Greetings in the New Year of 2008!

Following a well attended series of presentations in Canada, Ireland, the
United Kingdom and eight of the United States last year, I am pleased to
announce that once again in 2008 I will be presenting  FREE workshops and
speeches for adult literacy educators.

There are three, one day, six hour, motivational and informational workshops
available to choose from, including

(1) Adult Literacy Education in Industrialized Nations
A survey of research, policies, and practices in language, literacy, and
numeracy (LLN) instruction related to seven PReP PAPP  factors
[Participation, Retention, Persistence, Progression, Achievement,
Accountability, Prevention (of education problems with children)]. This
workshop looks at research on and successes in meeting the PReP PAPP
challenges common to LLN provision in Australia, Canada, Ireland, New
Zealand, United Kingdom, and the United States.

(2) The Spoken Language and Reading Development of Adults
2008 is the 100th anniversary of E. B. Huey's 1908 classic book, "The
Psychology and Pedagogy of Reading" in which he stated that, "The child
comes to his first reader with his habits of spoken language fairly well
formed, and these habits grow more deeply set with every year. His meanings
inhere in this spoken language and belong but secondarily to the printed
symbols
." . This workshop  examines research, policy, and practices from
the United States and United Kingdom on the development of spoken and
written language skills of native language speaking adults, and the
transfer of these skills from parents to their children.

(3) Functional Context Education: Principles and Practices for Adult
Literacy Education
There is a growing concern in several knowledge-based nations for education
that is more relevant to the needs of youth and adults who are at risk of
social exclusion and economic marginalization because of their lack of
basic skills and knowledge. This workshop presents case studies and
summarizes principles underlying the design and development of
instructional programs for these youth and adults which integrate the
teaching of literacy with important content areas such as job training,
parenting, health, computer use, and others.

Each of these three workshops includes extensive information and
evidence-based practices from professional wisdom and scientific studies
presented with humor and easy to understand illustrations. Materials
relevant to each of these workshops are available online for free
downloading.

I will also be presenting keynote, general, and breakout sessions of an
informational and motivational nature including five speeches entitled (1)
The Shoulders on Which We Stand, (2) The Lions of Literacy: Sustaining
Motivation for Adult Literacy Learners, (3) From Parents to Progeny: The
Intergenerational Transfer of Literacy From Parents to Their Children, (4)
Integrating Literacy and Numeracy in Workforce, Health, and Parenting
Education, and (5) Contemporary Issues in Adult Literacy Education.
Materials relevant to each of these workshops are available online for free
downloading.

I charge no fee for any of these workshops or presentations, but sponsors
must pay travel expenses and make all arrangements for the events.
Following is a list of the presently scheduled meeting and speaking events
for 2008. In past years I have enjoyed meeting many members of various
discussion lists and putting faces with names! I look forward to meeting
many more this year!

1. February 1, Miami, Florida. Adult Education Miami Dade County Public
Schools.  Contact: Darlene Kostrub,  dskostrub at aol.com [Full day
presentation of Adult Literacy Education in Industrialized Nations]

2. February 15, Washington DC, Adult Literacy Research Working Group
(ALRWG). [Scheduled meeting of ALRWG members, no presentation]

3. March 13, Connecticut. Connecticut Association of Adult and Continuing
Education. Contact: Andy Tyskiewicz, atyskiewicz at crec.org [Keynote and
follow-up session]

4. April 4, 2008 Delaware, Rehoboth Beach, Delaware Association for Adult
Continuing Education. Contact: Matt Davis, mhdavis24 at yahoo.com [Keynote and
follow-up session]

5. May 6, Georgia, Atlanta, Reading Hall of Fame (RHF), International
Reading Association. Contact: Tom Sticht, tsticht at aznet.net  [Presentation
in a special RHF session celebrating 100 years of E. B. Huey's The
Psychology and Pedagogy of Reading]

6. June 20, New Mexico. New Mexico Coalition for Literacy. Contact: Heather
Heunermund,heather at nmcl.org [General session presentation]

7. August 7, North Carolina, Raleigh. N.C. C.C. Basic Skills Conference.
Contact: Karen Brown, kbrown at nccommunitycolleges.edu [General session
presentation]

For additional information and to arrange a workshop or presentation in your
area contact Tom Sticht by email: tsticht at aznet.net

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net





From Mikal.Steinbacher at lwtc.edu  Sat Jan  5 10:50:10 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Sat, 5 Jan 2008 07:50:10 -0800
Subject: [HealthLiteracy 1641] Re: ESOL Health Literacy Curricula -
	what'salready out there? What went well and what didn't?
References: <1805.1199452011@floridaliteracy.org>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EB6@LUXOR.campus.lwtc.edu>

The two colleges I teach at both use the StandOut series by Staci Lyn Sabbagh and Rob Jenkins,
published by Thomson/Heinle.  There is a unit in all four levels of the text that address health issues.  The series also has a test bank that provides ESOL assessment support.  I usually augment the class with a visit from an RN who shares how to plan for doctor visits and so they get the most out of the trip to the Dr., and articles I've gathered over the years.  I often have a CPR trainer come and train and certify the students.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula - what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost 
Health Literacy Project Coordinator 
Florida Literacy Coalition, Inc. 
Fax: (407) 246-7104 
Ph.: (407) 361-6267 
http://www.floridaliteracy.org 


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From Mikal.Steinbacher at lwtc.edu  Sat Jan  5 11:28:17 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Sat, 5 Jan 2008 08:28:17 -0800
Subject: [HealthLiteracy 1642] Re: The Best Health Sites For EnglishLanguage
	Learners
References: <c17.298472f4.34add6cb@aol.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EB8@LUXOR.campus.lwtc.edu>

I've added it to my list of health care teaching resources.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of LaFerlazzo at aol.com
Sent: Wed 1/2/2008 10:12 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1632] Re: The Best Health Sites For EnglishLanguage Learners


Some of you might be familiar with my website and blog for English Language Learners.  Last week is published several lists highlighting what I thought were the "Websites of The Year" for various educational topics.  
 
This year I've decided to create similar lists on different subjects -- one each month.  This month I decided to focus on developing a list of what I think are the Best Health Sites For English Language Learners.  It's obviously very subjective, and I'm very open to feedback.  I hope people will find it helpful:
 
http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/
 
 
Larry Ferlazzo
Sacramento, CA
http://larryferlazzo.edublogs.org/
http://larryferlazzo.com/english.html



________________________________

See AOL's top rated recipes <http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004>  and easy ways to stay in shape <http://body.aol.com/fitness/winter-exercise?NCID=aoltop00030000000003>  for winter.
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From karsm at bronsonhg.org  Sun Jan  6 12:01:42 2008
From: karsm at bronsonhg.org (Marge Kars)
Date: Sun, 06 Jan 2008 12:01:42 -0500
Subject: [HealthLiteracy 1643] Re: Volunteers as	intermediaries/helpers
Message-ID: <4780C327020000FD00046A8A@GWISE3.bronsonhg.org>

Audrey,

I work in a healthcare facility that uses interpreters for some of our patients for whom English is a second language.  The interpreters are cerified through a national organization so that we (the hospital) have assurance that they have the skills needed to work with patients.  Granted, the interpreters are usually with the patient and a doctor or nurse but I'm thinking that an intermediary would have similar responsibilities and the organization would have similar expectations.  We use volunteers in many areas of the hospital; all volunteers are interviewed, require background checks and participate in a day long orientation.You would probably require training for the intermediaries because of thes patient safety and quality concerns you mentioned.  I believe our organization would be held responsible, along with an iterpreter or a volunteer because they are agents of the organization.  Hope this is helpful.
Marge Kars

Marge Kars, AHIP, Manager
Bronson Health Sciences Library, HealthAnswers, 
Bronson Referral and Information Center
Bronson Methodist Hospital
601 John Street Box B
Kalamazoo, MI 49007
269 341 8627
Fax 269 341 8828
Cell 269 806 2991
karsm at bronsonhg.org
Confidentiality Notice:  This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information.  Any unauthorized review, use, disclosure or distribution is prohibited.  If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. 
>>> "Audrey Riffenburgh" <ar at plainlanguageworks.com> 01/03/08 7:36 PM >>>
Hello, everyone, 

I've been a health literacy consultant since 1994 and have learned  a great deal from looking at the ways organizations communicate with patients. And I'm now in a PhD program where I'm looking at health communication processes, where things typically break down, and ways to repair the results of a breakdown. 

As I think about finding people who can serve as intermediaries, I am attracted to the idea of using volunteers for obvious cost-saving reasons. But I also wonder if there might be liability issues in having volunteers helping people with chronic illnesses. I see a real need for this kind of help in many situations. But what if a volunteer unintentionally gave wrong information about blood pressure guidelines, for example, because she didn't know the guidelines had changed in past years. Might that be considered potentially dangerous? Could the volunteer be held responsible? I have always thought we'd need to use nurses with special health communication training in this role for patient safety and quality concerns. What do others think? 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net
Ph.D. Student in Health Communication, Univ. of New Mexico

---- Original Message ----- 
  From: Davies, Nicola 
  To: The Health and Literacy Discussion List 
  Sent: Wednesday, January 02, 2008 9:05 AM
  Subject: [HealthLiteracy 1627] Re: Wednesday Question: Reflection


  We are currently navigating the tricky waters of recruitment for the Wellness Centre. We have offered the centre as a wonderful opportunity for nursing students to gain valuable volunteer hours.
  -----Original Message-----
  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Cheryl Pasternack
  Sent: Thursday, December 20, 2007 8:14 AM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 1610] Re: Wednesday Question: Reflection


  Does anyone have ideas for recruitment of volunteers for our health literacy program?   We are looking for individuals who are willing to make a long-term commitment to work with our low health literacy patients, helping them to manage their chronic illnesses.

  Cheryl Pasternack, CHES
  Director, Grants Management
  Lincoln Medical and Mental Health Center
  234 E. 149th  Street, Room 4C-162
  Bronx, NY  10451
  Phone: (718) 579-5697
  Fax:      (718) 579-4602
  Email:   Cheryl.Pasternack at nychhc.org 




  >>> "Julie McKinney" <julie_mcKinney at worlded.org> 12/19/2007 2:09 PM >>>
  Hi Everyone,

  Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months.

  For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan.

  (I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.)

  Cheers and a happy solstice to all!

  Julie

  Julie McKinney
  Discussion List Moderator
  World Education/NCSALL
  jmckinney at worlded.org

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to cheryl.pasternack at nychhc.org



------------------------------------------------------------------------------


  -----------------------------------------
  Visit www.nyc.gov/hhc 

  CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential and may be legally privileged. It is intended solely for the addressee(s). If you are not the intended recipient, any disclosure, copying, distribution or any action taken or omitted to be taken in reliance on this e-mail, is prohibited and may be unlawful. If you have received this E-Mail message in error, notify the sender by reply E-Mail and delete the message. 



------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com


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From Mikal.Steinbacher at lwtc.edu  Sun Jan  6 12:32:45 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Sun, 6 Jan 2008 09:32:45 -0800
Subject: [HealthLiteracy 1644] Re: Medical School curriculum
References: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu>
	<20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EBC@LUXOR.campus.lwtc.edu>

Maricel, 
 
I teach ESL and a Health Care Bridge class that is designed to prepare ESL students for health care career programs and the "third language" they will need learn in those classes.  I welcome any material I can get.  Could you send me a copy of your syllabysa
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College
mikal.steinbacher at lwtc.edu

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Maricel G. Santos
Sent: Tue 12/4/2007 6:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1537] Re: Medical School curriculum






Dear all --

I teach in a field outside medicine:  applied linguistics, also 
sometimes known as TESOL (Teaching English to Speakers of Other 
Languages), basically, teacher education for future ESL/EFL teachers.  
Last summer, I taught a new course called Seminar in Immigrant 
Literacies which includes a unit on health literacy.  The class is 
directed towards advanced undergrad and grad students in our program 
but we recruit in Health Ed, Nursing, and Public Health.  Last summer 
we had students from the nursing program taking the class alongside 
students from the TESOL program.  The cross-disciplinary dynamic is 
fascinating, with the nursing students learning more about the 
language demands of the health care context, and the TESOL students 
learning more about the health care system and content of health care 
tasks. Both groups come away with a fuller understanding of the health 
care needs of immigrant communities...

I can share the syllabus with interested folks.

Maricel Santos


eQuoting "Zarcadoolas, Christina" <christina.zarcadoolas at mssm.edu>:

> I teach a course in Health Literacy to medical students and MPH students
> at our medical school.
> I'd be happy to share the curriculum.
>
>
> Christina Zarcadoolas PhD
> Dept. of Community and Preventive Medicine
> Mount Sinai School of Medicine
> One Gustave Levy Place
> Box 1043
> New York, NY 10029
> 212-241-0625
> christina.zarcadoolas at mssm.edu
>
>
>
>   _____
>
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com
> Sent: Monday, December 03, 2007 2:29 PM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1529] Medical School curriculum
>
>
> Hello,
>
> I recieve the Health and literacy email discussion and find the breadth
> fascinating and heartening.
> I am a physician,completing fellowship training in specialty of
> Geriatric
> Medicine, at the John A Burns School of Medicine, University of Hawaii.
> My
> colleagues and I are in the process of developing a Health Literacy
> Curriculum
> for medical students and other physicians in training. A literature
> review has
> had low yield regarding other medical or professional schools
> intergrating the
> topic of Health Literacy into their curriculum.
>
> Does anyone have any knowledge of medical or other professional schools
> incorporating health literacy into their training curriculum?
>
> Thank you in advance for your input.
>
> Karen Lubimir, M.D., D.M.D.
> Fellow,  Department of Geriatric Medicine
> John A. Burns School of Medicine
> University of Hawaii
> Honolulu, HI
>
>
> -----Original Message-----
> From: Julie McKinney <julie_mcKinney at worlded.org>
> To: healthliteracy at nifl.gov
> Sent: Thu, 29 Nov 2007 3:25 pm
> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List?
>
>
> Hi Everyone,
>
> I don't want to interrupt the topic of using TV for ESOL in health
> settings, but
> I want to ask for some feedback for this week's question.
>
> What kinds of policy changes would be helpful to health literacy
> efforts? It
> could be national or state policy, policy within your professional
> system, or
> policy within your specific program. The field is open. Any ideas or
> wishes?
>
> Thanks,
> Julie
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to klubimir at aol.com
>
>   _____
>
> More new features than ever. Check out the new AOL Mail
> <http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?nci
> d=aolcmp00050000000003> !
>
>



--
Maricel G. Santos
Assistant Professor
English Department, MA TESOL Program
San Francisco State University
1600 Holloway Avenue
San Francisco, CA 94132
415-338-7445 (office)
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


-------------- next part --------------
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From Mikal.Steinbacher at lwtc.edu  Sun Jan  6 12:50:24 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Sun, 6 Jan 2008 09:50:24 -0800
Subject: [HealthLiteracy 1645] Re: Medical School curriculum
References: <2266200.14438211196794524017.JavaMail.root@vms124.mailsrvcs.net>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EC0@LUXOR.campus.lwtc.edu>

Barbara, I have gleaned a lot of great material from the Focus on Basics website.  Is there a web site that will take me directly to it?  is it the www.ncsall.net address?
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Barbara Garner
Sent: Tue 12/4/2007 10:55 AM
To: Maricel G. Santos; healthliteracy at nifl.gov
Subject: [HealthLiteracy 1547] Re: Medical School curriculum



Dear All,
I've been following this discussion with great interest.

"Focus on Basics" (see http://www.ncsall.net/index.php?id=1150 or http://www.ncsall.net/index.php?id=149 if you're not familiar with the publication) has recently been funded to publish another issue on literacy and health. Our charge is to make this issue a true partnership between health and literacy (our usual audience and writers are the adult basic education/ESOL communities).
What articles do you think should be in the issue? Assume that the readership is adult basic educators and medical students who, unlike subscribers to this list, are not well versed in health literacy.

I look forward to your thinking on this,
Barb Garner

Editor, "Focus on Basics"


=====================
From: "Maricel G. Santos" <mgsantos at sfsu.edu>
Date: 2007/12/04 Tue AM 08:35:07 CST
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1537] Re: Medical School curriculum




Dear all --

I teach in a field outside medicine:  applied linguistics, also 
sometimes known as TESOL (Teaching English to Speakers of Other 
Languages), basically, teacher education for future ESL/EFL teachers.  
Last summer, I taught a new course called Seminar in Immigrant 
Literacies which includes a unit on health literacy.  The class is 
directed towards advanced undergrad and grad students in our program 
but we recruit in Health Ed, Nursing, and Public Health.  Last summer 
we had students from the nursing program taking the class alongside 
students from the TESOL program.  The cross-disciplinary dynamic is 
fascinating, with the nursing students learning more about the 
language demands of the health care context, and the TESOL students 
learning more about the health care system and content of health care 
tasks. Both groups come away with a fuller understanding of the health 
care needs of immigrant communities...

I can share the syllabus with interested folks.

Maricel Santos


eQuoting "Zarcadoolas, Christina" <christina.zarcadoolas at mssm.edu>:

> I teach a course in Health Literacy to medical students and MPH students
> at our medical school.
> I'd be happy to share the curriculum.
>
>
> Christina Zarcadoolas PhD
> Dept. of Community and Preventive Medicine
> Mount Sinai School of Medicine
> One Gustave Levy Place
> Box 1043
> New York, NY 10029
> 212-241-0625
> christina.zarcadoolas at mssm.edu
>
>
>
>   _____
>
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com
> Sent: Monday, December 03, 2007 2:29 PM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1529] Medical School curriculum
>
>
> Hello,
>
> I recieve the Health and literacy email discussion and find the breadth
> fascinating and heartening.
> I am a physician,completing fellowship training in specialty of
> Geriatric
> Medicine, at the John A Burns School of Medicine, University of Hawaii.
> My
> colleagues and I are in the process of developing a Health Literacy
> Curriculum
> for medical students and other physicians in training. A literature
> review has
> had low yield regarding other medical or professional schools
> intergrating the
> topic of Health Literacy into their curriculum.
>
> Does anyone have any knowledge of medical or other professional schools
> incorporating health literacy into their training curriculum?
>
> Thank you in advance for your input.
>
> Karen Lubimir, M.D., D.M.D.
> Fellow,  Department of Geriatric Medicine
> John A. Burns School of Medicine
> University of Hawaii
> Honolulu, HI
>
>
> -----Original Message-----
> From: Julie McKinney <julie_mcKinney at worlded.org>
> To: healthliteracy at nifl.gov
> Sent: Thu, 29 Nov 2007 3:25 pm
> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List?
>
>
> Hi Everyone,
>
> I don't want to interrupt the topic of using TV for ESOL in health
> settings, but
> I want to ask for some feedback for this week's question.
>
> What kinds of policy changes would be helpful to health literacy
> efforts? It
> could be national or state policy, policy within your professional
> system, or
> policy within your specific program. The field is open. Any ideas or
> wishes?
>
> Thanks,
> Julie
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to klubimir at aol.com
>
>   _____
>
> More new features than ever. Check out the new AOL Mail
> <http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?nci
> d=aolcmp00050000000003> !
>
>



--
Maricel G. Santos
Assistant Professor
English Department, MA TESOL Program
San Francisco State University
1600 Holloway Avenue
San Francisco, CA 94132
415-338-7445 (office)
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to b.garner4 at verizon.net

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


-------------- next part --------------
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From cjones at alclv.org  Mon Jan  7 15:10:18 2008
From: cjones at alclv.org (Carol Jones)
Date: Mon, 7 Jan 2008 15:10:18 -0500
Subject: [HealthLiteracy 1646] Re: Looking for different approaches to
	teaching low literacy diabetes classes
In-Reply-To: <C3A2FC16.1F8D%kristina@easyreadcopywriting.com>
Message-ID: <00c001c85169$5974c560$4b0ba8c0@alclvi.org>

I am extremely interested in this idea.  Do you have the ordering
information?

Carol T. Jones, Ph.D.
Executive Director
Adult Literacy Center of the Lehigh Valley
801 Hamilton Street, Suite 201
Allentown, PA 18101
Phone:  610-435-0680, ext. 114
Fax: 610-435-5134
E-Mail: cjones at alclv.org
www.alclv.org
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Thursday, January 03, 2008 10:55 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
teaching low literacy diabetes classes

Regarding the plate method, I worked with a diabetes educator in Seattle
a
few years ago who developed a really neat placemat that had visuals with
a
plate, suggested portions, and a list of suggested foods to eat. She had
it
laminated, and she also created a version in Spanish. If anyone is
interested, I can try to find her contact information. At the time, she
was
creating a website with ordering information.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Jan Potter <jpotter at gha.org>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 3 Jan 2008 11:34:05 -0500
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1624] Re: Looking for different
approaches to
> teaching low literacy diabetes classes
> Subject: [HealthLiteracy 1634] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I believe, to give credit where it is due, that the plate method
> originated in Idaho:
>
http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
> df 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
> Sent: Friday, December 28, 2007 1:46 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1624] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Have you seen the ADA "Plate Method" for teaching balanced eating?
> 
> The order code for their publication (2005) is 5996-11  It's in a
> september 
> 2005 Diabetes Advisor publication.  It is very visual.
> 
> Joan
> 
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Health Promotion
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jpotter at gha.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjones at alclv.org




From SStableford at une.edu  Wed Jan  9 09:37:34 2008
From: SStableford at une.edu (Sue Stableford)
Date: Wed, 09 Jan 2008 09:37:34 -0500
Subject: [HealthLiteracy 1647]  Maine 2008 Health Literacy Institutes
Message-ID: <478495DD.97CC.00F6.0@une.edu>

Announcing: 2008 National Health Literacy Institutes - the premier opportunity to learn plain language skills to plan, write, and design effective, accessible information for print and web. This Institute has been sponsored by the University of New England in Maine for the past 16 years. 
See: www.HealthLiteracyInstitute.net 

The 2008 Summer Institute will be held June 8-11. The 2008 Fall Institute (repeat) will be held October 26-29. Both Institutes are hosted in Freeport, Maine, home of LL Bean, and just 20 minutes from Portland. The area offers many venues to explore, both indoors and outdoors.

All details and registration information are at this website: www.HealthLiteracyInstitute.net 

Each Institute is limited to 30 participants, so register early to hold your place.



Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com




From kristina at easyreadcopywriting.com  Wed Jan  9 19:43:11 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Wed, 09 Jan 2008 17:43:11 -0700
Subject: [HealthLiteracy 1648] Re: Looking for different approaches to
 teaching low literacy diabetes classes
In-Reply-To: <00c001c85169$5974c560$4b0ba8c0@alclvi.org>
Message-ID: <C3AAB82F.22E8%kristina@easyreadcopywriting.com>

Carol,

It's been about 7 years since I worked with this educator who designed the
placemat. I'll need to do some digging in my memory to remember her name,
the details, etc., but I'll see what I can come up with.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Carol Jones <cjones at alclv.org>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Mon, 7 Jan 2008 15:10:18 -0500
> To: 'The Health and Literacy Discussion List' <healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1646] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I am extremely interested in this idea.  Do you have the ordering
> information?
> 
> Carol T. Jones, Ph.D.
> Executive Director
> Adult Literacy Center of the Lehigh Valley
> 801 Hamilton Street, Suite 201
> Allentown, PA 18101
> Phone:  610-435-0680, ext. 114
> Fax: 610-435-5134
> E-Mail: cjones at alclv.org
> www.alclv.org
>  
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
> Sent: Thursday, January 03, 2008 10:55 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Regarding the plate method, I worked with a diabetes educator in Seattle
> a
> few years ago who developed a really neat placemat that had visuals with
> a
> plate, suggested portions, and a list of suggested foods to eat. She had
> it
> laminated, and she also created a version in Spanish. If anyone is
> interested, I can try to find her contact information. At the time, she
> was
> creating a website with ordering information.
> 
> Kristina
> 
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
> 
> 
> 
>> From: Jan Potter <jpotter at gha.org>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 3 Jan 2008 11:34:05 -0500
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1624] Re: Looking for different
> approaches to
>> teaching low literacy diabetes classes
>> Subject: [HealthLiteracy 1634] Re: Looking for different approaches to
>> teaching low literacy diabetes classes
>> 
>> I believe, to give credit where it is due, that the plate method
>> originated in Idaho:
>> 
> http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
>> df 
>> 
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov
>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
>> Sent: Friday, December 28, 2007 1:46 PM
>> To: The Health and Literacy Discussion List
>> Subject: [HealthLiteracy 1624] Re: Looking for different approaches to
>> teaching low literacy diabetes classes
>> 
>> Have you seen the ADA "Plate Method" for teaching balanced eating?
>> 
>> The order code for their publication (2005) is 5996-11  It's in a
>> september 
>> 2005 Diabetes Advisor publication.  It is very visual.
>> 
>> Joan
>> 
>> Joan E Guthrie Medlen, R.D., L.D.
>> Clinical Advisor, Health Literacy & Communications
>> Special Olympics Health Promotion
>> 
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to jpotter at gha.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cjones at alclv.org
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From cjones at alclv.org  Thu Jan 10 08:44:58 2008
From: cjones at alclv.org (Carol Jones)
Date: Thu, 10 Jan 2008 08:44:58 -0500
Subject: [HealthLiteracy 1649] Re: Looking for different approaches to
	teaching low literacy diabetes classes
In-Reply-To: <C3AAB82F.22E8%kristina@easyreadcopywriting.com>
Message-ID: <000d01c8538e$fe235910$4b0ba8c0@alclvi.org>

Thanks so much.  I mentioned this to our local mega-hospital system,
where we will soon be buddying up to do health literacy programming.
They were excited by the idea and probably would be interested in
purchase if they like the placemat.  I appreciate your help!

Carol T. Jones, Ph.D.
Executive Director
Adult Literacy Center of the Lehigh Valley
801 Hamilton Street, Suite 201
Allentown, PA 18101
Phone:  610-435-0680, ext. 114
Fax: 610-435-5134
E-Mail: cjones at alclv.org
www.alclv.org
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Wednesday, January 09, 2008 7:43 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1648] Re: Looking for different approaches to
teaching low literacy diabetes classes

Carol,

It's been about 7 years since I worked with this educator who designed
the
placemat. I'll need to do some digging in my memory to remember her
name,
the details, etc., but I'll see what I can come up with.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Carol Jones <cjones at alclv.org>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Mon, 7 Jan 2008 15:10:18 -0500
> To: 'The Health and Literacy Discussion List'
<healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1646] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I am extremely interested in this idea.  Do you have the ordering
> information?
> 
> Carol T. Jones, Ph.D.
> Executive Director
> Adult Literacy Center of the Lehigh Valley
> 801 Hamilton Street, Suite 201
> Allentown, PA 18101
> Phone:  610-435-0680, ext. 114
> Fax: 610-435-5134
> E-Mail: cjones at alclv.org
> www.alclv.org
>  
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina
Anderson
> Sent: Thursday, January 03, 2008 10:55 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Regarding the plate method, I worked with a diabetes educator in
Seattle
> a
> few years ago who developed a really neat placemat that had visuals
with
> a
> plate, suggested portions, and a list of suggested foods to eat. She
had
> it
> laminated, and she also created a version in Spanish. If anyone is
> interested, I can try to find her contact information. At the time,
she
> was
> creating a website with ordering information.
> 
> Kristina
> 
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
> 
> 
> 
>> From: Jan Potter <jpotter at gha.org>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 3 Jan 2008 11:34:05 -0500
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1624] Re: Looking for different
> approaches to
>> teaching low literacy diabetes classes
>> Subject: [HealthLiteracy 1634] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> I believe, to give credit where it is due, that the plate method
>> originated in Idaho:
>> 
>
http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
>> df 
>> 
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov
>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
>> Sent: Friday, December 28, 2007 1:46 PM
>> To: The Health and Literacy Discussion List
>> Subject: [HealthLiteracy 1624] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> Have you seen the ADA "Plate Method" for teaching balanced eating?
>> 
>> The order code for their publication (2005) is 5996-11  It's in a
>> september 
>> 2005 Diabetes Advisor publication.  It is very visual.
>> 
>> Joan
>> 
>> Joan E Guthrie Medlen, R.D., L.D.
>> Clinical Advisor, Health Literacy & Communications
>> Special Olympics Health Promotion
>> 
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to jpotter at gha.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cjones at alclv.org
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjones at alclv.org

No virus found in this incoming message.
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From vlewis at suffolk.lib.ny.us  Thu Jan 10 10:42:45 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 10 Jan 2008 10:42:45 -0500
Subject: [HealthLiteracy 1650] Re: Looking for different approaches
	toteaching low literacy diabetes classes
In-Reply-To: <000d01c8538e$fe235910$4b0ba8c0@alclvi.org>
Message-ID: <005d01c8539f$71dcf270$aa6310ac@enigma.suffolk.lib.ny.us>

Do you know if this placemat was offered in large print. So many people are
visually impaired

Valerie


		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Carol Jones
Sent: Thursday, January 10, 2008 8:45 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1649] Re: Looking for different approaches
toteaching low literacy diabetes classes

Thanks so much.  I mentioned this to our local mega-hospital system,
where we will soon be buddying up to do health literacy programming.
They were excited by the idea and probably would be interested in
purchase if they like the placemat.  I appreciate your help!

Carol T. Jones, Ph.D.
Executive Director
Adult Literacy Center of the Lehigh Valley
801 Hamilton Street, Suite 201
Allentown, PA 18101
Phone:  610-435-0680, ext. 114
Fax: 610-435-5134
E-Mail: cjones at alclv.org
www.alclv.org
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Wednesday, January 09, 2008 7:43 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1648] Re: Looking for different approaches to
teaching low literacy diabetes classes

Carol,

It's been about 7 years since I worked with this educator who designed
the
placemat. I'll need to do some digging in my memory to remember her
name,
the details, etc., but I'll see what I can come up with.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Carol Jones <cjones at alclv.org>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Mon, 7 Jan 2008 15:10:18 -0500
> To: 'The Health and Literacy Discussion List'
<healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1646] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I am extremely interested in this idea.  Do you have the ordering
> information?
> 
> Carol T. Jones, Ph.D.
> Executive Director
> Adult Literacy Center of the Lehigh Valley
> 801 Hamilton Street, Suite 201
> Allentown, PA 18101
> Phone:  610-435-0680, ext. 114
> Fax: 610-435-5134
> E-Mail: cjones at alclv.org
> www.alclv.org
>  
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina
Anderson
> Sent: Thursday, January 03, 2008 10:55 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Regarding the plate method, I worked with a diabetes educator in
Seattle
> a
> few years ago who developed a really neat placemat that had visuals
with
> a
> plate, suggested portions, and a list of suggested foods to eat. She
had
> it
> laminated, and she also created a version in Spanish. If anyone is
> interested, I can try to find her contact information. At the time,
she
> was
> creating a website with ordering information.
> 
> Kristina
> 
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
> 
> 
> 
>> From: Jan Potter <jpotter at gha.org>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 3 Jan 2008 11:34:05 -0500
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1624] Re: Looking for different
> approaches to
>> teaching low literacy diabetes classes
>> Subject: [HealthLiteracy 1634] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> I believe, to give credit where it is due, that the plate method
>> originated in Idaho:
>> 
>
http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
>> df 
>> 
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov
>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
>> Sent: Friday, December 28, 2007 1:46 PM
>> To: The Health and Literacy Discussion List
>> Subject: [HealthLiteracy 1624] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> Have you seen the ADA "Plate Method" for teaching balanced eating?
>> 
>> The order code for their publication (2005) is 5996-11  It's in a
>> september 
>> 2005 Diabetes Advisor publication.  It is very visual.
>> 
>> Joan
>> 
>> Joan E Guthrie Medlen, R.D., L.D.
>> Clinical Advisor, Health Literacy & Communications
>> Special Olympics Health Promotion
>> 
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to jpotter at gha.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cjones at alclv.org
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjones at alclv.org

No virus found in this incoming message.
Checked by AVG Free Edition. 
Version: 7.5.516 / Virus Database: 269.19.0/1216 - Release Date:
1/9/2008 10:16 AM
 

No virus found in this outgoing message.
Checked by AVG Free Edition. 
Version: 7.5.516 / Virus Database: 269.19.0/1216 - Release Date:
1/9/2008 10:16 AM
 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us





From Jsorensen at afmc.org  Thu Jan 10 13:04:36 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 10 Jan 2008 12:04:36 -0600
Subject: [HealthLiteracy 1651] Re: Looking for different approaches
	toteaching low literacy diabetes classes
In-Reply-To: <000d01c8538e$fe235910$4b0ba8c0@alclvi.org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302749507@AFMCFS6.NT_AFMC.local>

There are several versions -- plates, placemats, etc. -- that offer
visuals of everyday objects often used to represent healthy serving
sizes (a deck of cards for meat, etc). My company put one together a few
years ago for our state's Medicaid system.

With the introduction of "my pyramid" by the USDA, it became more
difficult to pick a single object for comparison. But we managed to get
one approved again. Preprinted laminated ones are free for Arkansas
healthcare providers to distribute to patients, and it is also
downloadable. http://www.afmc.org/HTML/programs/qi_tools/obesity.aspx

Janet Sorensen
Technical and Web Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Carol Jones
Sent: Thursday, January 10, 2008 7:45 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1649] Re: Looking for different approaches
toteaching low literacy diabetes classes

Thanks so much.  I mentioned this to our local mega-hospital system,
where we will soon be buddying up to do health literacy programming.
They were excited by the idea and probably would be interested in
purchase if they like the placemat.  I appreciate your help!

Carol T. Jones, Ph.D.
Executive Director
Adult Literacy Center of the Lehigh Valley
801 Hamilton Street, Suite 201
Allentown, PA 18101
Phone:  610-435-0680, ext. 114
Fax: 610-435-5134
E-Mail: cjones at alclv.org
www.alclv.org
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Wednesday, January 09, 2008 7:43 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1648] Re: Looking for different approaches to
teaching low literacy diabetes classes

Carol,

It's been about 7 years since I worked with this educator who designed
the placemat. I'll need to do some digging in my memory to remember her
name, the details, etc., but I'll see what I can come up with.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Carol Jones <cjones at alclv.org>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Mon, 7 Jan 2008 15:10:18 -0500
> To: 'The Health and Literacy Discussion List'
<healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1646] Re: Looking for different approaches to

> teaching low literacy diabetes classes
> 
> I am extremely interested in this idea.  Do you have the ordering 
> information?
> 
> Carol T. Jones, Ph.D.
> Executive Director
> Adult Literacy Center of the Lehigh Valley
> 801 Hamilton Street, Suite 201
> Allentown, PA 18101
> Phone:  610-435-0680, ext. 114
> Fax: 610-435-5134
> E-Mail: cjones at alclv.org
> www.alclv.org
>  
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina
Anderson
> Sent: Thursday, January 03, 2008 10:55 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1636] Re: Looking for different approaches to

> teaching low literacy diabetes classes
> 
> Regarding the plate method, I worked with a diabetes educator in
Seattle
> a
> few years ago who developed a really neat placemat that had visuals
with
> a
> plate, suggested portions, and a list of suggested foods to eat. She
had
> it
> laminated, and she also created a version in Spanish. If anyone is 
> interested, I can try to find her contact information. At the time,
she
> was
> creating a website with ordering information.
> 
> Kristina
> 
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
> 
> 
> 
>> From: Jan Potter <jpotter at gha.org>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 3 Jan 2008 11:34:05 -0500
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1624] Re: Looking for different
> approaches to
>> teaching low literacy diabetes classes
>> Subject: [HealthLiteracy 1634] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> I believe, to give credit where it is due, that the plate method 
>> originated in Idaho:
>> 
>
http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
>> df
>> 
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov 
>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
>> Sent: Friday, December 28, 2007 1:46 PM
>> To: The Health and Literacy Discussion List
>> Subject: [HealthLiteracy 1624] Re: Looking for different approaches
to
>> teaching low literacy diabetes classes
>> 
>> Have you seen the ADA "Plate Method" for teaching balanced eating?
>> 
>> The order code for their publication (2005) is 5996-11  It's in a 
>> september
>> 2005 Diabetes Advisor publication.  It is very visual.
>> 
>> Joan
>> 
>> Joan E Guthrie Medlen, R.D., L.D.
>> Clinical Advisor, Health Literacy & Communications Special Olympics 
>> Health Promotion
>> 
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to 
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to jpotter at gha.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to 
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cjones at alclv.org
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjones at alclv.org

No virus found in this incoming message.
Checked by AVG Free Edition. 
Version: 7.5.516 / Virus Database: 269.19.0/1216 - Release Date:
1/9/2008 10:16 AM
 

No virus found in this outgoing message.
Checked by AVG Free Edition. 
Version: 7.5.516 / Virus Database: 269.19.0/1216 - Release Date:
1/9/2008 10:16 AM
 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From podschung at ada.org  Thu Jan 10 13:43:48 2008
From: podschung at ada.org (Podschun, Gary)
Date: Thu, 10 Jan 2008 12:43:48 -0600
Subject: [HealthLiteracy 1652] National Maternal and Child Oral Health
	Resource Center - A Way with Words: Guidelines for Writing
	Oral Health Materials for Audiences with Limited Literacy
Message-ID: <A9760F5D8A0B4949A29FE16D2257A35501E04B1A@CHIUTILF.ada.org>

Please see announcement below.

Gary

--

The National Maternal and Child Oral Health Resource Center (OHRC) is
pleased to announce the availability of A Way with Words: Guidelines for
Writing Oral Health Materials for Audiences with Limited Literacy. This
resource was developed to assist professionals working to improve the
oral health of infants, children, adolescents, and their families.

A Way with Words provides tips to help those who produce educational
materials make them easy for everyone to understand, and thus more
useful. The tip sheet offers suggestions for how to choose words; set an
appropriate tone; and craft sentences, paragraphs, lists, and headings
that communicate most effectively with people with limited literacy. 
Ideas for how to design documents and how to present unfamiliar
terminology are also presented. A list of resources for more information
is included.

Single or multiple print copies of this resource are available at no
charge from the HRSA Information Center, P.O. Box 2910, Merrifield, VA
22116, phone: (888) ASK-HRSA (275-4772), fax: (703) 821-2098, e-mail:
ask at hrsa.gov. Electronic copies are available from OHRC's Web site at
http://www.mchoralhealth.org/materials.


Contact: Michelle Clark
National Maternal and Child Oral Health Resource Center Georgetown
University Box 571272 Washington, DC 20057-1272
Tel: (202) 784-3348
Fax: (202) 784-9777
E-mail: info at mchoralhealth.org


_________________________________
Gary D. Podschun
Manager, Community Outreach and 
     Cultural Competence
Council on Access, Prevention and 
     Interprofessional Relations
312.440.7487	T
312.440.4640	F
podschung at ada.org

American Dental Association  |  211 E. Chicago Ave.  |  Chicago, IL
60611

-------------- next part --------------
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From Alisha_F_Ellwood at bluecrossmn.com  Thu Jan 10 15:42:07 2008
From: Alisha_F_Ellwood at bluecrossmn.com (Alisha_F_Ellwood at bluecrossmn.com)
Date: Thu, 10 Jan 2008 14:42:07 -0600
Subject: [HealthLiteracy 1653] Re: national funders for health literacy
	efforts
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302749507@AFMCFS6.NT_AFMC.local>
Message-ID: <OF59C06260.911C3414-ON862573CC.007161D0-862573CC.0071B7FB@bluecrossmn.com>

The Minnesota Health Literacy Partnership is well into our planning for 
the coming year and we are looking for national funders with an interest 
in supporting health literacy efforts.  If you could e-mail or call me 
with any ideas/suggestions I would appreciate it. 

Thank you.
Alisha Ellwood, MA, LAMFT
Project Manager, Blue Cross and Blue Shield of Minnesota
Chair, Minnesota Health Literacy Partnership
Email: alisha_ellwood at bluecrossmn.com
Phone: 651-662-0986
Fax: 651-662-0718
Health Care Improvement makes a healthy difference in people's lives 
through improving processes and outcomes and by enhancing relationships.


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From LJohnston-Lloyd at hrsa.gov  Thu Jan 10 16:28:43 2008
From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA))
Date: Thu, 10 Jan 2008 16:28:43 -0500
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula -
	what'salready out there? What went well and what didn't?
In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6EB6@LUXOR.campus.lwtc.edu>
Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178C1B0@NIHHRSAMLBX.nih.gov>

 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc. 
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org 




From wmz at aol.com  Thu Jan 10 07:36:09 2008
From: wmz at aol.com (wmz at aol.com)
Date: Thu, 10 Jan 2008 07:36:09 -0500
Subject: [HealthLiteracy 1655] Online Educational Comics Helping Families
 Write, Read and Tell Stories Both in English and Spanish;
 More Characters Introduced
Message-ID: <8CA219C8332AF6D-F20-783B@webmail-mf09.sysops.aol.com>

Dear members,
I wish to introduce myself to the group.
I am an author whose books are used in many school programs to 
encourage children to express themselves through writing.  I have 
launched a free new web site -- http://www.makebeliefscomix.com -- 
where students can create their own comic strips.  The site offers fun 
animal and human characters with different moods, thought and talk 
balloons to fill in with words, and story prompts.  It's a wonderful 
resource to spur children and adults to write, read and communicate 
their ideas and to practice English and other languages. It is also 
being used as a tool by educational therapists who work with deaf and 
autistic people to help them understand concepts and communicate.  I 
would be very appreciative if you would share with your  members and 
colleagues, or tell me whom I should contact to share this information. 
  I need your help because it takes a community to build a community 
resource like this.
With thanks,
Bill Zimmerman

Online Educational Comics Launched to Encourage Writing,
Reading and Storytelling
By Author/Journalist Bill Zimmerman
 ?- http://www.makebeliefscomix.com

Dear reader,

I want to share with you news of my newest educational project and also 
ask for your help to make it succeed.

I have launched a new web site -- http:// www.makebeliefscomix.com -- 
where children and adults can create their own comic strips.  They can 
select from 15 fun characters with different moods  -- happy, sad, 
angry, worried ? and write words for  blank talk and thought balloons 
to make their characters talk and think.  There also are story ideas 
and prompts to help users create graphic stories.

This site can be used by educators to teach language, reading and 
writing skills, and also for students in English-as-a-Second-Language 
programs to facilitate self-expression and storytelling, as well as 
computer literacy. Some educational therapists use it with deaf and 
autistic people to help them understand concepts and communicate.  
Parents and children can create stories together, print them to create 
comic books or email them to friends and family.  Others will find the 
site a resource to be creative, calm down and have fun.

Because so many Spanish-speaking users asked us for the ability to 
write their cartoons in Spanish as well as in English, we recently 
upgraded the site to accept words written in Spanish, including 
appropriate accent marks. This can be a useful tool for someone who is 
learning Spanish as well as someone whose first language is Spanish.   
In time, this feature will be extended to other languages.

I am hoping that you will share http://www.makebeliefscomix.com  with 
your colleagues, teachers, students or readers of your publications and 
resource lists.  The site is free with no advertising.  Any help you 
might offer in getting word out about this project is very appreciated. 
  If you can suggest other people or groups whom I might contact to make 
them aware of the site please send me their names, email addresses or 
phone numbers.   Relevant Internet resource sharing groups would be 
helpful, too.  It takes a community to build a useful resource like 
this one.

As one who learned to read with comic books, I know that creating comic 
strips can help people tap into their creativity and practice their 
language and storytelling skills.  The site is free and stems from my 
lifelong mission to create resources that help people find their voice 
and express themselves. The concept for makebeliefscomix.com is derived 
 from my earlier books, Make Beliefs and Make Beliefs for Kids of All 
Ages (which can be found on my other web site: 
http://www.billztreasurechest.com).  A Make Beliefs interactive feature 
appeared for 13 years on my syndicated Student Briefing Page for 
Newsday, and in National Geographic?s World Magazine.

I hope you like http://www.makebeliefscomix.com and will use it in your 
work and personal life.  Your feedback is welcome and very helpful.

With thanks and every good wish,

Bill Zimmerman
(wmz at aol.com)






________________________________________________________________________
More new features than ever.  Check out the new AOL Mail ! - 
http://webmail.aol.com


From diehl at email.unc.edu  Fri Jan 11 10:48:23 2008
From: diehl at email.unc.edu (Sandra J.Diehl, MPH)
Date: Fri, 11 Jan 2008 10:48:23 -0500
Subject: [HealthLiteracy 1656] Re: ESOL Health Literacy Curricula
	-	what'salready out there? What went well and what didn't?
Message-ID: <20080111104823.q8rlifvjks8c4s0g@webmail4.isis.unc.edu>

You may want to check out the Expecting the Best curriculum, which is 
designed for high beginner/low intermediate ESL students 
(www.expectingthebest.org). It covers health care navigation skills and 
nutrition.

I also really like Kate Singleton's picture stories, which are 
available on-line; I know many of the ESL instructors that I've worked 
with also find them useful.

Sandy Diehl, MPH
Project Director
Expecting the Best
diehl at email.unc.edu

Quoting "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov>:

> http://www.hrsa.gov/healthliteracy/training.htm
>
> In case you are not familiar with the new Unified Health Communication
> Course.
>
> Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
> Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
> p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov
>
>
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
> Sent: Saturday, January 05, 2008 10:50 AM
> To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
> Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
> what'salready out there? What went well and what didn't?
>
> The two colleges I teach at both use the StandOut series by Staci Lyn
> Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
> in all four levels of the text that address health issues.  The series
> also has a test bank that provides ESOL assessment support.  I usually
> augment the class with a visit from an RN who shares how to plan for
> doctor visits and so they get the most out of the trip to the Dr., and
> articles I've gathered over the years.  I often have a CPR trainer come
> and train and certify the students.
>
> Mikal Steinbacher
> Instructor, ABE/ESL/English
> Lake Washington Technical College
>
> ________________________________
>
> From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
> Sent: Fri 1/4/2008 5:06 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
> what'salready out there? What went well and what didn't?
>
>
>
> Hello!
>
> Has anyone worked with specific ESOL Health Literacy Curricula available
> out there? We are looking for:
>
> -resources currently available
>
> -anecdotal feedback from teachers and/or students about the "health
> literacy for ESOL students" topic
>
> -examples of evaluation forms and pre-/post- knowledge assessment
> questionnaires for such curricula
>
> Any help will be appreciated... Thanks!
>
>
> Jordana Frost
> Health Literacy Project Coordinator
> Florida Literacy Coalition, Inc.
> Fax: (407) 246-7104
> Ph.: (407) 361-6267
> http://www.floridaliteracy.org
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to diehl at email.unc.edu
>




From Mikal.Steinbacher at lwtc.edu  Fri Jan 11 10:53:31 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Fri, 11 Jan 2008 07:53:31 -0800
Subject: [HealthLiteracy 1657] Re: ESOL Health Literacy Curricula
	-what'salready out there? What went well and what didn't?
References: <91F6B7EADFB4A24798236A118F59D2D20178C1B0@NIHHRSAMLBX.nih.gov>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EDF@LUXOR.campus.lwtc.edu>

This is exciting.  I'm going to look at it closer and possibly use it with my 'ESL students in my Health Care Bridge class!
 
Thanks!
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Johnston-Lloyd, Linda (HRSA)
Sent: Thu 1/10/2008 1:28 PM
To: The Health and Literacy Discussion List; frostj at floridaliteracy.org
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula -what'salready out there? What went well and what didn't?



 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc.
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org <http://www.floridaliteracy.org/> 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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From b.garner4 at verizon.net  Fri Jan 11 12:08:52 2008
From: b.garner4 at verizon.net (Barbara Garner)
Date: Fri, 11 Jan 2008 11:08:52 -0600 (CST)
Subject: [HealthLiteracy 1658]  Editorial Board for Health Literacy
Message-ID: <2443218.7942021200071332617.JavaMail.root@vms226.mailsrvcs.net>

Fellow List Members, 
A quick update on the editorial board for Issue 9B of "Focus on Basics", on health literacy:

I'm trying to balance the board by skills and geography. I should have the puzzle figured out by next week, and will get back to everyone "off list" at that point.

Thanks to the many many highly qualified folks who have volunteered to do a lot of work! I wish there was room on the board for everyone, but technology limits the number.

Barb Garner 
Editor, "Focus on Basics"
A World Education Publication



From Jennifer.Staple at aya.yale.edu  Tue Jan 15 14:52:28 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer.Staple at aya.yale.edu)
Date: Tue, 15 Jan 2008 19:52:28 +0000
Subject: [HealthLiteracy 1659] Global Health & Development Conference at Yale
Message-ID: <04f4c9c13bb24fcfb9c33479b268a196@slate.technolutions.com>

Please forward widely.  The registration rate increases after January 31st.

Unite For Sight Fifth Annual International Health & Development Conference
Building Global Health For Today and Tomorrow
April 12-13, 2008
Yale University, New Haven, Connecticut
Register Today at http://www.uniteforsight.org/conference/2008 <http://www.uniteforsight.org/conference>

Join 2,000 conference attendees and 180 speakers for a stimulating international conference.
Unite for Sight: A Nonprofit Organization Featured Weekly on CNN International
Keynote Addresses By: Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Susan Blumenthal, Dr. Jim Yong Kim, and Dr. Allan Rosenfield
Plus More Than 180 Featured Speakers

Register For Conference - EARLY BIRD RATE ( $75 students, $100 all others) Register at http://www.uniteforsight.org/conference/2008 <http://www.uniteforsight.org/conference> REGISTER NOW TO SECURE LOWEST RATE. RATE INCREASES AFTER JANUARY 31st

Who should attend? Anyone interested in international health, public health, international development, medicine, nonprofits, eye care, philanthropy, microfinance, social entrepreneurship, bioethics, economics, anthropology, health policy, advocacy, environmental health, service-learning, medical education, and public service.

Keynote Addresses

	? "Global Health: Challenges and Opportunities in the 21st Century," Susan Blumenthal, MD, MPA, Former US Assistant Surgeon General; Senior Advisor For Health and Medicine; Former Deputy Assistant Secretary for Women's Health, U.S. Department of Health and Human Services; Clinical Professor of Psychiatry at Georgetown School of Medicine and Tufts University Medical Center
	? "Bridging the Implementation Gap in Global Health," Jim Yong Kim, MD, PhD,Co-Founder, Partners in Health; Director, Francois Xavier Bagnoud Center for Health and Human Rights; Francois Xavier Bagnoud Professor of Health and Human Rights, Harvard School of Public Health; Chair, Department of Social Medicine, Harvard Medical School; Chief of the Division of Social Medicine and Health Inequalities, Brigham and Women's Hospital; Former HIV/AIDS Director at World Health Organization
	? "Issues in Global Women's Health," Allan Rosenfield, MD, Dean, Mailman School of Public Health, Columbia University
	? "Common Wealth: Economics For A Crowded Planet," Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon
	? "Millennium Village Project", Sonia Ehrlich Sachs,, MD, MPH, Health Coordinator, Millennium Villages

Plus 180+ Speakers. Full List and Conference Schedule at  <http://www.uniteforsight.org/conference>

Conference Schedule

Day 1: Saturday, April 12, 2008

08:30am-09:20am

Keynote Address by Dr. Susan Blumenthal

"Global Health: Challenges and Opportunities in the 21st Century", Susan Blumenthal, MD, MPA, Former US Assistant Surgeon General, Clinical Professor of Psychiatry at Georgetown School of Medicine and Tufts University Medical Center; Senior Medical Advisor, amfAR (The Foundation for AIDS Research

09:25am-10:15am

Keynote Address By Dr. Allan Rosenfield

"Issues in Global Women's Health", Allan Rosenfield, MD, Dean, Mailman School of Public Health, Columbia University

10:20am-11:10am

Keynote Address By Dr. Jim Yong Kim

"Bridging the Implementation Gap in Global Health", Jim Yong Kim, MD, PhD, Co-Founder, Partners in Health; Director, Francois Xavier Bagnoud Center for Health and Human Rights; Francois Xavier Bagnoud Professor of Health and Human Rights, Harvard School of Public Health; Chair, Department of Social Medicine, Harvard Medical School; Chief of the Division of Social Medicine and Health Inequalities, Brigham and Women's Hospital; Former HIV/AIDS Director at World Health Organization

11:15am-12:00pm

Plenary Panel - Building Capacity With Community Health Outreach Workers

Introduction:

	? Jim Yong Kim, MD, PhD, Co-Founder, Partners in Health; Director, Fran?ois Xavier Bagnoud Center for Health and Human Rights; Fran?ois Xavier Bagnoud Professor of Health and Human Rights, Harvard School of Public Health; Chair, Department of Social Medicine, Harvard Medical School; Chief of the Division of Social Medicine and Health Inequalities, Brigham and Women's Hospital; Former HIV/AIDS Director at World Health Organization

Panelists:

	? James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana
	? Margaret Duah-Mensah, RN, ON, Ophthalmic Nurse, Crystal Eye Clinic, Ghana
	? Eva Harris, PhD, Associate Professor, Division of Infectious Diseases, School of Public Health, University of California, Berkeley; President, Sustainable Sciences Institute
	? Harshad Sanghvi, MD, Medical Director, JHPIEGO, Johns Hopkins University

01:00pm-02:30pm: Concurrent Sessions

Infectious Disease, Prevention, and Community Strategies

"Clowns Without Borders Project Njabulo - Developing Local Capacity for Play and Emotional Relief for Children and Caregivers affected by HIV/AIDS in Southern Africa", Jamie Lachman, Clowns Without Borders
"Humanitarian Health and HIV/AIDS Crisis and Care Inside Dominican Republic's Migrant Sugar Cane Plantations Bateyes", Ulrick Gaillard, JD, Founder and Executive Director, The Batey Relief Alliance
"Using National and International Advocacy and Media to Advance Social Change in HIV-Prevention", Adeyemi Oshodi, PATH
"Cytokine Mimicry and Immune Evasion by Leishmania", Richard Bucala, MD, PhD, Yale University School of Medicine

The Environment and Global Health

"Scaling Up Provision of Safe Drinking Water in the Developing World", Greg Allgood, PhD, Director, Children's Safe Drinking Water, Procter & Gamble
"Can Market-Based Approaches Arrest The Killer In The Kitchen? The Promises and Pitfalls of Commercializing Improved Cookstoves", Robert Bailis, PhD, Assistant Professor, Yale School of Forestry and Environmental Studies
"Poisons in the Well: Exposure, Consequences and Remediation of Arsenic and Manganese in Bangladesh", Joe Graziano, PhD, Professor of Environmental Health Sciences and Pharmacology; Associate Dean for Research, Columbia University Mailman School of Public Health
"A Need to Incorporate Sound Waste Management Practices for Improving Environmental Performance, Public Health Safety and Delivery of Quality Healthcare by Clinical Laboratories in India - A Case Study", Reema Banerjee, MSc, PG Diploma in Hospital Management, Centre for Environment Education, India

Glaucoma

"Title To Be Announced", Kuldev Singh, MD, Professor of Ophthalmology, Stanford University
"Title To Be Announced", Susan Day, MD, Chair and Program Director, Pediatric Ophthalmology and Strabismus, California Pacific Medical Center
"Tackling The African Glaucoma Challenges: Experiences From The Bawku Eye Care Program", Michael Gyasi., MD, Ophthalmologist and Director of the Bawku Eye Care Program, Ghana
"The Challenges of Glaucoma Care in West Africa", Leon Herndon, MD, Associate Professor of Ophthalmology, Duke University Eye Center

Perspectives on Nutrition and Malnutrition

"Addressing Vitamin and Mineral Deficiencies is a Key Building Block to Achieve the Millennium Development Goals: A Summary of Progress and Prospects", M.G. Venkatesh Mannar, President, The Micronutrient Initiative
"Refocusing Malnutrition Interventions in Rural Haiti: A Strategic Evolution", Adeline Azrack, Director of Monitoring and Evaluation, Hopital Albert Schweitzer
"Nutritional Management of Cataracts", Heskel M. Haddad, MD, Clinical Professor of Ophthalmology, New York Medical College
"Natural Therapies for Eye Health", Rob Abel, MD, Delaware Ophthalmology Consultants

Children's Health

"Orphan Life Abroad: How Children Live Without Parental Care", Jane Aronson, MD, Director, International Pediatric Health Services; Founder and Executive Medical Director, Worldwide Orphans Foundation (WWO); Clinical Assistant Professor of Pediatrics, Weill Medical College of Cornell University
"Exclusive Breastfeeding in Ethiopia: Barriers, Beliefs and Behavioral Outcomes", Julia Dickinson, RN, Yale University School of Nursing
"Childhood Obesity Prevention in the Western Cape Region of South Africa", William D. Evans, PhD, Vice President, Research Triangle Institute
"Blind Leading The Blind", Philemon Yugi, MPH, Director for Health, Adventist Development and Relief Agency (ADRA)

Humanitarian and Health Needs

"Children's Health is Global Wealth", Padmini Murthy, MD, MPH, MS, Assistant Professor, Department of Behavioral Science and Community Health, Program Director Global Health, New York Medical College School of Public Health; NGO Representative of Medical Women International Assocaition to the United Nations
"Violence Against Disabled Children: A Global Concern", Nora Groce, PhD, Associate Professor and Director, Yale/WHO Collaborating Centre, Global Health Division, Yale School of Public Health
"Title To Be Announced", Sheri Fink, MD, PhD, Kaiser Media Fellow; Visiting Scientist, Francois-Xavier Bagnoud Center for Health and Human Rights, Harvard School of Public Health; Senior Fellow, Harvard Humanitarian Initiative
"Examining the Prevalence and Detriments of Couching in Ghana: The First Documented Cataract Surgery Technique Continues in Northern Ghana", Seth Wanye., MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana

Eye Care and Vision2020

"Update on IAPB and VISION 2020: The Right to Sight", Louis Pizzarello, MD, MPH, Secretary General, International Agency for the Prevention of Blindness
"Trachoma & Neglected Tropical Diseases: A Way For The Future", Ibrahim Jabr, President, International Trachoma Initiative
"Two Years of Working With Unite For Sight Volunteers, Experiences", Thomas Baah, MD, MSc, Ophthalmologist, Our Lady of Grace Hospital, Ghana
"Operation Miracle", Peter Bourne, MA, MD, Visiting Scholar, Oxford University; Vice Chancellor Emeritus, St. George's University; Formerly Special Assistant to the President of the United States for Health Issues; Chair, Medical Education Cooperation with Cuba (MEDICC)

Philosophies of Health Care

"Health Diplomacy", Kaveh Khoshnood, PhD, Assistant Professor in Public Health Practice, Division of Epidemiology of Microbial Diseases, Yale School of Public Health
"Measuring Impacts", Dean Karlan, PhD, President and Founder of Innovations for Poverty Action; Assistant Professor of Economics, Yale University
"Philosophies of Care - Transforming Communities Through Empowerment", Cliff O'Callahan, MD, PhD, Pediatric Faculty, Middlesex Hospital Family Practice Program; Chair, AAP Section on International Child Health
"Doctors..and Africa", Ted M. Alemayhu, Founder, Chairman and CEO, US Doctors For Africa

Global Health Training For Undergraduates, Medical Students, and Residents

"A Non-Traditional Approach to Global Health Training: The Penn Program", Neal Nathanson, MD, Associate Dean, Global Health Programs, University of Pennsylvania School of Medicine
"Residency Based Fellowships in Global and Underserved Health - Who Are the Stakeholders?", Scott Loeliger, MD, MS, Faculty Physician, Contra Costa Regional Medical Center
"The Role of Volunteers in Tamale: Providing Assistance To The Only Ophthalmologist Serving 2 Million People", Seth Wanye, MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana
"Volunteering in Tamale, Ghana", Ruru Wang, BA Candidate, Mount Holyoke College; Unite For Sight Volunteer in Tamale, Ghana
"Volunteering in Tamale, Ghana", Vanessa Hux, BS Candidate, Yale University; Unite For Sight Volunteer in Tamale, Ghana
"Volunteering in Tamale, Ghana", Sarah Isbey, BA Candidate, Dartmouth College; Unite For Sight Volunteer in Tamale, Ghana

Innovative Strategies to Improve Health in the Developing World

"Heart Disease as a Global Chronic Problem - A Challenge For The UN Millennium Initiative", Valentin Fuster, MD, PhD, Director, The Zena and Michael A. Wiener Cardiovascular Institute; Director, The Marie-Josee and Henry R. Kravis Center for Cardiovascuclar Health; Richard Gorlin, MD/Heart Research Foundation Professor, Mount Sinai; Past-President, American Heart Association; Past President, World Heart Federation
"Raising Malawi", Philippe van den Bossche, Executive Director, Raising Malawi
"Global Grid Computing Initiative to Discover Dengue Antivirals", Stan Watowich, Associate Professor, University of Texas Medical Branch
"Keeping the Cost of Community Cataract Surgery as Low as Possible", Satyajit Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India

02:35pm-04:05pm: Concurrent Sessions

Humanitarian Emergencies

"Addressing Serious Mental Disorders in Complex Humanitarian Emergencies", Lynne Jones, MA, MBChB, MRCPysch PhD
"Disabilities Among Refugee and Conflict-Affected Populations--Nature and Scope of the Issue, Interventions and Approaches", Carolyn Makinson, PhD, Executive Director, Women's Commission for Refugee Women and Children
"What Happens When Child Soldiers Grow-up? Mozambique Life Outcome Study", Neil Boothby, EdD, Professor of Clinical Population and Family Health; Director, Program on Forced Migration and Health, Mailman School of Public Health
"Successful Strategies For Delivering Eye Care at a Refugee Camp", Margaret Duah-Mensah, RN, ON, Ophthalmic Nurse, Crystal Eye Clinic, Ghana

Examining Women's Health

"Women's Global Health and Human Rights", Mini Murthy, MD, MPH, MS, Assistant Professor, Department of Behavioral Science and Community Health, Program Director Global Health, New York Medical College School of Public Health
"Increasing Income, Confidence and Business Growth for Low-Income Women", Fiona Macaulay, President, Making Cents International
"Infertility in Developing Countries: Scope, Psychosocial Burden and Need for Action", Anke Hemmerling, MD, PhD, MPH, UCSF Women's Global Health Imperative
"Understanding the Relationship between Women's Participation and Community Health in Uttar Pradesh, India", Jennifer Ruger, PhD, MSc, Assistant Professor, Division of Global Health, Yale School of Public Health; Co-Director of the Yale/World Health Organization (WHO) Collaborating Centre for Health Promotion, Policy and Research; Interdisciplinary Research Methods Core Investigator, Center for Interdisciplinary Research on AIDS

HIV/AIDS Crisis and Care

"Is China's economic boom delivering public health along with prosperity? A close look at AIDS", Ken Legins, Chief, HIV/AIDS Programme, UNICEF Office for China, Beijing
"Promoting HIV/AIDS Education Despite Social and Cultural Barriers", Piya Sorcar, MA, PhD Candidate, Stanford University
"Male Circumcision for HIV Prevenion: Cutting Edge Opportunities in Global Health Collaborations", Inon Schenker, PhD, MPH, Senior HIV/AIDS Prevention Specialist; Director, International Department; Chair, Israeli Multi-Center Research Group on Male Circumcision; The Jerusalem AIDS Project
"A Sustainable Approach to Nutrition for People Living with HIV/AIDS in Rwanda", Emily Morell, BA Candidate, Yale University

Perspectives on Glaucoma and Retinal Diseases

"Glaucoma Neuroprotection 2008: New Therapies on the Horizon", James C. Tsai, MD, Robert R. Young Professor and Chairman, Department of Ophthalmology and Visual Sciences, Yale University School of Medicine; Chief of Ophthalmology, Yale-New Haven Hospital
"Glaucoma Screening in Connecticut", Susan Hall Forster, MD, Associate Clinical Professor, Department of Medical Studies, Department of Ophthalmology, Yale School of Medicine; Chief, Ophthalmology, Yale University Health Services
"Pediatric Glaucoma", Sarwat Salim, MD, Ophthalmologist
"Management of Age-Related Macular Degeneration", Ronald Adelman, MD, MPH, Associate Professor of Ophthalmology, Director of Retina Service, Yale University School of Medicine

Atrocities, Refugees, and Vulnerable Persons: Perspectives on Entrepreneurship, Health Care, and Education

"Atrocities and Social Entrepreneurship", Zachary Kaufman, Zachary Kaufman, MPhil in International Relations, University of Oxford; DPhil (PhD) candidate in International Relations, University of Oxford; JD candidate, Yale University Law School
"Transcending Trauma & Relentless Compassion: Indicators of Posttraumatic Growth (PTG) in Peer Support Counselors in Liberia - How They Help and What They Carry", Gwen Vogel, PsyD, Director of Field Operations, SalusWorld
"Educational Entrepreneurship: Linking Schools Continents Apart", Karen King, MA, Elementary School Teacher, Reed Intermediate School; Unite For Sight Volunteer in Accra, Ghana
"HIV/AIDS, Orphans and other Vulnerable Children: The Crisis, Consequences, and Responses", Andrew Klaber, Founder, Orphans Against AIDS

Medical Care in the Developing World

"Filling the Gap: A Model For Surgical Capacity Building In Rural China", Scott Corlew, MD, MPH, Chief Medical Officer, Interplast
"Surgical Care in Angola: Perspectives From Two Hospitals", Robert Riviello, MD, MPH, Associate Surgeon, Instructor in Surgery, Brigham and Women's Hospital
"Key Components for the Development of an Emergency Healthcare System: The Ethiopian Experience", Tenagne Haile-Mariam, MD, Assistant Professor, The George Washington University Medical School
"Self Sustainability - The Mantra For Manging Avoidable Blindness", V. Panneer Selvam, MS, DO, MPhil, Arasan Eye Hospital, India

Eye Care in the Developing World

"Trachoma in Northern Ghana: Same Factors, Different Patterns", Michael Gyasi, MD, Ophthalmologist and Director of the Bawku Eye Care Program, Ghana
"Cataract Blindness in Developing Countries and SEE International", Harry S. Brown, MD, Founder, Surgical Eye Expeditions (SEE) International
"Community Eye Care in India", Umang Mathur, MS, Consultant Ophthalmologist, Associate Director and Head of Department of Ophthalmology, Dr. Shroff's Charity Eye Hospital, India
"Title To Be Announced", David Friedman, MD, MPH, Associate Professor of Ophthalmology and International Health, Johns Hopkins University
"Public Health Strategies for Effective Medical Missions Overseas", Derek Mladenovich, OD, FAAO, MPH Candidate, Fellow, World Council of Optometry; External Examiner, International Rescue Committee, Thailand

Volunteering Abroad

"Akwaaba! Volunteer Ophthalmology in Breman Asikuma, Ghana", Steven Hudson, MD, JD, MPA, Ophthalmologist, Unite For Sight Volunteer in Breman Asikuma, Ghana
"A Memorable Experience: Volunteering in Chennai, India", Abrahim Bagheri, BS Candidate, Loyola Marymount University; Unite For Sight Volunteer in Chennai, India
"Perspectives on Volunteering in Chennai, India", Chiwing Jessica Qu, BA Candidate, Yale University; Unite For Sight Volunteer in Chennai, India
"Title To Be Announced", Anna Cooper, MPH, MD Candidate, University of Rochester School of Medicine; Unite For Sight Volunteer in Bihar, India
"From Cataract Camps to Quality Assurance: A month at Dr. Shroff's Charity Eye Hospital", Anthony Farah, MD Candidate, Jefferson Medical College; Unite For Sight Volunteer in New Delhi, India
"An Eye-Opener in India: Volunteering to Elminate Preventable Blindness", Hibah Ayaz, BA Candidate, Union College; Unite For Sight Volunteer in Chennai, India
"Perspectives of a Medical Student on Volunteering in Chennai, India", Pradeep Mettu, MD Candidate, University of Kentucky School of Medicine
"Volunteering in Asikuma Breman, Ghana", Samantha Diamond, BA Candidate, Yale University; Unite For Sight Volunteer in Tamale, Ghana

Panel: University Partnerships and International Health

"Youth Engagement in Development Stategies: through the lens of Global Youth Service Day", Silvia Golombek, Senior Vice President, Youth Service America
"Introducing Students to Global Health", Sarabeth Gottlieb, CNM, MS, Lecturer, Yale University School of Nursing
"Break the Cycle of Disadvantage and Disability", Leslie Rubin, MD, Visiting Scholar, Department of Pediatrics, Morehouse School of Medicine; Founder and President, Institute for the Study of Disadvantage and Disability; Co-Director, Southeast Pediatric Environmental Health Specialty Unit, Emory University
"Collaborating to Create the Future of Family Medicine: A Japanese-American Exchange", Jennifer Vines, MD, MPH, Oregon Health and Science University
"International Educational Exchanges: Challenges and Opportunities", Barbara Allerton and Nancy Otterness, RN, MSN, Assistant Professor, Department of Nursing, Boise State University
"International Nurse Education: Simulation Plays A Part in Global Standards of Practice", Ann Campbell, RN, MSN, CPNP, Old Dominion University/Operation Smile International
"Shoulder to Shoulder Ecuador: A University-Community Partnership for Health", Claudia Hopenhayn and Thomas Young, MD, Department of Pediatrics, University of Kentucky; Shoulder to Shoulder
"Towards an African Renaissance: Offering a Master's Degree to Nursing Students in Angola: a Distance Education Experience", Juanita Tjallinks, RN, MCur, in Health Studies, Midwife, Department of Health Studies, University of South Africa

Panel: Global Health and the Internet

"Global Health and the Internet: A Panel", Suzanne Rainey, Forum One Communications
"Global Health and the Internet: A Panel", Clark Freifeld, Healthmap.org
"Global Health and the Internet: A Panel", Kurt Voelker, Forum One Communications
"Global Health and the Internet: A Panel", Patricia Abbott, RN, PhD, Johns Hopkins School of Medicine and School of Nursing

04:10pm-05:00pm: Concurrent Sessions

Cultural Presentation: Kongo - The Ultimate Black Civilization

"Kongo: The Ultimate Black Civilization", Robert Farris Thompson, PhD, Col. John Trumbull Professor of the History of Art, Yale University

04:10pm-05:40pm: Concurrent Sessions

International Health By The People, For The People

"Science, Technology, and Innovation in Developing Countries: By The People, For The People", Eva Harris, PhD, Associate Professor, Division of Infectious Diseases, School of Public Health, University of California, Berkeley; President, Sustainable Sciences Institute
"Unite For Sight To The Rescue: An Example Worth Emulating", James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana
"Civil Society: Mobilizing Community Health Workers for Malaria Control", Anne Martin-Staple, PhD, Research Scholar, Duke University
"Satisfying Transportation Needs in Rural Africa With Sustainable Local Solutions: The Bamboo Bicycle", John Mutter, PhD, MSc, Deputy Director and Associate Vice Provost, The Earth Institute at Columbia; Professor, Department of Earth and Environmental Sciences, Columbia University; Professor, International and Public Affairs, Columbia University; Bamboo Bike Project

A Call To Action To Improve Health

"Global Health Inequality: A Call to Understanding and Action", Edward ONeil Jr, MD, Founder, Omni Med; Author, Awakening Hippocrates: Primer on Health, Poverty, and Global Service, and A Practical Guide to Global Health Service
"The Highest Attainable Standard: The Implications of an Evolving Human Right to Health for Public Health and Global Health Systems", Benjamin Mason Meier, JD, LLM, MPhil; IGERT-International Development and Globalization Fellow, Columbia University
"Engaging the Public: Improving Our Health", Georges Benjamin, MD, Executive Director, American Public Health Association
"Health For All Now", Elvira Beracochea, MD, MPH, Founder, President and CEO, MIDEGO

University Collaboration in Global Infectious Diseases Research

"Reduced Efficacy of Benzimidazole Anthelminthics in Kintampo, Ghana", Michael Cappello, MD, Professor of Pediatrics and Epidemiology and Public Health; Director, Program in International Child Health; Co-Director, International Adoption Clinic, Yale University School of Medicine
"Preventing Mother to Child Transmission of HIV in Resource-limited Settings through Research Capacity Building", Elijah Paintsil, MD, Associate Research Scientist, Department of Pediatrics, Yale School of Medicine
"Tuberculosis and HIV Research at the Korle-Bu Teaching Hospital", Awewura Kwara, MD, Brown University
"Title To Be Announced", Michael Wilson, MD, Parasitology Unit, Noguchi Memorial Institute for Medical Research, University of Ghana, Legon, Ghana

Glaucoma and Cornea Transplants in the Developing World

"People, Places, and Genes: How World Populations Are Helping Us Find The Cause of Glaucoma.", R. Rand Allingham, MD, Professor of Ophthalmology; Director, Glaucoma Service, Duke University Eye Center
"Tema Eye Survey", Donald Budenz, MD, MPH, Professor of Ophthalmology, Epidemiology, and Public Health, University of Miami Miller School of Medicine
"Estimating The Impact of a Safe, Effective, and Easily-Inserted Drainage Device for the Treatment of Glaucoma in the Developed and Developing World", Roger Goldberg, MD, MBA Candidate, Yale University School of Medicine
"Keratoprosthesis in the Developing World", Jared Ament, MD, MPh, Clinical Research Fellow, Ophthalmlology & Corneal Surgery, Massachusetts Eye and Ear Infirmary, Harvard Medical School; Harvard School of Public Health

Community Health Models

"The Honduras Slow Sand Filter Project", Vidush Philip Athyal, MD, MPH, Fellow/Clinical Instructor, University of Rochester Medical Center
"Delivering on the MDGs: Equity and Maternal Health", Emma Sachs, Health Equity Team, Earth Institute, Columbia University
"Lok Swasthya Sewa, a Model Health Cooperative in Ahmedabad, India", Chirag Shah, MD, Chief Resident, Wills Eye Hospital
"Health and Education at Grace Children's Hospital in Port-au-Prince, Haiti", Jeannine Hatt, MD, Past-President, International Child Care USA; Board of Directors and Chair, International Child Care's Medical Resource Development Clinic

Orphans and Children

"Orphans and Vulnerable Children in the Urban Slums of Africa", John Bryant, PhD, Professor, Johns Hopkins University
"A Pilot Therapeutic Feeding Program for Malnourished Orphans in Ukraine", Jonathan M. Spector, MD, MPH, Assistant Professor of Pediatrics, UMass Memorial Children's Medical Center
"Advancing Educational Opportunities for Children who are Blind with Additional Impairments", Steven Rothstein, President, Perkins School for the Blind
"Childhood Blindness And Its Prevention", Kartee Karloweah, ON, RN, Ophthalmic Nurse, Unite For Sight-Ghana

Panel: Examining Strategies in Community Health

"Oral Health: Essential Element in Achieving the Millennium Development Goals", Habib Benzian, , MSc, Director Public Health & Development, FDI World Dental Federation, France
"Community Health Improvement in a Nomadic Village on the Eastern Tibetan Plateau", Nancy Chin, MPH, PhD, MA, Assistant Professor, Department of Community and Preventive Medicine, University of Rochester
"Interdisciplinary Collaboration to Improve Health and Social Services in Vietnam", Lan Gien, BSc, MEd, PhD, Professor of Nursing, Memorial University of Newfoundland
"HIV/AIDS Knowledge and Assessment of Health Care Providers in Dominian Republic, India and others", Ellen Palmer, RN, PhD, Assistant Clinical Professor, University of Texas at Arlington School of Nursing
"Home Visit Project of Blind Babies Foundation and Perspektiva of the Volga Region in Russia", Julie Bernas-Pierce, MEd, Executive Director, Blind Babies Foundation
"Implementation of a Comprehensive Community-Based Tuberculosis Control Program in Eastern Burma's Chronic Conflict Zone", Allison Richard, MD, Assistant Professor of Emergency Medicine; Associate Director of the Division of International Medicine, University of Southern California and Global Health Access Program
"Increasing Access to and Use of Skilled Maternal and Newborn Care in Dumka District of India", Juliet MacDowell, MA, Senior Program Manager, JHPIEGO
"Protecting Border Security and Health: Effective Strategies for Monitoring and Treating Malaria among Burma's IDPs", Emily Whichard, Program Director, Global Health Access Program

Health Care in Latin America

"A Binational Stanford - Mexico Health Advocacy Program - Partners to Address Immigrant Health", Gabriel Garcia, MD, Professor of Medicine, Associate Dean of Medical School Admissions, Stanford University School of Medicine
"An Extremely Affordable Device To Improve Asthma Care", Eric Green, PhD, MD Candidate, Stanford University School of Medicine
"Ethical Dilemmas in International Medicine: Cases from the Honduran Health Alliance", Bonzo Reddick, MD, Clinical Assistant Professor, University of North Carolina-Chapel Hill
"Utilization of PDA's by Community Health Workers for Field Collection of Malaria Statistics in Rural Haiti", Nick Mann, BA Candidate, Truman State University

College and Medical Student Perspectives on Volunteering Abroad

"Bihar Summer Volunteer: Perspiration, Inspiration and Mangoes", Kristin Ow Chapman, MD Candidate, NYU School of Medicine
"Volunteering in Accra, Ghana", Brian Lich, BA Candidate, Southern Methodist University; Unite For Sight Volunteer in Accra, Ghana
"The Roads of Ghana", Daniel Vekhter, BA Candidate, Yale University; Unite For Sight Volunteer in Asikuma Breman, Ghana
"Title To Be Announced", Hafeezah Omar, BA Candidate, University of North Carolina at Chapel Hill; Unite For Sight Volunteer in Accra, Ghana
"Journeying through India with a New Set of Eyes", Rosh and Roshan Sethi, BS Candidate, Yale University; Unite For Sight Volunteers in New Delhi, India
"Tamale, Ghana", Shakira Sanchez-Collins, BA Candidate, Yale University; Unite For Sight Volunteer in Tamale, Ghana
"Four women, three men, two cows, and a truck: Tales from Chennai, India", Shawn Lin, BS, Unite For Sight Volunteer in Chennai, India
"New Vision in Ghana: Volunteering in Accra", Stephen Furlow, MD Candidate, University of Kentucky School of Medicine; Unite For Sight Volunteer in Accra, Ghana

Strategies To Provide Health Care To Populations: Africa and Asia

"Effective approaches to enhance coverage of vitamin A supplementation in Sub-Saharan Africa", Werner Schultink, MD, Chief Child Development and Nutrition, UNICEF
"Trends in Trichiasis Surgery and Antibiotics Mass Treatment in Trachoma Control in 10 African and Asian Countries in 2004-2006", Sam Abbenyi, MD, MSc, Director, Programs and Logistics, International Trachoma Initiative
"Combating The Obosogenic Environment: An Overview of the Scope of the Issue on a Global Basis", Tanya Whitehead, PhD, Research Associate Professor, University of Missouri-Kansas City School of Nursing
"Volunteering in Chennai, India", Ravin Bastiampillai, BSc Student, University of Alberta

05:00pm-05:40pm: Concurrent Sessions

Retinal Lesions and Indirect Ophthalmoscopy

"The Healing of Retinal Photocoagulation Lesions", Yannis Paulus, MD Candidate, Stanford University School of Medicine
"Instruction Course With Live Hands-On Using Indirect Ophthalmoscope For Optometrists To Help Diagnose Retinal Diseases at the Community Level", Pooja Sinha., MBBS, Ophthalmologist, AB Eye Institute, Patna, India

Day 2: Sunday, April 13, 2008

08:45am-09:35am

Keynote Address By Dr. Jeffrey Sachs

"Common Wealth: Economics For A Crowded Planet", Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon

09:40am-10:30am

Millennium Village Project

"Millennium Villages", Sonia Ehrlich Sachs, MD, MPH, Health Coordinator, Millennium Village Project

10:30am-11:10am

Plenary Panel - The Need For A Global Coalition of Good

Introduction:

	? Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon

Panelists:

	? Ted M. Alemayhu, Founder, Chairman and CEO, US Doctors For Africa
	? Edward ONeil Jr, MD, Founder, Omni Med; Author, Awakening Hippocrates: Primer on Health, Poverty, and Global Service, and A Practical Guide to Global Health Service
	? Seth Wanye, MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana

11:15am-11:55am: Concurrent Sessions

Plenary Panel - Brain Drain: The Health, Development, and Economic Effects on African Countries

Introduction:

	? Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon
	? Sonia Ehrlich Sachs, MD, MPH, Health Coordinator, Millennium Villages

Panelists:

	? Thomas Baah, MD, MSc, Ophthalmologist, Our Lady of Grace Hospital, Ghana
	? James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana
	? Michael Gyasi, MD, Ophthalmologist and Director of the Bawku Eye Care Program, Ghana
	? Seth Wanye, MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana

The Four Heartbeats of Social Entrepreneurship

"The Four Heartbeats of Social Entrepreneurship", Jeffrey Robinson, PhD, Assistant Professor, NYU Stern School of Business

01:00pm-02:30pm: Concurrent Sessions

Innovative Global Health Solutions

"Bridging the gap between knowing the right thing to do and doing it right", Harshad Sanghvi, MD, Medical Director, JHPIEGO, Johns Hopkins University
"Innovative Approaches to Public Private Partnerships in Kenya's Health and Youth Sectors", Georgia Sambunaris, MA, Senior Financial Markets Specialist, USAID
"Innovative Market Based Solutions in Global Health", Omer Imtiazuddin, MBA, Health Portfolio Manager, Acumen Fund
"Public Private Partnerships in Action: ExxonMobil's approach to making a difference on malaria's human toll in Africa", Steven C. Phillips, MD, MPH, Medical Director, Global Issues and Projects, Exxon Mobil Corporation

Perspectives on Eye Care and Outreach

"Managing Technology to Advance Eye Care", Ismael Cordero, Advisor, Healthcare Technology, Orbis
"Maximizing Limited Resources to Provide Outreach Eye Care", Satya Verma, OD, FAAO, Director, Community Eye Care, Pennsylvania College of Optometry
"Ophthalmology in the Holy Land: The Eye Hospital of St. John of Jerusalem", Steve Hudson, MD, JD, MPA, Ophthalmologist, Member of the Order of St. John (M.St..J), Unite For Sight Volunteer
"Training Community Eye Workers in Ghana and Liberia: The Good, The Bad, and The Ugly", Glenn Strauss, MD, Vice President of International Health Care and Programs, Mercy Ships, Int'l

Obstetric Fistula: Film-Based Campaigning

"Obstetric and Traumatic Fistula: Film-based Campaigning for Global Women's Health", Lisa Russell, MPH, Filmmaker

02:35pm-04:05pm: Concurrent Sessions

HIV/AIDS

"The Bad Road to Good Health: The Clinton Foundation's Initiative to Build Healthcare Capacity in Rural Areas", Andy Ellner, MD, Clinton HIV/AIDS Initiative
"Antiretroviral Drugs and Issues of Drug Access and Quality in the Developing World", Terry Blaschke, MD, Professor of Medicine and of Molecular Pharmacology (Active Emeritus), Stanford University School of Medicine
"The End of AIDS - IAVI and the Search for a Vaccine to Prevent HIV", John McGoldrick, Senior Vice President, International AIDS Vaccine Initiative (IAVI)
"Clinical Mentoring Rapidly Improves Clinic Management Systems for HIV Care in Resource-Limited Settings", Katherine Graves-Abe, MIA, Director of Operations, International Center For Equal Healthcare Access (ICEHA)

Ophthalmology: Pediatrics, Glaucoma, Retina, and Cataracts

"Advantages of Using an Economical Anti-VEGF For Treating Retinal Diseases in India", Pooja Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India
"Is That Angle Occludable?", Syril K. Dorairaj, MD, Clinical Research Fellow, Glaucoma Associates of New York, The New York Eye and Ear Infirmary
"The Use of Multifocal and Accomdative Intraocular Lenses in Cataract Surgery", Matthew Paul, MD, Danbury Eye Physicians and Surgeons
"Homocysteine and Eye Disease", Nathan Radcliffe, MD, Glaucoma Service at New York Eye & Ear Infirmary
"Epidemiology of Exfoliation Syndrome", Ilya Rozenbuam, MD, GANY Glaucoma Fellow, New York Eye and Ear Institute

Quality and Equality

"Civil Society Advocacy For The Right To Health", Leonard Rubenstein, Executive Director, Physicians for Human Rights
"Corporate/Professional initiatives: Co-operation to Address Unmet Medical Needs", Doug Lawrence, Vice President/General Manager, BD Medical - Ophthalmic Systems
"Doing it The Quality Way Because It Is In Equality", P. Berman, OD, FAAO, Senior Global Clinical Advisor and Founder, Special Olympics Lions Clubs, International Opening Eyes
"The Global Marketization of Health Services: Promoting Inequity, Inequality and Exclusion", Ellen Rosskam, PhD, MPH, Public Health & Social Protection Specialist; Policy Scholar, Woodrow Wilson International Center for Scholars; Visiting Professor, University of Massachusetts, Lowell, Work Environment Department; Visiting Senior Fellow, University of Surrey, European Institute of Health and Medical Sciences, England

04:10pm-05:00pm: Concurrent Sessions

Medical Education in the Developing World

"Creation of a Medical School in Botswana", Major Bradshaw, MD, Founding Dean, University of Botswana School of Medicine
"Undergraduate Medical Education in the University of Ghana Medical School: A Student's Perspective", Tshepo Joshua Mbalambi, BSc, Med Sci, MBcHB Candidate, University of Ghana Medical School

04:10pm-05:40pm: Concurrent Sessions


Neglected Tropical Diseases

"Empowering Communities in the Fight to Eliminate Neglected Tropical Diseases", Kari Stoever, Director, Neglected Tropical Diseases, Sabin Vaccine Institute
"Tackling The Neglected Tropical Diseases (NTDs): The Role of PLoS NTDs in Building Capacity", Gavin Yamey, MD, MRCP, Senior Editor, PLoS Medicine; Consulting Editor, PLoS Neglected Tropical Diseases
"Trachoma Control; Challenges for 2020", Thomas Quinn, MD, Director, Johns Hopkins Center for Global Health
"The Slaying of Dragons: Guinea Worm Eradication", Michele Barry, MD, FACP, Professor of Medicine and Global Health Director, Office of International Health; Chief, General Medicine Firm, Yale University School of Medicine

Strategies To Eliminate Preventable Blindness

"Addressing the Need for Reduction of Uncorrected Refractive Error in Persons With intellectual Disability through Participate in Special Olympics Lions Clubs International Opening Eyes Vision Program.", Sandy Block, OD, Illinois College of Optometry
"Eliminating the Needless Loss of Sight That Occurs During Sports", Paul Berman, OD, FAAO, Senior Global Clinical Advisor and Founder, Special Olympics Lions Clubs, International Opening Eyes
"Challenges of Building a Charitable Eye Hospital in India", Satyajit Sinha., MBBS, Ophthalmologist, AB Eye Institute, Patna, India
"Low cost Comprehensive Eye care models and Its replicability", Sarang Samal, Kalinga Eye Hospital, Orissa, India

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From NDavies at dthr.ab.ca  Tue Jan 15 16:10:32 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 15 Jan 2008 14:10:32 -0700
Subject: [HealthLiteracy 1660] Re: Audio Visual
In-Reply-To: <BAYC1-PASMTP055482D581C1A117557456F66E0@CEZ.ICE>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F0489B@DTHREXCL1.dthr.ab.ca>

Hi Nancy, many thanks for sending on the materials. I forwarded them to my department's Media Producer and it was as though Christmas had arrived 11 months early!
Kindest regards,
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Nancy Simpson
Sent: Wednesday, December 05, 2007 1:26 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1562] Re: Audio Visual


Hi Nicola,
I have an evaluation tool for AV resources that was developed some time ago but is still very relevant. The goal is to select health related AV resources that suit the general population so plain language is a factor in the selection but so are several other characteristics. There is also an excellent tool for evaluating AV resources (SAM) in Doak, Doak and Root's book, Teaching People with Low Literacy Skills.
Hope this helps.
Nancy
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Davies, Nicola
Sent: Tuesday, December 04, 2007 5:57 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1554] Audio Visual
 
Does anybody have information about evaluating audio-visual resources for health literacy? I am involved primarily in print resources, but a colleague of mine would like to know, and I am intrigued too.
 
Thanks,
Nicola
 

Nicola Davies, BA

Health Literacy Specialist 
Wellness Centre Coordinator 
Media Services Publications Clerk
* ndavies at dthr.ab.ca
*  (403)-352-7643
* Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7
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From pleasant at AESOP.Rutgers.edu  Tue Jan 15 18:28:34 2008
From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant)
Date: Tue, 15 Jan 2008 18:28:34 -0500
Subject: [HealthLiteracy 1661] Re: Medical School curriculum
In-Reply-To: <8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12>
References: <474EE8040200002D00004A41@bostongwia.jsi.com>
	<8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12>
Message-ID: <p06230914c38e47546b41@[192.168.1.100]>

Hi everyone,

First, sorry . I wrote this a while ago .. but somehow it never made 
it out of my out box.

So, the message was  ... in between the in betweens on my calendar 
and the end of the semester, I pulled together the various 
submissions for syllabus/ curricula on health literacy as per the 
earlier discussion.

You can find the collection I have received to date at ... 
http://www.advancinghealthliteracy.com/curricula.html

There aren't that many actually - so I suspect it may not a complete 
list. I will update this as I receive more submissions .. so keep 
them coming! If I missed any earlier contributions, apologies and do 
let me know if that was the case and I'll correct asap.

Best wishes,

Andrew Pleasant



-- 

-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667


From julie_mcKinney at worlded.org  Thu Jan 17 09:48:09 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 17 Jan 2008 09:48:09 -0500
Subject: [HealthLiteracy 1662] Re: Medical School curriculum
Message-ID: <478F24590200002D000051C0@bostongwia.jsi.com>

Thanks, Andrew!

Many of you out there wrote in to say "put me on the list", thinking that we were making a list of people to send this curriculum list out to. But you can just access it online at the address Andrew gave:

http://www.advancinghealthliteracy.com/curricula.html

Please send other relevant curriculum or syllabi you have if they are not on this list! Send them to Andrew at: 

pleasant at AESOP.Rutgers.edu

What a great resource!
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Andrew Pleasant <pleasant at AESOP.Rutgers.edu> 01/15/08 6:28 PM >>>
Hi everyone,

First, sorry . I wrote this a while ago .. but somehow it never made 
it out of my out box.

So, the message was  ... in between the in betweens on my calendar 
and the end of the semester, I pulled together the various 
submissions for syllabus/ curricula on health literacy as per the 
earlier discussion.

You can find the collection I have received to date at ... 
http://www.advancinghealthliteracy.com/curricula.html

There aren't that many actually - so I suspect it may not a complete 
list. I will update this as I receive more submissions .. so keep 
them coming! If I missed any earlier contributions, apologies and do 
let me know if that was the case and I'll correct asap.

Best wishes,

Andrew Pleasant



-- 

-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org



From julie_mcKinney at worlded.org  Thu Jan 17 09:59:09 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 17 Jan 2008 09:59:09 -0500
Subject: [HealthLiteracy 1663] Wednesday Question: Health Literacy and
	Marketing
Message-ID: <478F26ED0200002D000051C4@bostongwia.jsi.com>

Hi Everyone,

I apologize that I've neglected the Wednesday Question lately! But Im back on board (a day late) and here we go...

I got a nice white paper bag in the mail from Rite Aid pharmacy. It says to put your medicines in the bag, bring it in to Rite Aid, and a pharmacist will go over your medicines and explain what you don't understand. And you get a $10 gift certicicate if you do this. So we have a pharmacy using a health literacy strategy (and a good one, I think) to market their services. I think this is really interesting, and rather promising that good HL practices can be seen as a hook to get people interested.

What do you all think of this concept of using HL for marketing of services? I see potential for improvement of services overall, but I'm sure there are many issues to look at.

I'd love to hear people's thoughts and other examples of this phenomenon!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From Jsorensen at afmc.org  Thu Jan 17 10:27:21 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 17 Jan 2008 09:27:21 -0600
Subject: [HealthLiteracy 1664] Re: Medical School curriculum
In-Reply-To: <478F24590200002D000051C0@bostongwia.jsi.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302749B9D@AFMCFS6.NT_AFMC.local>

Thanks for sharing the link! 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, January 17, 2008 8:48 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1662] Re: Medical School curriculum

Thanks, Andrew!

Many of you out there wrote in to say "put me on the list", thinking
that we were making a list of people to send this curriculum list out
to. But you can just access it online at the address Andrew gave:

http://www.advancinghealthliteracy.com/curricula.html

Please send other relevant curriculum or syllabi you have if they are
not on this list! Send them to Andrew at: 

pleasant at AESOP.Rutgers.edu

What a great resource!
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Andrew Pleasant <pleasant at AESOP.Rutgers.edu> 01/15/08 6:28 PM >>>
Hi everyone,

First, sorry . I wrote this a while ago .. but somehow it never made it
out of my out box.

So, the message was  ... in between the in betweens on my calendar and
the end of the semester, I pulled together the various submissions for
syllabus/ curricula on health literacy as per the earlier discussion.

You can find the collection I have received to date at ... 
http://www.advancinghealthliteracy.com/curricula.html

There aren't that many actually - so I suspect it may not a complete
list. I will update this as I receive more submissions .. so keep them
coming! If I missed any earlier contributions, apologies and do let me
know if that was the case and I'll correct asap.

Best wishes,

Andrew Pleasant



-- 

-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences Rutgers,
the State University of New Jersey Cook Office Building, 55 Dudley Road
#207 New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From AboutDiabetes at aol.com  Thu Jan 17 10:48:34 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Thu, 17 Jan 2008 10:48:34 EST
Subject: [HealthLiteracy 1665] Re: Wednesday Question: Health Literacy and
	Marketing
Message-ID: <d3c.1f6dd666.34c0d2d2@aol.com>

Hi Julie:
 
I like this idea, but would like the program much more if it  was offered in 
partnership or monitored by a non-profit or other group  that provided Rite 
Aid with specific guidelines on how to interact with  participants.
 
A number of potential problems for consumers with limited verbal and/or  
reading skills immediately come to mind, such as:  
 
1) conversion of prescriptions without a doctor's consent - or with consent  
based on difficult to understand conversion forms
 
2) enrollment in other programs without informed consent 
 
...and on and on.
 
Paul Tracey
Learning About Diabetes, Inc. 
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  
 



**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From bba at nauticom.net  Thu Jan 17 10:49:08 2008
From: bba at nauticom.net (Bonnie Anton)
Date: Thu, 17 Jan 2008 10:49:08 -0500
Subject: [HealthLiteracy 1666] Re: Wednesday Question: Health Literacy
	andMarketing
In-Reply-To: <478F26ED0200002D000051C4@bostongwia.jsi.com>
Message-ID: <003a01c85920$82333a40$2e01a8c0@Dell4600>

I agree this is a great start on the part of pharmacies.  I hope the
explanations are not just verbal, but written (with appropriate health
literacy principles in mind). In writing, the explanations can be reviewed
at a later date as well as shared with family members who might question the
purposes of the medications.

 

Another issue, to me this could be looked upon as an example of direct
consumer advertising.  It would get you into the store and give you a $10.00
gift certificate to spend on their products.  Hopefully you are a Rite Aid
pharmacy customer and not just on a mass mailing list of consumers who take
prescribed medications. 

 

My apologies for looking "below the surface" for the advertising
opportunities that can be used on consumers.

 

Bonnie B. Anton RN MN

Patient Educator

UPMC Presbyterian Hospital

bba at nauticom.net

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, January 17, 2008 9:59 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1663] Wednesday Question: Health Literacy
andMarketing

 

Hi Everyone,

 

I apologize that I've neglected the Wednesday Question lately! But Im back
on board (a day late) and here we go...

 

I got a nice white paper bag in the mail from Rite Aid pharmacy. It says to
put your medicines in the bag, bring it in to Rite Aid, and a pharmacist
will go over your medicines and explain what you don't understand. And you
get a $10 gift certicicate if you do this. So we have a pharmacy using a
health literacy strategy (and a good one, I think) to market their services.
I think this is really interesting, and rather promising that good HL
practices can be seen as a hook to get people interested.

 

What do you all think of this concept of using HL for marketing of services?
I see potential for improvement of services overall, but I'm sure there are
many issues to look at.

 

I'd love to hear people's thoughts and other examples of this phenomenon!

 

All the best,

Julie

 

Julie McKinney

Discussion List Moderator

World Education/NCSALL

jmckinney at worlded.org

 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to bba at nauticom.net

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From NDavies at dthr.ab.ca  Thu Jan 17 11:32:37 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 17 Jan 2008 09:32:37 -0700
Subject: [HealthLiteracy 1667] Re: Wednesday Question: Health Literacy
	andMarketing
In-Reply-To: <478F26ED0200002D000051C4@bostongwia.jsi.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F048BC@DTHREXCL1.dthr.ab.ca>

Hi All, off the top of my head, this is not the first time a pharmacy has used HL - Pfizer have their own HL publications: we have all heard of Ask Me 3 - true, it's not direct to patient marketing, but these guidelines are aimed at health professionals who prescribe medications, so in a way it is marketing. 


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Thursday, January 17, 2008 7:59 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1663] Wednesday Question: Health Literacy
andMarketing


Hi Everyone,

I apologize that I've neglected the Wednesday Question lately! But Im back on board (a day late) and here we go...

I got a nice white paper bag in the mail from Rite Aid pharmacy. It says to put your medicines in the bag, bring it in to Rite Aid, and a pharmacist will go over your medicines and explain what you don't understand. And you get a $10 gift certicicate if you do this. So we have a pharmacy using a health literacy strategy (and a good one, I think) to market their services. I think this is really interesting, and rather promising that good HL practices can be seen as a hook to get people interested.

What do you all think of this concept of using HL for marketing of services? I see potential for improvement of services overall, but I'm sure there are many issues to look at.

I'd love to hear people's thoughts and other examples of this phenomenon!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From podschung at ada.org  Thu Jan 17 12:33:12 2008
From: podschung at ada.org (Podschun, Gary)
Date: Thu, 17 Jan 2008 11:33:12 -0600
Subject: [HealthLiteracy 1668] Proceedings of the Surgeon General's Workshop
	on Improving Health Literacy
Message-ID: <A9760F5D8A0B4949A29FE16D2257A35501F35A4F@CHIUTILF.ada.org>


Proceedings of the Surgeon General's Workshop on Improving Health
Literacy, September 7, 2006, National Institutes of Health, Bethesda, MD
were recently released and are now available on the SG's web site.

http://www.surgeongeneral.gov/topics/healthliteracy/toc.htm

_________________________________
Gary D. Podschun
Manager, Community Outreach and 
     Cultural Competence
Council on Access, Prevention and 
     Interprofessional Relations
312.440.7487	T
312.440.4640	F
podschung at ada.org

American Dental Association  |  211 E. Chicago Ave.  |  Chicago, IL
60611

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From NDavies at dthr.ab.ca  Thu Jan 17 13:23:44 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 17 Jan 2008 11:23:44 -0700
Subject: [HealthLiteracy 1669] Re: Wednesday Question: Health Literacy
	andMarketing
In-Reply-To: <d3c.1f6dd666.34c0d2d2@aol.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F048C0@DTHREXCL1.dthr.ab.ca>

Great ideas, Paul. This quite obviously is the latent purpose of this program. Perhaps offered in conjunction with a library, or even hosted by a library with pharmacy professionals providing professional services, might be a little more patient friendly, rather than consumer friendly.
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of AboutDiabetes at aol.com
Sent: Thursday, January 17, 2008 8:49 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1665] Re: Wednesday Question: Health Literacy andMarketing


Hi Julie:
 
I like this idea, but would like the program much more if it was offered in partnership or monitored by a non-profit or other group that provided Rite Aid with specific guidelines on how to interact with participants.
 
A number of potential problems for consumers with limited verbal and/or reading skills immediately come to mind, such as:  
 
1) conversion of prescriptions without a doctor's consent - or with consent based on difficult to understand conversion forms
 
2) enrollment in other programs without informed consent 
 
...and on and on.
 
Paul Tracey
Learning About Diabetes, Inc. 
www.learningaboutdiabetes.org 
 



  _____  

Start the year off right. Easy ways to stay in shape <http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>  in the new year. 
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From joan at ipns.com  Thu Jan 17 13:36:44 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 17 Jan 2008 10:36:44 -0800
Subject: [HealthLiteracy 1670] Re: Wednesday Question: Health Literacy and
 Marketing
In-Reply-To: <d3c.1f6dd666.34c0d2d2@aol.com>
References: <d3c.1f6dd666.34c0d2d2@aol.com>
Message-ID: <6.0.0.22.2.20080117102820.051965f0@mail.ipns.com>

At 07:48 AM 1/17/2008, you wrote:
>A number of potential problems for consumers with limited verbal and/or 
>reading skills immediately come to mind, such as:
>
>1) conversion of prescriptions without a doctor's consent - or with 
>consent based on difficult to understand conversion forms
>
>2) enrollment in other programs without informed consent
>
>...and on and on.
>

Hi Paul,

You make a good point for programs tied to something like a pharmacy.  I 
can't help but wonder that even with the partnership with a nonprofit - 
unless it's mission involves health literacy specifically - there might not 
be those concerns. When going to people for assistance with my son who has 
disabilities, I find that the "good old boy network" is still in place and 
will wonder in the midst of it all if we're receiving the full picture. 
Isn't it possible that the same concerns could continue even with a 
nonprofit agency there to assist?

I am wondering if it's not the training and HL policy and programs that are 
the concern rather than the collaboration piece? Though involving community 
organizations is *always* a good thing to do to get community support for a 
program, I"m just not sure that in and of itself it provides the assurances 
you are looking for.

What if the company has adopted a health literacy policy, trained staff, 
and has a resource professional available to them and the customers?

If the quality piece of the HL programming is built into the program, it 
seems like a smart marketing approach.

I guess the question is, what is the least dangerous assumption?

Respectfully,
Joan Medlen, RD, LD
Project Director, Creating Solutions
Clinical Advisor for Health Literacy, Special Olympics Healthy Athletes Program




From joan at ipns.com  Thu Jan 17 14:04:12 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 17 Jan 2008 11:04:12 -0800
Subject: [HealthLiteracy 1671] Re: Wednesday Question: Health Literacy
 andMarketing
In-Reply-To: <003a01c85920$82333a40$2e01a8c0@Dell4600>
References: <478F26ED0200002D000051C4@bostongwia.jsi.com>
	<003a01c85920$82333a40$2e01a8c0@Dell4600>
Message-ID: <6.0.0.22.2.20080117105948.06731140@mail.ipns.com>

At 07:49 AM 1/17/2008, you wrote:
>My apologies for looking "below the surface" for the advertising 
>opportunities that can be used on consumers.

Hi Bonnie,

I wouldn't apologize for that. It's part of the whole picture.

My thing is that no one is exempt from that piece - whether for-profit or 
non-profit. Offering a service brings you to that organization. It's 
marketing. Period. And if you offer an incentive, well, is that different 
than offering further service once they are there as a nonprofit?

the question is how it is presented once they are there. And that is going 
to vary from employee to employee, and will depend on what is in the 
training piece involved prior to the visit.

I think the bigger question is HOW are they making this information more 
understandable to the people who come to the pharmacy? What is the process? 
Are they prepared for those who cannot follow verbal instruction? Need a 
different language? Use sign language? Have learning disabilities?

It'd be good to know more about the training leading up to the marketing 
effort.

Joan Guthrie Medlen, RD, LD
Project Director, Creating Solutions
Clinical Advisor for Health Literacy, Special Olympics, Healthy Athletes 




From AboutDiabetes at aol.com  Thu Jan 17 16:48:58 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Thu, 17 Jan 2008 16:48:58 EST
Subject: [HealthLiteracy 1672] Re: Wednesday Question: Health Literacy and
	Marketing
Message-ID: <ce5.262b64d4.34c1274a@aol.com>

Hi Joan:
 
The least dangerous assumption would be to assume that such endeavors  are 
profit or brand-driven or they would not exist.   
 
Sad to say, the days of corporate clients sharing their largesse with the  
greater community without some kind of a tie-in mechanism of benefit to them are 
 long gone. 
 
As an example of how non-profits, independent associations founded in the  
public interest, and quasi-government agencies can be manipulated  to influence 
behavior and outcomes in  society today, consider  today's news about the role 
of cholesterol in heart disease. This is really  not news. Most scientists, 
but not the lay public, have been aware for some time  now that much more than 
the lowering of cholesterol is necessary to reduce the  incidence of heart 
disease in America.
 
Much of this started with drug industry sponsored programs, such  as 
Countdown on Cholesterol and the independent (and also drug industry  sponsored) NHLBI 
National Cholesterol Education Program founded in 1985 -  just before Merck 
launched Mevacor, their blockbuster cholesterol lowering  drug. What a 
coincidence!
 
Paul  
 



**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From pleasant at aesop.rutgers.edu  Thu Jan 17 19:46:55 2008
From: pleasant at aesop.rutgers.edu (Andrew Pleasant)
Date: Thu, 17 Jan 2008 19:46:55 -0500
Subject: [HealthLiteracy 1673] Re: Wednesday Question: Health Literacy and
 Marketing
In-Reply-To: <ce5.262b64d4.34c1274a@aol.com>
References: <ce5.262b64d4.34c1274a@aol.com>
Message-ID: <p06230904c3b5a34b6746@[192.168.1.100]>

Hi,

This might have changed as I haven't updated my talk for a few months 
and there was a big push by pharma to get this into the European 
Union .. but these examples are either close too or are 
direct-to-consumer advertising of pharmaceuticals which (again, last 
I checked) was legal in only the U.S. and New Zealand out of all 
'high-income' countries globally. This is so prevalent here that 
people accept it as 'normal' and don't question it too often ... but 
we might do well to learn from the rest of the world that it doesn't 
have to be that way. One study found that for every $1 the 
pharmaceutical industry spent on DTC advertising in that year yielded 
an additional $4.20 in drug sales. All of this is clearly not driven 
by medical needs or a wise use of health care dollars. All in all, 
another huge challenge for health literacy skills and just like many 
of the health literacy efforts being pushed by pharma it is not a 
given that they will actually be used (or are useful) to improve 
health literacy.

And to top it all off, the huge equity mismatch in research spending 
still goes on ... only a small percent of worldwide expenditure on 
health research and development is devoted to the problems that 
primarily affect the poorest majority of the world's population The 
research is being directed at the markets that can pay, not actual 
health needs.

Andrew


>Hi Joan:
>
>The least dangerous assumption would be to assume that such 
>endeavors are profit or brand-driven or they would not exist. 
>
>Sad to say, the days of corporate clients sharing their largesse 
>with the greater community without some kind of a tie-in mechanism 
>of benefit to them are long gone.
>
>As an example of how non-profits, independent associations founded 
>in the public interest, and quasi-government agencies can be 
>manipulated to influence behavior and outcomes in  society today, 
>consider today's news about the role of cholesterol in heart 
>disease. This is really not news. Most scientists, but not the lay 
>public, have been aware for some time now that much more than the 
>lowering of cholesterol is necessary to reduce the incidence of 
>heart disease in America.
>
>Much of this started with drug industry sponsored programs, such 
>as Countdown on Cholesterol and the independent (and also drug 
>industry sponsored) NHLBI National Cholesterol Education Program 
>founded in 1985 - just before Merck launched Mevacor, their 
>blockbuster cholesterol lowering drug. What a coincidence!
>
>Paul
>
>
>
>
>
>Start the year off right. 
><http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>Easy 
>ways to stay in shape in the new year.
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pleasant at aesop.rutgers.edu


-- 
-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667


From MarkH38514 at aol.com  Fri Jan 18 08:05:51 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Fri, 18 Jan 2008 08:05:51 EST
Subject: [HealthLiteracy 1674] Re: Wednesday Question: Health Literacy and
	Marketing
Message-ID: <beb.23e0bad8.34c1fe2f@aol.com>

In late 1998, Rite Aid stock was about $50 per share; now it's  at less than 
$2. I have family members who owned stock in the company. Rite  Aid has really 
struggled, in large part because of some financial  malfeasance by previous 
executives; a  former CEO got  10 years in prison. 
 
It's fair to assume that having patients bring in all their  prescriptions is 
a way for Rite Aid to try to get them to shift their  prescriptions from 
their current pharmacy to Rite Aid. In one way that may not  be a bad idea, since 
pharmacists who are aware of all the drugs a patient is  taking may be more 
likely to pick up on potentially serious drug interactions.  For those patients 
who get their prescriptions filled at different  pharmacies, keeping track of 
drug  interactions is almost  impossible.  
 
But that's probably not as important as increasing their  prescription drug 
sales, or even getting consumers into the store in hopes  they'll buy something 
on their way to or from the pharmacy in the back of the  store. That's the 
reason pharmacies are in the back of the store to begin with. 
 
It's all about marketing and money and getting the stock price  up. 
 
Mark Hochhauser
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From a.rathbun at morehead-st.edu  Fri Jan 18 08:36:59 2008
From: a.rathbun at morehead-st.edu (Ann Rathbun, Ph.D.)
Date: Fri, 18 Jan 2008 08:36:59 -0500
Subject: [HealthLiteracy 1675] Re: Wednesday Question: Health Literacy	and
	Marketing
In-Reply-To: <beb.23e0bad8.34c1fe2f@aol.com>
References: <beb.23e0bad8.34c1fe2f@aol.com>
Message-ID: <20080118083659.79ianks7uoo4g4kw@webmail.moreheadstate.edu>

As pharmacies move more toward the 'big box' model, I am constantly  
amazed at the paradoxes that are present in the stores.  Stores are  
selling health promoting medications, disease preventing medications,  
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches  
and gums that help us quit are also sold?  Mark is right...profit  
driven, not health promoting/prevention driven.  Really confusing to  
consumers, too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by previous
> executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  prescriptions is
> a way for Rite Aid to try to get them to shift their  prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping track of
> drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's the
> reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.




From julie_mcKinney at worlded.org  Fri Jan 18 09:35:11 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 18 Jan 2008 09:35:11 -0500
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health	Literacy and
	Marketing
Message-ID: <479072CF0200002D0000522D@bostongwia.jsi.com>

You all have brought up good points. I agree that we have to look at the motivation and process with a critical eye. But mostly the process. Here's why: Even if the motivation is increasing sales and stock value, if a pharmacy recruits customers by truly providing better service to those with literacy and language challenges, then it's still a good thing. If I have an option to go to a pharmacy that consistently ensures that I understand my medicines, then we all win. They get another customer and I get better service.

If pharmacies start competing by addressing health literacy issues in real and effective ways, it could push up the quality of services across the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to be truly effective, consistent, and long-term in providing better service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health literacy experts, testing the process with adult learners, making sure that there is some plain language and picture-based material to let people take home, and evaluating the program carefully. It's also important that it be a long-term program rather than a quick tease to pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM >>>
As pharmacies move more toward the 'big box' model, I am constantly  
amazed at the paradoxes that are present in the stores.  Stores are  
selling health promoting medications, disease preventing medications,  
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches  
and gums that help us quit are also sold?  Mark is right...profit  
driven, not health promoting/prevention driven.  Really confusing to  
consumers, too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by previous
> executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  prescriptions is
> a way for Rite Aid to try to get them to shift their  prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping track of
> drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's the
> reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org



From MarkH38514 at aol.com  Fri Jan 18 10:11:03 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Fri, 18 Jan 2008 10:11:03 EST
Subject: [HealthLiteracy 1677] Re: Wednesday Question: Health Literacy and
	Marketing
Message-ID: <d31.22b84c4f.34c21b87@aol.com>

If you talk with any retail pharmacist, you'll likely hear  that they don't 
have nearly enough time to do patient counseling. Rite Aid's  plan sounds like 
it was developed by corporate executives with no input from the  store 
pharmacists. I don't know where the store pharmacists will find the time  to explain 
all the prescriptions to these new walk-ins let alone find the time  for 
patients they're expected to counsel who are getting their  prescriptions filled. 
 
Retail pharmacies fill hundreds of prescriptions per day, most  of which are 
done by pharmacy techs with supervision by the pharmacist.   Ask your local 
pharmacist about how much free time they have for patient  counseling, or even 
for lunch. 
 
Julie raised some excellent points about what could be done,  but does anyone 
have the time to do it right, especially if there may be  little in the way 
of increased sales for doing it right? It would take a  corporate commitment 
that I don't think most pharmaceutical companies are  willing to make, 
especially in this era of mail order prescriptions--which  creates another set of 
literacy and patient communication problems. 
 
Mark 
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From NDavies at dthr.ab.ca  Fri Jan 18 10:32:49 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Fri, 18 Jan 2008 08:32:49 -0700
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health	Literacy
	andMarketing
In-Reply-To: <479072CF0200002D0000522D@bostongwia.jsi.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F048CB@DTHREXCL1.dthr.ab.ca>

I think a more inviting or private consult area would encourage more communication between patient and pharmacist. I don't know how many times I have overheard some poor soul asking their pharmacist to keep their voice down when talking about how to take certain medications, or shifting uncomfortably. Embarassment doesn't only exist at the doctor's office. Personally, I don't think I should have to overhear someone being asked "Have you taken the morning after pill before?" while shopping. People would be more willing to ask questions in the first place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the most I have seen is a similar layout to a bank teller's desk, with privacy panels, but people queue behind the person being served, and so it only gives the illusion of privacy. I have seen a few 'consultation rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the motivation and process with a critical eye. But mostly the process. Here's why: Even if the motivation is increasing sales and stock value, if a pharmacy recruits customers by truly providing better service to those with literacy and language challenges, then it's still a good thing. If I have an option to go to a pharmacy that consistently ensures that I understand my medicines, then we all win. They get another customer and I get better service.

If pharmacies start competing by addressing health literacy issues in real and effective ways, it could push up the quality of services across the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to be truly effective, consistent, and long-term in providing better service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health literacy experts, testing the process with adult learners, making sure that there is some plain language and picture-based material to let people take home, and evaluating the program carefully. It's also important that it be a long-term program rather than a quick tease to pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM >>>
As pharmacies move more toward the 'big box' model, I am constantly  
amazed at the paradoxes that are present in the stores.  Stores are  
selling health promoting medications, disease preventing medications,  
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches  
and gums that help us quit are also sold?  Mark is right...profit  
driven, not health promoting/prevention driven.  Really confusing to  
consumers, too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by previous
> executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  prescriptions is
> a way for Rite Aid to try to get them to shift their  prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping track of
> drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's the
> reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.


----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
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Email delivered to ndavies at dthr.ab.ca



From NDavies at dthr.ab.ca  Fri Jan 18 11:00:40 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Fri, 18 Jan 2008 09:00:40 -0700
Subject: [HealthLiteracy 1679] Re: Wednesday Question: Health Literacy and
	Marketing
In-Reply-To: <p06230904c3b5a34b6746@[192.168.1.100]>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F048CC@DTHREXCL1.dthr.ab.ca>

Andrew, you just reminded me of a worrying TV interview I saw a few years ago. In it, a doctor was talking about his concern that people were confusing the term "cancer treatment" with "cancer cure". Of course, there is a huge difference between these terms. The doctor went on to say that Big Pharma was more interested in looking at cancer treatments that don't make the cancer go away, rather they control it (stop growth, inhibit metastasis, etc.) because there is more money in the "come back"; people who require a cure only  need your services once. People who need a constant supply of something will come back again and again. Of course, it is natural to assume that everyone out there wants a cure...and this natural assumption is automatically applied to Big Pharma, who, with their fancy advertising, project as human an image as possible. (We have all seen that commercial where the pharmaceutical researcher tells us why he became a researcher, and shows a clip of his wheelchair-bound daughter doing her homework.)

So, I suppose another similar question would be "how is HL used in advertising, and to what end?" 


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant
Sent: Thursday, January 17, 2008 5:47 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1673] Re: Wednesday Question: Health Literacy
and Marketing


Hi,

This might have changed as I haven't updated my talk for a few months 
and there was a big push by pharma to get this into the European 
Union .. but these examples are either close too or are 
direct-to-consumer advertising of pharmaceuticals which (again, last 
I checked) was legal in only the U.S. and New Zealand out of all 
'high-income' countries globally. This is so prevalent here that 
people accept it as 'normal' and don't question it too often ... but 
we might do well to learn from the rest of the world that it doesn't 
have to be that way. One study found that for every $1 the 
pharmaceutical industry spent on DTC advertising in that year yielded 
an additional $4.20 in drug sales. All of this is clearly not driven 
by medical needs or a wise use of health care dollars. All in all, 
another huge challenge for health literacy skills and just like many 
of the health literacy efforts being pushed by pharma it is not a 
given that they will actually be used (or are useful) to improve 
health literacy.

And to top it all off, the huge equity mismatch in research spending 
still goes on ... only a small percent of worldwide expenditure on 
health research and development is devoted to the problems that 
primarily affect the poorest majority of the world's population The 
research is being directed at the markets that can pay, not actual 
health needs.

Andrew


>Hi Joan:
>
>The least dangerous assumption would be to assume that such 
>endeavors are profit or brand-driven or they would not exist. 
>
>Sad to say, the days of corporate clients sharing their largesse 
>with the greater community without some kind of a tie-in mechanism 
>of benefit to them are long gone.
>
>As an example of how non-profits, independent associations founded 
>in the public interest, and quasi-government agencies can be 
>manipulated to influence behavior and outcomes in  society today, 
>consider today's news about the role of cholesterol in heart 
>disease. This is really not news. Most scientists, but not the lay 
>public, have been aware for some time now that much more than the 
>lowering of cholesterol is necessary to reduce the incidence of 
>heart disease in America.
>
>Much of this started with drug industry sponsored programs, such 
>as Countdown on Cholesterol and the independent (and also drug 
>industry sponsored) NHLBI National Cholesterol Education Program 
>founded in 1985 - just before Merck launched Mevacor, their 
>blockbuster cholesterol lowering drug. What a coincidence!
>
>Paul
>
>
>
>
>
>Start the year off right. 
><http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>Easy 
>ways to stay in shape in the new year.
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pleasant at aesop.rutgers.edu


-- 
-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From bertiemo at yahoo.com  Fri Jan 18 09:55:42 2008
From: bertiemo at yahoo.com (Bertha Mo)
Date: Fri, 18 Jan 2008 09:55:42 -0500 (EST)
Subject: [HealthLiteracy 1680] Re: Wednesday Question: Health Literacy and
	Marketing
In-Reply-To: <20080118083659.79ianks7uoo4g4kw@webmail.moreheadstate.edu>
Message-ID: <219185.23062.qm@web45111.mail.sp1.yahoo.com>

When I moved to Canada from the US about 16 years ago, Shoppers Drug Market was a very small local chain drug store which also sold sundries and tobacco products.  People did protest the store because they sold the tobacco products.  
   
  Fastforward to today.  With someone's help Shoppers Drug Market has become the anchor store in many communities...still selling tobacco products and selling soft drinks at a cheaper price than that of milk.  
   
  As long as consumers buy; stores will go along....
   
  One success story is the protest that violence prevention advocates launched against children's T-shirts that objectified girls and women and promoted violence.  As far as I know that was launched totally on email.
   
  Bertie Mo, Ph.D., MPH
   
  Bertie Mo, Ph.D., MPH

"Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> wrote:
  As pharmacies move more toward the 'big box' model, I am constantly 
amazed at the paradoxes that are present in the stores. Stores are 
selling health promoting medications, disease preventing medications, 
and other life saving drugs. At the same time, big box stores sell 
cigarettes and alcoholic beverages, etc....things that may kill us. 
Why are cigarettes sold under the same roof where the pills, patches 
and gums that help us quit are also sold? Mark is right...profit 
driven, not health promoting/prevention driven. Really confusing to 
consumers, too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's at less than
> $2. I have family members who owned stock in the company. Rite Aid 
> has really
> struggled, in large part because of some financial malfeasance by previous
> executives; a former CEO got 10 years in prison.
>
> It's fair to assume that having patients bring in all their prescriptions is
> a way for Rite Aid to try to get them to shift their prescriptions from
> their current pharmacy to Rite Aid. In one way that may not be a 
> bad idea, since
> pharmacists who are aware of all the drugs a patient is taking may be more
> likely to pick up on potentially serious drug interactions. For 
> those patients
> who get their prescriptions filled at different pharmacies, keeping track of
> drug interactions is almost impossible.
>
> But that's probably not as important as increasing their prescription drug
> sales, or even getting consumers into the store in hopes they'll 
> buy something
> on their way to or from the pharmacy in the back of the store. That's the
> reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott Avenue North
> Golden Valley, MN 55422-2748
> Phone: 763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right. Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
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From Jsorensen at afmc.org  Fri Jan 18 11:51:49 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Fri, 18 Jan 2008 10:51:49 -0600
Subject: [HealthLiteracy 1681] Re: Wednesday Question:
	Health	LiteracyandMarketing
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F048CB@DTHREXCL1.dthr.ab.ca>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>

Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM 
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by 
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping 
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
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National Institute for Literacy
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to julie_mckinney at worlded.org

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To unsubscribe or change your subscription settings, please go to
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Email delivered to ndavies at dthr.ab.ca

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Email delivered to jsorensen at afmc.org
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From AboutDiabetes at aol.com  Fri Jan 18 12:02:43 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Fri, 18 Jan 2008 12:02:43 EST
Subject: [HealthLiteracy 1682] Re: Wednesday Question: Health Literacy and
	Marketing
Message-ID: <c57.248fd98f.34c235b3@aol.com>

Unfortunately, Julie, I have to agree with Mark. The already overworked  
retail pharmacists at Rite Aid would probably like to kill the Wharton  MBA-type 
product manager at corporate who thought this one up.
 
Rite Aid knows that the time to improve the process as much as possible is  
pre-launch. They have set their defined goals for this program and it will  
continue as long as it is achieving those goals...and not one minute  more. 
 
If HL people wanted to improve the process re this potentially useful  idea 
(especially for seniors and the cognitively impaired), the best way to do  it 
would be to monitor Rite Aids efforts (free market research), redesign a more  
practical, user-friendly approach if one is needed, and then look for an  
industry sponsor to help launch this "new and better" approach.
As they say in marketing, find "win-win" solutions and you are  half-way 
there.  
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  



**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From julie_mcKinney at worlded.org  Fri Jan 18 12:38:45 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 18 Jan 2008 12:38:45 -0500
Subject: [HealthLiteracy 1683] Re: Wednesday Question: Health	Literacy and
	Marketing
Message-ID: <47909DD50200002D00005239@bostongwia.jsi.com>

Bertie,
I'm curious: what exactly was the outcome of the violence prevention e-mail campaign? Did they get the t-shirts taken off the market, or take some action against the company? That's cool.
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Bertha Mo <bertiemo at yahoo.com> 01/18/08 9:55 AM >>>
When I moved to Canada from the US about 16 years ago, Shoppers Drug Market was a very small local chain drug store which also sold sundries and tobacco products.  People did protest the store because they sold the tobacco products.  
   
  Fastforward to today.  With someone's help Shoppers Drug Market has become the anchor store in many communities...still selling tobacco products and selling soft drinks at a cheaper price than that of milk.  
   
  As long as consumers buy; stores will go along....
   
  One success story is the protest that violence prevention advocates launched against children's T-shirts that objectified girls and women and promoted violence.  As far as I know that was launched totally on email.
   
  Bertie Mo, Ph.D., MPH
   
  Bertie Mo, Ph.D., MPH

"Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> wrote:
  As pharmacies move more toward the 'big box' model, I am constantly 
amazed at the paradoxes that are present in the stores. Stores are 
selling health promoting medications, disease preventing medications, 
and other life saving drugs. At the same time, big box stores sell 
cigarettes and alcoholic beverages, etc....things that may kill us. 
Why are cigarettes sold under the same roof where the pills, patches 
and gums that help us quit are also sold? Mark is right...profit 
driven, not health promoting/prevention driven. Really confusing to 
consumers, too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's at less than
> $2. I have family members who owned stock in the company. Rite Aid 
> has really
> struggled, in large part because of some financial malfeasance by previous
> executives; a former CEO got 10 years in prison.
>
> It's fair to assume that having patients bring in all their prescriptions is
> a way for Rite Aid to try to get them to shift their prescriptions from
> their current pharmacy to Rite Aid. In one way that may not be a 
> bad idea, since
> pharmacists who are aware of all the drugs a patient is taking may be more
> likely to pick up on potentially serious drug interactions. For 
> those patients
> who get their prescriptions filled at different pharmacies, keeping track of
> drug interactions is almost impossible.
>
> But that's probably not as important as increasing their prescription drug
> sales, or even getting consumers into the store in hopes they'll 
> buy something
> on their way to or from the pharmacy in the back of the store. That's the
> reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott Avenue North
> Golden Valley, MN 55422-2748
> Phone: 763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right. Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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Email delivered to bertiemo at yahoo.com




From julie_mcKinney at worlded.org  Fri Jan 18 12:59:03 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 18 Jan 2008 12:59:03 -0500
Subject: [HealthLiteracy 1684] Re: Wednesday Question: Health	Literacy and
	Marketing
Message-ID: <4790A2970200002D0000523D@bostongwia.jsi.com>

And unfortunately, Paul, I have to agree with you! It's what you find everywhere lately: there's rarely enough money or institutional support to do things the "right" way. 

But I still think this is an interesting angle to look at: so much money and effort is spent on market research. Those who sell products to the people know inside and out what motivates them, what will hook them in, and how to get them to buy something. They know all about the importance of the win-win situation. Right? So, even though our motives are not monetary, if we are trying to sell an idea or a behavior, we might learn something from them.

Here's a brilliant example: An organization called Partners in Health (PIH) is trying to make AIDS and tuberculosis medicines available to poor people around the world. They figured that if Coke and Pepsi can sell their products to poor people all over the world, they could use some of the same principles to help make the medicines available. So they are working with the Harvard Business School to develop a field of global distribution for health care.

So Rite Aid, while certainly financially motivated, did come up with an idea that could really help people if it is done well and given the institutional support (more staff to do the consultations, etc.) I think one key is for the business to team up with an organization which is devoted (maybe even mandated) to improving health. 

So who will sign on for Paul's idea, below?

I'd love to hear from pharmacy organizations. What kind of work can they do to improve and support an effort like Rite Aid's?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> <AboutDiabetes at aol.com> 01/18/08 12:02 PM >>>
Unfortunately, Julie, I have to agree with Mark. The already overworked  
retail pharmacists at Rite Aid would probably like to kill the Wharton  MBA-type 
product manager at corporate who thought this one up.
 
Rite Aid knows that the time to improve the process as much as possible is  
pre-launch. They have set their defined goals for this program and it will  
continue as long as it is achieving those goals...and not one minute  more. 
 
If HL people wanted to improve the process re this potentially useful  idea 
(especially for seniors and the cognitively impaired), the best way to do  it 
would be to monitor Rite Aids efforts (free market research), redesign a more  
practical, user-friendly approach if one is needed, and then look for an  
industry sponsor to help launch this "new and better" approach.
As they say in marketing, find "win-win" solutions and you are  half-way 
there.  
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  



**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489



From lilian.hill at usm.edu  Fri Jan 18 12:59:25 2008
From: lilian.hill at usm.edu (Lilian Hill)
Date: Fri, 18 Jan 2008 11:59:25 -0600
Subject: [HealthLiteracy 1685] Re: Wednesday Question: Health Literacy
	andMarketing
In-Reply-To: <d31.22b84c4f.34c21b87@aol.com>
Message-ID: <200801181759.m0IHxQj9009884@mcvs5.otr.usm.edu>

Yes, I agree about pharmacist's lack of time. However, patient counseling is
their legal responsibility no matter how much the execs don't like it.

 

Lilian H. Hill 
Assistant Professor of Adult Education 
University of Southern Mississippi 
#5027, 118 College Drive 
Hattiesburg, MS 39406-0001 
601-266-4622 
FAX 601-266-5141 

The important thing is not to stop questioning. 
Albert Einstein 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Friday, January 18, 2008 9:11 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1677] Re: Wednesday Question: Health Literacy
andMarketing

 

If you talk with any retail pharmacist, you'll likely hear that they don't
have nearly enough time to do patient counseling. Rite Aid's plan sounds
like it was developed by corporate executives with no input from the store
pharmacists. I don't know where the store pharmacists will find the time to
explain all the prescriptions to these new walk-ins let alone find the time
for patients they're expected to counsel who are getting their prescriptions
filled. 

 

Retail pharmacies fill hundreds of prescriptions per day, most of which are
done by pharmacy techs with supervision by the pharmacist.  Ask your local
pharmacist about how much free time they have for patient counseling, or
even for lunch. 

 

Julie raised some excellent points about what could be done, but does anyone
have the time to do it right, especially if there may be little in the way
of increased sales for doing it right? It would take a corporate commitment
that I don't think most pharmaceutical companies are willing to make,
especially in this era of mail order prescriptions--which creates another
set of literacy and patient communication problems. 

 

Mark 

 

Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422-2748
Phone: 763-521-4672

Cell: 612-281-1517
Fax: 763-521-5069
email: MarkH38514 at aol.com





  _____  

Start the year off right. Easy
<http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>
ways to stay in shape in the new year. 

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From laurie_sheridan at worlded.org  Fri Jan 18 13:00:39 2008
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Fri, 18 Jan 2008 13:00:39 -0500
Subject: [HealthLiteracy 1686] Re: Wednesday
	Question:	Health	LiteracyandMarketing
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>
References: <521441A4F164E1418DCAC093C9EE6D9502F048CB@DTHREXCL1.dthr.ab.ca>
	<6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>
Message-ID: <4790A2F6.BB87.003F.0@worlded.org>

I go to a pharmacy in Boston where there are quite a few LEP and low-literacy customers and there is very little privacy for them or for anyone.  In fact, the pharmacists often shout pretty loudly, especially to people they are serving who are having difficulty understanding or being understood.  The only "privacy" is a sign near the pharmacy counter that says "Please wait here, to protect customers' privacy."  People do respect that, but they are only waiting a few feet behind the person being waited on at the counter, and you can still hear everything.  You can't always hear the customer, but you can always hear the pharmacist, who is facing you.   I have often felt embarrassed myself, with a captive audience of strangers, and no effort  to protect privacy.   I'm sure it's even worse for customers with literacy barriers, though at least some of the pharmacy staff are bilingual.   

But there are not many pharmacies these days to choose from--in our area there's usually only the choice between CVS and RiteAid, and they are everywhere.  So there's probably little incentive to draw more customers by improving service.

By the way, most of the people who serve customers typically are not pharmacist--they are pharmacy technicians who receive just a little training.    They are usually people form the community who have a few customer service skills and a little technical knowledge, but they are not actually pharmacists, who have six years of post-secondary education.    A lot of pharmacy techs are trained on-line, and the quality varies considerably.  The big chain stores also provide in-house training.    But their training is typically only a few weeks, and it's really a retail job, not a technical job, despite the presence of the white coats.  This is a big change I have observed in recent years.  It's great that the chain drugstores hire from the community, and it's evident that they reflect the diversity of customers much better--but not so great that they apparently provide or require so little training.

Still, it might be useful for someone to look into who provides the training and how/whether they could be convinced to incorporate some of these areas around literacy, language and privacy.

Laurie

Laurie Sheridan, Workforce Development Coordinator
World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan at worlded.org
 
SABES:  Training Leaders in Adult Basic Education 


>>> "Janet Sorensen" <Jsorensen at afmc.org> 1/18/2008 11:51 AM >>>
Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov 
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org 

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM 
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com: 

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by 
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping 
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489 
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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From clarkec at wellmark.com  Fri Jan 18 13:40:44 2008
From: clarkec at wellmark.com (Clarke, Cheryl)
Date: Fri, 18 Jan 2008 12:40:44 -0600
Subject: [HealthLiteracy 1687] Re: Wednesday Question: Health Literacy
	andMarketing
In-Reply-To: <478F26ED0200002D000051C4@bostongwia.jsi.com>
References: <478F26ED0200002D000051C4@bostongwia.jsi.com>
Message-ID: <78F8BFCB8D70E7499B47F7F47BC8C43E061E563D@dsmntexch02.int.wellmark.com>

I've enjoyed the commentary on this subject as I am a pharmacist
although I do not currently practice in a traditional pharmacy setting.
I see several issues within this discussion including the value of the
service provided, the quality of the service, and the use of marketing
to promote professional services.  

 

One of the fundamental professional obligations of a pharmacist is to
"go over your medicines and explain what you don't understand."  The
process of a "brown bag" medication reviews (or white bag, in this
example) is to provide a system for a more meaningful and purposeful
exchange.  This is not a new service and has been promoted and provided
to the public for several decades, at least prior to my training in the
early eighties. One organizational advocate for this process is the
National Council on Patient Education and Information.
(www.talkaboutrx.org)  As "brown bags" have been studied and shown to
prevent drug-related problems, I would suggest the service itself has
value. Many of you are familiar with Archie Willard and the New Readers
of Iowa.  As part of their meetings, pharmacists provide "brown bag"
reviews for the group.  

 

The next issue I see within the discussion is whether the service could
be improved.  Like other health care professionals, health literacy
principles are being integrated into the teaching goals at colleges and
schools of pharmacy and taught through continuing education
opportunities. As a former employee of a state pharmacy association,
health literacy was a primary educational objective of the association -
educating both the public and the profession.  In addition, the
association convened a multidisciplinary conference to educate and
activate others about health literacy.  Like other professions, the
pharmacy profession is seeking to improve their health literacy skills
as the evidence in this field continues to grow. 

 

The third issue is the appropriate placement and use of marketing in the
world of health care.  Or even more globally, the issue of profitability
in health care.  This issue is not exclusive to pharmacy.  Overall, I
often find the mixing of marketing principles with health care to be
distasteful.  But I love the $20 gift card I received in the mail from
Office Depot.  The question is should a healthcare organization be
"above that"?  My heart and gut tell me "yes."  However, I could also
argue that if a $10 gift card gets someone to review their medications
with a pharmacist and problems are prevented, is that all bad?  Perhaps
a person determines from this experience that they really like this
pharmacist and want to get all their medicines there, so now there
really is a chance at a complete medication record and an ongoing
professional relationship.   

 

As I'm writing this, other issues are being discussed on the listserv
related to pharmacy practice in general.  Issues of privacy, pharmacist
time, pharmacy layout, etc. can be very real.  Several of the issues
discussed are related to regulatory issues which are most often
state-based. When we developed a health literacy public education tool
kit, we held focus groups of consumers and pharmacists.  Our initial
global message was "It Matters...Your Pharmacist Can Help."  The
consumer group overwhelming knew that the pharmacist could help but
perceived the pharmacist as too busy to do so.  We end up changing the
tagline to "Your Pharmacist Wants to Help" rather than can help.  The
consumers truly believed that the pharmacists would reject the entire
plan.  In fact, one of them said "I'd like to be the mouse in the corner
as you tell pharmacists they should do this."  On the flipside, during
the pharmacist focus group, there was never any hesitation or concern
about the interventions promoted in the toolkit.  They were relatively
brief like showing how to measure and administer a child's antibiotic.
The pharmacists acknowledged they were busy but "never too busy for
this."  So there appears to be a disconnect on what consumers feel they
can request from their pharmacist and what the pharmacist is willing to
provide.  Back to the original discussion, medication reviews (done
right in needy populations) are quite time consuming (30-60 minutes)so
pharmacists could be hesitant without additional support for this work.
The reality is this company would be better off financially giving
someone a $50 gift card to just walk in the location than an hour's
worth of pharmacist time.  

 

I think what we are all struggling with is how health care is
increasingly getting wrapped up into a retail setting or how services
may be swayed by more profitable endeavors than simply health.  With the
advent of "minute clinics", now one can go to the doctor, go to
pharmacy, and get their cigarettes, in one swoop.  It would appear this
is what consumers want because if they weren't putting their money
there, it wouldn't happen. Likewise, my dermatologist sells skin care
lines, make-up, etc., and you can't get an appointment with a dentist
for routine oral health because he is performing cosmetic dentistry.
There are simply no easy answers for this trend.

 

Thanks for the opportunity to input on this topic.        

 

Cheryl Clarke

 

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, January 17, 2008 8:59 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1663] Wednesday Question: Health Literacy
andMarketing

 

Hi Everyone,

 

I apologize that I've neglected the Wednesday Question lately! But Im
back on board (a day late) and here we go...

 

I got a nice white paper bag in the mail from Rite Aid pharmacy. It says
to put your medicines in the bag, bring it in to Rite Aid, and a
pharmacist will go over your medicines and explain what you don't
understand. And you get a $10 gift certicicate if you do this. So we
have a pharmacy using a health literacy strategy (and a good one, I
think) to market their services. I think this is really interesting, and
rather promising that good HL practices can be seen as a hook to get
people interested.

 

What do you all think of this concept of using HL for marketing of
services? I see potential for improvement of services overall, but I'm
sure there are many issues to look at.

 

I'd love to hear people's thoughts and other examples of this
phenomenon!

 

All the best,

Julie

 

Julie McKinney

Discussion List Moderator

World Education/NCSALL

jmckinney at worlded.org

 

----------------------------------------------------

National Institute for Literacy

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Email delivered to clarkec at wellmark.com



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From NDavies at dthr.ab.ca  Fri Jan 18 13:40:56 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Fri, 18 Jan 2008 11:40:56 -0700
Subject: [HealthLiteracy 1688] Re: Wednesday
	Question:Health	LiteracyandMarketing
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F048CE@DTHREXCL1.dthr.ab.ca>

Good Points - we would be appalled if a doctor what so rushed he or she came out into the waiting room and saw you there (which, in some developing countries, happens) and then prescribed your pills for all the world to hear...yet we think so little about the pharmacist who has to talk over the general clamour of people chatting. 

[I agree with Janet. Never had a nice experience at a pharmacy.] 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen
Sent: Friday, January 18, 2008 9:52 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1681] Re: Wednesday Question:Health
LiteracyandMarketing


Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM 
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell  
cigarettes and alcoholic beverages, etc....things that may kill us.   
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid   
> has really
> struggled, in large part because of some financial  malfeasance by 
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their  
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a   
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For   
> those patients
> who get their prescriptions filled at different  pharmacies, keeping 
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll   
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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From sbj0 at CDC.GOV  Fri Jan 18 14:17:43 2008
From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP))
Date: Fri, 18 Jan 2008 14:17:43 -0500
Subject: [HealthLiteracy 1689] Re: Wednesday Question: Health Literacy and
 Marketing
In-Reply-To: <c57.248fd98f.34c235b3@aol.com>
References: <c57.248fd98f.34c235b3@aol.com>
Message-ID: <03A12C11E3A5134789CC0DF8CD0ADC6D08305D@LTA3VS003.ees.hhs.gov>

Does anyone have a contact person at headquaters for Rite Aid...in the
marketing department perhaps?
 
Thanks,
Sandra

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
AboutDiabetes at aol.com
Sent: Friday, January 18, 2008 12:03 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1682] Re: Wednesday Question: Health Literacy
and Marketing


Unfortunately, Julie, I have to agree with Mark. The already overworked
retail pharmacists at Rite Aid would probably like to kill the Wharton
MBA-type product manager at corporate who thought this one up.
 
Rite Aid knows that the time to improve the process as much as possible
is pre-launch. They have set their defined goals for this program and it
will continue as long as it is achieving those goals...and not one
minute more. 
 
If HL people wanted to improve the process re this potentially useful
idea (especially for seniors and the cognitively impaired), the best way
to do it would be to monitor Rite Aids efforts (free market research),
redesign a more practical, user-friendly approach if one is needed, and
then look for an industry sponsor to help launch this "new and better"
approach.
As they say in marketing, find "win-win" solutions and you are half-way
there.  
 
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org 



________________________________

Start the year off right. Easy ways to stay in shape
<http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489>
in the new year. 
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From joan at ipns.com  Fri Jan 18 14:35:09 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 18 Jan 2008 11:35:09 -0800
Subject: [HealthLiteracy 1690] Re: Wednesday Question: Health	Literacy and
 Marketing
In-Reply-To: <479072CF0200002D0000522D@bostongwia.jsi.com>
References: <479072CF0200002D0000522D@bostongwia.jsi.com>
Message-ID: <6.0.0.22.2.20080118112342.04232570@mail.ipns.com>

At 06:35 AM 1/18/2008, you wrote:
>Even if the motivation is increasing sales and stock value, if a pharmacy 
>recruits customers by truly providing better service to those with 
>literacy and language challenges, then it's still a good thing. If I have 
>an option to go to a pharmacy that consistently ensures that I understand 
>my medicines, then we all win. They get another customer and I get better 
>service.

This is what I mean by "what is the least dangerous assumption."

This terminology is used more in education.

"In 1984, Anne Donnellan, a respected researcher in special education, 
wrote that "the criterion of least dangerous assumption holds that in the 
absence of conclusive data, educational decisions ought to be based on 
assumptions which, if incorrect, will have the least dangerous effect on 
the likelihood that students will be able to functional independently as 
adults." Furthermore, she concluded "we should assume that poor performance 
is due to instructional inadequacy rather than to student deficits." In 
other words, if a student does not do well, the quality of the instruction 
should be questioned before the student's ability to learn. Thus, for 
Donnellan, the least-dangerous assumption when working with students with 
significant disabilities is to assume that they are competent and able to 
learn, because to do otherwise would result in harm such as fewer 
educational opportunities, inferior literacy instruction, a segregated 
education, and fewer choices as an adult."
From: http://disabilitysolutions.org/newsletters/files/six/6-3.pdf

I know we want to protect people from the complicated, confusing traps that 
exist, especially with Medicare/Medicald. BUT, I also want to promote 
independence and skills related to making informed decisions. Presuming 
that the pharmacy's sole goal is to swindle folks means we do not trust 
that folks are able to learn or use their skills.

This doesn't mean that there are no checks and balances, but it does 
re-frame, "what is the least dangerous assumption"?  Is it that it's all 
about money or is it that  although there is a marketing angle to the 
project, good can come from providing understandable information about 
medications - even in a for-profit world?

If we do not assume competence of the people we care about and that the 
service is useful, then we are limiting the options and isolating people 
with lower literacy skills.

I think the focus should be on looking at the quality of the instruction 
provided....but it sounds like i may be in the minority here.

REmember, if people feel swindled or are swindled and they still don't 
understand their medications, then it is the fault of the program, not the 
consumer. Removing the opportunity from the consumer says we do not believe 
they are capable.

Respectfully,
Joan Medlen, RD, LD

Project Director, Creating Solutions
www.creating-solutions.info
Clinical Advisor, Health Literacy & Communications
Special Olympics Health Promotion
Author, The Down Syndrome Nutrition Handbook
www.downsyndromenutriton.com  




From laurie_sheridan at worlded.org  Fri Jan 18 14:37:22 2008
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Fri, 18 Jan 2008 14:37:22 -0500
Subject: [HealthLiteracy 1691] Re: Wednesday Question: Health Literacy	and
	Marketing
In-Reply-To: <beb.23e0bad8.34c1fe2f@aol.com>
References: <beb.23e0bad8.34c1fe2f@aol.com>
Message-ID: <4790B9A1.BB87.003F.0@worlded.org>

This is really enlightening and thought-provoking--thanks, Mark.  It makes sense that it's good to use one pharmacy for all one's prescriptions, but it also makes sense as an aggressive marketing strategy.

 RiteAid must be getting a growing part of "market share" as CVS is now offering cash incentives (well, $25 "gift cards") through the mail if you switch your prescriptions over to them.    CVS has also just advertised in Massachusetts that they are about to launch mini-clinics in their pharmacies where people can get actual medical care--hundreds of them, and state government is in the process of discussing whether this is OK.  So far, it seems to be.  

Whether this will lead to more or better consumer access to health care, or really water down services, is a big question.   So, I now realize, are some of the privacy issues raised earlier today, as well as probably an even more urgent need for health literacy and health education for consumers (patients).  Stay tuned . . .

Laurie Sheridan

Laurie Sheridan, Workforce Development Coordinator
World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan at worlded.org
 
SABES:  Training Leaders in Adult Basic Education 


>>> <MarkH38514 at aol.com> 1/18/2008 8:05 AM >>>
In late 1998, Rite Aid stock was about $50 per share; now it's  at less than 
$2. I have family members who owned stock in the company. Rite  Aid has really 
struggled, in large part because of some financial  malfeasance by previous 
executives; a  former CEO got  10 years in prison. 
 
It's fair to assume that having patients bring in all their  prescriptions is 
a way for Rite Aid to try to get them to shift their  prescriptions from 
their current pharmacy to Rite Aid. In one way that may not  be a bad idea, since 
pharmacists who are aware of all the drugs a patient is  taking may be more 
likely to pick up on potentially serious drug interactions.  For those patients 
who get their prescriptions filled at different  pharmacies, keeping track of 
drug  interactions is almost  impossible.  
 
But that's probably not as important as increasing their  prescription drug 
sales, or even getting consumers into the store in hopes  they'll buy something 
on their way to or from the pharmacy in the back of the  store. That's the 
reason pharmacies are in the back of the store to begin with. 
 
It's all about marketing and money and getting the stock price  up. 
 
Mark Hochhauser
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489



From kellra at cox.net  Fri Jan 18 17:14:29 2008
From: kellra at cox.net (kelli)
Date: Fri, 18 Jan 2008 14:14:29 -0800
Subject: [HealthLiteracy 1692]  Websites for Adult Literacy Learners
References: <4755854E0200002D00004B62@bostongwia.jsi.com>
	<p06230904c37bc5108b75@[192.168.1.100]>
Message-ID: <000801c85a1f$7f1c8280$6400a8c0@ownerdrshfhbwr>

Hello all:

I am currently developing a WebQuest for low literate (4th grade and below) 
adult literacy learners. Do any of you know of health websites creates 
specifically for low literate populations?

Thank you in advance for  your help,
Kelli 



From djrosen at comcast.net  Mon Jan 21 10:55:55 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 21 Jan 2008 10:55:55 -0500
Subject: [HealthLiteracy 1693] Re: Websites for Adult Literacy Learners
In-Reply-To: <000801c85a1f$7f1c8280$6400a8c0@ownerdrshfhbwr>
References: <4755854E0200002D00004B62@bostongwia.jsi.com>
	<p06230904c37bc5108b75@[192.168.1.100]>
	<000801c85a1f$7f1c8280$6400a8c0@ownerdrshfhbwr>
Message-ID: <80AAEAB3-AB01-42EF-8061-F292B91BFC99@comcast.net>

Kelli,

There are some good low-literate health resources links at http:// 
alri.org/esquare/health/healthref1.htm

David J. Rosen
djrosen1 at gmail.com

On Jan 18, 2008, at 5:14 PM, kelli wrote:

> Hello all:
>
> I am currently developing a WebQuest for low literate (4th grade  
> and below)
> adult literacy learners. Do any of you know of health websites creates
> specifically for low literate populations?
>
> Thank you in advance for  your help,
> Kelli
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to djrosen at comcast.net

















From magillispie at healthyroadsmedia.org  Mon Jan 21 11:03:46 2008
From: magillispie at healthyroadsmedia.org (Mary Alice Gillispie)
Date: Mon, 21 Jan 2008 09:03:46 -0700
Subject: [HealthLiteracy 1694] Re: Websites for Adult Literacy Learners
In-Reply-To: <000801c85a1f$7f1c8280$6400a8c0@ownerdrshfhbwr>
References: <4755854E0200002D00004B62@bostongwia.jsi.com>
	<p06230904c37bc5108b75@[192.168.1.100]>
	<000801c85a1f$7f1c8280$6400a8c0@ownerdrshfhbwr>
Message-ID: <20080121160626.C68FE601DD@mail01.bridgeband.net>

Hi Kelli,
   Our website, Healthy Roads Media (www.healthyroadsmedia.org) is 
designed for low-literacy and non-English speaking people.  Part of 
our strategy is to use both written and other (audio, multimedia, 
etc.) formats.

- Mary Alice

At 03:14 PM 1/18/2008, you wrote:
>Hello all:
>
>I am currently developing a WebQuest for low literate (4th grade and below)
>adult literacy learners. Do any of you know of health websites creates
>specifically for low literate populations?
>
>Thank you in advance for  your help,
>Kelli
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to magillispie at healthyroadsmedia.org

Mary Alice Gillispie, MD
Healthy Roads Media, Director
www.healthyroadsmedia.org
Tel 406-556-5877 




From LaFerlazzo at aol.com  Mon Jan 21 12:54:10 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Mon, 21 Jan 2008 12:54:10 EST
Subject: [HealthLiteracy 1695] Re: Websites for Adult Literacy Learners
Message-ID: <d65.1d34e5e5.34c63642@aol.com>

Try these:
 
_http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-englis
h-language-learners/_ 
(http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/) 
 
Larry Ferlazzo



**************Start the year off right.  Easy ways to stay in shape.     
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
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From Ian.Bennett at uphs.upenn.edu  Mon Jan 21 16:49:19 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Mon, 21 Jan 2008 16:49:19 -0500
Subject: [HealthLiteracy 1696] Request for information on collaborations
	between Adult Ed and Medical providers
References: <c57.248fd98f.34c235b3@aol.com>
	<03A12C11E3A5134789CC0DF8CD0ADC6D08305D@LTA3VS003.ees.hhs.gov>
Message-ID: <59AED94B4FEF114C8A23987301A20893039C29EA@uphsmbx7.UPHS.PENNHEALTH.PRV>

Hello everyone,
 
In preparation for the upcoming Focus on Basics issue on Health Literacy I would like to put together a listing of as many examples of collaborative projects in which adult educators or adult education organizations are partners/collaborators with medical providers, health system, or medical organization as I can identify. If you could forward me any leads on this with a description of the nature of the collaboration and any description on web sites and publications (they are not necessary - just if it exists) that would be great.
 
I think a loist of these types f programs would be very helpful to this developing field. 
 
Thanks,
 
Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.
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From lmyers at edc.org  Tue Jan 22 12:04:22 2008
From: lmyers at edc.org (Lora Myers)
Date: Tue, 22 Jan 2008 12:04:22 -0500
Subject: [HealthLiteracy 1697] Re: Request for information on collaborations
 between Adult Ed and Medical providers
In-Reply-To: <59AED94B4FEF114C8A23987301A20893039C29EA@uphsmbx7.UPHS.PENNHEALTH.PRV>
Message-ID: <C3BB8C46.E388%lmyers@edc.org>

Dear Dr. Bennett:

Below is a description of  a health literacy program developed by the Adult
Literacy Media Alliance (ALMA), a project of the Education Development
Center, Inc. (EDC), in partnership with five New York hospitals.  This
volunteer-based program is still being implemented in hospitals and
community clinics throughout New York City and in Connecticut.  Recently, we
added a unit on nutrition (reading and understanding the information on food
labels) and, for the Connecticut clinic, a series of workshops on financial
education, which are taught to the people our partner hospitals serve in
waiting rooms and/or classrooms.

If you have any questions about Health Smarts While You Wait, I?d be happy
to elaborate.  You can find more information about ALMA at tv411.org.

 
Lora Myers, Curriculum Director
Adult Literacy Media Alliance (ALMA)
212-807-4289 
Visit our website: tv411.org

TV411 Health Smarts While You Wait
In collaboration with the Greater New York Association for Directors of
Volunteer Services, health education programs at New York City colleges and
universities, and five local hospitals, ALMA developed a health literacy
campaign, TV411 Health Smarts While You Wait. This easily replicable and
low-cost project equips a new generation of educators with literacy and
media techniques with which to deliver mini-lessons in basic health literacy
to patients in non-acute hospital waiting rooms and other healthcare
settings.

In the pilot phase (2005-2006), we taught a corps of undergraduate and
graduate students in healthcare professions a variety of instructional
strategies that are effective with low-literate adults. We arranged
internships through which these students could use ALMA?s multimedia health
literacy materials to teach low-literate adults at our partner hospitals. An
outside evaluation indicated that in less than six months 1,250 adults
received health literacy instruction and that in our test location at New
York Hospital Queens the intervention increased participants? understanding
of basic health literacy concepts, such as active ingredient and
contraindication. The pilot was funded by the Josiah Macy, Jr. Foundation.

Health Smarts While You Wait provides a training manual for directors of
volunteers or program managers and three lessons, in Spanish and English,
each with the following components:

A TV411 video segment showing a real-life application of a particular health
literacy skill
A step-by-step facilitator's guide with discussion questions and activities
that help patients understand the strategies modeled in the video
Teaching aids, such as over-the-counter medications and pill caddies
A student magazine that encourages learners to practice what they?ve learned
Two additional lessons on nutrition, with accompanying videos and student
handouts, are available in English and Spanish.


On 1/21/08 4:49 PM, "BENNETTI" <Ian.Bennett at uphs.upenn.edu> wrote:

> Hello everyone,
>  
> In preparation for the upcoming Focus on Basics issue on Health Literacy I
> would like to put together a listing of as many examples of collaborative
> projects in which adult educators or adult education organizations are
> partners/collaborators with medical providers, health system, or medical
> organization as I can identify. If you could forward me any leads on this with
> a description of the nature of the collaboration and any description on web
> sites and publications (they are not necessary - just if it exists) that would
> be great.
>  
> I think a loist of these types f programs would be very helpful to this
> developing field.
>  
> Thanks,
>  
> Ian M. Bennett MD PhD
> University of Pennsylvania School of Medicine
> 






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From WinstonL at lacnyc.org  Tue Jan 22 12:36:07 2008
From: WinstonL at lacnyc.org (Winston Lawrence)
Date: Tue, 22 Jan 2008 12:36:07 -0500
Subject: [HealthLiteracy 1698] Re: Request for information on collaborations
	between Adult Ed and Medical providers
In-Reply-To: <59AED94B4FEF114C8A23987301A20893039C29EA@uphsmbx7.UPHS.PENNHEALTH.PRV>
References: <c57.248fd98f.34c235b3@aol.com>
	<03A12C11E3A5134789CC0DF8CD0ADC6D08305D@LTA3VS003.ees.hhs.gov>
	<59AED94B4FEF114C8A23987301A20893039C29EA@uphsmbx7.UPHS.PENNHEALTH.PRV>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB863FF95@lac-exch.lacnyc.local>

Hi Ian: How are you doing?  How's your project on maternal health and
literacy going?  I'll send you some information

Winston

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Monday, January 21, 2008 4:49 PM
To: The Health and Literacy Discussion List
Subject: Request for information on collaborations between Adult Ed and
Medical providers

 

Hello everyone,

 

In preparation for the upcoming Focus on Basics issue on Health Literacy
I would like to put together a listing of as many examples of
collaborative projects in which adult educators or adult education
organizations are partners/collaborators with medical providers, health
system, or medical organization as I can identify. If you could forward
me any leads on this with a description of the nature of the
collaboration and any description on web sites and publications (they
are not necessary - just if it exists) that would be great.

 

I think a loist of these types f programs would be very helpful to this
developing field. 

 

Thanks,

 

Ian M. Bennett MD PhD

University of Pennsylvania School of Medicine

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From vlewis at suffolk.lib.ny.us  Tue Jan 22 13:04:38 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Tue, 22 Jan 2008 13:04:38 -0500
Subject: [HealthLiteracy 1699] Re: Request for information on collaborations
	between Adult Ed and Medical providers
In-Reply-To: <C3BB8C46.E388%lmyers@edc.org>
Message-ID: <005901c85d21$414f7750$aa6310ac@enigma.suffolk.lib.ny.us>

Hello Ms. Myers, 

Are the handouts and any other materials used, available in large print or
audiocassette for people who cannot read print? 

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lora Myers
Sent: Tuesday, January 22, 2008 12:04 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1697] Re: Request for information on collaborations
between Adult Ed and Medical providers

Dear Dr. Bennett:

Below is a description of  a health literacy program developed by the Adult
Literacy Media Alliance (ALMA), a project of the Education Development
Center, Inc. (EDC), in partnership with five New York hospitals.  This
volunteer-based program is still being implemented in hospitals and
community clinics throughout New York City and in Connecticut.  Recently, we
added a unit on nutrition (reading and understanding the information on food
labels) and, for the Connecticut clinic, a series of workshops on financial
education, which are taught to the people our partner hospitals serve in
waiting rooms and/or classrooms.

If you have any questions about Health Smarts While You Wait, I'd be happy
to elaborate.  You can find more information about ALMA at tv411.org.

 
Lora Myers, Curriculum Director
Adult Literacy Media Alliance (ALMA)
212-807-4289 
Visit our website: tv411.org

TV411 Health Smarts While You Wait
In collaboration with the Greater New York Association for Directors of
Volunteer Services, health education programs at New York City colleges and
universities, and five local hospitals, ALMA developed a health literacy
campaign, TV411 Health Smarts While You Wait. This easily replicable and
low-cost project equips a new generation of educators with literacy and
media techniques with which to deliver mini-lessons in basic health literacy
to patients in non-acute hospital waiting rooms and other healthcare
settings.

In the pilot phase (2005-2006), we taught a corps of undergraduate and
graduate students in healthcare professions a variety of instructional
strategies that are effective with low-literate adults. We arranged
internships through which these students could use ALMA's multimedia health
literacy materials to teach low-literate adults at our partner hospitals. An
outside evaluation indicated that in less than six months 1,250 adults
received health literacy instruction and that in our test location at New
York Hospital Queens the intervention increased participants' understanding
of basic health literacy concepts, such as active ingredient and
contraindication. The pilot was funded by the Josiah Macy, Jr. Foundation.

Health Smarts While You Wait provides a training manual for directors of
volunteers or program managers and three lessons, in Spanish and English,
each with the following components:

A TV411 video segment showing a real-life application of a particular health
literacy skill
A step-by-step facilitator's guide with discussion questions and activities
that help patients understand the strategies modeled in the video
Teaching aids, such as over-the-counter medications and pill caddies
A student magazine that encourages learners to practice what they've learned
Two additional lessons on nutrition, with accompanying videos and student
handouts, are available in English and Spanish.


On 1/21/08 4:49 PM, "BENNETTI" <Ian.Bennett at uphs.upenn.edu> wrote:



	Hello everyone,
	 
	In preparation for the upcoming Focus on Basics issue on Health
Literacy I would like to put together a listing of as many examples of
collaborative projects in which adult educators or adult education
organizations are partners/collaborators with medical providers, health
system, or medical organization as I can identify. If you could forward me
any leads on this with a description of the nature of the collaboration and
any description on web sites and publications (they are not necessary - just
if it exists) that would be great.
	 
	I think a loist of these types f programs would be very helpful to
this developing field. 
	 
	Thanks,
	 
	Ian M. Bennett MD PhD
	University of Pennsylvania School of Medicine
	
	











From jagazma at sph.emory.edu  Tue Jan 22 20:24:38 2008
From: jagazma at sph.emory.edu (Julie Gazmararian)
Date: Tue, 22 Jan 2008 20:24:38 -0500
Subject: [HealthLiteracy 1700]  On-line health literacy training programs
References: <FFE7C75CEE15B042B0453ABA750444DD2FA26E@email.gha.local>
Message-ID: <013701c85d5e$b9542e70$0200000a@JULIEG>

In addition to the great HRSA on-line health literacy training program - is anyone aware of other on-line/web-based health literacy training programs?

Thanks so much -- Julie Gazmararian
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From julie_mcKinney at worlded.org  Wed Jan 23 09:24:51 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 23 Jan 2008 09:24:51 -0500
Subject: [HealthLiteracy 1701] Re: Request for information on	collaborations
	between Adult Ed and Medical providers
Message-ID: <479707E40200002D00005335@bostongwia.jsi.com>

Ian, I agree about the usefulness of this list. I have started one on the Adult Literacy Education Wiki (ALE Wiki) on its health literacy page, but have not added new ones for a while. If you get a list with descriptions, I would be happy to put the new additions up there. In the meantime,  you can go to it and see if you have the ones listed so far. You can find it at:

http://wiki.literacytent.org/index.php/Health_Literacy

Look in "Promising Practices". They are not all collaborations, but most of them are.

I hope we hear of more new ones!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> 01/21/08 4:49 PM >>>
Hello everyone,
 
In preparation for the upcoming Focus on Basics issue on Health Literacy I would like to put together a listing of as many examples of collaborative projects in which adult educators or adult education organizations are partners/collaborators with medical providers, health system, or medical organization as I can identify. If you could forward me any leads on this with a description of the nature of the collaboration and any description on web sites and publications (they are not necessary - just if it exists) that would be great.
 
I think a loist of these types f programs would be very helpful to this developing field. 
 
Thanks,
 
Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.


From julie_mcKinney at worlded.org  Wed Jan 23 09:27:29 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 23 Jan 2008 09:27:29 -0500
Subject: [HealthLiteracy 1702] Re: On-line health literacy training	programs
Message-ID: <479708810200002D0000533A@bostongwia.jsi.com>

Hi Julie,
Here's one developed by World Education:

Health Literacy: New Fiels and New Opportunities
http://healthliteracy.worlded.org/docs/tutorial/SWF/flashcheck/main.htm

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Julie Gazmararian" <jagazma at sph.emory.edu> 01/22/08 8:24 PM >>>
In addition to the great HRSA on-line health literacy training program - is anyone aware of other on-line/web-based health literacy training programs?

Thanks so much -- Julie Gazmararian



From Ian.Bennett at uphs.upenn.edu  Wed Jan 23 10:48:33 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Wed, 23 Jan 2008 10:48:33 -0500
Subject: [HealthLiteracy 1703] Re: Request for information
	on	collaborationsbetween Adult Ed and Medical providers
References: <479707E40200002D00005335@bostongwia.jsi.com>
Message-ID: <59AED94B4FEF114C8A23987301A20893039C2A0B@uphsmbx7.UPHS.PENNHEALTH.PRV>

Thanks Julie,
One thing that strikes me is that it is not obvious from any of these sites how adult educators are part of the programs. It may just not be described well but what I am looking for are examples where ABLE/ESOL educators, programs, organizations are partnered with health providers, programs, organizations. I think there is a need to have such collaboration and I am trying to document cases where this has occurred. Did I miss something with the sites on the Wiki?
Thanks,
Ian

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 1/23/2008 9:24 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1701] Re: Request for information on collaborationsbetween Adult Ed and Medical providers



Ian, I agree about the usefulness of this list. I have started one on the Adult Literacy Education Wiki (ALE Wiki) on its health literacy page, but have not added new ones for a while. If you get a list with descriptions, I would be happy to put the new additions up there. In the meantime,  you can go to it and see if you have the ones listed so far. You can find it at:

http://wiki.literacytent.org/index.php/Health_Literacy

Look in "Promising Practices". They are not all collaborations, but most of them are.

I hope we hear of more new ones!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> 01/21/08 4:49 PM >>>
Hello everyone,

In preparation for the upcoming Focus on Basics issue on Health Literacy I would like to put together a listing of as many examples of collaborative projects in which adult educators or adult education organizations are partners/collaborators with medical providers, health system, or medical organization as I can identify. If you could forward me any leads on this with a description of the nature of the collaboration and any description on web sites and publications (they are not necessary - just if it exists) that would be great.

I think a loist of these types f programs would be very helpful to this developing field.

Thanks,

Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ian.bennett at uphs.upenn.edu




The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.


From Jan.Goldberg at dfa.state.ny.us  Wed Jan 23 11:51:24 2008
From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS))
Date: Wed, 23 Jan 2008 11:51:24 -0500
Subject: [HealthLiteracy 1704] Incorporating health insurance status forms
	and referrals to public health insurance facilitators into
	New York City's child protective services and daycare/headstart
Message-ID: <86F596561BF25644847B434A41A0D95003941D74@EXCNYSM0A1AI.nysemail.nyenet>



Incorporating health literacy related services into Child Protective
work remains a daunting challenging but thanks to all the contributors
to this server, much progress has been made in the last year. 

The two biggest achievements were the design and implementation of a
health insurance status form completed by Child Protective Service
Caseworkers at every child abuse home investigation. (Last year there
were 50,000+ such visits within 24 hours of a suspected child abuse
report)  For those parents /caregivers reporting no health insurance,
the completed form is then hand delivered to the Department of Health
and Mental Hygiene facilitated enrollment program, and a health educator
contacts the family.  If they are unable to reach the family, they
contact the Child Protective Worker who then reaches out to the family
with the Health Educator. The information is given to the Child
Protective Service worker for followup. 
 
Our second achievement has been the development of a pilot program in
the five hundred daycare/headstart centers that come under Children's
Services.  Fifty centers have been matched with facilitated enrollers,
and over two hundred and fifty additional centers in the same district
were matched with a health insurance enroller based in their district.
The next goal is the successful collaboration with the health insurance
enroller, and the literacy assistance center to design and implement
health and family
literacy materials, (including child abuse prevention), how to get help
when your child is NOT on target meeting developmental  milestones, that
will be distributed to all of the parents/caregivers!

Several other smaller projects are ongoing that derived directly from
ideas and resources  from this list server. Thanks again to everyone! 
 
Jan Goldberg, City Research Scientist II
Office of Child and Family Health
150 William Street  14th Floor
New York, New York  10038
212-676-6878

Life offers us tickets to places we have not knowingly asked for "    
Maya Angelou







From lisamjones44 at hotmail.com  Wed Jan 23 12:21:24 2008
From: lisamjones44 at hotmail.com (lisa jones)
Date: Wed, 23 Jan 2008 17:21:24 +0000
Subject: [HealthLiteracy 1705]  Request for information on collaborations
Message-ID: <BAY140-W357E906E01AA3C046A7461C83F0@phx.gbl>


Ian - 
 

 Some of the best work I've seen done by literacy workers partnering with health care providers has been done by Lisa Bernstein and her group at the What to Expect Foundation.  Their baby basics program not only gives pregnant women health information and literacy skills, but simultaneously teaches the providers how to address health literacy.  www.whattoexpect.org  They also have outcomes based measures that show a change in patient behavior after the program.  
 
I'd be happy to provide you with more information or Lisa Bernstein's contact information offline.
 
Hope that helps,
Lisa M. Jones, MD
www.wellLifeeducation.com
 
 
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From Sandy.Cornett at osumc.edu  Wed Jan 23 14:32:36 2008
From: Sandy.Cornett at osumc.edu (Cornett, Sandy )
Date: Wed, 23 Jan 2008 14:32:36 -0500
Subject: [HealthLiteracy 1706] Re: On-line health literacy training programs
References: <FFE7C75CEE15B042B0453ABA750444DD2FA26E@email.gha.local>
	<013701c85d5e$b9542e70$0200000a@JULIEG>
Message-ID: <F91FD9795B89494A988E42B2609A78BB023AD081@msxc02.OSUMC.EDU>

Julie:
I'm in the final phase of developing and testing 10 interactive modules for
on-line training of health literacy for health professionals. I will be glad
to share what I'm doing if you contact me. 
Sandy

Sandra Cornett, RN, Ph.D.
Director, AHEC Clear Health Communication Program
Outreach & Engagement
The Ohio State University College of Medicine
052 Meiling Hall
370 W. 9th Ave.
Columbus, OH 43210
P: 614-688-3327 (Tues/Thurs)
F: 614-292-5364
sandy.cornett at osumc.edu
"In the world of the future, the new illiterate will be the person who has
not learned how to learn." ~
Alvin Toffler, Futurist & Author
Future Shock, The Third Wave, & Powershift.




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie Gazmararian
Sent: Tue 1/22/2008 8:24 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1700]  On-line health literacy training programs
 
In addition to the great HRSA on-line health literacy training program - is
anyone aware of other on-line/web-based health literacy training programs?

Thanks so much -- Julie Gazmararian

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From lakeshorestudio at sbcglobal.net  Wed Jan 23 16:28:10 2008
From: lakeshorestudio at sbcglobal.net (Marsha Connet)
Date: Wed, 23 Jan 2008 13:28:10 -0800 (PST)
Subject: [HealthLiteracy 1707] Re: Request for information on collaborations
	between Adult Ed and Medical providers
Message-ID: <947486.6841.qm@web81105.mail.mud.yahoo.com>


    Wisconsin Literacy has been addressing this very issue on a regioanl basis around Wisconsin. It has encouraged the Regional Consultants, of which I am one of four, to put planning groups together to address the needs for their regions, and they will then be addressed at the State level. 
   
  On a smaller scale, the Racine (Wis.) Literacy Council pioneered a health literacy project more than three years ago and built a consortium with key stakeholders in the area. This collaboration is still strong today. The key members include Wheaton Franciscan Healthcare - All Saints/Racine; the City of Racine Health Department; the Health Care Network, a medical provider to the uninsured; Gateway Technical College, Racine/School of Nursing; and Wisconsin Literacy.
   
  Current work included a "passport for health," being designed by WFH-All Saints Interpretation and Translation Services. This tool initially will be given to all patients in the translation service assistance program (Spanish speakers to begin with) and is intended to be carried to each medical appointment to assure that accurate medical and personal information is given to the provider. This will help avoid duplicate charts under multiple sir names, immediate identification of chronic medical conditions, etc. 
   
  We've also used the Ask Me 3 program in working with their medical residents' program, patients and providers.
   
  Hope this is what you're looking to document.
   
  Marsha Connet
  Health Literacy Coordinator and
  Wisconsin Literacy's SE Regional Consultant

"Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> wrote:
  Hello everyone,

In preparation for the upcoming Focus on Basics issue on Health Literacy I would like to put together a listing of as many examples of collaborative projects in which adult educators or adult education organizations are partners/collaborators with medical providers, health system, or medical organization as I can identify. If you could forward me any leads on this with a description of the nature of the collaboration and any description on web sites and publications (they are not necessary - just if it exists) that would be great.

I think a loist of these types f programs would be very helpful to this developing field. 

Thanks,

Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to marsha at wisconsinliteracy.org

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From lisab at whattoexpect.org  Wed Jan 23 17:53:44 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Wed, 23 Jan 2008 17:53:44 -0500
Subject: [HealthLiteracy 1708] Re: On-line health literacy training programs
In-Reply-To: <F91FD9795B89494A988E42B2609A78BB023AD081@msxc02.OSUMC.EDU>
References: <FFE7C75CEE15B042B0453ABA750444DD2FA26E@email.gha.local>
	<013701c85d5e$b9542e70$0200000a@JULIEG>
	<F91FD9795B89494A988E42B2609A78BB023AD081@msxc02.OSUMC.EDU>
Message-ID: <da4079490801231453v77325306q100b095208c94d61@mail.gmail.com>

We are developing a very specific Baby Basics health literacy training
for the Doctors, Midwives, and Nurses that will be using the
Baby Basics materials, tools and strategies during prenatal care.  It will
be mandatory for all healthcare providers that are at a site implementing
the Baby Basics Program - with a pre and post test, followed by ongoing
evaluation.

The training will not only address the health literacy needs of underserved
families, but will also put their cultural needs into context - helping
providers (we hope) understand the big picture challenges faced by
their patients and giving providers tools and strategies for  building
relationships with patients and communicate more effectively.

A grant from the Marcks Family Foundation has helped us develop the
training, and a New York State Health Foundation Grant will help us
implement and evaluate at 6 healthcenters in NYC.

( We're working to make it funny too!)

-- 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
On Jan 23, 2008 2:32 PM, Cornett, Sandy <Sandy.Cornett at osumc.edu> wrote:

>  Julie:
> I'm in the final phase of developing and testing 10 interactive modules
> for on-line training of health literacy for health professionals. I will be
> glad to share what I'm doing if you contact me.
> Sandy
>
> Sandra Cornett, RN, Ph.D.
> Director, AHEC Clear Health Communication Program
> Outreach & Engagement
> The Ohio State University College of Medicine
> 052 Meiling Hall
> 370 W. 9th Ave.
> Columbus, OH 43210
> P: 614-688-3327 (Tues/Thurs)
> F: 614-292-5364
> sandy.cornett at osumc.edu
> "In the world of the future, the new illiterate will be the person who has
> not learned how to learn." ~
> Alvin Toffler, Futurist & Author
> Future Shock, The Third Wave, & Powershift.
>
>
>
>
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov on behalf of Julie Gazmararian
> Sent: Tue 1/22/2008 8:24 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1700]  On-line health literacy training programs
>
> In addition to the great HRSA on-line health literacy training program -
> is anyone aware of other on-line/web-based health literacy training
> programs?
>
> Thanks so much -- Julie Gazmararian
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>
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From julie_mcKinney at worlded.org  Wed Jan 23 17:59:22 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 23 Jan 2008 17:59:22 -0500
Subject: [HealthLiteracy 1709]  Wednesday Question: State Support for HL
Message-ID: <4797807A0200002D0000536F@bostongwia.jsi.com>

Hi Everyone,

Here's today's question... How do the states support health literacy work? 

Whether through the state department of public health or other health agencies, or through the state literacy system, how does does your state support this work? 

I am also looking specifically for states that have formal partnerships between their health and literacy systems. (Like Ian Bennett, I am writing a piece for the upcoming Health Literacy issue of Focus on Basics, and will write up this information there. Thanks!)

I would love to hear from as many states as possible! If yours is doing a parntership like this, or supporting health literacy in some other significant way, please let me know. And we can discuss this week what's happening out there and issues related to state support.

Here is an article from a 2002 issue of Focus on Basics that looked at different strategies and state policies that formed collaborations between health and literacy programs. Take a look and send in your comments! (What progress have we made in 5 years?)

Literacy, Health, and Health Literacy: State Policy Considerations
by Marcia Drew Hohn
http://www.ncsall.net/?id=243 

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From kristina at easyreadcopywriting.com  Wed Jan 23 20:08:17 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Wed, 23 Jan 2008 18:08:17 -0700
Subject: [HealthLiteracy 1710] Re: Looking for different approaches to
 teaching low literacy diabetes classes
In-Reply-To: <00c001c85169$5974c560$4b0ba8c0@alclvi.org>
Message-ID: <C3BD3311.2777%kristina@easyreadcopywriting.com>

Carol,

I found the website for the placement. It is:

http://www.tabletopnutrition.com/diabetes-patients.shtml

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Carol Jones <cjones at alclv.org>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Mon, 7 Jan 2008 15:10:18 -0500
> To: 'The Health and Literacy Discussion List' <healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1646] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> I am extremely interested in this idea.  Do you have the ordering
> information?
> 
> Carol T. Jones, Ph.D.
> Executive Director
> Adult Literacy Center of the Lehigh Valley
> 801 Hamilton Street, Suite 201
> Allentown, PA 18101
> Phone:  610-435-0680, ext. 114
> Fax: 610-435-5134
> E-Mail: cjones at alclv.org
> www.alclv.org
>  
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
> Sent: Thursday, January 03, 2008 10:55 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1636] Re: Looking for different approaches to
> teaching low literacy diabetes classes
> 
> Regarding the plate method, I worked with a diabetes educator in Seattle
> a
> few years ago who developed a really neat placemat that had visuals with
> a
> plate, suggested portions, and a list of suggested foods to eat. She had
> it
> laminated, and she also created a version in Spanish. If anyone is
> interested, I can try to find her contact information. At the time, she
> was
> creating a website with ordering information.
> 
> Kristina
> 
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
> 
> 
> 
>> From: Jan Potter <jpotter at gha.org>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 3 Jan 2008 11:34:05 -0500
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1624] Re: Looking for different
> approaches to
>> teaching low literacy diabetes classes
>> Subject: [HealthLiteracy 1634] Re: Looking for different approaches to
>> teaching low literacy diabetes classes
>> 
>> I believe, to give credit where it is due, that the plate method
>> originated in Idaho:
>> 
> http://www.extension.uidaho.edu/impacts/Pdf_02/12-02raidl-fcs-diabetes.p
>> df 
>> 
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov
>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
>> Sent: Friday, December 28, 2007 1:46 PM
>> To: The Health and Literacy Discussion List
>> Subject: [HealthLiteracy 1624] Re: Looking for different approaches to
>> teaching low literacy diabetes classes
>> 
>> Have you seen the ADA "Plate Method" for teaching balanced eating?
>> 
>> The order code for their publication (2005) is 5996-11  It's in a
>> september 
>> 2005 Diabetes Advisor publication.  It is very visual.
>> 
>> Joan
>> 
>> Joan E Guthrie Medlen, R.D., L.D.
>> Clinical Advisor, Health Literacy & Communications
>> Special Olympics Health Promotion
>> 
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to jpotter at gha.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cjones at alclv.org
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From Laura.Innis at state.ma.us  Thu Jan 24 14:19:39 2008
From: Laura.Innis at state.ma.us (Innis, Laura (DPH))
Date: Thu, 24 Jan 2008 14:19:39 -0500
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support for HL
In-Reply-To: <4797807A0200002D0000536F@bostongwia.jsi.com>
References: <4797807A0200002D0000536F@bostongwia.jsi.com>
Message-ID: <4F2819534F1D3C428155660497FFF08CFAB1F3@ES-MSG-007.es.govt.state.ma.us>

Good Afternoon.  I am part of the Communications Office at the
Massachusetts Department of Public Health and would like to know if
anyone is aware of state health departments that have developed health
literacy or plain language guidelines.  We have some wonderful health
literacy experts here who have provided staff with training and referred
us to documents that are helpful but programs continue to ask for
standards or specific guidance.  Any ideas from other states on how to
address this issue with limited resources would be welcomed.  
Thank you, Laura
Laura Innis
DPH Health Ed. and Outreach Coordinator
laura.innis at state.ma.us 
617-624-6021 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 23, 2008 5:59 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

Hi Everyone,

Here's today's question... How do the states support health literacy
work? 

Whether through the state department of public health or other health
agencies, or through the state literacy system, how does does your state
support this work? 

I am also looking specifically for states that have formal partnerships
between their health and literacy systems. (Like Ian Bennett, I am
writing a piece for the upcoming Health Literacy issue of Focus on
Basics, and will write up this information there. Thanks!)

I would love to hear from as many states as possible! If yours is doing
a parntership like this, or supporting health literacy in some other
significant way, please let me know. And we can discuss this week what's
happening out there and issues related to state support.

Here is an article from a 2002 issue of Focus on Basics that looked at
different strategies and state policies that formed collaborations
between health and literacy programs. Take a look and send in your
comments! (What progress have we made in 5 years?)

Literacy, Health, and Health Literacy: State Policy Considerations
by Marcia Drew Hohn
http://www.ncsall.net/?id=243 

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to laura.innis at state.ma.us


From sabrina_kurtz-rossi at comcast.net  Thu Jan 24 15:30:37 2008
From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi)
Date: Thu, 24 Jan 2008 15:30:37 -0500
Subject: [HealthLiteracy 1712] Re: Request for informationon collaborations
	between Adult Ed and Medical providers
In-Reply-To: <59AED94B4FEF114C8A23987301A20893039C2A0B@uphsmbx7.UPHS.PENNHEALTH.PRV>
Message-ID: <20080124203036.6ED3F11C9E@mail.nifl.gov>

Ian, 

Here is an example of a literacy and health collaboration you might be
interested in.  The New Hampshire Tobacco Control Program and Bureau of
Adult Education collaborated on a project to bring information about smoking
to young adults in ABE and GED programs.  As a consultant on the project, I
worked with adult education teachers and learners in New Hampshire to create
and then pilot tested a series of lessons designed to develop core literacy
skills and convey information about the health effects of tobacco use. The
lessons focused on math, language arts, and computer research skills and
delivered information relevant to both smokers and nonsmokers. Evaluation
data from the pilot showed significant gains in understanding of secondhand
smoke health effects, and in knowledge of local smoking cessation programs
among participants; the pilot program was also very well received by both
teachers and learners.  Project partners believe that integrating literacy
and tobacco education represents a highly targeted and replicable strategy
for providing individual and community education around the hazards of
smoking and how to get quit-smoking help.  For more information about the
project or copies of the lessons, contact Martha Bradley, Community Health
Institute, Bow, NH at 603-573-3318 or email her at mbradley at jsi.com.

Sabrina
-----------------------
Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant 
Coordinator, Health Information Literacy Research Project, 
Medical Library Association 
Adjunct Clinical Instructor, Tufts University School of Medicine
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

 


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, January 23, 2008 10:49 AM
To: The Health and Literacy Discussion List; healthliteracy at nifl.gov
Subject: [HealthLiteracy 1703] Re: Request for informationon
collaborationsbetween Adult Ed and Medical providers

Thanks Julie,
One thing that strikes me is that it is not obvious from any of these sites
how adult educators are part of the programs. It may just not be described
well but what I am looking for are examples where ABLE/ESOL educators,
programs, organizations are partnered with health providers, programs,
organizations. I think there is a need to have such collaboration and I am
trying to document cases where this has occurred. Did I miss something with
the sites on the Wiki?
Thanks,
Ian

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 1/23/2008 9:24 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1701] Re: Request for information on
collaborationsbetween Adult Ed and Medical providers



Ian, I agree about the usefulness of this list. I have started one on the
Adult Literacy Education Wiki (ALE Wiki) on its health literacy page, but
have not added new ones for a while. If you get a list with descriptions, I
would be happy to put the new additions up there. In the meantime,  you can
go to it and see if you have the ones listed so far. You can find it at:

http://wiki.literacytent.org/index.php/Health_Literacy

Look in "Promising Practices". They are not all collaborations, but most of
them are.

I hope we hear of more new ones!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> 01/21/08 4:49 PM >>>
Hello everyone,

In preparation for the upcoming Focus on Basics issue on Health Literacy I
would like to put together a listing of as many examples of collaborative
projects in which adult educators or adult education organizations are
partners/collaborators with medical providers, health system, or medical
organization as I can identify. If you could forward me any leads on this
with a description of the nature of the collaboration and any description on
web sites and publications (they are not necessary - just if it exists) that
would be great.

I think a loist of these types f programs would be very helpful to this
developing field.

Thanks,

Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for the
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To unsubscribe or change your subscription settings, please go to
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The information contained in this e-mail message is intended only for the
personal and confidential use of the recipient(s) named above. If the reader
of this message is not the intended recipient or an agent responsible for
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have received this document in error and that any review, dissemination,
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To unsubscribe or change your subscription settings, please go to
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Email delivered to sabrina_kurtz-rossi at comcast.net



From clarkec at wellmark.com  Thu Jan 24 17:22:00 2008
From: clarkec at wellmark.com (Clarke, Cheryl)
Date: Thu, 24 Jan 2008 16:22:00 -0600
Subject: [HealthLiteracy 1713] Re: Wednesday Question: State Support for HL
In-Reply-To: <4F2819534F1D3C428155660497FFF08CFAB1F3@ES-MSG-007.es.govt.state.ma.us>
References: <4797807A0200002D0000536F@bostongwia.jsi.com>
	<4F2819534F1D3C428155660497FFF08CFAB1F3@ES-MSG-007.es.govt.state.ma.us>
Message-ID: <78F8BFCB8D70E7499B47F7F47BC8C43E061E5678@dsmntexch02.int.wellmark.com>

Our Foundation funded a Web site through the Iowa Department of Public
Health to provide health literacy technical assistance to local public
health workers and agencies.
http://www.idph.state.ia.us/health_literacy

 

Cheryl Clarke, R.Ph. 
Senior Program Manager 
The Wellmark Foundation 
636 Grand Avenue, Station 150 
PO Box 9232 
Des Moines, IA  50306-9232 
515.245.4997 (voice)  515.235.4445 (fax) 
clarkec at wellmark.com 
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Innis, Laura (DPH)
Sent: Thursday, January 24, 2008 1:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support for
HL

 

Good Afternoon.  I am part of the Communications Office at the

Massachusetts Department of Public Health and would like to know if

anyone is aware of state health departments that have developed health

literacy or plain language guidelines.  We have some wonderful health

literacy experts here who have provided staff with training and referred

us to documents that are helpful but programs continue to ask for

standards or specific guidance.  Any ideas from other states on how to

address this issue with limited resources would be welcomed.  

Thank you, Laura

Laura Innis

DPH Health Ed. and Outreach Coordinator

laura.innis at state.ma.us 

617-624-6021 

 

-----Original Message-----

From: healthliteracy-bounces at nifl.gov

[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney

Sent: Wednesday, January 23, 2008 5:59 PM

To: healthliteracy at nifl.gov

Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

 

Hi Everyone,

 

Here's today's question... How do the states support health literacy

work? 

 

Whether through the state department of public health or other health

agencies, or through the state literacy system, how does does your state

support this work? 

 

I am also looking specifically for states that have formal partnerships

between their health and literacy systems. (Like Ian Bennett, I am

writing a piece for the upcoming Health Literacy issue of Focus on

Basics, and will write up this information there. Thanks!)

 

I would love to hear from as many states as possible! If yours is doing

a parntership like this, or supporting health literacy in some other

significant way, please let me know. And we can discuss this week what's

happening out there and issues related to state support.

 

Here is an article from a 2002 issue of Focus on Basics that looked at

different strategies and state policies that formed collaborations

between health and literacy programs. Take a look and send in your

comments! (What progress have we made in 5 years?)

 

Literacy, Health, and Health Literacy: State Policy Considerations

by Marcia Drew Hohn

http://www.ncsall.net/?id=243 

 

All the best,

Julie

 

Julie McKinney

Discussion List Moderator

World Education/NCSALL

jmckinney at worlded.org

 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to laura.innis at state.ma.us

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to clarkec at wellmark.com



CONFIDENTIALITY NOTICE: This e-mail message is intended only for the use of the individual or entity to which it is addressed and may contain information that is privileged, confidential and exempt from disclosure under applicable law.  If you are not the intended recipient, any dissemination, distribution or copying of this communication is strictly prohibited.  If you have received this communication in error, please do not distribute it.  Please notify the sender by e-mail at the address shown and delete or destroy the original message and any attachments.  Thank you.
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From NDavies at dthr.ab.ca  Fri Jan 25 11:02:26 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Fri, 25 Jan 2008 09:02:26 -0700
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health Information
In-Reply-To: <78F8BFCB8D70E7499B47F7F47BC8C43E061E5678@dsmntexch02.int.wellmark.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04928@DTHREXCL1.dthr.ab.ca>

Good Morning All,
 
Our site is planning an overhaul of all the reading materials our patients are offered when in waiting rooms and reading areas. Being a hospital, it is paramount that our materials are up-to-date and accessible. A quick walk-through of some 'neglected' areas dug up some shocking results, like pamphlets called "why do they act like that?" from a Stroke Recovery organisation from 1974, as well as pamphlets about 'amazing weight-loss supplements' (from dubious sources) in nutrition areas. I am wondering, has anyone ever heard tell of a hospital or health region being sued or held accountable for having out-dated or faulty health information available?
 
I understand this is a sticky situation, especially since most lifestyle magazines usually have one or more articles about losing weight, or avoiding certain foods, or doing certain exercises. And they all have advertising for pharmaceuticals. Yet, these materials are readily available anywhere... I am sure there is a big difference between this kind of thing in the States and in Canada, but I am still very interested in this.
 
Considering that the first 'aspect' of health literacy is being able to "access/obtain" health information, I think this fits in nicely.
 
I look forward to hearing from you.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
-------------- next part --------------
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From alp.psmith at alaska.com  Mon Jan 28 14:52:48 2008
From: alp.psmith at alaska.com (Polly Smith)
Date: Mon, 28 Jan 2008 10:52:48 -0900
Subject: [HealthLiteracy 1715] Collaborations between health care providers
 and adult literacy programs
In-Reply-To: <mailman.9.1201280402.17306.healthliteracy@nifl.gov>
Message-ID: <003101c861e7$5bd2a410$cf01a8c0@DHBRRMB1>

Last spring, the Alaska Literacy Program and Providence Cancer Center
collaborated to provide information and knowledge on breast cancer and
breast cancer screening. Curriculum was developed with the assistance of the
adult literacy educator, the health care providers, and native language
experts in 5 languages.  A series of workshops were conducted at the
Literacy Program for all students regardless of age or gender. Outcome was
24 women over the age of 50 had their first mammogram through the mobile
mammography van on site at the Literacy Program. Volunteer nurses and
doctors provided the screening.

This was done as a pilot project and has now expanded to a city-wide Health
Literacy Collaborative which includes the municipality, the university
public health program, parish nurses, and other health care providers.  An
article was submitted to the journal, Alaska Medicine and will be in the
February 2008 issue.

Polly Smith
Executive Director
Alaska Literacy Program

----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
healthliteracy-request at nifl.gov
Sent: Friday, January 25, 2008 8:00 AM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 28, Issue 24

Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."


Today's Topics:

   1. [HealthLiteracy 1711] Re: Wednesday Question: State Support
      for HL (Innis, Laura (DPH))
   2. [HealthLiteracy 1712] Re: Request for informationon
      collaborations	between Adult Ed and Medical providers
      (Sabrina Kurtz-Rossi)
   3. [HealthLiteracy 1713] Re: Wednesday Question: State Support
      for HL (Clarke, Cheryl)
   4. [HealthLiteracy 1714] Re: Consequences of bad Health
      Information (Davies, Nicola)


----------------------------------------------------------------------

Message: 1
Date: Thu, 24 Jan 2008 14:19:39 -0500
From: "Innis, Laura (DPH)" <Laura.Innis at state.ma.us>
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support
	for HL
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	
<4F2819534F1D3C428155660497FFF08CFAB1F3 at ES-MSG-007.es.govt.state.ma.us>
	
Content-Type: text/plain;	charset="us-ascii"

Good Afternoon.  I am part of the Communications Office at the
Massachusetts Department of Public Health and would like to know if
anyone is aware of state health departments that have developed health
literacy or plain language guidelines.  We have some wonderful health
literacy experts here who have provided staff with training and referred
us to documents that are helpful but programs continue to ask for
standards or specific guidance.  Any ideas from other states on how to
address this issue with limited resources would be welcomed.  
Thank you, Laura
Laura Innis
DPH Health Ed. and Outreach Coordinator
laura.innis at state.ma.us 
617-624-6021 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 23, 2008 5:59 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

Hi Everyone,

Here's today's question... How do the states support health literacy
work? 

Whether through the state department of public health or other health
agencies, or through the state literacy system, how does does your state
support this work? 

I am also looking specifically for states that have formal partnerships
between their health and literacy systems. (Like Ian Bennett, I am
writing a piece for the upcoming Health Literacy issue of Focus on
Basics, and will write up this information there. Thanks!)

I would love to hear from as many states as possible! If yours is doing
a parntership like this, or supporting health literacy in some other
significant way, please let me know. And we can discuss this week what's
happening out there and issues related to state support.

Here is an article from a 2002 issue of Focus on Basics that looked at
different strategies and state policies that formed collaborations
between health and literacy programs. Take a look and send in your
comments! (What progress have we made in 5 years?)

Literacy, Health, and Health Literacy: State Policy Considerations
by Marcia Drew Hohn
http://www.ncsall.net/?id=243 

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to laura.innis at state.ma.us


------------------------------

Message: 2
Date: Thu, 24 Jan 2008 15:30:37 -0500
From: "Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net>
Subject: [HealthLiteracy 1712] Re: Request for informationon
	collaborations	between Adult Ed and Medical providers
To: "'The Health and Literacy Discussion List'"
	<healthliteracy at nifl.gov>
Message-ID: <20080124203036.6ED3F11C9E at mail.nifl.gov>
Content-Type: text/plain;	charset="us-ascii"

Ian, 

Here is an example of a literacy and health collaboration you might be
interested in.  The New Hampshire Tobacco Control Program and Bureau of
Adult Education collaborated on a project to bring information about smoking
to young adults in ABE and GED programs.  As a consultant on the project, I
worked with adult education teachers and learners in New Hampshire to create
and then pilot tested a series of lessons designed to develop core literacy
skills and convey information about the health effects of tobacco use. The
lessons focused on math, language arts, and computer research skills and
delivered information relevant to both smokers and nonsmokers. Evaluation
data from the pilot showed significant gains in understanding of secondhand
smoke health effects, and in knowledge of local smoking cessation programs
among participants; the pilot program was also very well received by both
teachers and learners.  Project partners believe that integrating literacy
and tobacco education represents a highly targeted and replicable strategy
for providing individual and community education around the hazards of
smoking and how to get quit-smoking help.  For more information about the
project or copies of the lessons, contact Martha Bradley, Community Health
Institute, Bow, NH at 603-573-3318 or email her at mbradley at jsi.com.

Sabrina
-----------------------
Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant 
Coordinator, Health Information Literacy Research Project, 
Medical Library Association 
Adjunct Clinical Instructor, Tufts University School of Medicine
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

 


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, January 23, 2008 10:49 AM
To: The Health and Literacy Discussion List; healthliteracy at nifl.gov
Subject: [HealthLiteracy 1703] Re: Request for informationon
collaborationsbetween Adult Ed and Medical providers

Thanks Julie,
One thing that strikes me is that it is not obvious from any of these sites
how adult educators are part of the programs. It may just not be described
well but what I am looking for are examples where ABLE/ESOL educators,
programs, organizations are partnered with health providers, programs,
organizations. I think there is a need to have such collaboration and I am
trying to document cases where this has occurred. Did I miss something with
the sites on the Wiki?
Thanks,
Ian

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 1/23/2008 9:24 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1701] Re: Request for information on
collaborationsbetween Adult Ed and Medical providers



Ian, I agree about the usefulness of this list. I have started one on the
Adult Literacy Education Wiki (ALE Wiki) on its health literacy page, but
have not added new ones for a while. If you get a list with descriptions, I
would be happy to put the new additions up there. In the meantime,  you can
go to it and see if you have the ones listed so far. You can find it at:

http://wiki.literacytent.org/index.php/Health_Literacy

Look in "Promising Practices". They are not all collaborations, but most of
them are.

I hope we hear of more new ones!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> 01/21/08 4:49 PM >>>
Hello everyone,

In preparation for the upcoming Focus on Basics issue on Health Literacy I
would like to put together a listing of as many examples of collaborative
projects in which adult educators or adult education organizations are
partners/collaborators with medical providers, health system, or medical
organization as I can identify. If you could forward me any leads on this
with a description of the nature of the collaboration and any description on
web sites and publications (they are not necessary - just if it exists) that
would be great.

I think a loist of these types f programs would be very helpful to this
developing field.

Thanks,

Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


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To unsubscribe or change your subscription settings, please go to
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Email delivered to sabrina_kurtz-rossi at comcast.net



------------------------------

Message: 3
Date: Thu, 24 Jan 2008 16:22:00 -0600
From: "Clarke, Cheryl" <clarkec at wellmark.com>
Subject: [HealthLiteracy 1713] Re: Wednesday Question: State Support
	for HL
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	
<78F8BFCB8D70E7499B47F7F47BC8C43E061E5678 at dsmntexch02.int.wellmark.com>
	
Content-Type: text/plain; charset="us-ascii"

Our Foundation funded a Web site through the Iowa Department of Public
Health to provide health literacy technical assistance to local public
health workers and agencies.
http://www.idph.state.ia.us/health_literacy

 

Cheryl Clarke, R.Ph. 
Senior Program Manager 
The Wellmark Foundation 
636 Grand Avenue, Station 150 
PO Box 9232 
Des Moines, IA  50306-9232 
515.245.4997 (voice)  515.235.4445 (fax) 
clarkec at wellmark.com 
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Innis, Laura (DPH)
Sent: Thursday, January 24, 2008 1:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support for
HL

 

Good Afternoon.  I am part of the Communications Office at the

Massachusetts Department of Public Health and would like to know if

anyone is aware of state health departments that have developed health

literacy or plain language guidelines.  We have some wonderful health

literacy experts here who have provided staff with training and referred

us to documents that are helpful but programs continue to ask for

standards or specific guidance.  Any ideas from other states on how to

address this issue with limited resources would be welcomed.  

Thank you, Laura

Laura Innis

DPH Health Ed. and Outreach Coordinator

laura.innis at state.ma.us 

617-624-6021 

 

-----Original Message-----

From: healthliteracy-bounces at nifl.gov

[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney

Sent: Wednesday, January 23, 2008 5:59 PM

To: healthliteracy at nifl.gov

Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

 

Hi Everyone,

 

Here's today's question... How do the states support health literacy

work? 

 

Whether through the state department of public health or other health

agencies, or through the state literacy system, how does does your state

support this work? 

 

I am also looking specifically for states that have formal partnerships

between their health and literacy systems. (Like Ian Bennett, I am

writing a piece for the upcoming Health Literacy issue of Focus on

Basics, and will write up this information there. Thanks!)

 

I would love to hear from as many states as possible! If yours is doing

a parntership like this, or supporting health literacy in some other

significant way, please let me know. And we can discuss this week what's

happening out there and issues related to state support.

 

Here is an article from a 2002 issue of Focus on Basics that looked at

different strategies and state policies that formed collaborations

between health and literacy programs. Take a look and send in your

comments! (What progress have we made in 5 years?)

 

Literacy, Health, and Health Literacy: State Policy Considerations

by Marcia Drew Hohn

http://www.ncsall.net/?id=243 

 

All the best,

Julie

 

Julie McKinney

Discussion List Moderator

World Education/NCSALL

jmckinney at worlded.org

 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to laura.innis at state.ma.us

----------------------------------------------------

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HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to
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Email delivered to clarkec at wellmark.com



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------------------------------

Message: 4
Date: Fri, 25 Jan 2008 09:02:26 -0700
From: "Davies, Nicola" <NDavies at dthr.ab.ca>
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health
	Information
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<521441A4F164E1418DCAC093C9EE6D9502F04928 at DTHREXCL1.dthr.ab.ca>
Content-Type: text/plain; charset="iso-8859-1"

Good Morning All,
 
Our site is planning an overhaul of all the reading materials our patients
are offered when in waiting rooms and reading areas. Being a hospital, it is
paramount that our materials are up-to-date and accessible. A quick
walk-through of some 'neglected' areas dug up some shocking results, like
pamphlets called "why do they act like that?" from a Stroke Recovery
organisation from 1974, as well as pamphlets about 'amazing weight-loss
supplements' (from dubious sources) in nutrition areas. I am wondering, has
anyone ever heard tell of a hospital or health region being sued or held
accountable for having out-dated or faulty health information available?
 
I understand this is a sticky situation, especially since most lifestyle
magazines usually have one or more articles about losing weight, or avoiding
certain foods, or doing certain exercises. And they all have advertising for
pharmaceuticals. Yet, these materials are readily available anywhere... I am
sure there is a big difference between this kind of thing in the States and
in Canada, but I am still very interested in this.
 
Considering that the first 'aspect' of health literacy is being able to
"access/obtain" health information, I think this fits in nicely.
 
I look forward to hearing from you.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
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------------------------------

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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End of HealthLiteracy Digest, Vol 28, Issue 24
**********************************************



From NDavies at dthr.ab.ca  Mon Jan 28 17:45:05 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 28 Jan 2008 15:45:05 -0700
Subject: [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula
	-what'salready out there? What went well and what didn't?
In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D20178C1B0@NIHHRSAMLBX.nih.gov>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F0494D@DTHREXCL1.dthr.ab.ca>


http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdf

an interesting curricula for those interested in English as a Second Language Learning.

Thx
Nicola Davies

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Johnston-Lloyd,
Linda (HRSA)
Sent: Thursday, January 10, 2008 2:29 PM
To: The Health and Literacy Discussion List; frostj at floridaliteracy.org
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula
-what'salready out there? What went well and what didn't?


 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc. 
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From jnb1 at CDC.GOV  Mon Jan 28 19:29:07 2008
From: jnb1 at CDC.GOV (Brownstein, J.N. (CDC/CCHP/NCCDPHP))
Date: Mon, 28 Jan 2008 19:29:07 -0500
Subject: [HealthLiteracy 1717] Re: On-line health literacy training programs
In-Reply-To: <F91FD9795B89494A988E42B2609A78BB023AD081@msxc02.OSUMC.EDU>
References: <FFE7C75CEE15B042B0453ABA750444DD2FA26E@email.gha.local>
	<013701c85d5e$b9542e70$0200000a@JULIEG>
	<F91FD9795B89494A988E42B2609A78BB023AD081@msxc02.OSUMC.EDU>
Message-ID: <986AF7388CD61A41884B0B024B296230014A46D3@LTA3VS003.ees.hhs.gov>

I would love to hear more about your modules.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cornett, Sandy 
Sent: Wednesday, January 23, 2008 2:33 PM
To: The Health and Literacy Discussion List; The Health and Literacy
Discussion List
Subject: [HealthLiteracy 1706] Re: On-line health literacy training
programs



Julie:
I'm in the final phase of developing and testing 10 interactive modules
for on-line training of health literacy for health professionals. I will
be glad to share what I'm doing if you contact me.
Sandy

Sandra Cornett, RN, Ph.D.
Director, AHEC Clear Health Communication Program
Outreach & Engagement
The Ohio State University College of Medicine
052 Meiling Hall
370 W. 9th Ave.
Columbus, OH 43210
P: 614-688-3327 (Tues/Thurs)
F: 614-292-5364
sandy.cornett at osumc.edu
"In the world of the future, the new illiterate will be the person who
has not learned how to learn." ~
Alvin Toffler, Futurist & Author
Future Shock, The Third Wave, & Powershift.




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie Gazmararian
Sent: Tue 1/22/2008 8:24 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1700]  On-line health literacy training
programs

In addition to the great HRSA on-line health literacy training program -
is anyone aware of other on-line/web-based health literacy training
programs?

Thanks so much -- Julie Gazmararian



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From Mikal.Steinbacher at lwtc.edu  Tue Jan 29 08:51:26 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Tue, 29 Jan 2008 05:51:26 -0800
Subject: [HealthLiteracy 1718] Re: ESOL Health Literacy
	Curricula-what'salready out there? What went well and what didn't?
References: <521441A4F164E1418DCAC093C9EE6D9502F0494D@DTHREXCL1.dthr.ab.ca>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6F43@LUXOR.campus.lwtc.edu>

>From the instructor's guide, this looks like it would work well.  How does one get into the body of the document?
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Davies, Nicola
Sent: Mon 1/28/2008 2:45 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula-what'salready out there? What went well and what didn't?




http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdf

an interesting curricula for those interested in English as a Second Language Learning.

Thx
Nicola Davies

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Johnston-Lloyd,
Linda (HRSA)
Sent: Thursday, January 10, 2008 2:29 PM
To: The Health and Literacy Discussion List; frostj at floridaliteracy.org
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula
-what'salready out there? What went well and what didn't?


 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc.
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org <http://www.floridaliteracy.org/> 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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From bwescott7 at hotmail.com  Tue Jan 29 11:10:22 2008
From: bwescott7 at hotmail.com (beth wescott)
Date: Tue, 29 Jan 2008 16:10:22 +0000
Subject: [HealthLiteracy 1719] Re: ESOL Health Literacy	Curricula-what's
 already out there?
In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6F43@LUXOR.campus.lwtc.edu>
References: <521441A4F164E1418DCAC093C9EE6D9502F0494D@DTHREXCL1.dthr.ab.ca>
	<9664F36261DE32409334B83B21CAEE8E091E6F43@LUXOR.campus.lwtc.edu>
Message-ID: <BAY129-W158B8A2162D0AF4495943CF7350@phx.gbl>


To get into the body of the document, go to http://www.toronto.ca/health/hearthealth/
 
Select Heart Health ESL Curriculum Resource     Lessons for adult ESL studentsNavigate to the bottom of that page for the files, by chapter
                     Heart Heath ESL Curriculum Resource sections:    Introduction - Introduction to the resource: including preface, background resources and an instructor's guide  A - Introduction to Heart Health, Lower Level  B - Introduction to Heart Health, Higher Level C - Physical Activity, Lower Level (PDF file size 72.6KB)   
D - Physical Activity, Higher Level (PDF file size 124KB)   
E - Healthy Eating, Lower Level (PDF file size 103KB)   
F - Healthy Eating, Higher Level (PDF file size 234KB)   
G - Smoking, Lower Level (PDF file size 68.3KB)   
H - Smoking, Higher Level (PDF file size 119KB)   
I - Blood Pressure, Lower Level (PDF file size 65.4KB)   
J - Blood Pressure, Higher Level (PDF file size 85.3KB)   
K - Stress, Lower Level (PDF file size 58.3KB)  
L - Stress, Higher Level (PDF file size 187KB)


Date: Tue, 29 Jan 2008 05:51:26 -0800From: Mikal.Steinbacher at lwtc.eduTo: healthliteracy at nifl.govSubject: [HealthLiteracy 1718] Re: ESOL Health Literacy Curricula-what'salready out there? What went well and what didn't?


>From the instructor's guide, this looks like it would work well.  How does one get into the body of the document?
 

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College


From: healthliteracy-bounces at nifl.gov on behalf of Davies, NicolaSent: Mon 1/28/2008 2:45 PMTo: The Health and Literacy Discussion ListSubject: [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula-what'salready out there? What went well and what didn't?

http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdfan interesting curricula for those interested in English as a Second Language Learning.ThxNicola Davies-----Original Message-----From: healthliteracy-bounces at nifl.gov[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Johnston-Lloyd,Linda (HRSA)Sent: Thursday, January 10, 2008 2:29 PMTo: The Health and Literacy Discussion List; frostj at floridaliteracy.orgSubject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula-what'salready out there? What went well and what didn't? http://www.hrsa.gov/healthliteracy/training.htmIn case you are not familiar with the new Unified Health CommunicationCourse.Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center forQuality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov-----Original Message-----From: healthliteracy-bounces at nifl.gov[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher MikalSent: Saturday, January 05, 2008 10:50 AMTo: frostj at floridaliteracy.org; The Health and Literacy Discussion ListSubject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -what'salready out there? What went well and what didn't?The two colleges I teach at both use the StandOut series by Staci LynSabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unitin all four levels of the text that address health issues.  The seriesalso has a test bank that provides ESOL assessment support.  I usuallyaugment the class with a visit from an RN who shares how to plan fordoctor visits and so they get the most out of the trip to the Dr., andarticles I've gathered over the years.  I often have a CPR trainer comeand train and certify the students.Mikal SteinbacherInstructor, ABE/ESL/EnglishLake Washington Technical College________________________________From: healthliteracy-bounces at nifl.gov on behalf of Jordana FrostSent: Fri 1/4/2008 5:06 AMTo: healthliteracy at nifl.govSubject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -what'salready out there? What went well and what didn't?Hello!Has anyone worked with specific ESOL Health Literacy Curricula availableout there? We are looking for:-resources currently available-anecdotal feedback from teachers and/or students about the "healthliteracy for ESOL students" topic-examples of evaluation forms and pre-/post- knowledge assessmentquestionnaires for such curriculaAny help will be appreciated... Thanks!Jordana FrostHealth Literacy Project CoordinatorFlorida Literacy Coalition, Inc.Fax: (407) 246-7104Ph.: (407) 361-6267http://www.floridaliteracy.org----------------------------------------------------National Institute for LiteracyHealth and Literacy mailing listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered to ndavies at dthr.ab.ca----------------------------------------------------National Institute for LiteracyHealth and Literacy mailing listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered to mikal.steinbacher at lwtc.edu
_________________________________________________________________
Need to know the score, the latest news, or you need your Hotmail?-get your "fix".
http://www.msnmobilefix.com/Default.aspx
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From SiobhanChamp-Blackwell at creighton.edu  Tue Jan 29 15:01:35 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Tue, 29 Jan 2008 14:01:35 -0600
Subject: [HealthLiteracy 1720]  African American Health Literacy Calendar
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0C419BA8@exbe01.blue.jays.creighton.edu>

Aetna publishes an African American History Calendar and a bilingual
Latino Calendar
http://www.aetna.com/about/aetna/diversity/aahcalendar.html This year's
theme for the African American Calendar is "Health Literacy: A Dose of
Understanding". Most exciting to me is the community advocate featured
in July, Ira Combs, Community Nurse and Project Coordinator for the
University of Nebraska Medical Center. Ira serves on several National
Library of Medicine working groups, including the NN/LM MCR Regional
Advisory Board and the Nebraska Go Local Working Group. He was featured
in a podcast last year
http://nnlm.gov/mcr/services/podcasts/podcast2.html See more about the
calendar, including a link to an order form at
http://www.aetna.com/diversity/aahcalendar/2008/index.html 
 
Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/> (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<blocked::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)
 
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From hmcdermott at npsf.org  Wed Jan 30 10:08:10 2008
From: hmcdermott at npsf.org (Heather McDermott)
Date: Wed, 30 Jan 2008 10:08:10 -0500
Subject: [HealthLiteracy 1721] Call for Nominations - Pfizer Health Literacy
	Advancing Patient Safety Award
Message-ID: <5919BEA312BB8D4E8D1FCCD8E670F0976F8B09@filesrv.NPSF.LAN>

Dear Colleagues:  

 

The first annual Pfizer Health Literacy in Advancing Patient Safety
Award will recognize an individual, group or organization which has made
significant strides in improving the health literacy of their
constituents or community through research, advocacy, or program
implementation in order to improve patient safety and quality of care.
The award recipient will receive a one-time grant from Pfizer in the
amount of $15,000.

 

Individuals may nominate themselves or their program or institution, or
can be nominated by a third party. All nominations must be submitted
electronically to cnorcross at npsf.org <mailto:cnorcross at npsf.org>  by
5:00pm eastern on March 14, 2008.  Nominations will not be accepted
after the deadline.

 

For more information about the award and for applications please visit
http://npsf.org/npsfac/awards-08.php if you have questions please don't
hesitate to contact me. 

 

__________________________________

Heather McDermott

National Patient Safety Foundation <http://www.npsf.org/> 

132 Mass MoCA Way

North Adams, MA 01247

 

Phone: (413) 663-2000

Fax:     (413) 663-8905

Email:  hmcdermott at npsf.org

 

Save the Date!

            Annual Patient Safety Congress

            Gaylord Opryland Resort & Convention Center

            Nashville, Tennessee

            May 14-16, 2008 

 

 

 

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From Neyha_Sehgal at DFCI.HARVARD.EDU  Wed Jan 30 10:26:03 2008
From: Neyha_Sehgal at DFCI.HARVARD.EDU (Sehgal, Neyha)
Date: Wed, 30 Jan 2008 10:26:03 -0500
Subject: [HealthLiteracy 1722] Media for Haitian Creole and Spanish-speaking
	populations
In-Reply-To: <mailman.121946.1201623090.788.healthliteracy@nifl.gov>
References: <mailman.121946.1201623090.788.healthliteracy@nifl.gov>
Message-ID: <9EBC507D5639104AABC308FCFE4403589B5450@PHSXMB18.partners.org>

Hi Everyone,

I was wondering if anyone knew of any good radio stations for Haitian Creole,
Spanish and Portuguese-speaking populations. I know of El Mundo and Gallerie
Haitienne for Spanish- and Haitian Creole-speaking populations. These
populations are of a low literacy level and finding media stations they can
connect with will help our study. Also, any online newspapers for these
populations would be helpful too. Thank you.

Neyha Sehgal, MPH 
Project Assistant 

Center for Community-Based Research 
Department of Medical Oncology 
Dana Farber Cancer Institute 
44 Binney Street, LW 607 
Boston, MA  02115 
Phone: (617) 632-6142
Email: neyha_sehgal at dfci.harvard.edu


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]
On Behalf Of healthliteracy-request at nifl.gov
Sent: Tuesday, January 29, 2008 11:12 AM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 28, Issue 25

Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
	http://www.nifl.gov/mailman/listinfo/healthliteracy
or, via email, send a message with subject or body 'help' to
	healthliteracy-request at nifl.gov

You can reach the person managing the list at
	healthliteracy-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."


Today's Topics:

   1. [HealthLiteracy 1715] Collaborations between health care
      providers and adult literacy programs (Polly Smith)
   2. [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula
      -what'salready out there? What went well and what didn't?
      (Davies, Nicola)
   3. [HealthLiteracy 1717] Re: On-line health literacy training
      programs (Brownstein, J.N. (CDC/CCHP/NCCDPHP))
   4. [HealthLiteracy 1718] Re: ESOL Health Literacy
      Curricula-what'salready out there? What went well and what
      didn't? (Steinbacher Mikal)
   5. [HealthLiteracy 1719] Re: ESOL Health Literacy
      Curricula-what's already out there? (beth wescott)


----------------------------------------------------------------------

Message: 1
Date: Mon, 28 Jan 2008 10:52:48 -0900
From: Polly Smith <alp.psmith at alaska.com>
Subject: [HealthLiteracy 1715] Collaborations between health care
	providers and adult literacy programs
To: healthliteracy at nifl.gov
Message-ID: <003101c861e7$5bd2a410$cf01a8c0 at DHBRRMB1>
Content-Type: text/plain; charset=us-ascii

Last spring, the Alaska Literacy Program and Providence Cancer Center
collaborated to provide information and knowledge on breast cancer and
breast cancer screening. Curriculum was developed with the assistance of the
adult literacy educator, the health care providers, and native language
experts in 5 languages.  A series of workshops were conducted at the
Literacy Program for all students regardless of age or gender. Outcome was
24 women over the age of 50 had their first mammogram through the mobile
mammography van on site at the Literacy Program. Volunteer nurses and
doctors provided the screening.

This was done as a pilot project and has now expanded to a city-wide Health
Literacy Collaborative which includes the municipality, the university
public health program, parish nurses, and other health care providers.  An
article was submitted to the journal, Alaska Medicine and will be in the
February 2008 issue.

Polly Smith
Executive Director
Alaska Literacy Program

----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
healthliteracy-request at nifl.gov
Sent: Friday, January 25, 2008 8:00 AM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 28, Issue 24

Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
	http://www.nifl.gov/mailman/listinfo/healthliteracy
or, via email, send a message with subject or body 'help' to
	healthliteracy-request at nifl.gov

You can reach the person managing the list at
	healthliteracy-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."


Today's Topics:

   1. [HealthLiteracy 1711] Re: Wednesday Question: State Support
      for HL (Innis, Laura (DPH))
   2. [HealthLiteracy 1712] Re: Request for informationon
      collaborations	between Adult Ed and Medical providers
      (Sabrina Kurtz-Rossi)
   3. [HealthLiteracy 1713] Re: Wednesday Question: State Support
      for HL (Clarke, Cheryl)
   4. [HealthLiteracy 1714] Re: Consequences of bad Health
      Information (Davies, Nicola)


----------------------------------------------------------------------

Message: 1
Date: Thu, 24 Jan 2008 14:19:39 -0500
From: "Innis, Laura (DPH)" <Laura.Innis at state.ma.us>
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support
	for HL
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	
<4F2819534F1D3C428155660497FFF08CFAB1F3 at ES-MSG-007.es.govt.state.ma.us>
	
Content-Type: text/plain;	charset="us-ascii"

Good Afternoon.  I am part of the Communications Office at the
Massachusetts Department of Public Health and would like to know if
anyone is aware of state health departments that have developed health
literacy or plain language guidelines.  We have some wonderful health
literacy experts here who have provided staff with training and referred
us to documents that are helpful but programs continue to ask for
standards or specific guidance.  Any ideas from other states on how to
address this issue with limited resources would be welcomed.  
Thank you, Laura
Laura Innis
DPH Health Ed. and Outreach Coordinator
laura.innis at state.ma.us 
617-624-6021 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 23, 2008 5:59 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

Hi Everyone,

Here's today's question... How do the states support health literacy
work? 

Whether through the state department of public health or other health
agencies, or through the state literacy system, how does does your state
support this work? 

I am also looking specifically for states that have formal partnerships
between their health and literacy systems. (Like Ian Bennett, I am
writing a piece for the upcoming Health Literacy issue of Focus on
Basics, and will write up this information there. Thanks!)

I would love to hear from as many states as possible! If yours is doing
a parntership like this, or supporting health literacy in some other
significant way, please let me know. And we can discuss this week what's
happening out there and issues related to state support.

Here is an article from a 2002 issue of Focus on Basics that looked at
different strategies and state policies that formed collaborations
between health and literacy programs. Take a look and send in your
comments! (What progress have we made in 5 years?)

Literacy, Health, and Health Literacy: State Policy Considerations
by Marcia Drew Hohn
http://www.ncsall.net/?id=243 

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to laura.innis at state.ma.us


------------------------------

Message: 2
Date: Thu, 24 Jan 2008 15:30:37 -0500
From: "Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net>
Subject: [HealthLiteracy 1712] Re: Request for informationon
	collaborations	between Adult Ed and Medical providers
To: "'The Health and Literacy Discussion List'"
	<healthliteracy at nifl.gov>
Message-ID: <20080124203036.6ED3F11C9E at mail.nifl.gov>
Content-Type: text/plain;	charset="us-ascii"

Ian, 

Here is an example of a literacy and health collaboration you might be
interested in.  The New Hampshire Tobacco Control Program and Bureau of
Adult Education collaborated on a project to bring information about smoking
to young adults in ABE and GED programs.  As a consultant on the project, I
worked with adult education teachers and learners in New Hampshire to create
and then pilot tested a series of lessons designed to develop core literacy
skills and convey information about the health effects of tobacco use. The
lessons focused on math, language arts, and computer research skills and
delivered information relevant to both smokers and nonsmokers. Evaluation
data from the pilot showed significant gains in understanding of secondhand
smoke health effects, and in knowledge of local smoking cessation programs
among participants; the pilot program was also very well received by both
teachers and learners.  Project partners believe that integrating literacy
and tobacco education represents a highly targeted and replicable strategy
for providing individual and community education around the hazards of
smoking and how to get quit-smoking help.  For more information about the
project or copies of the lessons, contact Martha Bradley, Community Health
Institute, Bow, NH at 603-573-3318 or email her at mbradley at jsi.com.

Sabrina
-----------------------
Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant 
Coordinator, Health Information Literacy Research Project, 
Medical Library Association 
Adjunct Clinical Instructor, Tufts University School of Medicine
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

 


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, January 23, 2008 10:49 AM
To: The Health and Literacy Discussion List; healthliteracy at nifl.gov
Subject: [HealthLiteracy 1703] Re: Request for informationon
collaborationsbetween Adult Ed and Medical providers

Thanks Julie,
One thing that strikes me is that it is not obvious from any of these sites
how adult educators are part of the programs. It may just not be described
well but what I am looking for are examples where ABLE/ESOL educators,
programs, organizations are partnered with health providers, programs,
organizations. I think there is a need to have such collaboration and I am
trying to document cases where this has occurred. Did I miss something with
the sites on the Wiki?
Thanks,
Ian

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 1/23/2008 9:24 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1701] Re: Request for information on
collaborationsbetween Adult Ed and Medical providers



Ian, I agree about the usefulness of this list. I have started one on the
Adult Literacy Education Wiki (ALE Wiki) on its health literacy page, but
have not added new ones for a while. If you get a list with descriptions, I
would be happy to put the new additions up there. In the meantime,  you can
go to it and see if you have the ones listed so far. You can find it at:

http://wiki.literacytent.org/index.php/Health_Literacy

Look in "Promising Practices". They are not all collaborations, but most of
them are.

I hope we hear of more new ones!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu> 01/21/08 4:49 PM >>>
Hello everyone,

In preparation for the upcoming Focus on Basics issue on Health Literacy I
would like to put together a listing of as many examples of collaborative
projects in which adult educators or adult education organizations are
partners/collaborators with medical providers, health system, or medical
organization as I can identify. If you could forward me any leads on this
with a description of the nature of the collaboration and any description on
web sites and publications (they are not necessary - just if it exists) that
would be great.

I think a loist of these types f programs would be very helpful to this
developing field.

Thanks,

Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


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personal and confidential use of the recipient(s) named above. If the reader
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have received this document in error and that any review, dissemination,
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To unsubscribe or change your subscription settings, please go to
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Email delivered to sabrina_kurtz-rossi at comcast.net



------------------------------

Message: 3
Date: Thu, 24 Jan 2008 16:22:00 -0600
From: "Clarke, Cheryl" <clarkec at wellmark.com>
Subject: [HealthLiteracy 1713] Re: Wednesday Question: State Support
	for HL
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	
<78F8BFCB8D70E7499B47F7F47BC8C43E061E5678 at dsmntexch02.int.wellmark.com>
	
Content-Type: text/plain; charset="us-ascii"

Our Foundation funded a Web site through the Iowa Department of Public
Health to provide health literacy technical assistance to local public
health workers and agencies.
http://www.idph.state.ia.us/health_literacy

 

Cheryl Clarke, R.Ph. 
Senior Program Manager 
The Wellmark Foundation 
636 Grand Avenue, Station 150 
PO Box 9232 
Des Moines, IA  50306-9232 
515.245.4997 (voice)  515.235.4445 (fax) 
clarkec at wellmark.com 
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Innis, Laura (DPH)
Sent: Thursday, January 24, 2008 1:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1711] Re: Wednesday Question: State Support for
HL

 

Good Afternoon.  I am part of the Communications Office at the

Massachusetts Department of Public Health and would like to know if

anyone is aware of state health departments that have developed health

literacy or plain language guidelines.  We have some wonderful health

literacy experts here who have provided staff with training and referred

us to documents that are helpful but programs continue to ask for

standards or specific guidance.  Any ideas from other states on how to

address this issue with limited resources would be welcomed.  

Thank you, Laura

Laura Innis

DPH Health Ed. and Outreach Coordinator

laura.innis at state.ma.us 

617-624-6021 

 

-----Original Message-----

From: healthliteracy-bounces at nifl.gov

[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney

Sent: Wednesday, January 23, 2008 5:59 PM

To: healthliteracy at nifl.gov

Subject: [HealthLiteracy 1709] Wednesday Question: State Support for HL

 

Hi Everyone,

 

Here's today's question... How do the states support health literacy

work? 

 

Whether through the state department of public health or other health

agencies, or through the state literacy system, how does does your state

support this work? 

 

I am also looking specifically for states that have formal partnerships

between their health and literacy systems. (Like Ian Bennett, I am

writing a piece for the upcoming Health Literacy issue of Focus on

Basics, and will write up this information there. Thanks!)

 

I would love to hear from as many states as possible! If yours is doing

a parntership like this, or supporting health literacy in some other

significant way, please let me know. And we can discuss this week what's

happening out there and issues related to state support.

 

Here is an article from a 2002 issue of Focus on Basics that looked at

different strategies and state policies that formed collaborations

between health and literacy programs. Take a look and send in your

comments! (What progress have we made in 5 years?)

 

Literacy, Health, and Health Literacy: State Policy Considerations

by Marcia Drew Hohn

http://www.ncsall.net/?id=243 

 

All the best,

Julie

 

Julie McKinney

Discussion List Moderator

World Education/NCSALL

jmckinney at worlded.org

 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to laura.innis at state.ma.us

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to clarkec at wellmark.com



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------------------------------

Message: 4
Date: Fri, 25 Jan 2008 09:02:26 -0700
From: "Davies, Nicola" <NDavies at dthr.ab.ca>
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health
	Information
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<521441A4F164E1418DCAC093C9EE6D9502F04928 at DTHREXCL1.dthr.ab.ca>
Content-Type: text/plain; charset="iso-8859-1"

Good Morning All,
 
Our site is planning an overhaul of all the reading materials our patients
are offered when in waiting rooms and reading areas. Being a hospital, it is
paramount that our materials are up-to-date and accessible. A quick
walk-through of some 'neglected' areas dug up some shocking results, like
pamphlets called "why do they act like that?" from a Stroke Recovery
organisation from 1974, as well as pamphlets about 'amazing weight-loss
supplements' (from dubious sources) in nutrition areas. I am wondering, has
anyone ever heard tell of a hospital or health region being sued or held
accountable for having out-dated or faulty health information available?
 
I understand this is a sticky situation, especially since most lifestyle
magazines usually have one or more articles about losing weight, or avoiding
certain foods, or doing certain exercises. And they all have advertising for
pharmaceuticals. Yet, these materials are readily available anywhere... I am
sure there is a big difference between this kind of thing in the States and
in Canada, but I am still very interested in this.
 
Considering that the first 'aspect' of health literacy is being able to
"access/obtain" health information, I think this fits in nicely.
 
I look forward to hearing from you.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
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To unsubscribe or change your subscription settings, please go to
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End of HealthLiteracy Digest, Vol 28, Issue 24
**********************************************



------------------------------

Message: 2
Date: Mon, 28 Jan 2008 15:45:05 -0700
From: "Davies, Nicola" <NDavies at dthr.ab.ca>
Subject: [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula
	-what'salready out there? What went well and what didn't?
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<521441A4F164E1418DCAC093C9EE6D9502F0494D at DTHREXCL1.dthr.ab.ca>
Content-Type: text/plain;	charset="iso-8859-1"


http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdf

an interesting curricula for those interested in English as a Second Language
Learning.

Thx
Nicola Davies

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Johnston-Lloyd,
Linda (HRSA)
Sent: Thursday, January 10, 2008 2:29 PM
To: The Health and Literacy Discussion List; frostj at floridaliteracy.org
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula
-what'salready out there? What went well and what didn't?


 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc. 
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



------------------------------

Message: 3
Date: Mon, 28 Jan 2008 19:29:07 -0500
From: "Brownstein, J.N. (CDC/CCHP/NCCDPHP)" <jnb1 at CDC.GOV>
Subject: [HealthLiteracy 1717] Re: On-line health literacy training
	programs
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<986AF7388CD61A41884B0B024B296230014A46D3 at LTA3VS003.ees.hhs.gov>
Content-Type: text/plain; charset="us-ascii"

I would love to hear more about your modules.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cornett, Sandy 
Sent: Wednesday, January 23, 2008 2:33 PM
To: The Health and Literacy Discussion List; The Health and Literacy
Discussion List
Subject: [HealthLiteracy 1706] Re: On-line health literacy training
programs



Julie:
I'm in the final phase of developing and testing 10 interactive modules
for on-line training of health literacy for health professionals. I will
be glad to share what I'm doing if you contact me.
Sandy

Sandra Cornett, RN, Ph.D.
Director, AHEC Clear Health Communication Program
Outreach & Engagement
The Ohio State University College of Medicine
052 Meiling Hall
370 W. 9th Ave.
Columbus, OH 43210
P: 614-688-3327 (Tues/Thurs)
F: 614-292-5364
sandy.cornett at osumc.edu
"In the world of the future, the new illiterate will be the person who
has not learned how to learn." ~
Alvin Toffler, Futurist & Author
Future Shock, The Third Wave, & Powershift.




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie Gazmararian
Sent: Tue 1/22/2008 8:24 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1700]  On-line health literacy training
programs

In addition to the great HRSA on-line health literacy training program -
is anyone aware of other on-line/web-based health literacy training
programs?

Thanks so much -- Julie Gazmararian



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Message: 4
Date: Tue, 29 Jan 2008 05:51:26 -0800
From: "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu>
Subject: [HealthLiteracy 1718] Re: ESOL Health Literacy
	Curricula-what'salready out there? What went well and what didn't?
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<9664F36261DE32409334B83B21CAEE8E091E6F43 at LUXOR.campus.lwtc.edu>
Content-Type: text/plain; charset="iso-8859-1"

>From the instructor's guide, this looks like it would work well.  How does one
get into the body of the document?
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Davies, Nicola
Sent: Mon 1/28/2008 2:45 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1716] Re: ESOL Health Literacy Curricula-what'salready
out there? What went well and what didn't?




http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdf

an interesting curricula for those interested in English as a Second Language
Learning.

Thx
Nicola Davies

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Johnston-Lloyd,
Linda (HRSA)
Sent: Thursday, January 10, 2008 2:29 PM
To: The Health and Literacy Discussion List; frostj at floridaliteracy.org
Subject: [HealthLiteracy 1654] Re: ESOL Health Literacy Curricula
-what'salready out there? What went well and what didn't?


 http://www.hrsa.gov/healthliteracy/training.htm

In case you are not familiar with the new Unified Health Communication
Course.

Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal
Sent: Saturday, January 05, 2008 10:50 AM
To: frostj at floridaliteracy.org; The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?

The two colleges I teach at both use the StandOut series by Staci Lyn
Sabbagh and Rob Jenkins, published by Thomson/Heinle.  There is a unit
in all four levels of the text that address health issues.  The series
also has a test bank that provides ESOL assessment support.  I usually
augment the class with a visit from an RN who shares how to plan for
doctor visits and so they get the most out of the trip to the Dr., and
articles I've gathered over the years.  I often have a CPR trainer come
and train and certify the students.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jordana Frost
Sent: Fri 1/4/2008 5:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1637] ESOL Health Literacy Curricula -
what'salready out there? What went well and what didn't?



Hello!

Has anyone worked with specific ESOL Health Literacy Curricula available
out there? We are looking for:

-resources currently available

-anecdotal feedback from teachers and/or students about the "health
literacy for ESOL students" topic

-examples of evaluation forms and pre-/post- knowledge assessment
questionnaires for such curricula

Any help will be appreciated... Thanks!


Jordana Frost
Health Literacy Project Coordinator
Florida Literacy Coalition, Inc.
Fax: (407) 246-7104
Ph.: (407) 361-6267
http://www.floridaliteracy.org <http://www.floridaliteracy.org/> 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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Message: 5
Date: Tue, 29 Jan 2008 16:10:22 +0000
From: beth wescott <bwescott7 at hotmail.com>
Subject: [HealthLiteracy 1719] Re: ESOL Health Literacy
	Curricula-what's already out there?
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>,
	<mikal.steinbacher at lwtc.edu>
Message-ID: <BAY129-W158B8A2162D0AF4495943CF7350 at phx.gbl>
Content-Type: text/plain; charset="iso-8859-1"


To get into the body of the document, go to
http://www.toronto.ca/health/hearthealth/
 
Select Heart Health ESL Curriculum Resource     Lessons for adult ESL
studentsNavigate to the bottom of that page for the files, by chapter
                     Heart Heath ESL Curriculum Resource sections:
Introduction - Introduction to the resource: including preface, background
resources and an instructor's guide  A - Introduction to Heart Health, Lower
Level  B - Introduction to Heart Health, Higher Level C - Physical Activity,
Lower Level (PDF file size 72.6KB)   
D - Physical Activity, Higher Level (PDF file size 124KB)   
E - Healthy Eating, Lower Level (PDF file size 103KB)   
F - Healthy Eating, Higher Level (PDF file size 234KB)   
G - Smoking, Lower Level (PDF file size 68.3KB)   
H - Smoking, Higher Level (PDF file size 119KB)   
I - Blood Pressure, Lower Level (PDF file size 65.4KB)   
J - Blood Pressure, Higher Level (PDF file size 85.3KB)   
K - Stress, Lower Level (PDF file size 58.3KB)  
L - Stress, Higher Level (PDF file size 187KB)


Date: Tue, 29 Jan 2008 05:51:26 -0800From: Mikal.Steinbacher at lwtc.eduTo:
healthliteracy at nifl.govSubject: [HealthLiteracy 1718] Re: ESOL Health Literacy
Curricula-what'salready out there? What went well and what didn't?


>From the instructor's guide, this looks like it would work well.  How does one
get into the body of the document?
 

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College


From: healthliteracy-bounces at nifl.gov on behalf of Davies, NicolaSent: Mon
1/28/2008 2:45 PMTo: The Health and Literacy Discussion ListSubject:
[HealthLiteracy 1716] Re: ESOL Health Literacy Curricula-what'salready out
there? What went well and what didn't?

http://www.toronto.ca/health/hearthealth/pdf/esl_introduction.pdfan interesting
curricula for those interested in English as a Second Language
Learning.ThxNicola Davies-----Original Message-----From:
healthliteracy-bounces at nifl.gov[mailto:healthliteracy-bounces at nifl.gov]On Behalf
Of Johnston-Lloyd,Linda (HRSA)Sent: Thursday, January 10, 2008 2:29 PMTo: The
Health and Literacy Discussion List; frostj at floridaliteracy.orgSubject:
[HealthLiteracy 1654] Re: ESOL Health Literacy Curricula-what'salready out
there? What went well and what didn't?
http://www.hrsa.gov/healthliteracy/training.htmIn case you are not familiar with
the new Unified Health CommunicationCourse.Linda Johnston Lloyd, HRSA Health
Literacy Coordinator ~HRSA Center forQuality ~ Room 7-100 5600 Fishers Lane ~
Rockville, MD 20857p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~
www.hrsa.gov-----Original Message-----From:
healthliteracy-bounces at nifl.gov[mailto:healthliteracy-bounces at nifl.gov] On
Behalf Of S
 teinbacher MikalSent: Saturday, January 05, 2008 10:50 AMTo:
frostj at floridaliteracy.org; The Health and Literacy Discussion ListSubject: RE:
[HealthLiteracy 1637] ESOL Health Literacy Curricula -what'salready out there?
What went well and what didn't?The two colleges I teach at both use the StandOut
series by Staci LynSabbagh and Rob Jenkins, published by Thomson/Heinle.  There
is a unitin all four levels of the text that address health issues.  The
seriesalso has a test bank that provides ESOL assessment support.  I
usuallyaugment the class with a visit from an RN who shares how to plan
fordoctor visits and so they get the most out of the trip to the Dr.,
andarticles I've gathered over the years.  I often have a CPR trainer comeand
train and certify the students.Mikal SteinbacherInstructor, ABE/ESL/EnglishLake
Washington Technical College________________________________From:
healthliteracy-bounces at nifl.gov on behalf of Jordana FrostSent: Fri 1/4/2008
5:06 AMTo: healthlitera
 cy at nifl.govSubject: [HealthLiteracy 1637] ESOL Health Literacy Curricula
-what'salready out there? What went well and what didn't?Hello!Has anyone worked
with specific ESOL Health Literacy Curricula availableout there? We are looking
for:-resources currently available-anecdotal feedback from teachers and/or
students about the "healthliteracy for ESOL students" topic-examples of
evaluation forms and pre-/post- knowledge assessmentquestionnaires for such
curriculaAny help will be appreciated... Thanks!Jordana FrostHealth Literacy
Project CoordinatorFlorida Literacy Coalition, Inc.Fax: (407) 246-7104Ph.: (407)
361-6267http://www.floridaliteracy.org------------------------------------------
----------National Institute for LiteracyHealth and Literacy mailing
listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings,
please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered
to ndavies at dthr.ab.ca--------------------------------------------
 --------National Institute for LiteracyHealth and Literacy mailing
listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings,
please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered
to mikal.steinbacher at lwtc.edu
_________________________________________________________________
Need to know the score, the latest news, or you need your Hotmail?-get your
"fix".
http://www.msnmobilefix.com/Default.aspx
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

End of HealthLiteracy Digest, Vol 28, Issue 25
**********************************************

The information transmitted in this electronic communication is intended only
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From mnicolay at dagc.org  Wed Jan 30 11:43:17 2008
From: mnicolay at dagc.org (Mary Ann Nicolay)
Date: Wed, 30 Jan 2008 11:43:17 -0500
Subject: [HealthLiteracy 1723] Re: Consequences of bad Health Information
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04928@DTHREXCL1.dthr.ab.ca>
Message-ID: <002501c8635f$378a1ba0$6500a8c0@dagcad.dagc.org>

The Diabetes Association of Greater Cleveland has received funding from the
Sister's of Charity Foundation for a planning grant to investigate diabetes
and health literacy.  As part of this grant, I am interested in locating
best practice sites...organizations or initiatives working with diabetes and
health literacy.  I am also interested in up-coming health literacy
workshops and seminars.  I would appreciate any assistance.
Thanks
MaryAnn
 
MaryAnn Horst-Nicolay, DTR
Health Educator / Diversity Coordinator
Diabetes Association of Greater Cleveland
3601 Green Road, #100, Cleveland, OH 44122
216-591-0800   mnicolay at dagc.org
 
  

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 25, 2008 11:02 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health Information


Good Morning All,
 
Our site is planning an overhaul of all the reading materials our patients
are offered when in waiting rooms and reading areas. Being a hospital, it is
paramount that our materials are up-to-date and accessible. A quick
walk-through of some 'neglected' areas dug up some shocking results, like
pamphlets called "why do they act like that?" from a Stroke Recovery
organisation from 1974, as well as pamphlets about 'amazing weight-loss
supplements' (from dubious sources) in nutrition areas. I am wondering, has
anyone ever heard tell of a hospital or health region being sued or held
accountable for having out-dated or faulty health information available?
 
I understand this is a sticky situation, especially since most lifestyle
magazines usually have one or more articles about losing weight, or avoiding
certain foods, or doing certain exercises. And they all have advertising for
pharmaceuticals. Yet, these materials are readily available anywhere... I am
sure there is a big difference between this kind of thing in the States and
in Canada, but I am still very interested in this.
 
Considering that the first 'aspect' of health literacy is being able to
"access/obtain" health information, I think this fits in nicely.
 
I look forward to hearing from you.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
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From mvillaire at iha4health.org  Wed Jan 30 14:41:10 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Wed, 30 Jan 2008 11:41:10 -0800
Subject: [HealthLiteracy 1724] Re: Consequences of bad Health Information
In-Reply-To: <002501c8635f$378a1ba0$6500a8c0@dagcad.dagc.org>
References: <521441A4F164E1418DCAC093C9EE6D9502F04928@DTHREXCL1.dthr.ab.ca>
	<002501c8635f$378a1ba0$6500a8c0@dagcad.dagc.org>
Message-ID: <9F8831D6F89CC14897300484F62E17BE20F33F@ihaex01.iha4health.pri>

With regard to upcoming workshops/seminars, the Institute for Healthcare
Advancement is holding its Seventh Annual Health Literacy Conference on
May 1-2, 2008 in Irvine, California (southern California, in south
Orange County). Here's a link:
http://www.iha4health.org/index.cfm/MenuItemID/190.htm 

 

One of our speakers is Terry Davis, Ph.D, who will talk about the
development of an excellent patient education guide, "Living With
Diabetes: An Everyday Guide for You and Your Family," published by the
American College of Physicians Foundation. This model guide was
developed using all the principles for developing effective patient
education materials that are easy to read and easy to use. 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

(562) 690-4001 ext. 202

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mary Ann Nicolay
Sent: Wednesday, January 30, 2008 8:43 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1723] Re: Consequences of bad Health
Information

 

The Diabetes Association of Greater Cleveland has received funding from
the Sister's of Charity Foundation for a planning grant to investigate
diabetes and health literacy.  As part of this grant, I am interested in
locating best practice sites...organizations or initiatives working with
diabetes and health literacy.  I am also interested in up-coming health
literacy workshops and seminars.  I would appreciate any assistance.

Thanks

MaryAnn

 

MaryAnn Horst-Nicolay, DTR

Health Educator / Diversity Coordinator

Diabetes Association of Greater Cleveland

3601 Green Road, #100, Cleveland, OH 44122

216-591-0800   mnicolay at dagc.org

 

  

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 25, 2008 11:02 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health
Information

Good Morning All,

 

Our site is planning an overhaul of all the reading materials our
patients are offered when in waiting rooms and reading areas. Being a
hospital, it is paramount that our materials are up-to-date and
accessible. A quick walk-through of some 'neglected' areas dug up some
shocking results, like pamphlets called "why do they act like that?"
from a Stroke Recovery organisation from 1974, as well as pamphlets
about 'amazing weight-loss supplements' (from dubious sources) in
nutrition areas. I am wondering, has anyone ever heard tell of a
hospital or health region being sued or held accountable for having
out-dated or faulty health information available?

 

I understand this is a sticky situation, especially since most lifestyle
magazines usually have one or more articles about losing weight, or
avoiding certain foods, or doing certain exercises. And they all have
advertising for pharmaceuticals. Yet, these materials are readily
available anywhere... I am sure there is a big difference between this
kind of thing in the States and in Canada, but I am still very
interested in this.

 

Considering that the first 'aspect' of health literacy is being able to
"access/obtain" health information, I think this fits in nicely.

 

I look forward to hearing from you.

 


Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

* ndavies at dthr.ab.ca

*  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7

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From julie_mcKinney at worlded.org  Wed Jan 30 14:55:49 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 30 Jan 2008 14:55:49 -0500
Subject: [HealthLiteracy 1725] Wednesday question: How do you find partners?
Message-ID: <47A08FF60200002D0000551C@bostongwia.jsi.com>

Hi Everyone,

Since our field is coming so far along in its use of collaborations across professions, I'd like to address how we find partners when we start a health literacy project or initiative.

For those in the health care, adult literacy, library, or other sector, how do you find partners from other fields when you start a health literacy project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all projects, and I applaud all those who are doing it so diligently! Please share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From vlewis at suffolk.lib.ny.us  Wed Jan 30 15:06:51 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Wed, 30 Jan 2008 15:06:51 -0500
Subject: [HealthLiteracy 1726] Re: Wednesday question: How do you find
	partners?
In-Reply-To: <47A08FF60200002D0000551C@bostongwia.jsi.com>
Message-ID: <00c701c8637b$a71927b0$aa6310ac@enigma.suffolk.lib.ny.us>

Hello All, 

I wanted to follow up to Julie's Wednesday Question with an important
partnering source that you may not think of. Please reach out and partner
with your local Library for the Blind and Physically Disabled. They will
have much information on producing and distributing materials in alternaive
formats for people who cannot read print because of a disability. 

The National Library Service for the Blind and Physically Handicapped has a
web site and can provide you with local contact information. 

http://www.loc.gov/nls/


Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 30, 2008 2:56 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1725] Wednesday question: How do you find partners?

Hi Everyone,

Since our field is coming so far along in its use of collaborations across
professions, I'd like to address how we find partners when we start a health
literacy project or initiative.

For those in the health care, adult literacy, library, or other sector, how
do you find partners from other fields when you start a health literacy
project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all
projects, and I applaud all those who are doing it so diligently! Please
share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us





From mnicolay at dagc.org  Wed Jan 30 15:22:01 2008
From: mnicolay at dagc.org (Mary Ann Nicolay)
Date: Wed, 30 Jan 2008 15:22:01 -0500
Subject: [HealthLiteracy 1727] Re: Consequences of bad Health Information
In-Reply-To: <9F8831D6F89CC14897300484F62E17BE20F33F@ihaex01.iha4health.pri>
Message-ID: <003301c8637d$c6a96070$6500a8c0@dagcad.dagc.org>

Thank you for the information. 
MaryAnn
 
MaryAnn Horst-Nicolay, DTR
Health Educator / Diversity Coordinator
Diabetes Association of Greater Cleveland
3601 Green Road, #100, Cleveland, OH 44122
216-591-0800   mnicolay at dagc.org
 
Save the Date
Allied Health Symposium
Covering All The Bases
Wednesday, April 2, 2008
Marriott East at I-271 & Harvard
 
 
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Michael Villaire
Sent: Wednesday, January 30, 2008 2:41 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1724] Re: Consequences of bad Health Information



With regard to upcoming workshops/seminars, the Institute for Healthcare
Advancement is holding its Seventh Annual Health Literacy Conference on May
1-2, 2008 in Irvine, California (southern California, in south Orange
County). Here's a link:
http://www.iha4health.org/index.cfm/MenuItemID/190.htm 

 

One of our speakers is Terry Davis, Ph.D, who will talk about the
development of an excellent patient education guide, "Living With Diabetes:
An Everyday Guide for You and Your Family," published by the American
College of Physicians Foundation. This model guide was developed using all
the principles for developing effective patient education materials that are
easy to read and easy to use. 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

(562) 690-4001 ext. 202

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mary Ann Nicolay
Sent: Wednesday, January 30, 2008 8:43 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1723] Re: Consequences of bad Health Information

 

The Diabetes Association of Greater Cleveland has received funding from the
Sister's of Charity Foundation for a planning grant to investigate diabetes
and health literacy.  As part of this grant, I am interested in locating
best practice sites...organizations or initiatives working with diabetes and
health literacy.  I am also interested in up-coming health literacy
workshops and seminars.  I would appreciate any assistance.

Thanks

MaryAnn

 

MaryAnn Horst-Nicolay, DTR

Health Educator / Diversity Coordinator

Diabetes Association of Greater Cleveland

3601 Green Road, #100, Cleveland, OH 44122

216-591-0800   mnicolay at dagc.org

 

  

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 25, 2008 11:02 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1714] Re: Consequences of bad Health Information

Good Morning All,

 

Our site is planning an overhaul of all the reading materials our patients
are offered when in waiting rooms and reading areas. Being a hospital, it is
paramount that our materials are up-to-date and accessible. A quick
walk-through of some 'neglected' areas dug up some shocking results, like
pamphlets called "why do they act like that?" from a Stroke Recovery
organisation from 1974, as well as pamphlets about 'amazing weight-loss
supplements' (from dubious sources) in nutrition areas. I am wondering, has
anyone ever heard tell of a hospital or health region being sued or held
accountable for having out-dated or faulty health information available?

 

I understand this is a sticky situation, especially since most lifestyle
magazines usually have one or more articles about losing weight, or avoiding
certain foods, or doing certain exercises. And they all have advertising for
pharmaceuticals. Yet, these materials are readily available anywhere... I am
sure there is a big difference between this kind of thing in the States and
in Canada, but I am still very interested in this.

 

Considering that the first 'aspect' of health literacy is being able to
"access/obtain" health information, I think this fits in nicely.

 

I look forward to hearing from you.

 


Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

* ndavies at dthr.ab.ca

*  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7

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From IYankwitt at schools.nyc.gov  Wed Jan 30 16:19:32 2008
From: IYankwitt at schools.nyc.gov (Yankwitt Ira (79K755))
Date: Wed, 30 Jan 2008 16:19:32 -0500
Subject: [HealthLiteracy 1728] Re: HealthLiteracy Digest, Vol 28, Issue 21
In-Reply-To: <mailman.5.1201021201.1563.healthliteracy@nifl.gov>
References: <mailman.5.1201021201.1563.healthliteracy@nifl.gov>
Message-ID: <8100CCC0B6F7A6438B4E40AB0B589C9B01ABA9E3@EX2VS1.nyced.org>

Dear Dr. Bennett,

The New York City Department of Education's Office of Adult and
Continuing Education has been collaborating with our public hospital
system for several years.  

For the past four years, our Mid-Manhattan and Bronx Adult Learning
Centers have cultivated community partnerships with Harlem Hospital,
Lincoln Hospital, and Montefiore Hospital in the Bronx. Harlem
Hospital's community outreach department provides in-school workshops
for our students on cholesterol, glucose, and high blood pressure
detection, as well as disease management and prevention.  For the past
two years, all three hospitals have provided free health screenings for
our students in October.

Our program has participated in Health Literacy Study Circles offered by
the Literacy Assistance Center (NYC's 25 year-old adult literacy
professional development center), and has collaborated with the Mayors
Office of Adult Education on several health literacy initiatives.  These
collaborations have resulted in several of our teachers integrating
health literacy into a significant part of their curriculum and
instruction.  If anyone is interested in learning more about any of our
collaborations, please do not hesitate to email me at
IYankwitt at schools.nyc.gov.

 
Ira Yankwitt
Director of Program Initiatives
Office of Adult and Continuing Education
NYC Department of Education


Date: Mon, 21 Jan 2008 16:49:19 -0500
From: "Bennett, Ian" <Ian.Bennett at uphs.upenn.edu>
Subject: [HealthLiteracy 1696] Request for information on
	collaborations	between Adult Ed and Medical providers
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	
<59AED94B4FEF114C8A23987301A20893039C29EA at uphsmbx7.UPHS.PENNHEALTH.PRV>
	
Content-Type: text/plain; charset="iso-8859-1"

Hello everyone,
 
In preparation for the upcoming Focus on Basics issue on Health Literacy
I would like to put together a listing of as many examples of
collaborative projects in which adult educators or adult education
organizations are partners/collaborators with medical providers, health
system, or medical organization as I can identify. If you could forward
me any leads on this with a description of the nature of the
collaboration and any description on web sites and publications (they
are not necessary - just if it exists) that would be great.
 
I think a loist of these types f programs would be very helpful to this
developing field. 
 
Thanks,
 
Ian M. Bennett MD PhD
University of Pennsylvania School of Medicine


The information contained in this e-mail message is intended only for
the personal and confidential use of the recipient(s) named above. If
the reader of this message is not the intended recipient or an agent
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To unsubscribe or change your subscription settings, please go to
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End of HealthLiteracy Digest, Vol 28, Issue 21
**********************************************


From jpotter at gha.org  Thu Jan 31 09:45:04 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 31 Jan 2008 09:45:04 -0500
Subject: [HealthLiteracy 1729] Re: Wednesday question: How do you find
	partners?
In-Reply-To: <47A08FF60200002D0000551C@bostongwia.jsi.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704728@email.gha.local>

This is an interesting subject.  I didn't speak out before about
coalitions because our latest collaborative is not, strictly speaking,
about health literacy - but I think some aspects of it could be related.

Basically, as I have said before on this listserv, I produce low
literacy, mostly graphic, health topic bulletin boards for the use of
our member hospitals.  They are very bright and colorful and have been
successful.  They are free to use.  Some areas have even had them made
into large highway billboards.  Large hospitals have little or no need
for them (they tend to have their own graphic departments) but small
rural hospitals have a very specific need.

In any event, I began to search out other sources for the materials and
noticed that the public libraries had bulletin board space so I wrote
the state public library director.  He graciously sent someone to meet
with us and we agreed to collaborate.  I provide them with the
following:  bulletin board materials, bookmarks, and handouts on the
topic of the month (all online for them to download and print locally).
The handouts are mostly of places to look online for health information.
There is usually available low-literacy materials as well as Spanish.
When we first sent out a letter to all the libraries and all the
hospitals, I asked for contact names in each place.  The response was
astonishing.  I am now developing a databank of available health
outreach folks in the hospitals - so that when the librarians call me, I
can give them a name and a phone number for nearby hospitals.  The
hospitals are excited at having a venue or health outreach fairs and
other related events.

I think it speaks to the best of both worlds.  The library gets a free
set of materials that they can use if they wish.  I expected to hear
from the small rural places, but I've also had a fairly steady stream of
requests from the larger library systems for the files to get the
bulletin board printed instead (something I was not expecting).

If you would like to read more about the collaborative, it can be found
online at:  http://www.gha.org/pha/library/index.asp 

Jan Potter
jpotter at gha.org 
Communications Specialist
Georgia Hospital Association
770-249-4549


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 30, 2008 2:56 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1725] Wednesday question: How do you find
partners?

Hi Everyone,

Since our field is coming so far along in its use of collaborations
across professions, I'd like to address how we find partners when we
start a health literacy project or initiative.

For those in the health care, adult literacy, library, or other sector,
how do you find partners from other fields when you start a health
literacy project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all
projects, and I applaud all those who are doing it so diligently! Please
share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org


From julie_mcKinney at worlded.org  Thu Jan 31 11:07:23 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 31 Jan 2008 11:07:23 -0500
Subject: [HealthLiteracy 1730] Wednesday question: How do you find
	partners?/bulletin board
Message-ID: <47A1ABEB0200002D00005560@bostongwia.jsi.com>

Jan,
Thanks for sharing this, what a unique way to interact with the public! Do you have a process to get feedback from the libraries how people use and react to the bulletin boards? I'd love to hear what they observe. Do the librarians help people get online to find the information while they are there at the library? It would be great to see adult literacy classes going to the library and introducing students to this service.

And a question for Valerie: 
Is there a kind of electronic "bulletin board" that can be used by people who are visually impaired or blind? Perhaps something you can hook earphones up to? Or what equipment/software would the libraries need  to allow people to use the computer the way you do?

Thanks,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Jan Potter" <jpotter at gha.org> 01/31/08 9:45 AM >>>
This is an interesting subject.  I didn't speak out before about
coalitions because our latest collaborative is not, strictly speaking,
about health literacy - but I think some aspects of it could be related.

Basically, as I have said before on this listserv, I produce low
literacy, mostly graphic, health topic bulletin boards for the use of
our member hospitals.  They are very bright and colorful and have been
successful.  They are free to use.  Some areas have even had them made
into large highway billboards.  Large hospitals have little or no need
for them (they tend to have their own graphic departments) but small
rural hospitals have a very specific need.

In any event, I began to search out other sources for the materials and
noticed that the public libraries had bulletin board space so I wrote
the state public library director.  He graciously sent someone to meet
with us and we agreed to collaborate.  I provide them with the
following:  bulletin board materials, bookmarks, and handouts on the
topic of the month (all online for them to download and print locally).
The handouts are mostly of places to look online for health information.
There is usually available low-literacy materials as well as Spanish.
When we first sent out a letter to all the libraries and all the
hospitals, I asked for contact names in each place.  The response was
astonishing.  I am now developing a databank of available health
outreach folks in the hospitals - so that when the librarians call me, I
can give them a name and a phone number for nearby hospitals.  The
hospitals are excited at having a venue or health outreach fairs and
other related events.

I think it speaks to the best of both worlds.  The library gets a free
set of materials that they can use if they wish.  I expected to hear
from the small rural places, but I've also had a fairly steady stream of
requests from the larger library systems for the files to get the
bulletin board printed instead (something I was not expecting).

If you would like to read more about the collaborative, it can be found
online at:  http://www.gha.org/pha/library/index.asp 

Jan Potter
jpotter at gha.org 
Communications Specialist
Georgia Hospital Association
770-249-4549


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 30, 2008 2:56 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1725] Wednesday question: How do you find
partners?

Hi Everyone,

Since our field is coming so far along in its use of collaborations
across professions, I'd like to address how we find partners when we
start a health literacy project or initiative.

For those in the health care, adult literacy, library, or other sector,
how do you find partners from other fields when you start a health
literacy project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all
projects, and I applaud all those who are doing it so diligently! Please
share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org



From vlewis at suffolk.lib.ny.us  Thu Jan 31 12:09:43 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 31 Jan 2008 12:09:43 -0500
Subject: [HealthLiteracy 1731] Re: Wednesday question: How do you
	findpartners?/bulletin board
In-Reply-To: <47A1ABEB0200002D00005560@bostongwia.jsi.com>
Message-ID: <005e01c8642c$12ad3920$aa6310ac@enigma.suffolk.lib.ny.us>

Libraries can have screen enlarging and screen reading software. This type
of software, while originally designed for people who are visually impaired
or blind, can be incredibly useful for people who have learning
disabilities, people who are learning to read or receiving literacy tutoring
and people who are learning English as a second language. 

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, January 31, 2008 11:07 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1730] Wednesday question: How do you
findpartners?/bulletin board

Jan,
Thanks for sharing this, what a unique way to interact with the public! Do
you have a process to get feedback from the libraries how people use and
react to the bulletin boards? I'd love to hear what they observe. Do the
librarians help people get online to find the information while they are
there at the library? It would be great to see adult literacy classes going
to the library and introducing students to this service.

And a question for Valerie: 
Is there a kind of electronic "bulletin board" that can be used by people
who are visually impaired or blind? Perhaps something you can hook earphones
up to? Or what equipment/software would the libraries need  to allow people
to use the computer the way you do?

Thanks,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Jan Potter" <jpotter at gha.org> 01/31/08 9:45 AM >>>
This is an interesting subject.  I didn't speak out before about
coalitions because our latest collaborative is not, strictly speaking,
about health literacy - but I think some aspects of it could be related.

Basically, as I have said before on this listserv, I produce low
literacy, mostly graphic, health topic bulletin boards for the use of
our member hospitals.  They are very bright and colorful and have been
successful.  They are free to use.  Some areas have even had them made
into large highway billboards.  Large hospitals have little or no need
for them (they tend to have their own graphic departments) but small
rural hospitals have a very specific need.

In any event, I began to search out other sources for the materials and
noticed that the public libraries had bulletin board space so I wrote
the state public library director.  He graciously sent someone to meet
with us and we agreed to collaborate.  I provide them with the
following:  bulletin board materials, bookmarks, and handouts on the
topic of the month (all online for them to download and print locally).
The handouts are mostly of places to look online for health information.
There is usually available low-literacy materials as well as Spanish.
When we first sent out a letter to all the libraries and all the
hospitals, I asked for contact names in each place.  The response was
astonishing.  I am now developing a databank of available health
outreach folks in the hospitals - so that when the librarians call me, I
can give them a name and a phone number for nearby hospitals.  The
hospitals are excited at having a venue or health outreach fairs and
other related events.

I think it speaks to the best of both worlds.  The library gets a free
set of materials that they can use if they wish.  I expected to hear
from the small rural places, but I've also had a fairly steady stream of
requests from the larger library systems for the files to get the
bulletin board printed instead (something I was not expecting).

If you would like to read more about the collaborative, it can be found
online at:  http://www.gha.org/pha/library/index.asp 

Jan Potter
jpotter at gha.org 
Communications Specialist
Georgia Hospital Association
770-249-4549


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 30, 2008 2:56 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1725] Wednesday question: How do you find
partners?

Hi Everyone,

Since our field is coming so far along in its use of collaborations
across professions, I'd like to address how we find partners when we
start a health literacy project or initiative.

For those in the health care, adult literacy, library, or other sector,
how do you find partners from other fields when you start a health
literacy project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all
projects, and I applaud all those who are doing it so diligently! Please
share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us





From jpotter at gha.org  Thu Jan 31 14:16:53 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 31 Jan 2008 14:16:53 -0500
Subject: [HealthLiteracy 1732] Re: Wednesday question: How do you
	findpartners?/bulletin board
In-Reply-To: <47A1ABEB0200002D00005560@bostongwia.jsi.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704738@email.gha.local>

We are currently trying to design an evaluation piece that we can
solicit responses/information at the midpoint (which would be June).
It's a tough thing to evaluate since our only feedback would be "word of
mouth."  Generally when we do something like this, I simply send out a
request to all the respondents for anecdotal evidence of use and then
store all the responses in a file.

I think you would probably need a "real" librarian to answer the
question about whether people use computers alone or with assistance.
Since I haven't been a librarian in 20+ years (and then I worked in a
medical school), I could not begin to address that question.  From
visiting libraries myself, my answer would be that it appears to me that
many more people now want to search on their own with a minimal amount
of assistance.  That definitely differs with the age and education of
the clientele, though.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, January 31, 2008 11:07 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1730] Wednesday question: How do you
findpartners?/bulletin board

Jan,
Thanks for sharing this, what a unique way to interact with the public!
Do you have a process to get feedback from the libraries how people use
and react to the bulletin boards? I'd love to hear what they observe. Do
the librarians help people get online to find the information while they
are there at the library? It would be great to see adult literacy
classes going to the library and introducing students to this service.

And a question for Valerie: 
Is there a kind of electronic "bulletin board" that can be used by
people who are visually impaired or blind? Perhaps something you can
hook earphones up to? Or what equipment/software would the libraries
need  to allow people to use the computer the way you do?

Thanks,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Jan Potter" <jpotter at gha.org> 01/31/08 9:45 AM >>>
This is an interesting subject.  I didn't speak out before about
coalitions because our latest collaborative is not, strictly speaking,
about health literacy - but I think some aspects of it could be related.

Basically, as I have said before on this listserv, I produce low
literacy, mostly graphic, health topic bulletin boards for the use of
our member hospitals.  They are very bright and colorful and have been
successful.  They are free to use.  Some areas have even had them made
into large highway billboards.  Large hospitals have little or no need
for them (they tend to have their own graphic departments) but small
rural hospitals have a very specific need.

In any event, I began to search out other sources for the materials and
noticed that the public libraries had bulletin board space so I wrote
the state public library director.  He graciously sent someone to meet
with us and we agreed to collaborate.  I provide them with the
following:  bulletin board materials, bookmarks, and handouts on the
topic of the month (all online for them to download and print locally).
The handouts are mostly of places to look online for health information.
There is usually available low-literacy materials as well as Spanish.
When we first sent out a letter to all the libraries and all the
hospitals, I asked for contact names in each place.  The response was
astonishing.  I am now developing a databank of available health
outreach folks in the hospitals - so that when the librarians call me, I
can give them a name and a phone number for nearby hospitals.  The
hospitals are excited at having a venue or health outreach fairs and
other related events.

I think it speaks to the best of both worlds.  The library gets a free
set of materials that they can use if they wish.  I expected to hear
from the small rural places, but I've also had a fairly steady stream of
requests from the larger library systems for the files to get the
bulletin board printed instead (something I was not expecting).

If you would like to read more about the collaborative, it can be found
online at:  http://www.gha.org/pha/library/index.asp 

Jan Potter
jpotter at gha.org 
Communications Specialist
Georgia Hospital Association
770-249-4549


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, January 30, 2008 2:56 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1725] Wednesday question: How do you find
partners?

Hi Everyone,

Since our field is coming so far along in its use of collaborations
across professions, I'd like to address how we find partners when we
start a health literacy project or initiative.

For those in the health care, adult literacy, library, or other sector,
how do you find partners from other fields when you start a health
literacy project? 

Which fields do you seek out to collaborate with? 

How do you find local sites to partner with? 

How do you identify an effective person within a site to work with?

This is not an easy task, but it has enormous benefits to almost all
projects, and I applaud all those who are doing it so diligently! Please
share what you have learned about this!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org


From kristina at easyreadcopywriting.com  Thu Jan 31 17:33:56 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Thu, 31 Jan 2008 15:33:56 -0700
Subject: [HealthLiteracy 1733]  Health literacy programs in Rapid City, SD
Message-ID: <C3C79AE4.2B27%kristina@easyreadcopywriting.com>

Hi everyone.

Is there anyone on this list who is working in health literacy in either
Rapid City or Sioux City, SD? If so, would you please contact me off list?

Many thanks.
Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
PO Box 6146
Albuquerque, NM 87197
Office phone: 505-345-3258
Cell: 505-715-1070
Fax: 1-866-345-0827
www.easyreadcopywriting.com

Specialists in plain language communications




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From kristina at easyreadcopywriting.com  Fri Feb  1 13:34:34 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Fri, 01 Feb 2008 11:34:34 -0700
Subject: [HealthLiteracy 1734] Re: Health literacy programs in Rapid City, SD
In-Reply-To: <C3C79AE4.2B27%kristina@easyreadcopywriting.com>
Message-ID: <C3C8B44A.2B9F%kristina@easyreadcopywriting.com>

I meant Sioux Falls, SD.
Is there anyone working in health literacy and/or literacy on this list who
works in Sioux Falls?

Thanks.
Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
PO Box 6146
Albuquerque, NM 87197
Office phone: 505-345-3258
Cell: 505-715-1070
Fax: 1-866-345-0827
www.easyreadcopywriting.com

Specialists in plain language communications






From: Kristina Anderson <kristina at easyreadcopywriting.com>
Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Thu, 31 Jan 2008 15:33:56 -0700
To: <healthliteracy at nifl.gov>
Conversation: Health literacy programs in Rapid City, SD
Subject: [HealthLiteracy 1733]  Health literacy programs in Rapid City, SD

Hi everyone.

Is there anyone on this list who is working in health literacy in either
Rapid City or Sioux City, SD? If so, would you please contact me off list?

Many thanks.
Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
PO Box 6146
Albuquerque, NM 87197
Office phone: 505-345-3258
Cell: 505-715-1070
Fax: 1-866-345-0827
www.easyreadcopywriting.com

Specialists in plain language communications





----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to kristina at easyreadcopywriting.com

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From lisamjones44 at hotmail.com  Sat Feb  2 08:41:23 2008
From: lisamjones44 at hotmail.com (lisa jones)
Date: Sat, 2 Feb 2008 13:41:23 +0000
Subject: [HealthLiteracy 1735]  health literacy in the schools?
In-Reply-To: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>
Message-ID: <BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>




We spend a lot of time discussing work being done on health literacy with adults.  But wouldn't it be nice if people learned necessary health literacy skills BEFORE they were adults?  So, I was wondering if anyone was working on health literacy among elementary, junior high or high school students?  How are you approaching health literacy?  Through existing health classes or by integrating health literacy education into math or english curriculum?
 
 
Lisa
 
Lisa Jones, MD
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From bcmrose at telus.net  Mon Feb  4 02:45:13 2008
From: bcmrose at telus.net (Marg Rose)
Date: Sun, 3 Feb 2008 23:45:13 -0800
Subject: [HealthLiteracy 1736]  learning about diabetes tool kit
In-Reply-To: <mailman.7.1201798802.5839.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGIEOIDKAA.bcmrose@telus.net>

In case you haven't seen the resources on diabetes education at this site,
try going to this site recommended by the librarian of the Literacy Partners
of Manitoba: http://www.learningaboutdiabetes.org/englishBooks.html These
booklets are free to download, and are in Spanish or English:

What Is Diabetes?


Managing Blood Sugar


Exercise and Diabetes


Diabetes and Healthy Eating


Diabetes and Your Feet



Marg Rose, M.Ad.Ed.
Health Literacy Consulting Group
Victoria, BC




From jbkimbro at uncg.edu  Mon Feb  4 12:17:33 2008
From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO)
Date: Mon, 4 Feb 2008 12:17:33 -0500
Subject: [HealthLiteracy 1737] Re: health literacy in the schools?
In-Reply-To: <BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
Message-ID: <OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>

I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with interesting
results.  The kids we worked with were very insightful and had a lot to say
about how health literacy impacted their families and their lives.  I think
this agenda needs to be pushed, especially in light of NCLB legislation and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu



From sbj0 at CDC.GOV  Mon Feb  4 13:15:18 2008
From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP))
Date: Mon, 4 Feb 2008 13:15:18 -0500
Subject: [HealthLiteracy 1738] Re: health literacy in the schools?
In-Reply-To: <BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
Message-ID: <03A12C11E3A5134789CC0DF8CD0ADC6D9A30D0@LTA3VS003.ees.hhs.gov>

Yes I am interested in what people have to say on this topic as well.
 
Sandra

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones
Sent: Saturday, February 02, 2008 8:41 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy
with adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone
was working on health literacy among elementary, junior high or high
school students?  How are you approaching health literacy?  Through
existing health classes or by integrating health literacy education into
math or english curriculum?
 
 

Lisa
 
Lisa Jones, MD



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From jgore at readingconnections.org  Mon Feb  4 15:07:16 2008
From: jgore at readingconnections.org (Jennifer Gore)
Date: Mon, 4 Feb 2008 15:07:16 -0500
Subject: [HealthLiteracy 1738] Re: health literacy in the schools?
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
	<OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
Message-ID: <22e501c86769$8d255440$6601a8c0@ReadServ.local>

Good! I thought of you when this came thru.

Jenny
----- Original Message ----- 
From: "Jen Kimbrough JBKIMBRO" <jbkimbro at uncg.edu>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Monday, February 04, 2008 12:17 PM
Subject: [HealthLiteracy 1737] Re: health literacy in the schools?


>I am very interested in this topic too.  We have done some work with
> immigrant youth and health literacy through ESOL classes with interesting
> results.  The kids we worked with were very insightful and had a lot to 
> say
> about how health literacy impacted their families and their lives.  I 
> think
> this agenda needs to be pushed, especially in light of NCLB legislation 
> and
> the continued marginalization of health education in schools...
>
> Jen Kimbrough, PhD
> Associate Director
> Center for Youth, Family and Community Partnerships
> University of North Carolina at Greensboro
> 336.217.9737
>
>
>
> -----healthliteracy-bounces at nifl.gov wrote: -----
>
>
> To: <healthliteracy at nifl.gov>
> From: lisa jones <lisamjones44 at hotmail.com>
> Sent by: healthliteracy-bounces at nifl.gov
> Date: 02/02/2008 08:41AM
> Subject: [HealthLiteracy 1735] health literacy in the schools?
>
>
>
>
> We spend a lot of time discussing work being done on health literacy with
> adults.  But wouldn't it be nice if people learned necessary health
> literacy skills BEFORE they were adults?  So, I was wondering if anyone 
> was
> working on health literacy among elementary, junior high or high school
> students?  How are you approaching health literacy?  Through existing
> health classes or by integrating health literacy education into math or
> english curriculum?
>
>
>
> Lisa
>
> Lisa Jones, MD
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jbkimbro at uncg.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jgore at readingconnections.org
> 



From RuthR.Davis at ky.gov  Mon Feb  4 15:13:01 2008
From: RuthR.Davis at ky.gov (Davis, Ruth R  (LHD-Madison Co))
Date: Mon, 4 Feb 2008 15:13:01 -0500
Subject: [HealthLiteracy 1739] Re: health literacy in the schools?
In-Reply-To: <OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
	<OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE0EA33859@AGMBX02.eas.ds.ky.gov>

I am interested in this subject as well. In our state, teachers are so
focused on meeting the core content for testing that it leaves limited
room to even discuss new or different concepts.

Thanks,

Ruth R. Davis, MSN, RN, CHES
Health Education Director
Center of Excellence in Public Health 
          Education
Madison County Health Department
1001 Ace Drive, P.O. Box 1047
Berea, KY  40403
859-228-2041
Website address:
 www.madison-co-ky-health.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jen Kimbrough
JBKIMBRO
Sent: Monday, February 04, 2008 12:18 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1737] Re: health literacy in the schools?

I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with
interesting
results.  The kids we worked with were very insightful and had a lot to
say
about how health literacy impacted their families and their lives.  I
think
this agenda needs to be pushed, especially in light of NCLB legislation
and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy
with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone
was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ruthr.davis at ky.gov


From Cheryl.Pasternack at nychhc.org  Mon Feb  4 15:33:00 2008
From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack)
Date: Mon, 04 Feb 2008 15:33:00 -0500
Subject: [HealthLiteracy 1740]   Re: health literacy in the schools?
In-Reply-To: <OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>
	<OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
Message-ID: <47A7302C.0CC1.0041.0@nychhc.org>

Let's not forget that it is not only the immigrant youth who need to learn health literacy skills.  English-dominant youth are also lacking in these skills.
 
Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:   Cheryl.Pasternack at nychhc.org 




>>> Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM >>>
I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with interesting
results.  The kids we worked with were very insightful and had a lot to say
about how health literacy impacted their families and their lives.  I think
this agenda needs to be pushed, especially in light of NCLB legislation and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov 
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to jbkimbro at uncg.edu 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to cheryl.pasternack at nychhc.org


-----------------------------------------
Visit www.nyc.gov/hhc

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From Tcccay2001 at aol.com  Mon Feb  4 15:45:37 2008
From: Tcccay2001 at aol.com (Tcccay2001 at aol.com)
Date: Mon, 4 Feb 2008 15:45:37 EST
Subject: [HealthLiteracy 1741] Re: health literacy in the schools?
Message-ID: <cd8.22b3a572.34d8d371@aol.com>

Let me send this on to the larger site. Here in Southeastern Texas we at  the 
Gulf Coast Outreach and Assistance Program who are responsible for the  
dissemination of information and application assistance of state services  
available to the poor and working poor, eg: CHIP (Children's Health Insurance  
Program), Medicaid, CHIP Perinatal Program, the Women;s Health Program, TANF  
(Temporary Assistance for Needy Families), Food Stamps and Long Term Care for  the 
Aged and Disabled. We work with the schools through a program called  
Communities in Schools (CIS) and through something called Teen Parenting. We go  out to 
the schools when they have Parent Teachers nights, PTO meetings  and classes 
with teens who are pregnant and may be in need of services that  we offer 
application assistance with. We speak to the parents who have  children and no 
access to health insurance and to teens who are in need of  services. In this way 
we reach children, youth and families about services that  are available to 
them and application assistance as needed. 
 
Lynn
 
 
 
 
 
 
Lynn E. Bernhard, B.S.,C.M.
Outreach Worker
The Children's Center, Inc. Outreach &  Assistance Program
Chair Galveston County Community Resource and Coordination  Group (CRCG)
Mailing Address: 4428 Ave N
Physical Address: 4415 Ave L  (behind Catholic Charities)
Galveston, Texas 77550
Phone:  409-763-6502
Cell phone: 409-370-3808
Fax:  409-770-0110
Tcccay2001 at aol.com  

 
In a message dated 2/4/2008 2:03:11 P.M. Central Standard Time,  sbj0 at CDC.GOV 
writes:

Yes I am interested in what people have to say on this topic as  well.
 
Sandra

 
____________________________________
 From: healthliteracy-bounces at nifl.gov [mail  
to:healthliteracy-bounces at nifl.gov] On Behalf Of lisa  jones
Sent: Saturday, February 02, 2008 8:41 AM
To:  healthliteracy at nifl.gov
Subject: [HealthLiteracy 1735] health  literacy in the schools?





We spend a  lot of time discussing work being done on health literacy with  
adults.  But wouldn't it be nice if people learned necessary health  literacy 
skills BEFORE they were adults?  So, I was wondering if  anyone was working on 
health literacy among elementary, junior high or high  school students?  How 
are you approaching health literacy?   Through existing health classes or by 
integrating health literacy education  into math or  english curriculum?



Lisa

Lisa  Jones,  MD




----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  tcccay2001 at aol.com





**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From mburton at nmdp.org  Mon Feb  4 16:29:38 2008
From: mburton at nmdp.org (=?ISO-8859-1?Q?Martha_Burton_Santib=E1=F1ez?=)
Date: Mon, 04 Feb 2008 15:29:38 -0600
Subject: [HealthLiteracy 1742] SOP for producing lay language versions of
	journal articles
Message-ID: <47A783C2.8020501@nmdp.org>

Does anyone have an SOP or written guidelines for producing/reviewing 
lay language versions of published, scientific journal articles?  I'm 
doing this now with a small project, but am curious about how other 
organizations have approached this.  An added interest is to clarify the 
role of lay committee members as reviewers, not writers.  ;-)

Thanks

-- 
Martha Burton Santib??ez
Program Specialist - Medically Underserved Populations
Office of Patient Advocacy
National Marrow Donor Program
www.marrow.org/patient
Toll-free: (888) 999-6743 x8336
Direct: (612) 617-8336
Fax: (612) 627-8195
E-mail: mburton at nmdp.org



From jpotter at gha.org  Tue Feb  5 08:25:45 2008
From: jpotter at gha.org (Jan Potter)
Date: Tue, 5 Feb 2008 08:25:45 -0500
Subject: [HealthLiteracy 1743] Re: health literacy in the schools?
In-Reply-To: <22e501c86769$8d255440$6601a8c0@ReadServ.local>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD70474B@email.gha.local>

I wanted to add another facet to this discussion.  I don't think people
often realize that much health information is presented by children on
behalf of their non-English speaking parents.  I used to take Social
Security disability claims in a hospital setting usually at a critical
health point (that is, ICU or CCU).  Most hospitals have translators but
access (particularly in rural areas) was difficult.  I cannot tell you
how many times I had to take a claim basically speaking only to a very
young child.  

Jan Potter, MSTC
Communications Specialist
Partnership for Health and Accountability
770-249-4549
www.gha.org/pha 
 
It's not what you look at that matters, it's what you see.
Henry David Thoreau

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jennifer Gore
Sent: Monday, February 04, 2008 3:07 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1738] Re: health literacy in the schools?

Good! I thought of you when this came thru.

Jenny
----- Original Message ----- 
From: "Jen Kimbrough JBKIMBRO" <jbkimbro at uncg.edu>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Monday, February 04, 2008 12:17 PM
Subject: [HealthLiteracy 1737] Re: health literacy in the schools?


>I am very interested in this topic too.  We have done some work with
> immigrant youth and health literacy through ESOL classes with
interesting
> results.  The kids we worked with were very insightful and had a lot
to 
> say
> about how health literacy impacted their families and their lives.  I 
> think
> this agenda needs to be pushed, especially in light of NCLB
legislation 
> and
> the continued marginalization of health education in schools...
>
> Jen Kimbrough, PhD
> Associate Director
> Center for Youth, Family and Community Partnerships
> University of North Carolina at Greensboro
> 336.217.9737
>
>
>
> -----healthliteracy-bounces at nifl.gov wrote: -----
>
>
> To: <healthliteracy at nifl.gov>
> From: lisa jones <lisamjones44 at hotmail.com>
> Sent by: healthliteracy-bounces at nifl.gov
> Date: 02/02/2008 08:41AM
> Subject: [HealthLiteracy 1735] health literacy in the schools?
>
>
>
>
> We spend a lot of time discussing work being done on health literacy
with
> adults.  But wouldn't it be nice if people learned necessary health
> literacy skills BEFORE they were adults?  So, I was wondering if
anyone 
> was
> working on health literacy among elementary, junior high or high
school
> students?  How are you approaching health literacy?  Through existing
> health classes or by integrating health literacy education into math
or
> english curriculum?
>
>
>
> Lisa
>
> Lisa Jones, MD
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jbkimbro at uncg.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jgore at readingconnections.org
> 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jpotter at gha.org


From joan at ipns.com  Tue Feb  5 08:55:09 2008
From: joan at ipns.com (Joan Medlen)
Date: Tue, 05 Feb 2008 05:55:09 -0800
Subject: [HealthLiteracy 1744] Re: SOP for producing lay language versions
 of journal articles
In-Reply-To: <47A783C2.8020501@nmdp.org>
References: <47A783C2.8020501@nmdp.org>
Message-ID: <6.0.0.22.2.20080205055337.02e004d0@mail.ipns.com>

I would enjoy seeing this also!

I do similar work but with special education topics.

Thanks,
Joan
Joan Guthrie Medlen, R.D., L.D.
Program Director, Creating Solutions
Clinical Advisor, Health LItearcy, Special Olympics, Inc.
(v) 503.246.3849         (f) 503.443.4211
TheEditor at disabilitysolutions.org
www.creating-solutions.info
www.disabilitysolutions.org


At 01:29 PM 2/4/2008, you wrote:
>Does anyone have an SOP or written guidelines for producing/reviewing
>lay language versions of published, scientific journal articles?  I'm
>doing this now with a small project, but am curious about how other
>organizations have approached this.  An added interest is to clarify the
>role of lay committee members as reviewers, not writers.  ;-)
>
>Thanks
>
>--
>Martha Burton Santib??ez
>Program Specialist - Medically Underserved Populations
>Office of Patient Advocacy
>National Marrow Donor Program
>www.marrow.org/patient
>Toll-free: (888) 999-6743 x8336
>Direct: (612) 617-8336
>Fax: (612) 627-8195
>E-mail: mburton at nmdp.org
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to joan at ipns.com




From jbkimbro at uncg.edu  Tue Feb  5 10:00:25 2008
From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO)
Date: Tue, 5 Feb 2008 10:00:25 -0500
Subject: [HealthLiteracy 1745] Re: health literacy in the schools?
In-Reply-To: <47A7302C.0CC1.0041.0@nychhc.org>
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl>	<OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>,
	<47A7302C.0CC1.0041.0@nychhc.org>
Message-ID: <OFC66352BA.CB02F43A-ON852573E6.00526FBB-852573E6.00526FBC@uncg.edu>


I couldn't agree more.  When I did my dissertation research a few years
ago, I did a retrospective qualitative study of health education in NC
public schools.  Bottom line - the state of health education in schools is
abysmal... health education gets very little time, is frequently taught by
non-health educators (usually coaches with no health education training),
and the quality of the education experience is poor, resulting in
widespread health illiteracy.  I would argue that we need to start at the
beginning and help folks develop health literacy skills throughout the
schooling process.

We did the project with immigrant youth last year as a starting point to
see whether it is possible to enact authentic health education in a public
schooling situation.  Since ESOL classrooms have considerably more freedom
than traditional classrooms in our system, it made sense to give it a try.
I was deeply impressed with the way kids were willing to discuss the social
and environmental conditions that compound issues of health literacy.  They
were wise beyond their years and the project gave me hope that it is
possible to have meaningful health education that kids (and adults) can
relate to and apply to their lives.

I'm still working on how we can advocate for change in a larger way -
anyone harboring some brilliant ideas they want to share?


Thanks,
Jen

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
From: "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/04/2008 03:33PM
Subject: [HealthLiteracy 1740] Re: health literacy in the schools?


Let's not forget that it is not only the immigrant youth who need to learn
health literacy skills.  English-dominant youth are also lacking in these
skills.

Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:    Cheryl.Pasternack at nychhc.org




>>> Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM >>>
I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with interesting
results.  The kids we worked with were very insightful and had a lot to say
about how health literacy impacted their families and their lives.  I think
this agenda needs to be pushed, especially in light of NCLB legislation and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cheryl.pasternack at nychhc.org




-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential
and may be legally privileged. It is intended solely for the addressee(s).
If you are not the intended recipient, any disclosure, copying,
distribution or any action taken or omitted to be taken in reliance on this
e-mail, is prohibited and may be unlawful. If you have received this E-Mail
message in error, notify the sender by reply E-Mail and delete the message.
----------------------------------------------------
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From Tcccay2001 at aol.com  Tue Feb  5 10:08:56 2008
From: Tcccay2001 at aol.com (Tcccay2001 at aol.com)
Date: Tue, 5 Feb 2008 10:08:56 EST
Subject: [HealthLiteracy 1746] Re: health literacy in the schools?
Message-ID: <c81.1f9b5eb1.34d9d608@aol.com>

Cheryl Pasternack,     I totally know what you mean and  the program we are 
with deals with both Hyspanic youth and English speaking  youth. Communities is 
Schools does not discriminate in there dealing with  students and neither do 
we. We use each other to reach the kids and help them  understand how 
important it is that they and their child are insured.
Lynn
 
Outreach Worker
The Children's Center, Inc. Outreach &  Assistance Program
Chair Galveston County Community Resource and Coordination  Group (CRCG)
Mailing Address: 4428 Ave N
Physical Address: 4415 Ave L  (behind Catholic Charities)
Galveston, Texas 77550
Phone:  409-763-6502
Cell phone: 409-370-3808
Fax:  409-770-0110
Tcccay2001 at aol.com  

 
In a message dated 2/5/2008 7:13:10 A.M. Central Standard Time,  
Cheryl.Pasternack at nychhc.org writes:

Let's not forget that it is not only the immigrant youth who need to  learn 
health literacy skills.  English-dominant youth are also lacking in  these 
skills.
 
Cheryl Pasternack, CHES
Director, Grants  Management
Lincoln Medical & Mental Health Center
234 E.  149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718)  579-5697
Fax:      (718)  579-4602
Email:   Cheryl.Pasternack at nychhc.org 




>>>  Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM  >>>
I am very interested in this topic too.  We have done  some work with
immigrant youth and health literacy through ESOL classes  with interesting
results.  The kids we worked with were very  insightful and had a lot to say
about how health literacy impacted their  families and their lives.  I think
this agenda needs to be pushed,  especially in light of NCLB legislation and
the continued marginalization  of health education in schools...

Jen Kimbrough, PhD
Associate  Director
Center for Youth, Family and Community Partnerships
University  of North Carolina at  Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov  wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa  jones <lisamjones44 at hotmail.com>
Sent by:  healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject:  [HealthLiteracy 1735] health literacy in the schools?




We  spend a lot of time discussing work being done on health literacy  with
adults.  But wouldn't it be nice if people learned necessary  health
literacy skills BEFORE they were adults?  So, I was wondering  if anyone was
working on health literacy among elementary, junior high or  high school
students?  How are you approaching health literacy?   Through existing
health classes or by integrating health literacy education  into math or
english curriculum?



Lisa

Lisa Jones,  MD


----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to
_http://www.nifl.gov/mailman/listinfo/healthliteracy_ 
(http://www.nifl.gov/mailman/listinfo/healthliteracy) 
Email  delivered to  jbkimbro at uncg.edu

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to 
_http://www.nifl.gov/mailman/listinfo/healthliteracy_ 
(http://www.nifl.gov/mailman/listinfo/healthliteracy) 
Email  delivered to cheryl.pasternack at nychhc.org

 
____________________________________
-----------------------------------------
Visit www.nyc.gov/hhc  

CONFIDENTIALITY NOTICE: The information in this E-Mail may be  confidential 
and may be legally privileged. It is intended solely for the  addressee(s). If 
you are not the intended recipient, any disclosure, copying,  distribution or 
any action taken or omitted to be taken in reliance on this  e-mail, is 
prohibited and may be unlawful. If you have received this E-Mail  message in error, 
notify the sender by reply E-Mail and delete the message.  

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  tcccay2001 at aol.com





**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From Mikal.Steinbacher at lwtc.edu  Tue Feb  5 10:37:22 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Tue, 5 Feb 2008 07:37:22 -0800
Subject: [HealthLiteracy 1747] Re: health literacy in the schools?
References: <mailman.5.1201885202.20903.healthliteracy@nifl.gov>,
	<BAY140-W42553007EBDE1FD77E67EBC8310@phx.gbl><OF32374B31.BC41772A-ON852573E5.005EFDBA-852573E5.005EFDBC@uncg.edu>
	<22e501c86769$8d255440$6601a8c0@ReadServ.local>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6F4F@LUXOR.campus.lwtc.edu>

I teach ESL at two community colleges and include health topics each quarter.  We use the StandOut series published by Thomson/Heinle at both colleges, and each level has a unit on health at the appropriate English skill level.   I  have an RN come to class and talk about how to get the most out of visits to the doctor, the importance of having a doctor before you need one, and how to ask the doctor questions. She also provides them a list of free/low cost medical and dental resources in the area.  During her presentation she fields any questions students might have.  She works in an out reach program provided by one of the local hospitals and  has an office on one of the campuses, where immunizations, school athletic physicals, and other services are available to students, their families and other members of the community.   
 
I also have a MEDIC II contact, part of the fire department training group, who teaches CPR to my classes. Students are certified in CPR, which is a bonus for their credentials in the workplace and definitely at home and in the community.  
 
These ESL classes are for adults, but I'm sure they share what they learn with their friends and families.  
I have a friend who teaches ESL at a local school district.  I'll ask her if health is in their curriculum.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jennifer Gore
Sent: Mon 2/4/2008 12:07 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1738] Re: health literacy in the schools?



Good! I thought of you when this came thru.

Jenny
----- Original Message -----
From: "Jen Kimbrough JBKIMBRO" <jbkimbro at uncg.edu>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Monday, February 04, 2008 12:17 PM
Subject: [HealthLiteracy 1737] Re: health literacy in the schools?


>I am very interested in this topic too.  We have done some work with
> immigrant youth and health literacy through ESOL classes with interesting
> results.  The kids we worked with were very insightful and had a lot to
> say
> about how health literacy impacted their families and their lives.  I
> think
> this agenda needs to be pushed, especially in light of NCLB legislation
> and
> the continued marginalization of health education in schools...
>
> Jen Kimbrough, PhD
> Associate Director
> Center for Youth, Family and Community Partnerships
> University of North Carolina at Greensboro
> 336.217.9737
>
>
>
> -----healthliteracy-bounces at nifl.gov wrote: -----
>
>
> To: <healthliteracy at nifl.gov>
> From: lisa jones <lisamjones44 at hotmail.com>
> Sent by: healthliteracy-bounces at nifl.gov
> Date: 02/02/2008 08:41AM
> Subject: [HealthLiteracy 1735] health literacy in the schools?
>
>
>
>
> We spend a lot of time discussing work being done on health literacy with
> adults.  But wouldn't it be nice if people learned necessary health
> literacy skills BEFORE they were adults?  So, I was wondering if anyone
> was
> working on health literacy among elementary, junior high or high school
> students?  How are you approaching health literacy?  Through existing
> health classes or by integrating health literacy education into math or
> english curriculum?
>
>
>
> Lisa
>
> Lisa Jones, MD
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jbkimbro at uncg.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jgore at readingconnections.org
>

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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From NDavies at dthr.ab.ca  Tue Feb  5 14:42:23 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 5 Feb 2008 12:42:23 -0700
Subject: [HealthLiteracy 1748] Re: health literacy in the schools?
In-Reply-To: <OFC66352BA.CB02F43A-ON852573E6.00526FBB-852573E6.00526FBC@uncg.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F049A4@DTHREXCL1.dthr.ab.ca>

Jen,
your message reminded me somewhat of a scene in a recent hollywood movie called Mean Girls, where the health education was taught in the school gym. I think one of the lines is  "At your age, you're going to have a lot of urges. You're going to want to take off your clothes, and touch each other. But if you do touch each other, you *will* get chlamydia... and die." Of course, one would hope that this is not how most sex ed classes are taught, but at the same time, I think one of the reasons that this scene proved so popular is because it's a familiar scene to many teens in high school.

Of course, it's a caricature of the scenario, rather than an actual representation, but it does highlight your example of health classes being taught by non-health educators. I remember my sex ed in high school was taught by a nun who subbed as a french teacher. 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jen Kimbrough
JBKIMBRO
Sent: Tuesday, February 05, 2008 8:00 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1745] Re: health literacy in the schools?


I couldn't agree more.  When I did my dissertation research a few years
ago, I did a retrospective qualitative study of health education in NC
public schools.  Bottom line - the state of health education in schools is
abysmal... health education gets very little time, is frequently taught by
non-health educators (usually coaches with no health education training),
and the quality of the education experience is poor, resulting in
widespread health illiteracy.  I would argue that we need to start at the
beginning and help folks develop health literacy skills throughout the
schooling process.

We did the project with immigrant youth last year as a starting point to
see whether it is possible to enact authentic health education in a public
schooling situation.  Since ESOL classrooms have considerably more freedom
than traditional classrooms in our system, it made sense to give it a try.
I was deeply impressed with the way kids were willing to discuss the social
and environmental conditions that compound issues of health literacy.  They
were wise beyond their years and the project gave me hope that it is
possible to have meaningful health education that kids (and adults) can
relate to and apply to their lives.

I'm still working on how we can advocate for change in a larger way -
anyone harboring some brilliant ideas they want to share?


Thanks,
Jen

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
From: "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/04/2008 03:33PM
Subject: [HealthLiteracy 1740] Re: health literacy in the schools?


Let's not forget that it is not only the immigrant youth who need to learn
health literacy skills.  English-dominant youth are also lacking in these
skills.

Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:    Cheryl.Pasternack at nychhc.org




>>> Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM >>>
I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with interesting
results.  The kids we worked with were very insightful and had a lot to say
about how health literacy impacted their families and their lives.  I think
this agenda needs to be pushed, especially in light of NCLB legislation and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cheryl.pasternack at nychhc.org




-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential
and may be legally privileged. It is intended solely for the addressee(s).
If you are not the intended recipient, any disclosure, copying,
distribution or any action taken or omitted to be taken in reliance on this
e-mail, is prohibited and may be unlawful. If you have received this E-Mail
message in error, notify the sender by reply E-Mail and delete the message.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From Lendoak at aol.com  Tue Feb  5 14:55:06 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Tue, 5 Feb 2008 14:55:06 EST
Subject: [HealthLiteracy 1749] Re: SOP for producing lay language versions
	of journal ...
Message-ID: <ccc.28ef297a.34da191a@aol.com>

Martha,
 
Re/ your question on simple scientific writing:   Consider Gopen George D, 
Swan Judith A, The Science of scientific writing.  American Scientist, Vol 78.  
Gopen gives advice on how to write so  scientific materials are easier to 
understand.  
 
For example:  One of his points - to give the  context first before 
presenting new information - was incorporated into the  assessment instrument, 
Suitability Assessment of Materials (SAM).   (Ch. 4 of our book, available free on 
line)  
 
Does this help?
 
best wishes,
 
Len and Ceci Doak
 
 
In a message dated 2/5/2008 5:14:26 A.M. Pacific Standard Time,  
mburton at nmdp.org writes:

Does  anyone have an SOP or written guidelines for producing/reviewing 
lay  language versions of published, scientific journal articles?  I'm  
doing this now with a small project, but am curious about how other  
organizations have approached this.  An added interest is to clarify  the 
role of lay committee members as reviewers, not writers.   ;-)

Thanks

-- 
Martha Burton Santib??ez
Program Specialist  - Medically Underserved Populations
Office of Patient Advocacy
National  Marrow Donor Program
www.marrow.org/patient
Toll-free: (888) 999-6743  x8336
Direct: (612) 617-8336
Fax: (612) 627-8195
E-mail:  mburton at nmdp.org

----------------------------------------------------
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From SParis at city.cleveland.oh.us  Wed Feb  6 12:05:45 2008
From: SParis at city.cleveland.oh.us (Paris, Summer)
Date: Wed, 6 Feb 2008 12:05:45 -0500 
Subject: [HealthLiteracy 1750] articles that address the use of the Internet
	to find information	, including health information
Message-ID: <5C8BD4CCEC82CE4DB463F6D21076D89304A261A6@exch3>

Thought folks might find these articles/resources interesting or useful:

 

Use of the Internet: Two articles that address the use of the Internet to
find information, including health information: 

*	Online Activities and Pursuits. According to a December 2007 Pew
Internet & American Life Project report, more people turn to the Internet to
provide information and resources for help with a variety of common
problems. The 23% with low or no Internet access turn to TV and radio for
help. View the article:
http://www.pewinternet.org/PPF/r/231/report_display.asp
<http://www.pewinternet.org/PPF/r/231/report_display.asp>  
*	Social Networks and Health Searches. In a January 2008 Media Post
Publications article, new research from iCrossing indicated that about 60%
of all adults use the Web to find health and wellness information. View the
article: http://publications.mediapost.com/index.cfm?fuseaction=Articles.san
<http://publications.mediapost.com/index.cfm?fuseaction=Articles.san&s=74308
&Nid=38279&p=393517> &s=74308&Nid=38279&p=393517 

Summer Paris

Project Director - Communications

Cleveland Department of Public Health

Steps to a Healthier Cleveland

1925 St. Clair Avenue NE | Cleveland, Ohio 44114

(office) 216-664-3076 | (cell) 216-857-5760 | (fax) 216-664-2197 

 <mailto:sparis at city.cleveland.oh.us> sparis at city.cleveland.oh.us|
<http://www.clevelandhealth.org/steps> www.clevelandhealth.org/steps 

 

STEPS TO A HEALTHIER CLEVELAND: Helping Clevelanders live longer, better and
healthier lives

small step #89: Park farther from your destination and walk.

 

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From schusterer at missouri.edu  Wed Feb  6 12:44:33 2008
From: schusterer at missouri.edu (Schuster, Ellen R.)
Date: Wed, 6 Feb 2008 11:44:33 -0600
Subject: [HealthLiteracy 1751]  Consent Forms that Patients Can understand
Message-ID: <8D7FCB83343F2240841B94F0AD840197024B9873@UM-XMAIL07.um.umsystem.edu>

FYI 

 

Consent Forms That Patients Can Understand

http://online.wsj.com/article/SB120224055435844931.html?mod=todays_us_no
nsub_pj
<http://online.wsj.com/article/SB120224055435844931.html?mod=todays_us_n
onsub_pj> 

 

Ellen Schuster 
Associate State Nutrition Specialist 
Curriculum and Staff Training Coordinator 
Family Nutrition Education Programs 
University of Missouri 
Human Environmental Sciences 
1205 University Avenue 
Suite 300 
Columbia, MO 65211-6210 
Phone: 573-882-1933 
Fax: 573-884-5412 
schusterer at missouri.edu 
Web: extension.missouri.edu/fnep 

Nutrition and Lifeskills for Missouri Families 


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From NAASLN at aol.com  Wed Feb  6 19:39:42 2008
From: NAASLN at aol.com (NAASLN at aol.com)
Date: Wed, 6 Feb 2008 19:39:42 EST
Subject: [HealthLiteracy 1752] NAASLN Webinar on Emotions! Supporting the
	Critical Prerequisite to Learning
Message-ID: <c50.230164b3.34dbad4e@aol.com>

Please disseminate!
 
Health and mental heath issues are critically important when  thinking about 
heath literacy.
Can stress impact physical health?  How can you tell what may  be going on 
when you see a student or client showing great anxiety? How can you  begin to 
help individuals to manage their own stressors and crisis  situations?  
 
I hope all adult educators will take time and join NAASLN's upcoming  webinar 
on the role of emotions and learning!  Dr. Weisel is a frequent  conference 
presenter that has researched the brain, emotions, and learning for  over 30 
years.  Her contributions to the field have made greatly impacted  what adult 
educators know about learning and learning challenges.

This is  a professional development course that you won't find any where 
else.  TIME  IS RUNNING OUT!  SO, DON'T WAIT.......Join the webinar ASAP and learn 
how  to understand and manage emotional issues!

Kathie Cesa, Membership Services
NAASLN Central


THE NATIONAL ASSOCIATION FOR ADULTS WITH SPECIAL LEARNING  NEEDS
NAASLN

Don't miss this tremendous opportunity for your personal or  your program's 
professional development!  

Whatever your role  in adult education, literacy, or workforce development 
this session, 
Emotions!   Supporting the Critical Prerequisites to Learning, will help you 
unlock the  learning 
potential of  students, clients, co-workers and family.

Join Us February 12th, 19th, and  March 18th for the NAASLN Three-Part 
Webinar!

Emotions! Supporting the Critical  Prerequisite to Learning

Presenter (see more about Dr. Weisel  below)

Dr. Laura Weisel
Clinical Services, The TLP  Group
dr.weisel at powerpath.com

Presentation  Abstract
Do your students or clients move out of one emotional crisis  and into 
another? Are your dropout rates higher than you'd like them to  be?  Do students, 
clients or co-workers show anxiety, fears,  frustration, anger, denial, and 
blame?  Are you seeing less progress than  you think your students are capable of 
making?  Do you wonder why it is so  difficult to change the way your program 
provides services or why you can't seem  to move some colleagues out of their 
rut into implementing best  practices?

Dr. Weisel will address how the emotions impact learning, how  previous 
negative educational experiences can impede progress, offer four  research-based 
best practices you can immediately use to help all learners or  clients (or 
co-workers) begin to manage their education-related baggage,  recurring crisis 
situations, and fears of success!

The third session, in  this series of three webinars, will use webinar 
participant examples to  demonstrate how interventions can be effective in different 
learning  situations.

All webinar participants will receive a copy of all  PowerPoints and a 
workbook designed to support the webinar as a productive  professional development 
experience.

This three-part webinar session  offers:
Session I       Increasing Your  Understanding:
The brain and why humans  function the way the do
The latest research on how  emotions impact learning
The affect of negative  educational experiences and trauma on learning

Session  II      Rethinking Your Role -  Four  Interventions:
1.  Installing Positive  Futures
2.  Building a 'Safe  Place'
3.  The Four Questions to  Manage Crisis Situations
4.  Facilitating  Supportive Conversations that Matter

Session  III     Case Studies - Implementing  Interventions 
Propose  your real life situations to model interventions from Session  II.
Dr.  Weisel will take specific examples from webinar participants, 
model a careful examination  of the situation, and offer personal situations 
                    as  a way for all participants to learn and grow as a  
learning community

FOR MORE INFORMATION AND TO REGISTER FOR THIS  WEBINAR:          
Go to:   www.naasln.org
Registration  fee:         $25/session for NAASLN  Members 
$34/session  for NonNAASLN  Members 
$35.00  NAASLN Membership  Fee
Webinar  sessions for Emotions! are offered only as a set of 3 session and 
cannot be 
                                  individually purchased.

Questions?        Contact  naasln at kocmemberservices.com 
or call toll-free 1-888-5NAASLN.

Presenter
Dr. Laura Weisel
Clinical Services, The TLP  Group
dr.weisel at powerpath.com

Experience in Adult Education and  Experience as a Presenter
Dr. Laura Weisel has over 30 years experience in  education, the brain and 
learning, neuro and cognitive psychology, research, and  behavioral healthcare.  
As a leader in researching and advocating for  systemic changes to support 
all learners, persons with special learning needs,  and persons with learning 
disabilities, Dr. Weisel consults with state, county,  and local organizations 
in the US and Canada.  

Dr. Weisel continues  her research and professional development on PowerPath 
to Education and  Employment  --  a comprehensive system for learning and 
retooling educational and  workforce development services.  Her latest research 
has yielded the  largest non-government funded database on the learning needs of 
adult basic,  literacy, at-risk youth, workforce development, and TANF 
clients.  Read  about the findings from this data at  
http://www.naasln.org/articles.htm

Over the past 30 years, Dr. Weisel  presented over 1000 conference 
presentations and seminar sessions. Dr. Weisel is  the Past President of the National 
Association for Adults with Special Learning  Needs.








**************Biggest Grammy Award surprises of all time on AOL Music.     
(http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003000000025
48)
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From julie_mcKinney at worlded.org  Thu Feb  7 10:42:18 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 07 Feb 2008 10:42:18 -0500
Subject: [HealthLiteracy 1753] Wednesday Question: Health Literacy in the
	schools?
Message-ID: <47AAE08A0200002D0000568F@bostongwia.jsi.com>

Hi Everyone,

I'd like to keep on with the topic of health literacy in the schools. We know that health literacy issues stem from not just  literacy skills, but also other things such as scientific knowledge, and civic awareness. Both of these can and should be addressed in K-12. 

What do you all think about the need to do better in this respect? 
How can we work on it? 
What countries do better at health education, science and civics in school?

Any K-12 health educators out there to comment?

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 02/05/08 2:42 PM >>>
Jen,
your message reminded me somewhat of a scene in a recent hollywood movie called Mean Girls, where the health education was taught in the school gym. I think one of the lines is  "At your age, you're going to have a lot of urges. You're going to want to take off your clothes, and touch each other. But if you do touch each other, you *will* get chlamydia... and die." Of course, one would hope that this is not how most sex ed classes are taught, but at the same time, I think one of the reasons that this scene proved so popular is because it's a familiar scene to many teens in high school.

Of course, it's a caricature of the scenario, rather than an actual representation, but it does highlight your example of health classes being taught by non-health educators. I remember my sex ed in high school was taught by a nun who subbed as a french teacher. 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jen Kimbrough
JBKIMBRO
Sent: Tuesday, February 05, 2008 8:00 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1745] Re: health literacy in the schools?


I couldn't agree more.  When I did my dissertation research a few years
ago, I did a retrospective qualitative study of health education in NC
public schools.  Bottom line - the state of health education in schools is
abysmal... health education gets very little time, is frequently taught by
non-health educators (usually coaches with no health education training),
and the quality of the education experience is poor, resulting in
widespread health illiteracy.  I would argue that we need to start at the
beginning and help folks develop health literacy skills throughout the
schooling process.

We did the project with immigrant youth last year as a starting point to
see whether it is possible to enact authentic health education in a public
schooling situation.  Since ESOL classrooms have considerably more freedom
than traditional classrooms in our system, it made sense to give it a try.
I was deeply impressed with the way kids were willing to discuss the social
and environmental conditions that compound issues of health literacy.  They
were wise beyond their years and the project gave me hope that it is
possible to have meaningful health education that kids (and adults) can
relate to and apply to their lives.

I'm still working on how we can advocate for change in a larger way -
anyone harboring some brilliant ideas they want to share?


Thanks,
Jen

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
From: "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/04/2008 03:33PM
Subject: [HealthLiteracy 1740] Re: health literacy in the schools?


Let's not forget that it is not only the immigrant youth who need to learn
health literacy skills.  English-dominant youth are also lacking in these
skills.

Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:    Cheryl.Pasternack at nychhc.org




>>> Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM >>>
I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with interesting
results.  The kids we worked with were very insightful and had a lot to say
about how health literacy impacted their families and their lives.  I think
this agenda needs to be pushed, especially in light of NCLB legislation and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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If you are not the intended recipient, any disclosure, copying,
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From bcmrose at telus.net  Thu Feb  7 13:41:22 2008
From: bcmrose at telus.net (Marg Rose)
Date: Thu, 7 Feb 2008 10:41:22 -0800
Subject: [HealthLiteracy 1754]  online health files
In-Reply-To: <mailman.3.1202403602.18263.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGKEAFDLAA.bcmrose@telus.net>

I'd like to echo the sentiment that using technology is a way to motivate
adults to learn basic skills, and about their health.

www.healthyroadsmedia.org is a fabulous resource in many target languages
that you can see, listen to, and interact with.

Our provincial government has created an on-line health guide in plain
language that lists common ailments and treatments that you or learners
could use for personal use:
http://www.bchealthguide.org/healthfiles/index.stm

For general on-line software and shareware reviewed by learners and tutors
in literacy, you might click on the National Adult Literacy Database
(www.nald.ca) and search for the topic of interest, or check out their
treasure trove at:
http://www.nald.ca/resource/educational/category.asp?cat=19

YOu can sign up for their e-weekly updates of new resources on this virtual
resource centre and literacy portal on their opening splash page
at:http://www.nald.ca/index.htm


Marg Rose, M.Ad.Ed.
Health Literacy Consulting Group
Victoria, BC




"Doing is a quantum leap from imagining."~ Barbara Sher
*********************************************



From Janet.Schneider at va.gov  Thu Feb  7 15:23:11 2008
From: Janet.Schneider at va.gov (Schneider, Janet M.)
Date: Thu, 7 Feb 2008 15:23:11 -0500
Subject: [HealthLiteracy 1755]  National translation standards?
Message-ID: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>

Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 

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From amuro5 at epcc.edu  Fri Feb  8 08:52:00 2008
From: amuro5 at epcc.edu (Muro, Andres)
Date: Fri, 8 Feb 2008 06:52:00 -0700
Subject: [HealthLiteracy 1756] Re: National translation standards?
References: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
Message-ID: <CA29C5E82B801844A7A967D109F117CF278CAF@svrascmail01>

Actually no, and it is pretty tough to do. I was reviewing some stuff for Astra Zenenca. They were translating some stuff into formal Spanish. Some of the language would have been incomprehensible to the community at large. I was trying to change it into more colloquial Spanish. However, this is more communal. For example, I remember that they had a recipe for healthy Cup cakes. I was looking for a universal translation for cupcake. Well, there isn't one, and it was tough to find one that would universalize the concept of cupcake. 
 
Not only does the language change, but the culture. I remember that they had a Mexican soccer star to promote Nexium to Hispanics. They decided to do a campaign for Hispanics in Miami, Florida. They went to little Havana to do the promotion. problem is that Cubans don't know much about soccer. For Cubans, a ball is palm size and you hit it with a bat. 
 
Foods change from country to country and the names for the same food item do too. For example, a tortilla in Mexico and many parts of the USA is a flat piece of bread made out of corn or flour. In the rest of Latin America and Spain, it is very thick omelet usually made with lots of eggs, potatoes and onions. Beans are frijoles in some places and porotos in others. Peanuts are cacauates in some places and manies in others. Cajeta means milk caramel in Mexico and sh__t in Argentina. Concha is a shell in most of Latin America, but a derogatory term in some parts of south America. The word Cojer means to grab or catch in some places and to fornicate in others, and so on and so for. 
 
Of course, Spain claims that the official standard for Spanish is defined by the Royal Academy of Spain which determines the "official words" and appropriate phrases that must be used to articulate something. However, when you write something in Royal Academy Spanish, you end up with something totally incomprehensible to most. For example, to them, a computer is an ordenador. To the rest of the Spanish speaking world, a computer is a computadora and an ordenador is a very mean person that gives orders to you. So, if you tell a Latin American that they must use their ordenador to find information, they will think that they must get help from their very mean assistant principal. A non profit organization is an organization sin animo de lucro in Spain. Animo means spirit in Spanish and in some cultures you do no invoke spirits. Moreover, most don't know what sin animo de lucro means.
 
To translate stuff, you need to become familiar with the linguistic and cultural choices of your community. In communities with multiple Spanish speaking communities, you must figure out who your target is. In some communities a dominant use of language emerges depending on the oldest and largest community and often the linguistic choices of that community may permeate the other communities. In other cases, they may maintain some separation. You need to figure out each case.
 
When I was reviewing the Astra Zeneca documents, I would call people in different parts of the country to figure out what the appropriate expression would be in NYC, Miami, LA, El Paso, etc. If you need help with this stuff, let me know.
 
Andres
 
 

  _____  

From: healthliteracy-bounces at nifl.gov on behalf of Schneider, Janet M.
Sent: Thu 2/7/2008 1:23 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1755] National translation standards?



Do any of you know if there are national translation standards for consumer health materials?  We are looking for any kind of translation standards that can be applied to different languages, similar to the "generic" English that news broadcasters use rather than dialects. For example, is there a "generic" Spanish that everybody can understand, rather than Mexican Spanish, Puerto Rican Spanish, European Spanish, etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 

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From lisab at whattoexpect.org  Fri Feb  8 09:30:18 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Fri, 8 Feb 2008 09:30:18 -0500
Subject: [HealthLiteracy 1757] Re: National translation standards?
In-Reply-To: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
References: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
Message-ID: <da4079490802080630x7c8dc01ekce950a004e009c71@mail.gmail.com>

Yes, one can translate Spanish into a dialect that can be understood across
cultures - but it takes an excellent translator who really understands the
different dialects (and as importantly healthcare)-- for example in some
South American countries the common way of describing a pregnant woman is,
in another country, the way to describe a pregnant cow!

If you are looking for help Aracely Rosales of Rosales Communications is the
lady to talk to.  She translated our Baby Basics into Spanish as Hola Bebe,
and did focus groups and very carefully made sure she didn't hit any
language landmines.  She specializes in medical translation.  (I promise I
don't receive a percentage of her sales - this is just my passionate
endorsement of real talent.)

We've also recently published Xiao Biao Biao the Chinese version of Baby
Basics - in partnership with the Charles B. Wang Community Health Center in
Chinatown (NYC).  They too were able to create a written chinese that
transcended the different dialects.  Many of the same characters will be
pronounced differently based on the regional dialect, but it will be read
the same.  Again, if you are looking for Chinese translation (and they
helped a great deal with many, many cultural changes too) they have an
excellent translation team.

In other words, use the best or no va.  (that's the great story where the
NOVA car was not selling in South America and they all scratchd their heads
at the car company until someone told them NOVA meant NO GO in spanish!)

On Feb 7, 2008 3:23 PM, Schneider, Janet M. <Janet.Schneider at va.gov> wrote:

>  Do any of you know if there are national translation standards for
> consumer health materials?  We are looking for any kind of translation
> standards that can be applied to different languages, similar to the
> "generic" English that news broadcasters use rather than dialects. For
> example, is there a "generic" Spanish that everybody can understand, rather
> than Mexican Spanish, Puerto Rican Spanish, European Spanish, etc.  Any
> thoughts would be appreciated.
>
>
>
>
>
> Janet M. Schneider, M.A., AHIP
>
> Chief, Library Service
>
> James A. Haley Veterans' Hospital
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> 813-972-7531
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>



-- 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From Lorena.Drago at nychhc.org  Fri Feb  8 10:57:27 2008
From: Lorena.Drago at nychhc.org (Lorena Drago)
Date: Fri, 08 Feb 2008 10:57:27 -0500
Subject: [HealthLiteracy 1758] Re: National translation standards?
Message-ID: <47AC35970200002700014CDB@iadomvs.nychhc.org>

Professional translation companies often used the term "Standard Latin American Spanish" to encompass a general Latin American audience. I want to emphasize that Hispanics from different countries can communicate very well among each other despite the nuances in language. Of course, there are many variations especially when conveying food and nutrition messages that could cause confusion if misinterpreted. For example, for many of you, the word "tortilla" evokes a visual image of a flat disk made of flour or corn. In Spain, tortilla is a potato omelette. I want to share an amusing yet eye opening anecdote. I am a faculty member at the Colombian Diabetes Association Annual Meeting. A pharmaceutical company had translated meal plans into Spanish, which were intended for distribution. The meal plan suggested that patients have two snacks daily. Snacks were translated into "bocadillo." In Colombia, "bocadillo" is guava paste. The educational materials were not distributed despite the joy it would have given many Colombians with diabetes to snack on guava paste twice daily.

The most important element of translation is translating the cultural meaning of the message. Besides translation, you need to look into "cultural adaptation" to make the message relevant instead of a literal translation that may not be achieve the communication objective.  To illustrate the point, I use this example in my presentations. The movie, "Friday the 13th" has been translated into "Martes 13" - Friday is "viernes" in Spanish and martes is "Tuesday" - So "Friday the 13th" was translated into "Tuesday the 13th" Wrong translation? No. Culturally, Latin Americans view Tuesday the 13th, not Friday, as a day of bad luck. Friday is the end of the working week and a day for fun.

Overall, it is best to prepare documents in Spanish.  If it is not possible to create documents in Spanish, use a professional translation company and request "Standard Latin American Spanish" if most of your customers are from Latin America.  First, consult with health care professionals to ensure accuracy of health content and then convene a group of bilingual individuals of different countries and provide them with the English and Spanish versions of the document. Instruct them to revise document for cultural appropriateness and make changes. Communicating the essence of the message is more important than language alone.

Thank you.

Lorena Drago MS RD CDN CDE

>>> "Schneider, Janet M." <Janet.Schneider at va.gov> 02/07/08 3:23 PM >>>
Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 


-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
be taken in reliance on this e-mail, is prohibited and may be
unlawful. If you have received this E-Mail message in error, notify
the sender by reply E-Mail and delete the message. 



From mburton at nmdp.org  Fri Feb  8 12:30:06 2008
From: mburton at nmdp.org (=?ISO-8859-1?Q?Martha_Burton_Santib=E1=F1ez?=)
Date: Fri, 08 Feb 2008 11:30:06 -0600
Subject: [HealthLiteracy 1759] Re: National translation standards?
In-Reply-To: <47AC35970200002700014CDB@iadomvs.nychhc.org>
References: <47AC35970200002700014CDB@iadomvs.nychhc.org>
Message-ID: <47AC919E.6040409@nmdp.org>

IMO, it isn't so much "national translation standards" as much as it is 
knowing how to phrase your translation request - so you get what you 
want and the agency knows what to produce.  When I am producing language 
resources (regardless of language) there are several requirements that I 
include in my request for an estimate:

- Per-word estimate based on source document, not expanded estimate of 
target language
- Transcreation (translating for intended meaning in the target 
language, instead of a word-for-word literal translation)
- Standard (Language)
- Target reading level
- Medical review (if there is medical content, this is a review by a 
native speaker with experience in that specific health field)
- Native language review (overall quality assurance review by native 
speaker)
- English back-translation
- Desktop publishing design and review, once formatted
- All linguists and reviewers from the agency sign off on the accuracy 
of the document and I receive that documentation with my drafts
- Ownership of the translation memory files (Excel, Trados and SDL)

I also provide a written description of the project and its intended use 
with various audiences, for reference.  Once I get the draft files back 
(translation and back-translation) I do an internal review with native 
speakers/readers familiar with our brand language.  All questionable 
sections (English and translated) are tracked in an Excel spreadsheet, 
so it is easy to have organized communication with the translation 
agency and make sure that we have consensus on the final product.  We've 
also found it is much easier to send our design files to the agency and 
they can pour, review and finalize.  Then all we need to do is send it 
to print.

More detail in the request is better, because the default mode for a 
translation agency is literal, word-for-word. 

It can get very expensive, especially paying for multiple reviews in the 
process.  Back-translation will almost double the cost.  But then again, 
file corruption happens quite frequently once documents go into design - 
especially if you're doing in-house design and you don't have the 
correct fonts installed.  And nothing says "fun" like an FDA audit 
because someone incorrectly translated "Months" as "Weeks" in a medical 
health history screening form, and it wasn't caught until almost 6 
months after it went to print and was distributed nationally. 

Btw - the Nova story is an urban legend. Unfortunately there's no 
shortage of actual cautionary tales about what can happen with 
translations - even with numerous safeguards in place.

M

Martha Burton Santib??ez
Program Specialist - Medically Underserved Populations
Office of Patient Advocacy
National Marrow Donor Program
www.marrow.org/patient
Toll-free: (888) 999-6743 x8336
Direct: (612) 617-8336
Fax: (612) 627-8195
E-mail: mburton at nmdp.org


>
>   
>>>> "Schneider, Janet M." <Janet.Schneider at va.gov> 02/07/08 3:23 PM >>>
>>>>         
> Do any of you know if there are national translation standards for
> consumer health materials?  We are looking for any kind of translation
> standards that can be applied to different languages, similar to the
> "generic" English that news broadcasters use rather than dialects. For
> example, is there a "generic" Spanish that everybody can understand,
> rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
> etc.  Any thoughts would be appreciated.
>
>  
>
>  
>
> Janet M. Schneider, M.A., AHIP
>
> Chief, Library Service
>
> James A. Haley Veterans' Hospital
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> 813-972-7531
>
>  
>
>
> -----------------------------------------
> Visit www.nyc.gov/hhc
>
> CONFIDENTIALITY NOTICE: The information in this E-Mail may be
> confidential and may be legally privileged. It is intended solely
> for the addressee(s). If you are not the intended recipient, any
> disclosure, copying, distribution or any action taken or omitted to
> be taken in reliance on this e-mail, is prohibited and may be
> unlawful. If you have received this E-Mail message in error, notify
> the sender by reply E-Mail and delete the message. 
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mburton at nmdp.org
>   
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From MercedesBlanco at maximus.com  Fri Feb  8 14:25:09 2008
From: MercedesBlanco at maximus.com (MercedesBlanco at maximus.com)
Date: Fri, 8 Feb 2008 14:25:09 -0500
Subject: [HealthLiteracy 1760] Re: National translation standards?
In-Reply-To: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
Message-ID: <OF9F7D6948.38658287-ON852573E9.0069FB3C-852573E9.006AAB8E@maxinc.com>

Janet: At the Center for Health Literacy, we translate health care related 
materials in more than 12 languages. We provide translation in many states 
of the US.
The first thing we do is to find out the demographics of each state and we 
"adapt" our material according to the target population, and the literacy 
level that's bets for our audience. 
For example, and this is an obvious example, in California we use a 
Mexican translator that is also a writer in his native language and has a 
strong knowledge of health care. You can see our translations in 
California Healthy Families website.

Please feel free to call me if you need more information. I will try to 
find one of the articles I wrote in the Managed Care magazine for you.

Mercedes Blanco
Center for Health Literacy
Director

Phone:  401-254-8949
Cell:       774-451-4178
Fax:       703-251-8240
www.maximus.com/chl



"Schneider, Janet M." <Janet.Schneider at va.gov> 
Sent by: healthliteracy-bounces at nifl.gov
02/07/2008 03:23 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 1755]  National translation standards?






Do any of you know if there are national translation standards for 
consumer health materials?  We are looking for any kind of translation 
standards that can be applied to different languages, similar to the 
?generic? English that news broadcasters use rather than dialects. For 
example, is there a ?generic? Spanish that everybody can understand, 
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish, etc. 
Any thoughts would be appreciated.
 
 
Janet M. Schneider, M.A., AHIP
Chief, Library Service
James A. Haley Veterans' Hospital
13000 Bruce B. Downs Blvd.
Tampa, FL 33612
813-972-7531
 ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mercedesblanco at maximus.com
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From Jordan.Coriza at state.ma.us  Fri Feb  8 16:14:51 2008
From: Jordan.Coriza at state.ma.us (Coriza, Jordan (DPH))
Date: Fri, 8 Feb 2008 16:14:51 -0500
Subject: [HealthLiteracy 1761] Re: HealthLiteracy Digest, Vol 29, Issue 6
In-Reply-To: <mailman.2326.1202489176.1030.healthliteracy@nifl.gov>
References: <mailman.2326.1202489176.1030.healthliteracy@nifl.gov>
Message-ID: <F7ED8759A5B0E045AB176C4CEB695A2B019AD64E@ES-MSG-011.es.govt.state.ma.us>

Hello all,

My name is Jordan Coriza, and I am Coordinator of Interpreter and
Translation Services at the Massachusetts Department of Public Health
(MPDH).
We have a translation protocol that was developed with a focus on health
education materials and social marketing. This protocol offers guidance
and best practices based on our professional experience and current
practices in the translation industry. I should also mention that other
states have adapted/adopted our model.

To download our translation guidelines and find supporting documents
(implementation presentation, glossaries, quality assurance form, peer
review guidelines, etc.), please go to
http://www.mass.gov/dph/omh/omh.htm

I hope this is helpful.

Please feel free to contact me with questions,

Jordan J. Coriza
Coordinator of Interpreter and Translation Services
Office of Public Health Strategies and Communications
Department of Public Health
250 Washington St. 5th Floor
Boston, MA 02108
Phone: 617.624.6063
Fax: 617.624.6062
http://www.mass.gov/dph/omh/omh.htm
  


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
healthliteracy-request at nifl.gov
Sent: Friday, February 08, 2008 11:46 AM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 29, Issue 6

Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
	http://www.nifl.gov/mailman/listinfo/healthliteracy
or, via email, send a message with subject or body 'help' to
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	healthliteracy-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."


Today's Topics:

   1. [HealthLiteracy 1753] Wednesday Question: Health Literacy in
      the	schools? (Julie McKinney)
   2. [HealthLiteracy 1754]  online health files (Marg Rose)
   3. [HealthLiteracy 1755]  National translation standards?
      (Schneider, Janet M.)
   4. [HealthLiteracy 1756] Re: National translation standards?
      (Muro, Andres)
   5. [HealthLiteracy 1757] Re: National translation standards?
      (Lisa Bernstein)
   6. [HealthLiteracy 1758] Re: National translation standards?
      (Lorena Drago)


----------------------------------------------------------------------

Message: 1
Date: Thu, 07 Feb 2008 10:42:18 -0500
From: "Julie McKinney" <julie_mcKinney at worlded.org>
Subject: [HealthLiteracy 1753] Wednesday Question: Health Literacy in
	the	schools?
To: <healthliteracy at nifl.gov>
Message-ID: <47AAE08A0200002D0000568F at bostongwia.jsi.com>
Content-Type: text/plain; charset=US-ASCII

Hi Everyone,

I'd like to keep on with the topic of health literacy in the schools. We
know that health literacy issues stem from not just  literacy skills,
but also other things such as scientific knowledge, and civic awareness.
Both of these can and should be addressed in K-12. 

What do you all think about the need to do better in this respect? 
How can we work on it? 
What countries do better at health education, science and civics in
school?

Any K-12 health educators out there to comment?

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 02/05/08 2:42 PM >>>
Jen,
your message reminded me somewhat of a scene in a recent hollywood movie
called Mean Girls, where the health education was taught in the school
gym. I think one of the lines is  "At your age, you're going to have a
lot of urges. You're going to want to take off your clothes, and touch
each other. But if you do touch each other, you *will* get chlamydia...
and die." Of course, one would hope that this is not how most sex ed
classes are taught, but at the same time, I think one of the reasons
that this scene proved so popular is because it's a familiar scene to
many teens in high school.

Of course, it's a caricature of the scenario, rather than an actual
representation, but it does highlight your example of health classes
being taught by non-health educators. I remember my sex ed in high
school was taught by a nun who subbed as a french teacher. 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jen Kimbrough
JBKIMBRO
Sent: Tuesday, February 05, 2008 8:00 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1745] Re: health literacy in the schools?


I couldn't agree more.  When I did my dissertation research a few years
ago, I did a retrospective qualitative study of health education in NC
public schools.  Bottom line - the state of health education in schools
is
abysmal... health education gets very little time, is frequently taught
by
non-health educators (usually coaches with no health education
training),
and the quality of the education experience is poor, resulting in
widespread health illiteracy.  I would argue that we need to start at
the
beginning and help folks develop health literacy skills throughout the
schooling process.

We did the project with immigrant youth last year as a starting point to
see whether it is possible to enact authentic health education in a
public
schooling situation.  Since ESOL classrooms have considerably more
freedom
than traditional classrooms in our system, it made sense to give it a
try.
I was deeply impressed with the way kids were willing to discuss the
social
and environmental conditions that compound issues of health literacy.
They
were wise beyond their years and the project gave me hope that it is
possible to have meaningful health education that kids (and adults) can
relate to and apply to their lives.

I'm still working on how we can advocate for change in a larger way -
anyone harboring some brilliant ideas they want to share?


Thanks,
Jen

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
From: "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/04/2008 03:33PM
Subject: [HealthLiteracy 1740] Re: health literacy in the schools?


Let's not forget that it is not only the immigrant youth who need to
learn
health literacy skills.  English-dominant youth are also lacking in
these
skills.

Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Phone: (718) 579-5697
Fax:      (718) 579-4602
Email:    Cheryl.Pasternack at nychhc.org




>>> Jen Kimbrough JBKIMBRO <jbkimbro at uncg.edu> 2/4/2008 12:17 PM >>>
I am very interested in this topic too.  We have done some work with
immigrant youth and health literacy through ESOL classes with
interesting
results.  The kids we worked with were very insightful and had a lot to
say
about how health literacy impacted their families and their lives.  I
think
this agenda needs to be pushed, especially in light of NCLB legislation
and
the continued marginalization of health education in schools...

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: <healthliteracy at nifl.gov>
From: lisa jones <lisamjones44 at hotmail.com>
Sent by: healthliteracy-bounces at nifl.gov
Date: 02/02/2008 08:41AM
Subject: [HealthLiteracy 1735] health literacy in the schools?




We spend a lot of time discussing work being done on health literacy
with
adults.  But wouldn't it be nice if people learned necessary health
literacy skills BEFORE they were adults?  So, I was wondering if anyone
was
working on health literacy among elementary, junior high or high school
students?  How are you approaching health literacy?  Through existing
health classes or by integrating health literacy education into math or
english curriculum?



Lisa

Lisa Jones, MD


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cheryl.pasternack at nychhc.org




-----------------------------------------
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addressee(s).
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distribution or any action taken or omitted to be taken in reliance on
this
e-mail, is prohibited and may be unlawful. If you have received this
E-Mail
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----------------------------------------------------
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----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca

----------------------------------------------------
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Email delivered to julie_mckinney at worlded.org



------------------------------

Message: 2
Date: Thu, 7 Feb 2008 10:41:22 -0800
From: "Marg Rose" <bcmrose at telus.net>
Subject: [HealthLiteracy 1754]  online health files
To: <healthliteracy at nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGKEAFDLAA.bcmrose at telus.net>
Content-Type: text/plain;	charset="iso-8859-1"

I'd like to echo the sentiment that using technology is a way to
motivate
adults to learn basic skills, and about their health.

www.healthyroadsmedia.org is a fabulous resource in many target
languages
that you can see, listen to, and interact with.

Our provincial government has created an on-line health guide in plain
language that lists common ailments and treatments that you or learners
could use for personal use:
http://www.bchealthguide.org/healthfiles/index.stm

For general on-line software and shareware reviewed by learners and
tutors
in literacy, you might click on the National Adult Literacy Database
(www.nald.ca) and search for the topic of interest, or check out their
treasure trove at:
http://www.nald.ca/resource/educational/category.asp?cat=19

YOu can sign up for their e-weekly updates of new resources on this
virtual
resource centre and literacy portal on their opening splash page
at:http://www.nald.ca/index.htm


Marg Rose, M.Ad.Ed.
Health Literacy Consulting Group
Victoria, BC




"Doing is a quantum leap from imagining."~ Barbara Sher
*********************************************



------------------------------

Message: 3
Date: Thu, 7 Feb 2008 15:23:11 -0500
From: "Schneider, Janet M." <Janet.Schneider at va.gov>
Subject: [HealthLiteracy 1755]  National translation standards?
To: <healthliteracy at nifl.gov>
Message-ID:
	
<77238517D31F654E8860D4617D790F81021A948F at VHAV08MSGA2.v08.med.va.gov>
Content-Type: text/plain; charset="us-ascii"

Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 

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------------------------------

Message: 4
Date: Fri, 8 Feb 2008 06:52:00 -0700
From: "Muro, Andres" <amuro5 at epcc.edu>
Subject: [HealthLiteracy 1756] Re: National translation standards?
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID: <CA29C5E82B801844A7A967D109F117CF278CAF at svrascmail01>
Content-Type: text/plain; charset="iso-8859-1"

Actually no, and it is pretty tough to do. I was reviewing some stuff
for Astra Zenenca. They were translating some stuff into formal Spanish.
Some of the language would have been incomprehensible to the community
at large. I was trying to change it into more colloquial Spanish.
However, this is more communal. For example, I remember that they had a
recipe for healthy Cup cakes. I was looking for a universal translation
for cupcake. Well, there isn't one, and it was tough to find one that
would universalize the concept of cupcake. 
 
Not only does the language change, but the culture. I remember that they
had a Mexican soccer star to promote Nexium to Hispanics. They decided
to do a campaign for Hispanics in Miami, Florida. They went to little
Havana to do the promotion. problem is that Cubans don't know much about
soccer. For Cubans, a ball is palm size and you hit it with a bat. 
 
Foods change from country to country and the names for the same food
item do too. For example, a tortilla in Mexico and many parts of the USA
is a flat piece of bread made out of corn or flour. In the rest of Latin
America and Spain, it is very thick omelet usually made with lots of
eggs, potatoes and onions. Beans are frijoles in some places and porotos
in others. Peanuts are cacauates in some places and manies in others.
Cajeta means milk caramel in Mexico and sh__t in Argentina. Concha is a
shell in most of Latin America, but a derogatory term in some parts of
south America. The word Cojer means to grab or catch in some places and
to fornicate in others, and so on and so for. 
 
Of course, Spain claims that the official standard for Spanish is
defined by the Royal Academy of Spain which determines the "official
words" and appropriate phrases that must be used to articulate
something. However, when you write something in Royal Academy Spanish,
you end up with something totally incomprehensible to most. For example,
to them, a computer is an ordenador. To the rest of the Spanish speaking
world, a computer is a computadora and an ordenador is a very mean
person that gives orders to you. So, if you tell a Latin American that
they must use their ordenador to find information, they will think that
they must get help from their very mean assistant principal. A non
profit organization is an organization sin animo de lucro in Spain.
Animo means spirit in Spanish and in some cultures you do no invoke
spirits. Moreover, most don't know what sin animo de lucro means.
 
To translate stuff, you need to become familiar with the linguistic and
cultural choices of your community. In communities with multiple Spanish
speaking communities, you must figure out who your target is. In some
communities a dominant use of language emerges depending on the oldest
and largest community and often the linguistic choices of that community
may permeate the other communities. In other cases, they may maintain
some separation. You need to figure out each case.
 
When I was reviewing the Astra Zeneca documents, I would call people in
different parts of the country to figure out what the appropriate
expression would be in NYC, Miami, LA, El Paso, etc. If you need help
with this stuff, let me know.
 
Andres
 
 

  _____  

From: healthliteracy-bounces at nifl.gov on behalf of Schneider, Janet M.
Sent: Thu 2/7/2008 1:23 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1755] National translation standards?



Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 

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Message: 5
Date: Fri, 8 Feb 2008 09:30:18 -0500
From: "Lisa Bernstein" <lisab at whattoexpect.org>
Subject: [HealthLiteracy 1757] Re: National translation standards?
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<da4079490802080630x7c8dc01ekce950a004e009c71 at mail.gmail.com>
Content-Type: text/plain; charset="iso-8859-1"

Yes, one can translate Spanish into a dialect that can be understood
across
cultures - but it takes an excellent translator who really understands
the
different dialects (and as importantly healthcare)-- for example in some
South American countries the common way of describing a pregnant woman
is,
in another country, the way to describe a pregnant cow!

If you are looking for help Aracely Rosales of Rosales Communications is
the
lady to talk to.  She translated our Baby Basics into Spanish as Hola
Bebe,
and did focus groups and very carefully made sure she didn't hit any
language landmines.  She specializes in medical translation.  (I promise
I
don't receive a percentage of her sales - this is just my passionate
endorsement of real talent.)

We've also recently published Xiao Biao Biao the Chinese version of Baby
Basics - in partnership with the Charles B. Wang Community Health Center
in
Chinatown (NYC).  They too were able to create a written chinese that
transcended the different dialects.  Many of the same characters will be
pronounced differently based on the regional dialect, but it will be
read
the same.  Again, if you are looking for Chinese translation (and they
helped a great deal with many, many cultural changes too) they have an
excellent translation team.

In other words, use the best or no va.  (that's the great story where
the
NOVA car was not selling in South America and they all scratchd their
heads
at the car company until someone told them NOVA meant NO GO in spanish!)

On Feb 7, 2008 3:23 PM, Schneider, Janet M. <Janet.Schneider at va.gov>
wrote:

>  Do any of you know if there are national translation standards for
> consumer health materials?  We are looking for any kind of translation
> standards that can be applied to different languages, similar to the
> "generic" English that news broadcasters use rather than dialects. For
> example, is there a "generic" Spanish that everybody can understand,
rather
> than Mexican Spanish, Puerto Rican Spanish, European Spanish, etc.
Any
> thoughts would be appreciated.
>
>
>
>
>
> Janet M. Schneider, M.A., AHIP
>
> Chief, Library Service
>
> James A. Haley Veterans' Hospital
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> 813-972-7531
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>



-- 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need
know
what to expect when expecting.
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Message: 6
Date: Fri, 08 Feb 2008 10:57:27 -0500
From: "Lorena Drago" <Lorena.Drago at nychhc.org>
Subject: [HealthLiteracy 1758] Re: National translation standards?
To: <healthliteracy at nifl.gov>,<Janet.Schneider at va.gov>
Message-ID: <47AC35970200002700014CDB at iadomvs.nychhc.org>
Content-Type: text/plain;	charset="US-ASCII"

Professional translation companies often used the term "Standard Latin
American Spanish" to encompass a general Latin American audience. I want
to emphasize that Hispanics from different countries can communicate
very well among each other despite the nuances in language. Of course,
there are many variations especially when conveying food and nutrition
messages that could cause confusion if misinterpreted. For example, for
many of you, the word "tortilla" evokes a visual image of a flat disk
made of flour or corn. In Spain, tortilla is a potato omelette. I want
to share an amusing yet eye opening anecdote. I am a faculty member at
the Colombian Diabetes Association Annual Meeting. A pharmaceutical
company had translated meal plans into Spanish, which were intended for
distribution. The meal plan suggested that patients have two snacks
daily. Snacks were translated into "bocadillo." In Colombia, "bocadillo"
is guava paste. The educational materials were not distributed despite
  the joy it would have given many Colombians with diabetes to snack on
guava paste twice daily.

The most important element of translation is translating the cultural
meaning of the message. Besides translation, you need to look into
"cultural adaptation" to make the message relevant instead of a literal
translation that may not be achieve the communication objective.  To
illustrate the point, I use this example in my presentations. The movie,
"Friday the 13th" has been translated into "Martes 13" - Friday is
"viernes" in Spanish and martes is "Tuesday" - So "Friday the 13th" was
translated into "Tuesday the 13th" Wrong translation? No. Culturally,
Latin Americans view Tuesday the 13th, not Friday, as a day of bad luck.
Friday is the end of the working week and a day for fun.

Overall, it is best to prepare documents in Spanish.  If it is not
possible to create documents in Spanish, use a professional translation
company and request "Standard Latin American Spanish" if most of your
customers are from Latin America.  First, consult with health care
professionals to ensure accuracy of health content and then convene a
group of bilingual individuals of different countries and provide them
with the English and Spanish versions of the document. Instruct them to
revise document for cultural appropriateness and make changes.
Communicating the essence of the message is more important than language
alone.

Thank you.

Lorena Drago MS RD CDN CDE

>>> "Schneider, Janet M." <Janet.Schneider at va.gov> 02/07/08 3:23 PM >>>
Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated.

 

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

 


-----------------------------------------
Visit www.nyc.gov/hhc

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confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
be taken in reliance on this e-mail, is prohibited and may be
unlawful. If you have received this E-Mail message in error, notify
the sender by reply E-Mail and delete the message. 



------------------------------

----------------------------------------------------
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Health and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
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End of HealthLiteracy Digest, Vol 29, Issue 6
*********************************************


From MMaralit at NIFL.gov  Fri Feb  8 16:12:49 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 8 Feb 2008 16:12:49 -0500
Subject: [HealthLiteracy 1762] LINCS Regional Resource Centers Sponsor
	Health Literacy Summits
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C53D3@wdcrobe2m03.ed.gov>

 

 

LINCS Regional Resource Centers Sponsor Three Regional Health Literacy
Summits 

 

The National Institute for Literacy through its LINCS Regional Resource
Centers is convening adult literacy and health professionals in three
locations in February and March to share information about the research on
health literacy and resources for implementing health literacy programming.

 

Health literacy is often defined as the ability to read, understand, and act
upon health-related information. Improving health literacy may improve the
health status and quality of life of America's adults, especially among
adults with marginal literacy skills. The National Assessment of Adult
Literacy (NAAL) reported the extent of low health literacy in The Health
Literacy of America's Adults: Results from the 2003 National Assessment of
Adult Literacy. About 22 percent of adults only had Basic health literacy
and 14 percent had Below Basic health literacy.

 

The LINCS health summits will share information on the state of health
literacy in the nation and address how partnerships among adult literacy
providers and health literacy providers can help in eliminating literacy
barriers in accessing quality health care. 

 

For contact information and registration, please go to: 
http://www.nifl.gov/nifl/news_events/02-08-08.html 

 

Region 3 will meet February 28, 2008 in San Francisco, CA. This summit is
sponsored by Literacyworks in partnership with San Francisco State
University College of Humanities, Center for Immigrant and Refugee Community
Literacy Education (CIRCLE); Community Engagement Program, University of
California San Francisco (UCSF); and Center for Vulnerable Populations,
UCFS/San Francisco General Hospital. Presenters include Dr. Dean
Schillinger, MD, University of California San Francisco Associate Professor
of Medicine, and various literacy providers and adult students.  



Region 2 will meet March 5, 2008 in Atlanta, GA. This summit is sponsored by
the Center for Literacy Studies, University of Tennessee, in partnership
with the Center for the Study of Adult Literacy, Georgia State University;
Office of Adult Literacy, Georgia Department of Technical and Adult
Education; and Literacy Action, Inc. (Atlanta). Presenters include Cynthia
Baur (US/DHHS) and Dr. Yolanda Partida, UCSF Fresno. 



Region 1 will meet March 25-26, 2008 in Indianapolis, IN. This summit is
sponsored by World Education and Kent State University/Ohio Literacy
Resource Center in partnership with Indiana Department of Education/Division
of Adult Education. Among the presenters are Paul D. Smith, MD, University
of Wisconsin (Health literacy: A clinician's point of view) and Andrew
Pleasant, Ph.D., Rutgers University (Advancing health literacy: Building
bridges). The summit will also highlight health literacy initiatives in
Wisconsin, New York, Iowa and Rhode Island. 



Jo Maralit

National Institute for Literacy

mmaralit at nifl.gov

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From Janet.Schneider at va.gov  Mon Feb 11 08:37:50 2008
From: Janet.Schneider at va.gov (Schneider, Janet M.)
Date: Mon, 11 Feb 2008 08:37:50 -0500
Subject: [HealthLiteracy 1762] Re: National translation standards?
In-Reply-To: <OF9F7D6948.38658287-ON852573E9.0069FB3C-852573E9.006AAB8E@maxinc.com>
References: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
	<OF9F7D6948.38658287-ON852573E9.0069FB3C-852573E9.006AAB8E@maxinc.com>
Message-ID: <77238517D31F654E8860D4617D790F81021A9497@VHAV08MSGA2.v08.med.va.gov>

Many thanks, your advice is appreciated.

 

Janet M. Schneider, M.A., AHIP

Chief, Library Service

James A. Haley Veterans' Hospital

13000 Bruce B. Downs Blvd.

Tampa, FL 33612

813-972-7531

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
MercedesBlanco at maximus.com
Sent: Friday, February 08, 2008 2:25 PM
To: The Health and Literacy Discussion List
Cc: healthliteracy at nifl.gov; healthliteracy-bounces at nifl.gov
Subject: [HealthLiteracy 1760] Re: National translation standards?
Importance: High

 


Janet: At the Center for Health Literacy, we translate health care
related materials in more than 12 languages. We provide translation in
many states of the US. 
The first thing we do is to find out the demographics of each state and
we "adapt" our material according to the target population, and the
literacy level that's bets for our audience. 
For example, and this is an obvious example, in California we use a
Mexican translator that is also a writer in his native language and has
a strong knowledge of health care. You can see our translations in
California Healthy Families website. 

Please feel free to call me if you need more information. I will try to
find one of the articles I wrote in the Managed Care magazine for you. 

Mercedes Blanco
Center for Health Literacy
Director

Phone:  401-254-8949
Cell:       774-451-4178
Fax:       703-251-8240
www.maximus.com/chl 



"Schneider, Janet M." <Janet.Schneider at va.gov> 
Sent by: healthliteracy-bounces at nifl.gov 

02/07/2008 03:23 PM 

Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>

To

<healthliteracy at nifl.gov> 

cc

 

Subject

[HealthLiteracy 1755]  National translation standards?

 

 

 




Do any of you know if there are national translation standards for
consumer health materials?  We are looking for any kind of translation
standards that can be applied to different languages, similar to the
"generic" English that news broadcasters use rather than dialects. For
example, is there a "generic" Spanish that everybody can understand,
rather than Mexican Spanish, Puerto Rican Spanish, European Spanish,
etc.  Any thoughts would be appreciated. 
  
  
Janet M. Schneider, M.A., AHIP 
Chief, Library Service 
James A. Haley Veterans' Hospital 
13000 Bruce B. Downs Blvd. 
Tampa, FL 33612 
813-972-7531 
 ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mercedesblanco at maximus.com 

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From aracely at plculture.org  Mon Feb 11 12:26:00 2008
From: aracely at plculture.org (Aracely Rosales)
Date: Mon, 11 Feb 2008 12:26:00 -0500
Subject: [HealthLiteracy 1763] Re: National translation standards?
In-Reply-To: <77238517D31F654E8860D4617D790F81021A9497@VHAV08MSGA2.v08.med.va.gov>
References: <77238517D31F654E8860D4617D790F81021A948F@VHAV08MSGA2.v08.med.va.gov>
	<OF9F7D6948.38658287-ON852573E9.0069FB3C-852573E9.006AAB8E@maxinc.com>
	<77238517D31F654E8860D4617D790F81021A9497@VHAV08MSGA2.v08.med.va.gov>
Message-ID: <928B1738-0DC2-40EC-BF36-DD84066185B2@plculture.org>

Hi Janet and all:

-       When it comes to healthcare, there are no national  
translation standards yet. Government agencies and state health  
departments are all using different guidelines like the one from  
Massachusetts. Organizations requiring health materials to be  
translated should have policies and procedures in place. What to  
translate, who is in charge, how to review, check and approve  
translated documents.

-       Companies in charge of doing translations for organizations  
should follow standards too. Company standards vary from company to  
company and field to field. For example, our company standards  
include implementing a process that uses a team approach. Our team of  
translators, editors and plain language/health experts work closely  
with the organization (its needs, language competencies, graphic  
design capacity, reviewing processes, etc.)

-       Part of the company?s standards should include an established  
process to evaluate the source document (English original most of the  
time) and determine cultural adaptation, readability level,  
translation process, document management and personnel involved (both  
ends), certificate requirements, reviewing process, the use of  
glossaries and technology (software, memory tools) and text format  
for delivery.

-       There are many steps in the translation process, but the  
ultimate step to assure a plain language and culturally appropriate  
translation is testing it with the target audience. We test  
translations for readability, comprehension, word choice (according  
to target audience) and cultural acceptability.

-       For many qualified translators, the biggest challenge is to  
accept the feed back from the audience. I always tell my work team to  
disconnect from the piece and make revisions according to appropriate  
feedback. After all, the information is not for us, the good readers,  
but for people who needs it in a way that is clear.

-       There are many factors affecting quality of translations. One  
factor is the time allotted to produce the translation. One of the  
biggest mistakes some organizations make is to expect a translator  
(the wrong approach to start) to produce a good translation in a very  
short period of time. Yet, it took them a long time to produce the  
English version.

-       Another factor is clarity of the source documents. If the  
English version is not clear enough in the first place, we can?t  
blame translators for bad translations can we?

-       Unfortunately, even when the source document is clear, in  
plain language, if translators do not know the goal or are not  
trained in plain language techniques, there is a great chance they  
will increase the reading level of the target document (translated  
document).

-       Lets not forget, that some documents or contents do not apply  
to the target audience, nor can they be adapted. So, perhaps  
translation is not the best approach. You may need to trans-create  
your document (re-write for the audience.)

-       As I always say in my translation presentation and training,  
the same time and effort you invested in your English original, more  
or less, you need to invest on its translation into another language.

-       But, because we leave in a realistic world, and not all  
situations are ideal, there is not one set process for all  
translations. The reality is, that each document is different;  
organization?s needs, competencies, budget and timing vary from  
project to project. So each translation project may require a  
different approach. The solution is to find a group that will work  
with you to meet your needs, the needs of the project, but still  
comply with quality measurements and your protocols.

-       Please feel free to contact me for additional information,  
presentations on the issue and resources. Here are some resources you  
can access in the Internet:

-       Developing, Translating and Reviewing Spanish Materials-  
Recommended Standards for State and Local Agencies.       http:// 
www.ncpublichealth.com/pdf_misc/DEVSPAN-web.pdf

-       Hablemos Juntos - Developing Quality Spanish Language  
Materials. Hablemos Juntos will be featuring soon some good tools and  
guides for organizations. Stay tuned.


http://www.hablamosjuntos.org/sm/default.index.asp
-       A patient centered guide to implementing language access  
services in healthcare organizations by DHHS-Office of Minority  
Health.       http://www.omhrc.gov/Assets/pdf/Checked/HC-LSIG.pdf



Aracely Rosales, President
Plain Language and Culture
a division of Rosales Communications
510 Carpenter Lane
Philadelphia, PA 19119
P. 215-849-0545
www.rosalesc.com
www.HealthLiteracyInnovations.com







On Feb 11, 2008, at 8:37 AM, Schneider, Janet M. wrote:

> Many thanks, your advice is appreciated.
>
>
>
> Janet M. Schneider, M.A., AHIP
>
> Chief, Library Service
>
> James A. Haley Veterans' Hospital
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> 813-972-7531
>
> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy- 
> bounces at nifl.gov] On Behalf Of MercedesBlanco at maximus.com
> Sent: Friday, February 08, 2008 2:25 PM
> To: The Health and Literacy Discussion List
> Cc: healthliteracy at nifl.gov; healthliteracy-bounces at nifl.gov
> Subject: [HealthLiteracy 1760] Re: National translation standards?
> Importance: High
>
>
>
>
> Janet: At the Center for Health Literacy, we translate health care  
> related materials in more than 12 languages. We provide translation  
> in many states of the US.
> The first thing we do is to find out the demographics of each state  
> and we "adapt" our material according to the target population, and  
> the literacy level that's bets for our audience.
> For example, and this is an obvious example, in California we use a  
> Mexican translator that is also a writer in his native language and  
> has a strong knowledge of health care. You can see our translations  
> in California Healthy Families website.
>
> Please feel free to call me if you need more information. I will  
> try to find one of the articles I wrote in the Managed Care  
> magazine for you.
>
> Mercedes Blanco
> Center for Health Literacy
> Director
>
> Phone:  401-254-8949
> Cell:       774-451-4178
> Fax:       703-251-8240
> www.maximus.com/chl
>
>
> "Schneider, Janet M." <Janet.Schneider at va.gov>
> Sent by: healthliteracy-bounces at nifl.gov
>
> 02/07/2008 03:23 PM
>
> Please respond to
> The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>
>
> To
>
> <healthliteracy at nifl.gov>
>
> cc
>
>
>
> Subject
>
> [HealthLiteracy 1755]  National translation standards?
>
>
>
>
>
>
>
>
>
>
>
> Do any of you know if there are national translation standards for  
> consumer health materials?  We are looking for any kind of  
> translation standards that can be applied to different languages,  
> similar to the ?generic? English that news broadcasters use rather  
> than dialects. For example, is there a ?generic? Spanish that  
> everybody can understand, rather than Mexican Spanish, Puerto Rican  
> Spanish, European Spanish, etc.  Any thoughts would be appreciated.
>
>
> Janet M. Schneider, M.A., AHIP
> Chief, Library Service
> James A. Haley Veterans' Hospital
> 13000 Bruce B. Downs Blvd.
> Tampa, FL 33612
> 813-972-7531
>  ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mercedesblanco at maximus.com
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to aracely at plculture.org







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From beccah_rothschild at berkeley.edu  Fri Feb  8 13:23:28 2008
From: beccah_rothschild at berkeley.edu (Beccah Rothschild)
Date: Fri, 08 Feb 2008 10:23:28 -0800
Subject: [HealthLiteracy 1764] Town Hall Summit on Health Literacy -- March
	10 in Sacramento
Message-ID: <C3D1DE20.C61A%beccah_rothschild@berkeley.edu>

Can you please post this to the listserve?


We invite you to participate in a Town Hall Meeting on Improving Health
Literacy, co-sponsored by the U.S. Department of Health and Human Services;
the California Department of Managed Health Care; and the School of Public
Health, University of California, Berkeley. The meeting will provide a
unique opportunity to explore promising practices and lessons learned, while
contributing to an agenda for health literacy improvement both in California
and nationally. 

The Town Hall Meeting will be held on Monday, March 10, 2008 from 9:00 a.m.
to 5:00 p.m. in the auditorium of the Capitol Area East End Complex, located
at 1500 Capitol Avenue in Sacramento, CA.  Space is limited, so please RSVP
by February 15.  We ask that you plan to attend the entire session.

For registration information, please contact Danielle Voss:
dvoss at iqsolutions.com

We look forward to your participation on March 10.

Posted by:
Beccah Rothschild, MPA
Director, Health Literacy Projects

University of California, Berkeley
School of Public Health
Health Research for Action (formerly the Center for Community Wellness)
2140 Shattuck Avenue, 10th Floor
Berkeley, CA  94704-7388

510.642.8415  Phone
510.642.9792  Fax & TTY

beccah_rothschild at berkeley.edu
www.UCHealthAction.org








From AboutDiabetes at aol.com  Tue Feb 12 09:24:37 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Tue, 12 Feb 2008 09:24:37 EST
Subject: [HealthLiteracy 1765] Re: National translation standards?
Message-ID: <c37.24b2abc5.34e30625@aol.com>

Hello Janet:
 
I've been following with interest the many excellent comments you've  
received in reply to your question about national translation standards.
 
The recent note by Aracely Rosales, whose services I have employed, and  
recommend, for Spanish-language programs, provides an excellent summary of the  
many factors to consider when developing materials in another language.
 
In addition to what you have learned, some comments on using vendors to  
develop projects may be helpful. Based on my experiences in one of my prior  lives 
as founder and President of Transcultural Communications, a health  care 
advertising agency specializing in primarily  Spanish-language health care 
communications, I'd suggest you also consider  the following:
 
1) Always check a vendors references with at least two clients. 
 
2) Ensure the vendor uses American Translation Association (ATA)  certified 
translators and insist on being given a copy of their credentials  (which you 
can then verify are current on the ATA Web site).
 
3) For medical/legal reasons, we insisted all projects have at least one  
ATA-certified translator involved in creating the master translation.  
Proofreaders and others working on a project may have had other credentials,  such as 
Certified Court Translator in Spanish to English or English to Spanish,  but in 
the end all projects were certified in writing as medically accurate and  
culturally sensitive by an ATA translator. 
 
4) All "adapted" English to Spanish projects, which is the majority of  
projects, were always field tested with patients representative of the  major 
Hispanic sub-groups in America (Mexican, Puerto Rican, and Cuban). 
 
5) As for translators, you would be incorrect (as I was) if you assumed  that 
we would automatically insist on using an ATA-certified translator of  
Mexican American descent to lead all projects. Although Mexicans and Mexican  
Americans constitute the vast majority of Hispanics living in the  continental US, 
and sensitivity to the Mexican idiom is essential for any  good translation, as 
in any other field, not all translators are the same.  After much trial and 
error, we finally selected a chief translator from  Puerto Rico, whom I still 
have the pleasure of working with in  my charity work.  
 
If you need Spanish-language translation work of any kind, I would  highly 
recommend you contact Ms. Eva Ibarzabel in Puerto Rico at 
_ibarzabal_eva at yahoo.com_ (mailto:ibarzabael_eva at yahoo.com)  . 
 
As a final comment, please keep the word "adapted" in mind as you try to  
respond to the occasional demand that a word or phrase be changed in a  
Spanish-language project (and many other languages). Because of regional  variations in 
word-usage, non-translators often request changes in a document.  Often, the 
more educated (in general) the person is, the more demanding they can  be 
about change requests.  Unless two translators agree that a proposed  change in a 
translated document "improves" the intended message, leave it  alone!  Even 
with these precautionary steps, expect not to be loved at  times after all your 
hard work. 
 
Best of luck.
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)   
 



**************The year's hottest artists on the red carpet at the Grammy 
Awards. Go to AOL Music.      
(http://music.aol.com/grammys?NCID=aolcmp00300000002565)
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From julie_mcKinney at worlded.org  Wed Feb 13 15:18:55 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 13 Feb 2008 15:18:55 -0500
Subject: [HealthLiteracy 1766] Wednesday Question: Transfer of HL skills
	from home language	to English
Message-ID: <47B30A5F0200002D0000583A@bostongwia.jsi.com>

Hi Everyone,

Thanks for sharing all the information about translation standards. It got me to wondering about transfer of health literacy skills from one language to the next. If people have access to good quality health education materials in their home language, can that result in more effective communication, health learning and behavior change in the U.S. system?

There are more and more good health materials available in a range of languages these days. Do these indeed help people stay healthier, even if they get most of their health care in English? Of course it is one of many factors, but I wonder what people think about this.

Has anyone studied it? Have any ESOL teachers out there done activities where students look for information (content-based, like health) in their own language, and check their comprehension and ability to discuss the content in English?

Let us know what you think,
Julie



Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From KHorton at vdh.state.vt.us  Wed Feb 13 16:10:06 2008
From: KHorton at vdh.state.vt.us (Horton, Kathleen)
Date: Wed, 13 Feb 2008 16:10:06 -0500
Subject: [HealthLiteracy 1767] Re: Wednesday Question: Transfer of HL
	skillsfrom home language	to English
In-Reply-To: <47B30A5F0200002D0000583A@bostongwia.jsi.com>
Message-ID: <D0FC3AFB7EFFEF4EB2C28260CE8F740415FC14DD@mail.vdh.state.vt.us>

Julie,
This is a bit off the topic of your question, but you mention that there is a lot of good translated health material out there. I wonder if anyone knows a good catalog of materials by topic and language.
Kathleen

Kathleen Horton
Design & Marketing Coordinator
Vermont Department of Health
108 Cherry Street
PO Box 70
Burlington, VT 05402-0070
(802) 951-5154
khorton at vdh.state.vt.us


> ----------
> From: 	healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
> Reply To: 	The Health and Literacy Discussion List
> Sent: 	Wednesday, February 13, 2008 3:18 PM
> To: 	healthliteracy at nifl.gov
> Subject: 	[HealthLiteracy 1766] Wednesday Question: Transfer of HL skillsfrom home language	to English
> 
> Hi Everyone,
> 
> Thanks for sharing all the information about translation standards. It got me to wondering about transfer of health literacy skills from one language to the next. If people have access to good quality health education materials in their home language, can that result in more effective communication, health learning and behavior change in the U.S. system?
> 
> There are more and more good health materials available in a range of languages these days. Do these indeed help people stay healthier, even if they get most of their health care in English? Of course it is one of many factors, but I wonder what people think about this.
> 
> Has anyone studied it? Have any ESOL teachers out there done activities where students look for information (content-based, like health) in their own language, and check their comprehension and ability to discuss the content in English?
> 
> Let us know what you think,
> Julie
> 
> 
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us
> 
> 
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From njmeyers at gmail.com  Wed Feb 13 16:33:40 2008
From: njmeyers at gmail.com (Nancy Meyers)
Date: Wed, 13 Feb 2008 15:33:40 -0600
Subject: [HealthLiteracy 1768] Re: Wednesday Question: Transfer of HL skills
	from home language to English
In-Reply-To: <47B30A5F0200002D0000583A@bostongwia.jsi.com>
References: <47B30A5F0200002D0000583A@bostongwia.jsi.com>
Message-ID: <4045f5520802131333ke02344bkbdaa3c0441cf13bd@mail.gmail.com>

Not necessarily. There are many issues that come into play when
"translating" from one language to the next.  Does the health concept itself
exist in the target language?  Reading a word in your native language does
not mean you comprehend the meaning of that word. Comprehension is our goal,
not word recognition. Many medical words are really Latin. How do you
conceptualize or visualize the word?  How do you describe it ---not define
it ---but describe it to someone who is not literate. Many of the health
materials are great, but the vast majority have *not *been developed by the
end-users. If we accept the statistic that 90 million people in the US are
health illiterate, we can be pretty sure that those 90 million are not
getting clear information even if English is their native language. More and
more literacy programs are integrating health literacy into their
curriculum. We have found in Minnesota that one of the best ways to start
closing the gap is the use of Community Health Workers. Interpreters are
required in a medical setting. But interpreters in the case of a large
portion of Deaf population are consiered to be "not enough." Most health
professionals only arrive at this Ah-hah! by working side-by-side with
patients, interpreters AND community health workers who are from the culture
of the patient and are able to bridge a multitude of linguistic and cultural
gaps. Look at the simple REALM health literacy test and see how simple the
words are that make up the 4-6th grade health literacy level. No amount of
brochures is going to make up for this. Even Medline Plus which has a great
selection of slides with English words and pictures is not written at a
simple enough level.  There should be no embedded clauses, no
"that"s/"which"....short sentences. Work with the grassroots. Ask them to
circle every word or concept they don't understand...and where's all the
pictures? We need more pictures and in color...and those brochures cost
more...



On 2/13/08, Julie McKinney <julie_mcKinney at worlded.org> wrote:
>
> Hi Everyone,
>
> Thanks for sharing all the information about translation standards. It got
> me to wondering about transfer of health literacy skills from one language
> to the next. If people have access to good quality health education
> materials in their home language, can that result in more effective
> communication, health learning and behavior change in the U.S. system?
>
> There are more and more good health materials available in a range of
> languages these days. Do these indeed help people stay healthier, even if
> they get most of their health care in English? Of course it is one of many
> factors, but I wonder what people think about this.
>
> Has anyone studied it? Have any ESOL teachers out there done activities
> where students look for information (content-based, like health) in their
> own language, and check their comprehension and ability to discuss the
> content in English?
>
> Let us know what you think,
> Julie
>
>
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to njmeyers at gmail.com
>
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From cjackson at humana.com  Thu Feb 14 09:09:31 2008
From: cjackson at humana.com (Charles Jackson)
Date: Thu, 14 Feb 2008 09:09:31 -0500
Subject: [HealthLiteracy 1769] Seeking training curriculum for family health
	coach
Message-ID: <OF9B5210D9.1A161A9B-ON852573EF.004D2ED3-852573EF.004DC6A8@humana.com>



As part of our health literacy initiative, Wellness Information Zone
Project, we are partnering with the Gheens Fdn in Louisville on "Bridges to
Tomorrow," to strengthen families with young children.  Our
community-clinic partners want to use "health coaches" for the health
education component.  But when I search the term "health coaches" on the
Internet, I find health coaches primarily for specific diseases, for
nurses, or for health and fitness programs for employees.  Is anyone aware
of a training program for a family health coach?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From julie_mcKinney at worlded.org  Thu Feb 14 09:23:17 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 14 Feb 2008 09:23:17 -0500
Subject: [HealthLiteracy 1770] Wednesday Question: Transfer of HL skillsfrom
	home language to	English/multilingual resources
Message-ID: <47B408850200002D0000585F@bostongwia.jsi.com>

Kathleen and others,

Here are some ideas for collections of multilingual resources that are tested. I'd love to hear from others about more!

The Health & Literacy Special Collection
(click on "Multilingual Resources" for a list of sites updated in 2006)
http://healthliteracy.worlded.org/ 

Healthy Roads Media
(in itself catalogued by language and topic)
www.healthyroadsmedia.org 

Culture Health and Literacy
(this link brings you to the language index where you can look up brochures and sites w/ health info, not updated since 2000, but it is catalogued by language)
http://healthliteracy.worlded.org/docs/culture/indices_language.html

All the best,
Julie


Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Horton, Kathleen" <KHorton at vdh.state.vt.us> 02/13/08 4:10 PM >>>
Julie,
This is a bit off the topic of your question, but you mention that there is a lot of good translated health material out there. I wonder if anyone knows a good catalog of materials by topic and language.
Kathleen

Kathleen Horton
Design & Marketing Coordinator
Vermont Department of Health
108 Cherry Street
PO Box 70
Burlington, VT 05402-0070
(802) 951-5154
khorton at vdh.state.vt.us


> ----------
> From: 	healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
> Reply To: 	The Health and Literacy Discussion List
> Sent: 	Wednesday, February 13, 2008 3:18 PM
> To: 	healthliteracy at nifl.gov
> Subject: 	[HealthLiteracy 1766] Wednesday Question: Transfer of HL skillsfrom home language	to English
> 
> Hi Everyone,
> 
> Thanks for sharing all the information about translation standards. It got me to wondering about transfer of health literacy skills from one language to the next. If people have access to good quality health education materials in their home language, can that result in more effective communication, health learning and behavior change in the U.S. system?
> 
> There are more and more good health materials available in a range of languages these days. Do these indeed help people stay healthier, even if they get most of their health care in English? Of course it is one of many factors, but I wonder what people think about this.
> 
> Has anyone studied it? Have any ESOL teachers out there done activities where students look for information (content-based, like health) in their own language, and check their comprehension and ability to discuss the content in English?
> 
> Let us know what you think,
> Julie
> 
> 
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us
> 
> 



From Sandy.Cornett at osumc.edu  Thu Feb 14 09:42:53 2008
From: Sandy.Cornett at osumc.edu (Cornett, Sandy )
Date: Thu, 14 Feb 2008 09:42:53 -0500
Subject: [HealthLiteracy 1771] Re: Wednesday Question: Transfer of HL
	skillsfromhome language to	English/multilingual resources
In-Reply-To: <47B408850200002D0000585F@bostongwia.jsi.com>
Message-ID: <F91FD9795B89494A988E42B2609A78BB02018406@msxc02.OSUMC.EDU>

A website was created through a collaboration of the 3 large health systems
and the Children's Hospital in Columbus, OH. Hundreds of low literacy
materials in 10 languages are available. The materials have gone through
rigorous testing and all materials are copyright free. 
www.healthinfotranslations.com

Sandy

Sandra Cornett, RN, Ph.D.
Director, AHEC Clear Health Communication Program
Office of Outreach & Engagement
The Ohio State University College of Medicine 
052 Meiling Hall
370 W. 9th Ave.
Columbus, OH 43210
P: 614-688-3327 (Tues/Thurs)
F: 614-292-5364
sandy.cornett at osumc.edu
http://medicine.osu.edu/ahec/4977.cfm
"In the world of the future, the new illiterate will be the 
person who has not learned how to learn." 
Alvin Toffler, futurist & author
Future Shock, The Third Wave, & Powershift

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, February 14, 2008 9:23 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1770] Wednesday Question: Transfer of HL
skillsfromhome language to English/multilingual resources

Kathleen and others,

Here are some ideas for collections of multilingual resources that are
tested. I'd love to hear from others about more!

The Health & Literacy Special Collection
(click on "Multilingual Resources" for a list of sites updated in 2006)
http://healthliteracy.worlded.org/ 

Healthy Roads Media
(in itself catalogued by language and topic)
www.healthyroadsmedia.org 

Culture Health and Literacy
(this link brings you to the language index where you can look up brochures
and sites w/ health info, not updated since 2000, but it is catalogued by
language)
http://healthliteracy.worlded.org/docs/culture/indices_language.html

All the best,
Julie


Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Horton, Kathleen" <KHorton at vdh.state.vt.us> 02/13/08 4:10 PM >>>
Julie,
This is a bit off the topic of your question, but you mention that there is a
lot of good translated health material out there. I wonder if anyone knows a
good catalog of materials by topic and language.
Kathleen

Kathleen Horton
Design & Marketing Coordinator
Vermont Department of Health
108 Cherry Street
PO Box 70
Burlington, VT 05402-0070
(802) 951-5154
khorton at vdh.state.vt.us


> ----------
> From: 	healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
> Reply To: 	The Health and Literacy Discussion List
> Sent: 	Wednesday, February 13, 2008 3:18 PM
> To: 	healthliteracy at nifl.gov
> Subject: 	[HealthLiteracy 1766] Wednesday Question: Transfer of HL
skillsfrom home language	to English
> 
> Hi Everyone,
> 
> Thanks for sharing all the information about translation standards. It got
me to wondering about transfer of health literacy skills from one language to
the next. If people have access to good quality health education materials in
their home language, can that result in more effective communication, health
learning and behavior change in the U.S. system?
> 
> There are more and more good health materials available in a range of
languages these days. Do these indeed help people stay healthier, even if
they get most of their health care in English? Of course it is one of many
factors, but I wonder what people think about this.
> 
> Has anyone studied it? Have any ESOL teachers out there done activities
where students look for information (content-based, like health) in their own
language, and check their comprehension and ability to discuss the content in
English?
> 
> Let us know what you think,
> Julie
> 
> 
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us
> 
> 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sandy.cornett at osumc.edu


From SiobhanChamp-Blackwell at creighton.edu  Thu Feb 14 10:17:47 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Thu, 14 Feb 2008 09:17:47 -0600
Subject: [HealthLiteracy 1772] Re: Seeking training curriculum for family
	healthcoach
In-Reply-To: <OF9B5210D9.1A161A9B-ON852573EF.004D2ED3-852573EF.004DC6A8@humana.com>
References: <OF9B5210D9.1A161A9B-ON852573EF.004D2ED3-852573EF.004DC6A8@humana.com>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0C80C0A2@exbe01.blue.jays.creighton.edu>

I think you want to find a community health advocate training program.
Those are trainings designed for lay people to go out into the community
and provide health promotion and education. 
Doing a google search on community health advocate will bring up lots of
resources. Lots of community colleges offer courses and certificates in
this area. 
 
There was a great program in Texas that used a train-the-trainer program
to train promotoras, community outreach workers who are Spanish
speakers. You can find free full text articles online through PubMed:
"MedlinePlus and the challenge of low health literacy: findings from the
Colonias project." http://pubmed.gov/17252064
<http://pubmed.gov/17252064> 
" Health information Hispanic outreach in the Texas Lower Rio Grande
Valley." http://pubmed.gov/16636711  <http://pubmed.gov/16636711> 
"High school peer tutors teach MedlinePlus: a model for Hispanic
outreach." http://pubmed.gov/15858628 
 
 The Regional Medical Library in Texas http://nnlm.gov/scr was very
involved in the Colonias Project and funded pieces of it. 
 
Siobhan

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/> (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<blocked::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, February 14, 2008 8:10 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1769] Seeking training curriculum for family
healthcoach



As part of our health literacy initiative, Wellness Information Zone
Project, we are partnering with the Gheens Fdn in Louisville on "Bridges
to Tomorrow," to strengthen families with young children. Our
community-clinic partners want to use "health coaches" for the health
education component. But when I search the term "health coaches" on the
Internet, I find health coaches primarily for specific diseases, for
nurses, or for health and fitness programs for employees. Is anyone
aware of a training program for a family health coach?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

-------------- next part --------------
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From SiobhanChamp-Blackwell at creighton.edu  Thu Feb 14 10:24:49 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Thu, 14 Feb 2008 09:24:49 -0600
Subject: [HealthLiteracy 1773] Re: Wednesday Question: Transfer of HL
	skillsfromhome language to	English/multilingual resources
In-Reply-To: <47B408850200002D0000585F@bostongwia.jsi.com>
References: <47B408850200002D0000585F@bostongwia.jsi.com>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0C80C0E6@exbe01.blue.jays.creighton.edu>

Here's a website we maintian throught the National Network of Libraries
of Medicine http://nnlm.gov/outreach/consumer/multi.html On this page,
we have listed numerous resources for locating materials in other
languages. You can use the google search box at the top of the page to
search all the pages listed on the site. The first section contains
webistes that are rich in languages; the remainder of the page lists
websites that focus only on one or two languages. People ususally have
their favorites, or start with the search box. I like "Healthy Roads
Media" and "24 Languages" because of their use of various media. "New
South Wales Multicultral Health Communication Service" has many many
languages. "EthnoMed" and "Refugee Health - Immigrant Health" include a
cultural resource section that provides a wonderful background.

Siobhan


Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu
http://nnlm.gov/mcr/bhic/(Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital
Divide Network Profile)


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, February 14, 2008 8:23 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1770] Wednesday Question: Transfer of HL
skillsfromhome language to English/multilingual resources

Kathleen and others,

Here are some ideas for collections of multilingual resources that are
tested. I'd love to hear from others about more!

The Health & Literacy Special Collection (click on "Multilingual
Resources" for a list of sites updated in 2006)
http://healthliteracy.worlded.org/ 

Healthy Roads Media
(in itself catalogued by language and topic) www.healthyroadsmedia.org 

Culture Health and Literacy
(this link brings you to the language index where you can look up
brochures and sites w/ health info, not updated since 2000, but it is
catalogued by language)
http://healthliteracy.worlded.org/docs/culture/indices_language.html

All the best,
Julie


Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Horton, Kathleen" <KHorton at vdh.state.vt.us> 02/13/08 4:10 PM >>>
Julie,
This is a bit off the topic of your question, but you mention that there
is a lot of good translated health material out there. I wonder if
anyone knows a good catalog of materials by topic and language.
Kathleen

Kathleen Horton
Design & Marketing Coordinator
Vermont Department of Health
108 Cherry Street
PO Box 70
Burlington, VT 05402-0070
(802) 951-5154
khorton at vdh.state.vt.us


> ----------
> From: 	healthliteracy-bounces at nifl.gov on behalf of Julie
McKinney
> Reply To: 	The Health and Literacy Discussion List
> Sent: 	Wednesday, February 13, 2008 3:18 PM
> To: 	healthliteracy at nifl.gov
> Subject: 	[HealthLiteracy 1766] Wednesday Question: Transfer of HL
skillsfrom home language	to English
> 
> Hi Everyone,
> 
> Thanks for sharing all the information about translation standards. It
got me to wondering about transfer of health literacy skills from one
language to the next. If people have access to good quality health
education materials in their home language, can that result in more
effective communication, health learning and behavior change in the U.S.
system?
> 
> There are more and more good health materials available in a range of
languages these days. Do these indeed help people stay healthier, even
if they get most of their health care in English? Of course it is one of
many factors, but I wonder what people think about this.
> 
> Has anyone studied it? Have any ESOL teachers out there done
activities where students look for information (content-based, like
health) in their own language, and check their comprehension and ability
to discuss the content in English?
> 
> Let us know what you think,
> Julie
> 
> 
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us
> 
> 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to siobhan at creighton.edu


From joan at ipns.com  Thu Feb 14 10:35:30 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 14 Feb 2008 07:35:30 -0800
Subject: [HealthLiteracy 1774] Re: Seeking training curriculum for family
 health coach
In-Reply-To: <OF9B5210D9.1A161A9B-ON852573EF.004D2ED3-852573EF.004DC6A8@
	humana.com>
References: <OF9B5210D9.1A161A9B-ON852573EF.004D2ED3-852573EF.004DC6A8@humana.com>
Message-ID: <6.0.0.22.2.20080214073240.051ca680@mail.ipns.com>

At 06:09 AM 2/14/2008, you wrote:
>I find health coaches primarily for specific diseases, for nurses, or for 
>health and fitness programs for employees. Is anyone aware of a training 
>program for a family health coach?


"Coaching" is merely a process. What you want is a professional who is 
comfortable with the topics you are interested in having htem work with who 
has been through a coaching program.

Most coaching programs are focussed on specific topics: wellness, business, 
etc. But the process is very similar to what dietitians call "motivational 
interviewing." If what you want is a "coach," then you want a person who 
can use a process of coaching - motivational interviewing/mentoring.

Does that make sense?

Joan Medlen, RD, LD
Clinical Advisor, Health Literacy and Communications
Special Olympics, Inc
Project Director, Creating Solutions
www.disabilitysolutions.org
www.downsyndromenutrition.com
joan at ipns.com  




From cjackson at humana.com  Thu Feb 14 11:19:56 2008
From: cjackson at humana.com (Charles Jackson)
Date: Thu, 14 Feb 2008 11:19:56 -0500
Subject: [HealthLiteracy 1775] Re: Seeking training curriculum for family
 health coach
In-Reply-To: <6.0.0.22.2.20080214073240.051ca680@mail.ipns.com>
Message-ID: <OF3C2BE4B2.B8BE44AE-ON852573EF.00598D22-852573EF.0059B730@humana.com>


Yes, Joan.  That makes sense.  I think our "coaches" will be volunteers who
may not have a health background.

Charles


                                                                       
             Joan Medlen                                               
             <joan at ipns.com>                                           
             Sent by:                                                   To
             healthliteracy-bo         The Health and Literacy Discussion
             unces at nifl.gov            List <healthliteracy at nifl.gov>  
                                                                        cc
                                                                       
             02/14/2008 10:35                                      Subject
             AM                        [HealthLiteracy 1774] Re: Seeking
                                       training curriculum for family  
                                       health coach                    
             Please respond to                                         
              The Health and                                           
                 Literacy                                              
              Discussion List                                          
             <healthliteracy at n                                         
                 ifl.gov>                                              
                                                                       
                                                                       




At 06:09 AM 2/14/2008, you wrote:
>I find health coaches primarily for specific diseases, for nurses, or for
>health and fitness programs for employees. Is anyone aware of a training
>program for a family health coach?


"Coaching" is merely a process. What you want is a professional who is
comfortable with the topics you are interested in having htem work with who

has been through a coaching program.

Most coaching programs are focussed on specific topics: wellness, business,

etc. But the process is very similar to what dietitians call "motivational
interviewing." If what you want is a "coach," then you want a person who
can use a process of coaching - motivational interviewing/mentoring.

Does that make sense?

Joan Medlen, RD, LD
Clinical Advisor, Health Literacy and Communications
Special Olympics, Inc
Project Director, Creating Solutions
www.disabilitysolutions.org
www.downsyndromenutrition.com
joan at ipns.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjackson at humana.com


The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From joan at ipns.com  Thu Feb 14 11:51:58 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 14 Feb 2008 08:51:58 -0800
Subject: [HealthLiteracy 1776] Building a bridge to other programs within an
 organization for health literacy
In-Reply-To: <47B408850200002D0000585F@bostongwia.jsi.com>
References: <47B408850200002D0000585F@bostongwia.jsi.com>
Message-ID: <6.0.0.22.2.20080214080239.05a32ab0@mail.ipns.com>

Dear Listmates:

What began as a personal interest to improve health education and messaging 
has become a full-lbown initiative within the Healthy Athletes Program for 
Special Olympics. This is a good thing!

I will start with my broad and vague questions - I usually learn more than 
when I pretend to know the specific ones. :)  I am just beginning to create 
a strategic plan.  I do have articles and books to read, but there's 
nothing like the unedited comments of colleagues who have "been there, done 
that."

So here is my question:

There are six disciplines within Healthy Athletes. Our primary event is a 
health screening - they are now working on community follow-up - for 
athletes, much like a health fair.  Up until this point, each discipline 
has done their own educational materials and planning - if any - for the 
athletes. We know that print media cannot be our main source of education, 
and are testing ways to create a long term follow up.

My biggest question ahs more to do with business communication than 
anything. HOw does one "sell" health literacy when it may not be perceived 
as an issue to address?  The first thing people think of is print media 
when I mention health literacy. I would like to turn their thoughts more to 
"lasting, understandable information that athletes can act on after the 
event" as our definition lf "health literacy.

We are introducing the program-wide initiative soon. Any hints as to how to 
launch this without creating more barriers than are inevitable?

Any ideas of a way to build a bridge to partnership would be welcome. I 
don't expect a lot of resistance to the concept - but I do expect some 
concern about the partnership piece. Understandably, the lead consultants 
have "built" a program from scratch (much as I am doing). I have no desire 
to steal their thunder - as you know - I want it to be clearly heard, 
understood, and acted on! :)

Take care,
Joan Medlen


----------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Health Promotion
joan at ipns.com
503.246.3849





From joan at ipns.com  Thu Feb 14 12:00:45 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 14 Feb 2008 09:00:45 -0800
Subject: [HealthLiteracy 1777] Re: Seeking training curriculum for family
 health coach
In-Reply-To: <OF3C2BE4B2.B8BE44AE-ON852573EF.00598D22-852573EF.0059B730@
	humana.com>
References: <6.0.0.22.2.20080214073240.051ca680@mail.ipns.com>
	<OF3C2BE4B2.B8BE44AE-ON852573EF.00598D22-852573EF.0059B730@humana.com>
Message-ID: <6.0.0.22.2.20080214085839.0635d170@mail.ipns.com>

At 08:19 AM 2/14/2008, you wrote:
>Yes, Joan. That makes sense. I think our "coaches" will be volunteers who 
>may not have a health background.

So your trick, in my opinion, is making sure there is some sort of check 
and balance for the accuracy of information?

I would be interested in hearing where this goes. One of my notions is to 
have "health coaches" for families and athletes (from a group of peers in 
each group) for my program.

Keep us posted.
joan


----------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Health Promotion
joan at ipns.com
503.246.3849





From rmcknight at vcu.edu  Thu Feb 14 15:23:02 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Thu, 14 Feb 2008 15:23:02 -0500
Subject: [HealthLiteracy 1778] Re: Health literacy
In-Reply-To: <6.0.0.22.2.20080214080239.05a32ab0@mail.ipns.com>
Message-ID: <OF108EB647.6FEE4FBE-ON852573EF.006EC939-852573EF.006FF8C4@vcu.edu>

Greetings!

Kate Singleton's Health Literacy Toolkit, published in 2003 by the 
Virginia Adult Learning Resource Center can be found at
http://www.aelweb.vcu.edu/publications/healthlit/
"a resource to help adult education instructors and administrators better 
understand the problem of health literacy as it affects their learners. It 
is designed to support creative approaches to help learners increase 
health literacy as they engage in sound, productive adult literacy 
instruction. Information and resources are provided to educate the 
educator about health care in the United States and cultural issues 
relating to health, and to simplify creation of health lessons and 
curricula for teachers and programs." 

Best to all,
Roberta McKnight
Continuing Professional Development & Evaluation Studies (CPDE) 
http://www.cpde.vcu.edu
Theater Row: 730 East Broad, Ste. 430
POB 980048
Richmond, VA  23298
Phone:  +804.828.5413 
Fax: +804.828.7438
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From Jennifer.Staple at aya.yale.edu  Sun Feb 17 00:48:14 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Sun, 17 Feb 2008 05:48:14 +0000
Subject: [HealthLiteracy 1779]  Volunteer Service in Africa and Asia
Message-ID: <4795a635057e4534b8f4ee1928bd6565@slate.technolutions.com>

Please forward widely.

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN International and Recently in NY Times


Volunteer Abroad in Summer, Fall, Winter, or Spring: http://www.uniteforsight.org/intl_volunteer

WITH THE ASSISTANCE OF VOLUNTEERS LIKE YOU, UNITE FOR SIGHT RESTORED SIGHT TO 10,062 PATIENTS AND PROVIDED EYE CARE TO 300,000 IN 2006 AND 2007

How Do I Apply? The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/intl_volunteer/

Who Is Eligible To Volunteer Abroad?: Volunteers are 18 years and older, and there is no upper age limit. Volunteers range from undergraduate/college students to medical and optometry students, public health students and professionals, business students, filmmakers and photographers, nurses and nursing students, physician's assistants, teachers and educators, opticians, optometrists and ophthalmologists.

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness.

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages. Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to practice cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities. Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access. The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages. The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery. Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds. Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness. These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:

"During my volunteering experience, I realized that Unite for Sight's service is a campaign for the salvation of humanity that allows the light of compassion to shine through each of us. I believe it is this display of altruism and commitment that makes the organization's service so virtuous and treasured by both volunteers and patients. After all, making a difference in the world is not so difficult if only one would care enough to sacrifice a part of oneself in order to change the world for the better. My experience as a Unite for Sight volunteer has inspired me to dedicate my future career to serving underprivileged communities around the world."?Chiwing "Jessica" Qu, Yale University Undergraduate Student, Unite For Sight Volunteer in Chennai, India

"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight. The program provides volunteers with a unique and hands-on involvement -- being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

"While in Ghana, I worked with an ophthalmologist (Dr. James Clarke), two eye nurses (Robert Dolo, Kartee Karloweah), an assistant (Bismark Boryor), and a coordinator (Seth). Working with the Unite for Sight team on these outreaches in service to these wonderful people of Ghana was the single most rewarding work I've done in my life. The people of Ghana are some of the friendliest and most thankful of anyone I have ever met. Overall, the experience has changed the way I view the world, my own country, and my role in the world forever. The only way to understand the way 4/5 of the world lives is to go yourself and get involved. The staff I worked with that are the heart and soul of Unite for Sight in Accra were some of the brightest and hard working individuals I have ever met. They are accomplishing feats few ever accomplish in their lives, and I am truly blessed to have had the opportunity to work with them and now call them my friends. I look forward to future work with Unite for Sight as an Ophthalmologist. The task at hand in Ghana, and I'm sure in all of Unite for Sight's locations throughout the world, is enormous. The more people that get involved, the more accessible services will be to these wonderful people. Plain and simple, the more we help, the more people can see the world they live in!"?Brian Fowler, Medical Student at University of Virginia, Unite For Sight Volunteer in Accra, Ghana

Hundreds of volunteer narratives, volunteer diaries, as well as videos of alumni volunteers and partner eye doctors are available on the Unite For Sight website: http://www.uniteforsight.org/intl_volunteer

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From jataylor at utk.edu  Mon Feb 18 10:06:45 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Mon, 18 Feb 2008 10:06:45 -0500
Subject: [HealthLiteracy 1780]  Join or Renew Membership with AALPD!
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC01AA1500@KFSVS2.utk.tennessee.edu>

Dear Colleagues: 

It's that time of year again! Over the next month, the Association of
Adult Literacy Professional Developers (AALPD) invites you to join or
renew membership with AALPD: 

http://www.aalpd.org/membership_withvoting08.cfm  



AALPD is... 

AALPD is a national organization for professional developers committed
to advancing the field of adult literacy professional development
(http://www.aalpd.org/). Anyone working or interested in professional
development can join. As an affiliate of COABE (Commission on Adult
Basic Education), AALPD meets at COABE Conferences and other
professional development events. AALPD is a member of the National
Coalition for Literacy. 



Vote While You Join or Renew Membership 

While you are joining or renewing membership, you have the opportunity
to vote on the 2008 slate of AALPD officers (Chair, Vice-Chair,
Secretary, and Treasurer). Vote by March 17th!

 
Renewing Membership:


As we grow and expand, we need updated information about our members in
order to advocate effectively for professional development and to
provide members with the best possible services. So, we are asking
everyone to renew their memberships by registering as an AALPD member
each year. 

 

New/Prospective Members: 

If you are not yet a member, are you interested in: 

*         Getting more involved with adult literacy professional
development? 

*         Contributing your voice to shaping PD policy initiatives,
along with other advocates of adult literacy PD? 

*         Taking part in establishing (in the eyes of policy makers) the
legitimacy of a national association of practitioners/PD staff committed
to adult literacy professional development?

 

========================================================================
========

Join or Renew Now: http://www.aalpd.org/membership_withvoting08.cfm
========================================================================
========

 

AALPD 2008 Activities

AALPD is/will be:

*         Visioning and strategic planning for AALPD's role in advancing
adult literacy professional development

*         Advocating for funding for professional development

*         Increasing leadership opportunities by expanding leadership
roles and working groups that align with AALPD priorities

*         Finalizing the AALPD draft quality professional development
standards with feedback from the field (online and in-person at national
PD events)

*         Facilitating the adoption and implementation of professional
development quality standards and recommended AALPD PD Policies

*         Planning the 2009 PreConference and AALPD strand at COABE

*         Strengthening PD networking opportunities

 

AALPD Ongoing Activities

AALPD:

*         Hosts an annual PreConference at COABE

*         Co-sponsors the Adult Literacy Professional Development
discussion list in partnership with the National Institute for Literacy

*         Provides a Professional Development Registry of materials to
which you can find and contribute facilitator materials


AALPD Membership Benefits: 

 

*	Membership is free! 
*	You can vote for AALPD officers and on special issues that arise
(Only AALPD members will be eligible to vote).
*	We will send you the latest information about upcoming
trainings, events and resources. 
*	You can have input into the design of the COABE pre-conference
session next year (2009). 
*	You can choose to participate at various levels of involvement
to further key priorities identified by our members.
*	You can help to strengthen AALPD's voice in advocacy by
demonstrating a strong membership of concerned practitioners committed
to professional development. 

 

To stay abreast of AALPD activities, visit: http://www.aalpd.org/ 



Join or Renew Now: http://www.aalpd.org/membership_withvoting08.cfm 


Thank you for joining or renewing your membership with AALPD. I look
forward to an active year ahead. 

For the AALPD Executive Board, 

Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu 
Association of Adult Literacy Professional Developers
http://www.aalpd.org/

 

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From SBrooks at uamail.albany.edu  Tue Feb 19 14:51:33 2008
From: SBrooks at uamail.albany.edu (Susan E Brooks)
Date: Tue, 19 Feb 2008 14:51:33 -0500
Subject: [HealthLiteracy 1781] Online Training Course: Health Literacy &
	Public Health
Message-ID: <B1F450220E9A2F4B95928016406A4D3603DA0BFF@UAEXCH.univ.albany.edu>

The New York-New Jersey Public Health Training Center (NYNJ PHTC) would
like to make you aware of the following course in its "Communicate to
Make a Difference" Series:

Health Literacy and Public Health

This online training course:

*        Introduces the concept of health literacy 

*        Provides strategies for considering literacy when creating
public health messages for the general public 

*        Provides strategies for considering literacy in direct public
health services to the public 

The course consists of two modules.

The first module, "Health Literacy & Public Health," contains four
sections. The content and activities demonstrate how the public's
literacy skills affect interactions with medical and public health
staff. 

The second module, "Strategies for Improving Public Health
Communications," provides practical techniques for addressing literacy
issues in spoken and written communications.

To register for this course, please go to:
http://www.nynj-phtc.org/phLit/Home/phlit-register.cfm

For other NYNJ PHTC online courses, please visit:
http://www.nynj-phtc.org <http://www.nynj-phtc.org/default.cfm>  

 

 

Susan Brooks

Communications Coordinator

Continuing Education & Professional Development

School of Public Health University at Albany

1 University Place GEC-200

Rensselaer, NY 12144

Ph: 518-486-6453

Fx: 518-402-1137

 

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From NDavies at dthr.ab.ca  Tue Feb 19 18:17:18 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 19 Feb 2008 16:17:18 -0700
Subject: [HealthLiteracy 1782] Re: Online Training Course: Health Literacy
	&Public Health
In-Reply-To: <B1F450220E9A2F4B95928016406A4D3603DA0BFF@UAEXCH.univ.albany.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04A30@DTHREXCL1.dthr.ab.ca>

Hi,
Just completed the course. What a great refresher! I highly recommend it.
 
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Susan E Brooks
Sent: Tuesday, February 19, 2008 12:52 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1781] Online Training Course: Health Literacy &Public Health



The New York-New Jersey Public Health Training Center (NYNJ PHTC) would like to make you aware of the following course in its "Communicate to Make a Difference" Series:

Health Literacy and Public Health

This online training course:

*        Introduces the concept of health literacy 

*        Provides strategies for considering literacy when creating public health messages for the general public 

*        Provides strategies for considering literacy in direct public health services to the public 

The course consists of two modules.

The first module, "Health Literacy & Public Health," contains four sections. The content and activities demonstrate how the public's literacy skills affect interactions with medical and public health staff. 

The second module, "Strategies for Improving Public Health Communications," provides practical techniques for addressing literacy issues in spoken and written communications.

To register for this course, please go to: http://www.nynj-phtc.org/phLit/Home/phlit-register.cfm

For other NYNJ PHTC online courses, please visit: http://www.nynj-phtc.org <http://www.nynj-phtc.org/default.cfm>  

 

 

Susan Brooks

Communications Coordinator

Continuing Education & Professional Development

School of Public Health University at Albany

1 University Place GEC-200

Rensselaer, NY 12144

Ph: 518-486-6453

Fx: 518-402-1137

 
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From Cindy.Brach at ahrq.hhs.gov  Wed Feb 20 17:39:49 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Wed, 20 Feb 2008 17:39:49 -0500
Subject: [HealthLiteracy 1783]  Comparison of LEP Hispanic adults,
 English-proficient Hispanic adults, and non-Hispanic white adults
Message-ID: <04B4EF9F9E334C48903C284C4B16A197091C7EC7@AVN3VS004.ees.hhs.gov>

Dear Colleagues,
I'm pleased to announce that "Research Findings 28: Demographics and
Health Care Access and Utilization of Limited-English-Proficient and
English-Proficient Hispanics" is now available on the Agency for
Healthcare Research and Quality's web site at:
&&http://www.meps.ahrq.gov/mepsweb/data_stats/Pub_ProdResults_Details.js
p?pt=Research%20Findings&opt=2&id=851
<http://www.meps.ahrq.gov/mepsweb/data_stats/Pub_ProdResults_Details.jsp
?pt=Research%20Findings&opt=2&id=851> . The report compares
limited-English-proficient Hispanic adults to the group most similar to
them, English-proficient Hispanic adults, and also compares
English-proficient Hispanic adults to the white non-Hispanic population.
Key findings include educational and health insurance disparities, as
well as disparities in usual source of care and health care utilization.


Cindy Brach
Center for Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD  20850
phone: 301-427-1444
fax: (301) 427-1430
Cindy.Brach at ahrq.hhs.gov


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From anne.murr at DRAKE.EDU  Thu Feb 21 11:10:44 2008
From: anne.murr at DRAKE.EDU (Anne Murr)
Date: Thu, 21 Feb 2008 10:10:44 -0600
Subject: [HealthLiteracy 1784] Re: Health literacy programs in Rapid City, SD
In-Reply-To: <C3C8B44A.2B9F%kristina@easyreadcopywriting.com>
References: <C3C8B44A.2B9F%kristina@easyreadcopywriting.com>
Message-ID: <a06240806c3e352d015aa@[10.73.3.196]>


Did you hear from Nancy Hansen?   sfallsliteracy at yahoo.com

>I meant Sioux Falls, SD.
>Is there anyone working in health literacy and/or literacy on this 
>list who works in Sioux Falls?
>
>Thanks.
>Kristina
>
>^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
>Kristina Anderson
>EasyRead Copywriting, LLC
>PO Box 6146
>Albuquerque, NM 87197
>Office phone: 505-345-3258
>Cell: 505-715-1070
>Fax: 1-866-345-0827
>www.easyreadcopywriting.com
>
>Specialists in plain language communications
>
>
>
>
>
>From: Kristina Anderson <kristina at easyreadcopywriting.com>
>Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>Date: Thu, 31 Jan 2008 15:33:56 -0700
>To: <healthliteracy at nifl.gov>
>Conversation: Health literacy programs in Rapid City, SD
>Subject: [HealthLiteracy 1733]  Health literacy programs in Rapid City, SD
>
>Hi everyone.
>
>Is there anyone on this list who is working in health literacy in 
>either Rapid City or Sioux City, SD? If so, would you please contact 
>me off list?
>
>Many thanks.
>Kristina
>
>^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
>Kristina Anderson
>EasyRead Copywriting, LLC
>PO Box 6146
>Albuquerque, NM 87197
>Office phone: 505-345-3258
>Cell: 505-715-1070
>Fax: 1-866-345-0827
>www.easyreadcopywriting.com
>
>Specialists in plain language communications
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to kristina at easyreadcopywriting.com
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to anne.murr at drake.edu


-- 
Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.


From julie_mcKinney at worlded.org  Thu Feb 21 12:05:11 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 21 Feb 2008 12:05:11 -0500
Subject: [HealthLiteracy 1785] Wednesday Question: How health literacy
	affects use of the	system
Message-ID: <47BD68F80200002D00005A13@bostongwia.jsi.com>

Hi Everyone,

I looked at the report Cindy Brach referred us to on the "Demographics and Health Care Access and Utilization of Limited-English-Proficient and English-Proficient Hispanics." (thanks, Cindy!)

It's not surprising that Limited-English-Proficient (LEP) Hispanics are more likely to be uninsured and without a usual source of care. But it is disappointing that we cannot close the gap even a little, especially since people with LEP are required by law (through the Civil Rights Act) to have equal access to care at federally-funded hospitals and health centers. 

So English proficiency affects access to care and changes how people use the system. This is an issue with our system of health care delivery that should be able to benefit from health literacy interventions. How can we help more people to use primary health care, get preventive screenings, see dentists, and wind up less often in the emergency room?

Anyone out there have a good story to tell about promoting a more efficient use of the system? This is a nice goal to work for, because it helps people stay healthier AND shows up as less $$$ on the bottom line!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From Ian.Bennett at uphs.upenn.edu  Thu Feb 21 14:25:58 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Thu, 21 Feb 2008 14:25:58 -0500
Subject: [HealthLiteracy 1786] Re: Wednesday Question: How health
	literacyaffects use of the system
References: <47BD68F80200002D00005A13@bostongwia.jsi.com>
Message-ID: <59AED94B4FEF114C8A23987301A20893039C2B94@uphsmbx7.UPHS.PENNHEALTH.PRV>

This report is very interesting and is a great use of the MEPS - thanks again Cindy.
 
An interesting aspect of health care utilization and literacy for LEP Latinas is that depressive symptomatology in pregnancy is much more likely if literacy in Spanish is low when compared to LEP Latinas with higher Spanish literacy (it's the same for English speaking women when comparing low and higher literacy in English). The issue is that depressive symptomatology is associated with poor care utilization (and adherence generally) potentially by creating unique psychosocial obstacles to care. This then is potentially one way in which low literacy is related to poor care utilization - although that remains to be shown in a research study. Of course these women also need care for their psychological distress.
 
For anyone interested in this I have a paper identifying this association with depressive symptomatology that reviews the topic more fully.
 

Bennett IM, Culhane JF, McCollum K F, Mathew L, Elo IT. (2007) "Literacy and

Depressive Symptomatology Among Pregnant Latinas with Limited English Proficiency"

American Journal of Orthopsychiatry Apr Vol 77 (2); 243-248

 

Ian Bennett

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Thu 2/21/2008 12:05 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1785] Wednesday Question: How health literacyaffects use of the system



Hi Everyone,

I looked at the report Cindy Brach referred us to on the "Demographics and Health Care Access and Utilization of Limited-English-Proficient and English-Proficient Hispanics." (thanks, Cindy!)

It's not surprising that Limited-English-Proficient (LEP) Hispanics are more likely to be uninsured and without a usual source of care. But it is disappointing that we cannot close the gap even a little, especially since people with LEP are required by law (through the Civil Rights Act) to have equal access to care at federally-funded hospitals and health centers.

So English proficiency affects access to care and changes how people use the system. This is an issue with our system of health care delivery that should be able to benefit from health literacy interventions. How can we help more people to use primary health care, get preventive screenings, see dentists, and wind up less often in the emergency room?

Anyone out there have a good story to tell about promoting a more efficient use of the system? This is a nice goal to work for, because it helps people stay healthier AND shows up as less $$$ on the bottom line!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ian.bennett at uphs.upenn.edu




The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.


From MMaralit at NIFL.gov  Fri Feb 22 20:33:39 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 22 Feb 2008 20:33:39 -0500
Subject: [HealthLiteracy 1787] World News with Charles Gibson: A Special
	Series on Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1538336C@wdcrobe2m03.ed.gov>

February 22, 2008

News and Notes from the National Institute for Literacy 
>From the Desk of Dr. Sandra L. Baxter, Director                            
____________________________________________________________

"WORLD NEWS WITH CHARLES GIBSON" TO REPORT A SPECIAL SERIES -
"LIVING IN THE SHADOWS: ILLITERACY IN AMERICA" BEGINNING FEBRUARY 25th

Beginning Monday, February 25, ABC's "World News with Charles Gibson" will
feature a special series, "Living in the Shadows: Illiteracy in America"
that examines the hidden phenomenon of illiteracy in this country. An
estimated 30 million people in the U.S. cannot read a simple sentence, and
as Senior Justice Department Correspondent Pierre Thomas reports,
undiagnosed learning disorders, poverty, and unstable homes are among the
factors contributing to this nation-wide crisis. The problem persists, in
large part, because many actively try to conceal it or avoid seeking help.

45 year-old Monica Baxley of Chipley, Florida was one of those people,
hiding the fact that she was functionally illiterate from family, friends,
even her husband for thirty years. She was unable to read newspapers, road
signs, or fill out job applications - a painful existence with constant
reminders of her limitation. She finally decided to seek help after becoming
frustrated that she couldn't help her daughter with homework. After several
years of intensive instruction with a local literacy group, she went on to
earn her GED. She now spends her time tutoring and inspiring others who are
illiterate.

In part two of the series, Thomas travels to Grand Rapids, Michigan, where
one out of every five residents there has difficulty reading or cannot read
at all. The city has pledged to cut the illiteracy rate in half in the next
ten years - launching a city-wide campaign to increase awareness of the
issue and enlisting hundreds of tutors and volunteers. Are their initiatives
making a difference? For those who have overcome illiteracy, the ability to
read has opened new doors and expanded their opportunities.

"Living in the Shadows: Illiteracy in America" will air on "World News with
Charles Gibson" beginning Monday, February 25. Thomas' reporting will also
be featured on the "World News" webcast, available on ABCNEWS.com, ABC News
Now, Apple's iTunes, and mobile phones.

Jon Banner is the executive producer of "World News with Charles Gibson."
ABC News Media Relations:
Natalie Raabe (212) 456-2418





From MMaralit at NIFL.gov  Sun Feb 24 23:55:32 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Sun, 24 Feb 2008 23:55:32 -0500
Subject: [HealthLiteracy 1788] ABC News Special Series on Literacy starts
	Monday, Feb. 25
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15383379@wdcrobe2m03.ed.gov>

Special Announcement
>From the Desk of Dr. Sandra L. Baxter       
    
Join us as we tune into watch ABC's "World News with Charlie Gibson," the
first installment in this special series airs Monday, February 25, 2008.
(Please check local listings.)

>From ABC NEWS: http://abcnews.go.com/
Text link: http://abcnews.go.com/WN/LegalCenter/story?id=4336421&page=1
Video link: http://abcnews.go.com/Video/playerIndex?id=4336780

Living in the Shadows: Illiteracy in America
Millions Live With a Crippling Secret That Affects Their Everyday Lives

By PIERRE THOMAS, JACK DATE and THERESA COOK

Feb. 24, 2008 --

It's a chronic crisis of huge proportions, one that keeps millions of
Americans living in the shadows. And for nearly all of her of 45 years,
Monica Baxley had lived with the crippling secret.

"I cried a lot over this," she said, "when I was alone and just would wonder
what could be done, you know, if there was any help out there for me."

Baxley, of the Florida panhandle town of Chipley, was functionally
illiterate. She quit school in the ninth grade, and for 30 years kept her
secret from friends, family and even her husband.

"I didn't want to be exposed, beyond anything else. That was the most
important thing -- for no one to ever learn."

Baxley joins so many others with literacy challenges: 7 million Americans
are illiterate, 27 million are unable to read well enough to complete a job
application and 30 million can't read a simple sentence.

Her travel was limited because she was unable to read road signs. She was
unable to read a newspaper or food labels in a supermarket.

Baxley never voted in an election. "I didn't know who or what to vote for,"
she said.

Her illiteracy even impacted her physical health, as she avoided seeing the
doctor out of fear she would have to fill out a medical form or read a
prescription.

"My health is poor now, but I really believe that's because I never went to
the doctor and had my physicals and stuff that I should have had," Baxley
admitted.

A recent study from the Archives of Internal Medicine revealed patients who
had difficulty reading prescriptions were 50 percent more likely to die from
disease than patients who were literate.

"It is a life and death issue," said study author Dr. David Baker of
Northwestern University. "Literacy affects your health in so many different
ways," he said, from inability to properly follow instructions to not
knowing about common conditions or what symptoms to look for.

"So when you put all of these things together it's not surprising that
people with the lower literacy levels are more likely to die [earlier],"
Baker said.

Baker said his team has interviewed hundreds of patients about their
experiences, and Baxley's situation was a common theme -- hiding illiteracy
from those close to them.

"It's very scary for people" when their first contact with the healthcare
system involves filling out detailed medical forms. "That's not a great
start," Baxter said, "and then when they are seeing their doctor they're
given other information they don't understand" such as prescription
information and instructions to take care of themselves.

"Many people are afraid to come in and see the doctor," Baxter said. They
don't seek care, resulting in the worsening of their conditions and an
increased likelihood of trips to the emergency room.

The American Medical Association Foundation did a private study of patients
who could not read. One woman who provided a testimonial said signed a form
agreeing to a medical procedure with no idea what it meant.

"The nurse said, how are you feeling since your hysterectomy?" according to
the testimonial. "And I acted as normal as I could, but inside, my mouth
fell open and I thought to myself, how could I be so stupid as to allow
somebody to take part of my body and I didn't know it?"

Another patient took her medication improperly, afraid to tell her physician
about her difficulty reading.

"I didn't take it right. I admit it," her testimonial said. "I just didn't
have they nerve to ask them and I didn't want anyone to know I couldn't
read."

"It's a tremendous problem when you think about the costs for us,
economically, health-wise," said Sandra Baxter, director of the National
Institute for Literacy.

"For so many adults who don't have the education, it's embarrassing to have
to say, would you explain that to me?" Baxter said of potential problems
during a doctor appointment. "And so they don't ask the questions that they
need to."

Undiagnosed learning disorders, poverty and an unstable home life are all
factors.

As for Monica Baxley, she confronted her illiteracy at age 42 and learned to
read. But illiteracy persists for millions who continue to live with it in
the shadows.

If someone you know needs help, contact your local library, or use one of
the following resources:

National Institute for Literacy: http://www.nifl.gov

Reading is Fundamental: http://www.rif.org/

To find a literacy program near you: http://www.literacydirectory.org/

To search resources by state:
http://www.literacydirectory.org/?op=hotlines&type=contacts


Copyright ? 2008 ABC News Internet Ventures


From julie_mcKinney at worlded.org  Mon Feb 25 08:40:30 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 25 Feb 2008 08:40:30 -0500
Subject: [HealthLiteracy 1789] ABC News Special on Literacy starts tonight!
Message-ID: <47C27EFE0200002D00005AD4@bostongwia.jsi.com>

Hi Everyone,

Please read on about a special series starting tonight on TV: 

Living in the Shadows: Illiteracy in America
Millions Live With a Crippling Secret That Affects Their Everyday Lives

I encourage everyone to send this to all colleagues in the health field.
This show will highlight the prevalence of illiteracy, it's hidden
nature and its effect on health. Please try to watch it. We can share
reactions here on the list.

All the best,
Julie

***********************************
Special Announcement

>From the Desk of Dr. Sandra L. Baxter


Join us as we tune into watch ABC's "World News with Charlie Gibson,"
the
first installment in this special series airs Monday, February 25, 2008.
(Please check local listings.)


>From ABC NEWS: http://abcnews.go.com/

Text link: http://abcnews.go.com/WN/LegalCenter/story?id=4336421&page=1
Video link: http://abcnews.go.com/Video/playerIndex?id=4336780

Living in the Shadows: Illiteracy in America
Millions Live With a Crippling Secret That Affects Their Everyday Lives

By PIERRE THOMAS, JACK DATE and THERESA COOK

Feb. 24, 2008 --

It's a chronic crisis of huge proportions, one that keeps millions of
Americans living in the shadows. And for nearly all of her of 45 years,
Monica Baxley had lived with the crippling secret.

"I cried a lot over this," she said, "when I was alone and just would
wonder
what could be done, you know, if there was any help out there for me."

Baxley, of the Florida panhandle town of Chipley, was functionally
illiterate. She quit school in the ninth grade, and for 30 years kept
her
secret from friends, family and even her husband.

"I didn't want to be exposed, beyond anything else. That was the most
important thing -- for no one to ever learn."

Baxley joins so many others with literacy challenges: 7 million
Americans
are illiterate, 27 million are unable to read well enough to complete a
job
application and 30 million can't read a simple sentence.

Her travel was limited because she was unable to read road signs. She
was
unable to read a newspaper or food labels in a supermarket.

Baxley never voted in an election. "I didn't know who or what to vote
for,"
she said.

Her illiteracy even impacted her physical health, as she avoided seeing
the
doctor out of fear she would have to fill out a medical form or read a
prescription.

"My health is poor now, but I really believe that's because I never went
to
the doctor and had my physicals and stuff that I should have had,"
Baxley
admitted.

A recent study from the Archives of Internal Medicine revealed patients
who
had difficulty reading prescriptions were 50 percent more likely to die
from
disease than patients who were literate.

"It is a life and death issue," said study author Dr. David Baker of
Northwestern University. "Literacy affects your health in so many
different
ways," he said, from inability to properly follow instructions to not
knowing about common conditions or what symptoms to look for.

"So when you put all of these things together it's not surprising that
people with the lower literacy levels are more likely to die [earlier],"
Baker said.

Baker said his team has interviewed hundreds of patients about their
experiences, and Baxley's situation was a common theme -- hiding
illiteracy
from those close to them.

"It's very scary for people" when their first contact with the
healthcare
system involves filling out detailed medical forms. "That's not a great
start," Baxter said, "and then when they are seeing their doctor they're
given other information they don't understand" such as prescription
information and instructions to take care of themselves.

"Many people are afraid to come in and see the doctor," Baxter said.
They
don't seek care, resulting in the worsening of their conditions and an
increased likelihood of trips to the emergency room.

The American Medical Association Foundation did a private study of
patients
who could not read. One woman who provided a testimonial sa"The nurse said, how are you feeling since your hysterectomy?" according
to
the testimonial. "And I acted as normal as I could, but inside, my mouth
fell open and I thought to myself, how could I be so stupid as to allow
somebody to take part of my body and I didn't know it?"

Another patient took her medication improperly, afraid to tell her
physician
about her difficulty reading.

"I didn't take it right. I admit it," her testimonial said. "I just
didn't
have they nerve to ask them and I didn't want anyone to know I couldn't
read."

"It's a tremendous problem when you think about the costs for us,
economically, health-wise," said Sandra Baxter, director of the National
Institute for Literacy.

"For so many adults who don't have the education, it's embarrassing to
have
to say, would you explain that to me?" Baxter said of potential problems
during a doctor appointment. "And so they don't ask the questions that
they
need to."

Undiagnosed learning disorders, poverty and an unstable home life are
all
factors.

As for Monica Baxley, she confronted her illiteracy at age 42 and
learned to
read. But illiteracy persists for millions who continue to live with it
in
the shadows.

If someone you know needs help, contact your local library, or use one
of
the following resources:

National Institute for Literacy: http://www.nifl.gov

Reading is Fundamental: http://www.rif.org/

To find a literacy program near you: http://www.literacydirectory.org/

To search resources by state:
http://www.literacydirectory.org/?op=hotlines&type=contacts


Copyright ? 2008 ABC News Internet Ventures 


Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From kbeall at onlyinternet.net  Tue Feb 26 13:30:59 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Tue, 26 Feb 2008 13:30:59 -0500
Subject: [HealthLiteracy 1790] Registration Opens for Online Courses on
	Reading and Transitions
Message-ID: <00f501c878a5$bfc254a0$030ba8c0@D14J7YD1>

Dear colleagues,

 

We?re excited about sharing our high-quality trainings in a new way with adult educators. We hope that you?ll join us online in exploring evidence-based practices that you can use in your programs and instruction.

 

See the course descriptions and registration information below for:

*         Research-based Strategies and Models for Adult Transitions to Postsecondary Education

*         Study Circle: Research-based Adult Reading Instruction

 

Please contact me directly with questions.

Kaye

 

Kaye Beall

Project Director

World Education

765-717-3942

kaye_beall at worlded.org

www.worlded.org <http://www.worlded.org/>  

 



Research-based Strategies and Models for Adult Transitions to Postsecondary Education

Course Dates: April 11?June 5, 2008

Course Description 
Participants will read and discuss the research on the changing workforce and examine the reasons why adult learners need to go beyond the GED and English language study to advance their earning potential. Participants will also learn about the challenges facing adult students in postsecondary education and investigate strategies and program models that support adult transitions to postsecondary education. Throughout the course, participants will gather local and regional data on the labor market, educational needs, and academic programs and support services offered by area colleges to guide future program development and planning.  

Course Format and Schedule: facilitated, online

During this eight-week course, you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitator and course participants. An opening teleconference is scheduled for April 17, 2008, 1 pm or 7 pm EDT

Syllabus: Download a detailed Course Overview at http://professionalstudiesae.worlded.org/pdf/ct_overview.pdf 

Course Facilitator: Sandy Goodman 

Estimated Completion Time: 24 hours

Fee: $149.00

Registration: Complete and return the registration form, which you can download at http://professionalstudiesae.worlded.org/pdf/ct_registration.pdf.  Payment must be received prior to enrollment.  Registration is limited to 20 participants.

Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by April 4, 2008

****************************************

Study Circle: Research-based Adult Reading Instruction

Course Dates: April 11?June 12, 2008

Course Description 
The Research-based Adult Reading Instruction Study Circle is designed to engage practitioners of adult basic education (ABE), adult secondary education (ASE), and English-for-speakers-of?other-languages (ESOL) in discussing theories and concepts related to reading instruction. Questions about what research says about teaching adults how to read are particularly relevant as programs and teachers struggle with choosing the most effective ways to develop adults? reading skills.

Course Format and Schedule: facilitated, online

During this eight-week course, you will work on team projects, engage in self-paced activities and readings, as well as asynchronous discussions with the facilitator and course participants. Chats are scheduled for April 24, May 15, and June 5 at 12:30?1:30 pm or 1:30?2:30 pm EDT

Syllabus: Download detailed Course Overview at http://professionalstudiesae.worlded.org/pdf/reading_sc_overview.pdf 

Course Facilitator: Kaye Beall 

Estimated Completion Time: 24 hours

Fee: $149.00

Registration: and return the registration form, which you can download at http://professionalstudiesae.worlded.org/pdf/reading_reg.pdf. Payment must be received prior to enrollment. Registration is limited to 20 participants.

Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by April 4, 2008. 

 

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From clarkec at wellmark.com  Tue Feb 26 15:13:50 2008
From: clarkec at wellmark.com (Clarke, Cheryl)
Date: Tue, 26 Feb 2008 14:13:50 -0600
Subject: [HealthLiteracy 1791]  AHRQ Pill Card
In-Reply-To: <5919BEA312BB8D4E8D1FCCD8E670F0976F8B09@filesrv.NPSF.LAN>
References: <5919BEA312BB8D4E8D1FCCD8E670F0976F8B09@filesrv.NPSF.LAN>
Message-ID: <78F8BFCB8D70E7499B47F7F47BC8C43E061E581C@dsmntexch02.int.wellmark.com>

Here is an interesting take on a medication list that uses graphics -
the "pill card":

 

I thought this would be of interest to the group.

 

http://www.ahrq.gov/qual/pillcard/pillcard.htm

 

 

 

Cheryl Clarke, R.Ph. 
Senior Program Manager 
The Wellmark Foundation 
636 Grand Avenue, Station 150 
PO Box 9232 
Des Moines, IA  50306-9232 
515.245.4997 (voice)  515.235.4445 (fax) 
clarkec at wellmark.com 
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 



CONFIDENTIALITY NOTICE: This e-mail message is intended only for the use of the individual or entity to which it is addressed and may contain information that is privileged, confidential and exempt from disclosure under applicable law.  If you are not the intended recipient, any dissemination, distribution or copying of this communication is strictly prohibited.  If you have received this communication in error, please do not distribute it.  Please notify the sender by e-mail at the address shown and delete or destroy the original message and any attachments.  Thank you.
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From julie_mcKinney at worlded.org  Wed Feb 27 15:22:36 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 27 Feb 2008 15:22:36 -0500
Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products to
	help improve health	AND literacy
Message-ID: <47C5803C0200002D00005BC5@bostongwia.jsi.com>

Hi Everyone,

I think the AHRQ Pill Card that Cheryl just linked us to is an interesting exampleof a take-home product that could be initiated by either health educators or literacy educators, and help improve people's health and literacy skills at the same time.

For example, I can imagine creating these pill cards with students in an adult literacy class, and finding that not only does the student get a useful tool to put up in their medicine cabinet, but also a good practice in reading, writing, numeracy, and understanding information in chart form.

So my question today is: 

What other take-home products have literacy teachers or health educators created with students and patients that could also work like this? How do people respond? In what ways is it helpful or not?

Has anyone created these pill cards?

Love to hear some thoughts,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
Here is an interesting take on a medication list that uses graphics -
the "pill card":

 

I thought this would be of interest to the group.

 

http://www.ahrq.gov/qual/pillcard/pillcard.htm

 

 

 

Cheryl Clarke, R.Ph. 
Senior Program Manager 
The Wellmark Foundation 
636 Grand Avenue, Station 150 
PO Box 9232 
Des Moines, IA  50306-9232 
515.245.4997 (voice)  515.235.4445 (fax) 
clarkec at wellmark.com 
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 



CONFIDENTIALITY NOTICE: This e-mail message is intended only for the use of the individual or entity to which it is addressed and may contain information that is privileged, confidential and exempt from disclosure under applicable law.  If you are not the intended recipient, any dissemination, distribution or copying of this communication is strictly prohibited.  If you have received this communication in error, please do not distribute it.  Please notify the sender by e-mail at the address shown and delete or destroy the original message and any attachments.  Thank you.


From SiobhanChamp-Blackwell at creighton.edu  Wed Feb 27 15:53:05 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Wed, 27 Feb 2008 14:53:05 -0600
Subject: [HealthLiteracy 1793] Re: Wednesday Question: Take-home products
	tohelp improve health	AND literacy
In-Reply-To: <47C5803C0200002D00005BC5@bostongwia.jsi.com>
References: <47C5803C0200002D00005BC5@bostongwia.jsi.com>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0CB652CF@exbe01.blue.jays.creighton.edu>

I posted the "create a pill card" information to my blog yesterday and
already today I have gotten responses from two people who have thanked
me for posting it.  http://nnlm.gov/mcr/bhic/?p=2729

Siobhan 


Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu
http://nnlm.gov/mcr/bhic/(Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital
Divide Network Profile)


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, February 27, 2008 2:23 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products
tohelp improve health AND literacy

Hi Everyone,

I think the AHRQ Pill Card that Cheryl just linked us to is an
interesting exampleof a take-home product that could be initiated by
either health educators or literacy educators, and help improve people's
health and literacy skills at the same time.

For example, I can imagine creating these pill cards with students in an
adult literacy class, and finding that not only does the student get a
useful tool to put up in their medicine cabinet, but also a good
practice in reading, writing, numeracy, and understanding information in
chart form.

So my question today is: 

What other take-home products have literacy teachers or health educators
created with students and patients that could also work like this? How
do people respond? In what ways is it helpful or not?

Has anyone created these pill cards?

Love to hear some thoughts,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
Here is an interesting take on a medication list that uses graphics -
the "pill card":

 

I thought this would be of interest to the group.

 

http://www.ahrq.gov/qual/pillcard/pillcard.htm

 

 

 

Cheryl Clarke, R.Ph. 
Senior Program Manager
The Wellmark Foundation
636 Grand Avenue, Station 150
PO Box 9232
Des Moines, IA  50306-9232
515.245.4997 (voice)  515.235.4445 (fax) clarkec at wellmark.com
www.wellmark.com/foundation <http://www.wellmark.com/foundation>  

 



CONFIDENTIALITY NOTICE: This e-mail message is intended only for the use
of the individual or entity to which it is addressed and may contain
information that is privileged, confidential and exempt from disclosure
under applicable law.  If you are not the intended recipient, any
dissemination, distribution or copying of this communication is strictly
prohibited.  If you have received this communication in error, please do
not distribute it.  Please notify the sender by e-mail at the address
shown and delete or destroy the original message and any attachments.
Thank you.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to siobhan at creighton.edu


From ansons at epix.net  Wed Feb 27 17:03:28 2008
From: ansons at epix.net (Laurie Anson)
Date: Wed, 27 Feb 2008 17:03:28 -0500
Subject: [HealthLiteracy 1794]  pill card
Message-ID: <3FABD302-BCB3-4A8B-A272-16F09C591EAC@epix.net>

To the List -

As an RN, I recall having heard of the use of pill cards similar to  
the one shown. As I remember, there were some difficulties with the  
symbols used (sunrise, sunset, moon) across cultural lines. I think  
the use of pill cards is an excellent idea, as long as great care is  
taken to explain the symbols to the client. For instance, if there is  
no "sunset" to compare to "sunrise", then there might be some  
confusion about the significance of that particular symbol.


Laurie Anson
ansons at epix.net





From marcia.trenter at fda.hhs.gov  Wed Feb 27 18:10:59 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Wed, 27 Feb 2008 18:10:59 -0500
Subject: [HealthLiteracy 1795] Re: pill card
In-Reply-To: <3FABD302-BCB3-4A8B-A272-16F09C591EAC@epix.net>
References: <3FABD302-BCB3-4A8B-A272-16F09C591EAC@epix.net>
Message-ID: <628709BFB7B3794986640730395B300B03E3FABD@FMD3VS012.fda.gov>


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director
Office of Training and Communications
Center for Drug Evaluation and Research
U.S. Food and Drug Administration
Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to  
the one shown. As I remember, there were some difficulties with the  
symbols used (sunrise, sunset, moon) across cultural lines. I think  
the use of pill cards is an excellent idea, as long as great care is  
taken to explain the symbols to the client. For instance, if there is  
no "sunset" to compare to "sunrise", then there might be some  
confusion about the significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov



From DVarner at cmhsumner.org  Thu Feb 28 09:05:13 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Thu, 28 Feb 2008 08:05:13 -0600
Subject: [HealthLiteracy 1796] Re: Wednesday Question: Take-home products
	to	help improve health	AND literacy
In-Reply-To: <47C5803C0200002D00005BC5@bostongwia.jsi.com>
References: <47C5803C0200002D00005BC5@bostongwia.jsi.com>
Message-ID: <WorldClient-F200802280805.AA05130045@cmhsumner.org>

Julie, We developed an "eform" that is in our computer system. When 
patients are discharged the nurse completes the form. We did testing 
prior to initiating it into our system and have had very good reviews 
from our patients including patients with literacy issues. Deb
ps Sorry the scanned image is not very clear.

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Wed, 27 Feb 2008 15:22:36 -0500
Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products to 
help improve health	AND literacy

> Hi Everyone,
> 
> I think the AHRQ Pill Card that Cheryl just linked us to is an
> interesting exampleof a take-home product that could be initiated by
> either health educators or literacy educators, and help improve
> people's health and literacy skills at the same time.
> 
> For example, I can imagine creating these pill cards with students in
> an adult literacy class, and finding that not only does the student get
> a useful tool to put up in their medicine cabinet, but also a good
> practice in reading, writing, numeracy, and understanding information
> in chart form.
> 
> So my question today is: 
> 
> What other take-home products have literacy teachers or health
> educators created with students and patients that could also work like
> this? How do people respond? In what ways is it helpful or not?
> 
> Has anyone created these pill cards?
> 
> Love to hear some thoughts,
> Julie
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> >>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
> Here is an interesting take on a medication list that uses graphics -
> the "pill card":
> 
>  
> 
> I thought this would be of interest to the group.
> 
>  
> 
> http://www.ahrq.gov/qual/pillcard/pillcard.htm
> 
>  
> 
>  
> 
>  
> 
> Cheryl Clarke, R.Ph. 
> Senior Program Manager 
> The Wellmark Foundation 
> 636 Grand Avenue, Station 150 
> PO Box 9232 
> Des Moines, IA  50306-9232 
> 515.245.4997 (voice)  515.235.4445 (fax) 
> clarkec at wellmark.com 
> www.wellmark.com/foundation <http://www.wellmark.com/foundation>  
> 
>  
> 
> 
> 
> CONFIDENTIALITY NOTICE: This e-mail message is intended only for the
> use of the individual or entity to which it is addressed and may
> contain information that is privileged, confidential and exempt from
> disclosure under applicable law.  If you are not the intended
> recipient, any dissemination, distribution or copying of this
> communication is strictly prohibited.  If you have received this
> communication in error, please do not distribute it.  Please notify the
> sender by e-mail at the address shown and delete or destroy the
> original message and any attachments.  Thank you.
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org
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From kbeall at onlyinternet.net  Thu Feb 28 09:13:37 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Thu, 28 Feb 2008 09:13:37 -0500
Subject: [HealthLiteracy 1797]  Health Literacy Summit, 3/25-26/08,
	Indianapolis
Message-ID: <000a01c87a14$23bbbd60$030ba8c0@D14J7YD1>

Hi all,

Remember to register soon for the Regional Health Literacy Summit in
Indianapolis. The hotel has extended the deadline for the lodging rate to
March 3, 2008.

Kaye

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 


Register now.

 

Regional Health Literacy Summit

March 25-26, 2008

Indianapolis, IN

 



 

The National Institute for Literacy (NIFL), through its LINCS Regional
Resource Center in partnership with the Indiana Department of
Education/Division of Adult Education, is convening adult literacy and
health professionals in Indianapolis, IN, on March 25-26, 2008, to share
information about the research on health literacy and resources for
implementing health literacy programming. 

 

Summit presenters will share information on the state of health literacy in
the nation and address how partnerships among adult literacy providers and
health literacy providers can help in eliminating literacy barriers in
accessing quality health care.  

 

Featured Speakers

Paul D. Smith, MD, University of Wisconsin 

Health Literacy: A Clinician's Point of View

 

Andrew Pleasant, Ph.D., Rutgers University 

Advancing Health Literacy: Building Bridges  

 

Panel Presentation featuring health literacy initiatives in .

.         Wisconsin

.         New York

.         Iowa 

.         Rhode Island. 

 

Registration and Lodging

Meal and materials fee: $30.00

Lodging: Holiday Inn Select, (317) 244-6861, group rate until March 3, 2008:
$97.00 plus 15% tax, single or double

 

For summit details and the registration form, go to:
http://www.nifl.gov/nifl/news_events/08hsRRC1agenda.html 

 

Contacts: 

Kaye Beall, kaye_beall at worlded.org

Tim Ponder, tponder at literacy.kent.edu 

 

 

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From DICKERR2 at ihs.org  Thu Feb 28 13:21:18 2008
From: DICKERR2 at ihs.org (Dickerson, Robert)
Date: Thu, 28 Feb 2008 12:21:18 -0600
Subject: [HealthLiteracy 1798] Re: pill card
In-Reply-To: <628709BFB7B3794986640730395B300B03E3FABD@FMD3VS012.fda.gov>
Message-ID: <1A33E9E06C4E994AA9AC1211509057F37F31C4@FODXM001.ihs.org>

While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to dickerr2 at ihs.org
         ********************************************

This message and accompanying documents are covered by the 
Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you 
are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you 
have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

        *********************************************



From KHorton at vdh.state.vt.us  Thu Feb 28 14:34:11 2008
From: KHorton at vdh.state.vt.us (Horton, Kathleen)
Date: Thu, 28 Feb 2008 14:34:11 -0500
Subject: [HealthLiteracy 1799] Re: pill card
In-Reply-To: <1A33E9E06C4E994AA9AC1211509057F37F31C4@FODXM001.ihs.org>
Message-ID: <D0FC3AFB7EFFEF4EB2C28260CE8F740415FC15A7@mail.vdh.state.vt.us>

To follow this thread, I am currently looking for good international pictograms related to health and medications as we plan are working on emergency preparedness. 

I came across these and wonder if others have used these. 
http://www.usp.org/audiences/consumers/pictograms/

Also, does anyone know a good source for pictograms and international symbols?
Kathleen

Kathleen Horton
Design & Marketing Coordinator
Vermont Department of Health
108 Cherry Street
PO Box 70
Burlington, VT 05402-0070
(802) 951-5154
khorton at vdh.state.vt.us



> ----------
> From: 	healthliteracy-bounces at nifl.gov on behalf of Dickerson, Robert
> Reply To: 	The Health and Literacy Discussion List
> Sent: 	Thursday, February 28, 2008 1:21 PM
> To: 	The Health and Literacy Discussion List
> Subject: 	[HealthLiteracy 1798] Re: pill card
> 
> While this tool appears to be a step in the right direction I also agree
> with and share the concerns of both Laurie Anson and Marcia. Some of the
> other graphics I saw on the site I would not necessarily equate with the
> terms they are supposed to signify. For example the graphic that I
> believe is supposed be a bag of sugar to represent diabetes did not
> connect for me until I realized is was supposed to represent a bag of
> sugar. I just saw a bag of something???
> 
> Of course making the connection between the graphic and intended meaning
> may be influenced by context and the patient's medical conditions (the
> sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> curious if there are truly universal graphics, symbols, pictures or
> visuals that are understood by a majority of people. Of course unique
> cultural difference may make even "universal" graphics meaningless in
> some cases. In this event alternatives should be made available.
> 
> I'm also curious if the graphics in this application were used because
> they are conveniently available clip art or if they have truly been
> studied and shown effective for a variety of patient populations.
> 
> Thanks,
> Bob Dickerson, MSHSA, RRT
> Quality Improvement Coordinator, Clinical Quality
> Iowa Health - Des Moines
> Des Moines, Iowa
> Phone: (515) 263-5792
> Fax: (515) 263-5415
> E-mail: DICKERR2 at ihs.org
> Website: www.ihsdesmoines.org
> 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
> Sent: Wednesday, February 27, 2008 5:11 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1795] Re: pill card
> 
> 
> I agree with Ms. Anson. Considering culture/understanding ethnicity will
> help us understand others' interpretations of graphics. We live in a
> multi-cultural society. We need to accept that "one size does not fit
> all"; one presentation will rarely be interpreted universally. Thus,
> strategic targeting of visuals, cultural awareness, focus testing, and
> hopefully teach-back orientation.  Here's a graphic challenge for all.
> 
> What graphic(s) would depict the following.
> 
> 3x daily without food. 
> 
> Graphics for:	Morning
> 			Mid-afternoon
> 			Bedtime
> 
> 3x daily with food.
> 
> Graphics for:	Breakfast
> 			Lunch
> 			Dinner
> 
> We used a rising sun with a rooster to depict "morning" and several
> focus participants thought it meant, "breakfast with chicken". 
> 
> I will be very interested to hear your response and grateful.
> 
> Thanks,
> Marcia
> 
> ___________________
> Marcia L. Trenter
> Special Assistant to the Office Director Office of Training and
> Communications Center for Drug Evaluation and Research U.S. Food and
> Drug Administration Rm 2436, Bldg. 51
> 10903 New Hampshire Avenue
> Silver Spring, MD 20993-0002
> 301-796-3172
> Fax 301-847-8718
> E-mail marcia.trenter at fda.hhs.gov
> ______________________
> 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov> ] On Behalf Of Laurie Anson
> Sent: Wednesday, February 27, 2008 5:03 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1794] pill card
> 
> To the List -
> 
> As an RN, I recall having heard of the use of pill cards similar to the
> one shown. As I remember, there were some difficulties with the symbols
> used (sunrise, sunset, moon) across cultural lines. I think the use of
> pill cards is an excellent idea, as long as great care is taken to
> explain the symbols to the client. For instance, if there is no "sunset"
> to compare to "sunrise", then there might be some confusion about the
> significance of that particular symbol.
> 
> 
> Laurie Anson
> ansons at epix.net
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to trenterm at cder.fda.gov
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dickerr2 at ihs.org
>          ********************************************
> 
> This message and accompanying documents are covered by the 
> Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
> and contain information intended for the specified individual(s) only. 
> This information is confidential. If you are not the intended recipient 
> or an agent responsible for delivering it to the intended recipient, you 
> are hereby notified that you have received this document in error and 
> that any review, dissemination, copying, or the taking of any action 
> based on the contents of this information is strictly prohibited. If you 
> have received this communication in error, please notify us immediately 
> by e-mail, and delete the original message.
> 
>         *********************************************
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us
> 
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From seubert.douglas at marshfieldclinic.org  Thu Feb 28 15:48:44 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 28 Feb 2008 14:48:44 -0600
Subject: [HealthLiteracy 1800] Re: pill card
Message-ID: <200802282048.m1SKmhpr019217@spamfilt.mfldclin.edu>

Like many have already stated, symbols and graphic depictions only work if the meaning is clear. 

We have universal symbols for many things already.  You'd think there'd be some standard symbols for depicting time and for medical terms/actions. 

So I did a little research. The first place I went to was the ISO (International Organization for Standardization). This is "the world's largest developer and publisher of International Standards."  http://www.iso.org/iso/home.htm

They have a lot of information on the development and use of universal symbols. I specifically looked for symbols that measure time, and any that had to do with the medical field. I found these:

ISO 80000-3:2006  Quantities and units -- Part 3: Space and time
(Gives names, symbols and definitions for quantities and units of space and time. Where appropriate, conversion factors are also given.)

ISO 15223-1:2006  Medical devices -- Symbols to be used with medical device labels, labelling and information to be supplied 
(Identifies requirements for the development and use of symbols that may be used to convey information on the safe and effective use of medical devices.)

Doing a search for just "symbols" provided 215 separate publications. Unfortunately, you have to purchase them to see and use them. And to make things confusing, all of the prices are listed using Swedish francs. I used a currency converter and found that some of these publications range between $70.00-120.00 (kinda steep!)


Some less expensive alternatives:  


Symbol Sourcebook: An Authoritative Guide to International Graphic Symbols
by Henry Dreyfuss

Famed industrial designer Henry Dreyfuss recognized the importance of symbols in communicating more quickly and effectively; for many years he and his staff collected and codified graphic symbols as they are used in all walks of life throughout the world. The result is this "dictionary" of universally used graphic symbols.

I looked it up on Amazon and could view the index. It looks like there are at least 5 pages of medical symbols included in the book. 



Global Graphics: Symbols - Designing with Symbols for an International Market
by Anistatia R. Miller, Jared M. Brown, Cheryl Dangel Cullen

This guidebook covers everything designers need to know about the national and international meanings of various traditional and not-so traditional cultural symbols. 


Hablamos Juntos

Hablamos Juntos, an initiative of The Robert Wood Johnson Foundation, was launched to eliminate language barriers and improve the quality of health care for people with Limited English Proficiency (LEP). They worked to develop 28 symbols that can be used for signage in health care settings. http://www.hablamosjuntos.org/signage/PDF/SymbolPosterB.pdf

On their website (http://www.hablamosjuntos.org/) you can download information about developing and using universal symbols in health care. I think many of the recommendations and guidelines can be applied to creating or choosing graphics for something like a "pill card" or other similar educational tools.

Symbol Usage in Health Care Settings for People with Limited English Proficiency - Part One: Evaluation Of Use Of Symbol Graphics In Medical Settings. This is a white paper with a brief review of symbols use that looks at the feasibility of using symbols in health care. The report finds evidence of health care symbol development and use in a variety of countries, include the United States, and concludes that not only are symbols viable for health care signage, but that a set of tested health care symbols would give designers an alternative beyond multilingual signs.

Symbol Usage in Health Care Settings for People with Limited English Proficiency - Part Two: Implementation Recommendations. Part two makes suggestions for developing a set of universal symbols. 

Symbol Usage In Health Care Settings for People with Limited English Proficiency - Part Three: Symbols Design Technical Report. This report describes details of developing and testing health care symbols and includes tools used in the process. 


I hope this information is helpful.

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Dickerson, Robert" <DICKERR2 at ihs.org>
Date:	Thu Feb 28, 2008 -- 01:09:27 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1798] Re: pill card

While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to dickerr2 at ihs.org
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Email delivered to seubert.douglas at marshfieldclinic.org




From Mikal.Steinbacher at lwtc.edu  Thu Feb 28 16:00:58 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Thu, 28 Feb 2008 13:00:58 -0800
Subject: [HealthLiteracy 1801] Re: pill card
References: <D0FC3AFB7EFFEF4EB2C28260CE8F740415FC15A7@mail.vdh.state.vt.us>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6F81@LUXOR.campus.lwtc.edu>

This website has some great possibilities... I tried copying and pasting one to a WORD document and then fooled around with it to see if I could enlarge/shrink it ... and YES you can .. these could be used in a lot of ways for ESL learners and patient literaure.  I trust we are at liberty to use them that way without infringing on copy rights.  They could be used on an enlarged version of the pill card, which I think is a wonderful tool!
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Horton, Kathleen
Sent: Thu 2/28/2008 11:34 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1799] Re: pill card



To follow this thread, I am currently looking for good international pictograms related to health and medications as we plan are working on emergency preparedness. 

I came across these and wonder if others have used these. 
http://www.usp.org/audiences/consumers/pictograms/ 

Also, does anyone know a good source for pictograms and international symbols? 
Kathleen 

Kathleen Horton 
Design & Marketing Coordinator 
Vermont Department of Health 
108 Cherry Street 
PO Box 70 
Burlington, VT 05402-0070 
(802) 951-5154 
khorton at vdh.state.vt.us 



	---------- 
	From:   healthliteracy-bounces at nifl.gov on behalf of Dickerson, Robert 
	Reply To:       The Health and Literacy Discussion List 
	Sent:   Thursday, February 28, 2008 1:21 PM 
	To:     The Health and Literacy Discussion List 
	Subject:        [HealthLiteracy 1798] Re: pill card 

	While this tool appears to be a step in the right direction I also agree 
	with and share the concerns of both Laurie Anson and Marcia. Some of the 
	other graphics I saw on the site I would not necessarily equate with the 
	terms they are supposed to signify. For example the graphic that I 
	believe is supposed be a bag of sugar to represent diabetes did not 
	connect for me until I realized is was supposed to represent a bag of 
	sugar. I just saw a bag of something??? 

	Of course making the connection between the graphic and intended meaning 
	may be influenced by context and the patient's medical conditions (the 
	sugar bag may make more sense to a diabetic than a non-diabetic). I'm 
	curious if there are truly universal graphics, symbols, pictures or 
	visuals that are understood by a majority of people. Of course unique 
	cultural difference may make even "universal" graphics meaningless in 
	some cases. In this event alternatives should be made available. 

	I'm also curious if the graphics in this application were used because 
	they are conveniently available clip art or if they have truly been 
	studied and shown effective for a variety of patient populations. 

	Thanks, 
	Bob Dickerson, MSHSA, RRT 
	Quality Improvement Coordinator, Clinical Quality 
	Iowa Health - Des Moines 
	Des Moines, Iowa 
	Phone: (515) 263-5792 
	Fax: (515) 263-5415 
	E-mail: DICKERR2 at ihs.org 
	Website: www.ihsdesmoines.org 


	-----Original Message----- 
	From: healthliteracy-bounces at nifl.gov 
	[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L 
	Sent: Wednesday, February 27, 2008 5:11 PM 
	To: The Health and Literacy Discussion List 
	Subject: [HealthLiteracy 1795] Re: pill card 


	I agree with Ms. Anson. Considering culture/understanding ethnicity will 
	help us understand others' interpretations of graphics. We live in a 
	multi-cultural society. We need to accept that "one size does not fit 
	all"; one presentation will rarely be interpreted universally. Thus, 
	strategic targeting of visuals, cultural awareness, focus testing, and 
	hopefully teach-back orientation.  Here's a graphic challenge for all. 

	What graphic(s) would depict the following. 

	3x daily without food. 

	Graphics for:   Morning 
	                        Mid-afternoon 
	                        Bedtime 

	3x daily with food. 

	Graphics for:   Breakfast 
	                        Lunch 
	                        Dinner 

	We used a rising sun with a rooster to depict "morning" and several 
	focus participants thought it meant, "breakfast with chicken". 

	I will be very interested to hear your response and grateful. 

	Thanks, 
	Marcia 

	___________________ 
	Marcia L. Trenter 
	Special Assistant to the Office Director Office of Training and 
	Communications Center for Drug Evaluation and Research U.S. Food and 
	Drug Administration Rm 2436, Bldg. 51 
	10903 New Hampshire Avenue 
	Silver Spring, MD 20993-0002 
	301-796-3172 
	Fax 301-847-8718 
	E-mail marcia.trenter at fda.hhs.gov 
	______________________ 


	-----Original Message----- 
	From: healthliteracy-bounces at nifl.gov 
	[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson 
	Sent: Wednesday, February 27, 2008 5:03 PM 
	To: The Health and Literacy Discussion List 
	Subject: [HealthLiteracy 1794] pill card 

	To the List - 

	As an RN, I recall having heard of the use of pill cards similar to the 
	one shown. As I remember, there were some difficulties with the symbols 
	used (sunrise, sunset, moon) across cultural lines. I think the use of 
	pill cards is an excellent idea, as long as great care is taken to 
	explain the symbols to the client. For instance, if there is no "sunset" 
	to compare to "sunrise", then there might be some confusion about the 
	significance of that particular symbol. 


	Laurie Anson 
	ansons at epix.net 



	---------------------------------------------------- 
	National Institute for Literacy 
	Health and Literacy mailing list 
	HealthLiteracy at nifl.gov 
	To unsubscribe or change your subscription settings, please go to 
	http://www.nifl.gov/mailman/listinfo/healthliteracy 
	Email delivered to trenterm at cder.fda.gov 

	---------------------------------------------------- 
	National Institute for Literacy 
	Health and Literacy mailing list 
	HealthLiteracy at nifl.gov 
	To unsubscribe or change your subscription settings, please go to 
	http://www.nifl.gov/mailman/listinfo/healthliteracy 
	Email delivered to dickerr2 at ihs.org 
	         ******************************************** 

	This message and accompanying documents are covered by the 
	Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
	and contain information intended for the specified individual(s) only. 
	This information is confidential. If you are not the intended recipient 
	or an agent responsible for delivering it to the intended recipient, you 
	are hereby notified that you have received this document in error and 
	that any review, dissemination, copying, or the taking of any action 
	based on the contents of this information is strictly prohibited. If you 
	have received this communication in error, please notify us immediately 
	by e-mail, and delete the original message. 

	        ********************************************* 

	---------------------------------------------------- 
	National Institute for Literacy 
	Health and Literacy mailing list 
	HealthLiteracy at nifl.gov 
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	Email delivered to khorton at vdh.state.vt.us 

-------------- next part --------------
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From julie_mcKinney at worlded.org  Thu Feb 28 16:04:13 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 28 Feb 2008 16:04:13 -0500
Subject: [HealthLiteracy 1802] Re: Wednesday Question: Take-home	products
	to	help improve health	AND literacy
Message-ID: <47C6DB860200002D00005C2E@bostongwia.jsi.com>

Debra, this sounds interesting. We can't include scanned images on the list. Can you describe it further or lead us to a website that explains it more?

Thanks!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Varner, Debra" <DVarner at cmhsumner.org> 02/28/08 9:05 AM >>>
Julie, We developed an "eform" that is in our computer system. When 
patients are discharged the nurse completes the form. We did testing 
prior to initiating it into our system and have had very good reviews 
from our patients including patients with literacy issues. Deb
ps Sorry the scanned image is not very clear.

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Wed, 27 Feb 2008 15:22:36 -0500
Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products to 
help improve health	AND literacy

> Hi Everyone,
> 
> I think the AHRQ Pill Card that Cheryl just linked us to is an
> interesting exampleof a take-home product that could be initiated by
> either health educators or literacy educators, and help improve
> people's health and literacy skills at the same time.
> 
> For example, I can imagine creating these pill cards with students in
> an adult literacy class, and finding that not only does the student get
> a useful tool to put up in their medicine cabinet, but also a good
> practice in reading, writing, numeracy, and understanding information
> in chart form.
> 
> So my question today is: 
> 
> What other take-home products have literacy teachers or health
> educators created with students and patients that could also work like
> this? How do people respond? In what ways is it helpful or not?
> 
> Has anyone created these pill cards?
> 
> Love to hear some thoughts,
> Julie
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> >>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
> Here is an interesting take on a medication list that uses graphics -
> the "pill card":
> 
>  
> 
> I thought this would be of interest to the group.
> 
>  
> 
> http://www.ahrq.gov/qual/pillcard/pillcard.htm
> 
>  
> 
>  
> 
>  
> 
> Cheryl Clarke, R.Ph. 
> Senior Program Manager 
> The Wellmark Foundation 
> 636 Grand Avenue, Station 150 
> PO Box 9232 
> Des Moines, IA  50306-9232 
> 515.245.4997 (voice)  515.235.4445 (fax) 
> clarkec at wellmark.com 
> www.wellmark.com/foundation <http://www.wellmark.com/foundation>  
> 
>  
> 
> 
> 
> CONFIDENTIALITY NOTICE: This e-mail message is intended only for the
> use of the individual or entity to which it is addressed and may
> contain information that is privileged, confidential and exempt from
> disclosure under applicable law.  If you are not the intended
> recipient, any dissemination, distribution or copying of this
> communication is strictly prohibited.  If you have received this
> communication in error, please do not distribute it.  Please notify the
> sender by e-mail at the address shown and delete or destroy the
> original message and any attachments.  Thank you.
> ----------------------------------------------------
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> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org



From julie_mcKinney at worlded.org  Thu Feb 28 16:21:31 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 28 Feb 2008 16:21:31 -0500
Subject: [HealthLiteracy 1803] Re: pill card
Message-ID: <47C6DF940200002D00005C32@bostongwia.jsi.com>

I think that these concerns of graphics being meaningful to any given
population is exactly the reason why this is such a good activity to do
in a classroom setting with students (whether they are health students
or literacy students). The whole point in making this with the people
who will be using it is that they can choose their own images, and the
process itself will add meaning. You could do this in a classroom and
have magazines to cut pictures out of, along with a variety of
sun/rooster/breakfast-type images. Or they could use photos of them in
their house doing what they do at certain times of day. If people are
creating this themselves, the images they choose WILL be meaningful!

Not to mention the literacy skills that can be practiced by doing and
processing such an activity...

Do people agree? Has anyone done this?

Julie

P.S. Funny this came up just now...I am working with a team on a health
literacy curriculum in Florida, and we just included an activity like
this!

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to dickerr2 at ihs.org
         ********************************************

This message and accompanying documents are covered by the 
Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you

are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you

have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

        *********************************************

----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From marcia.trenter at fda.hhs.gov  Thu Feb 28 16:37:06 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Thu, 28 Feb 2008 16:37:06 -0500
Subject: [HealthLiteracy 1804] Re: pill card
In-Reply-To: <47C6DF940200002D00005C32@bostongwia.jsi.com>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
Message-ID: <628709BFB7B3794986640730395B300B03EFEBF2@FMD3VS012.fda.gov>

I do agree. Your classroom setting with students selecting images sounds very effective. However, my concern for any universal graphics was for mass distribution of health information via print or web, not a classroom activity teaching literacy.  The FL literacy curriculum sounds wonderful. What a coincidence concerning use of graphics! Good luck Julie.

Marcia


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, February 28, 2008 4:22 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1803] Re: pill card

I think that these concerns of graphics being meaningful to any given
population is exactly the reason why this is such a good activity to do
in a classroom setting with students (whether they are health students
or literacy students). The whole point in making this with the people
who will be using it is that they can choose their own images, and the
process itself will add meaning. You could do this in a classroom and
have magazines to cut pictures out of, along with a variety of
sun/rooster/breakfast-type images. Or they could use photos of them in
their house doing what they do at certain times of day. If people are
creating this themselves, the images they choose WILL be meaningful!

Not to mention the literacy skills that can be practiced by doing and
processing such an activity...

Do people agree? Has anyone done this?

Julie

P.S. Funny this came up just now...I am working with a team on a health
literacy curriculum in Florida, and we just included an activity like
this!

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to dickerr2 at ihs.org
         ********************************************

This message and accompanying documents are covered by the 
Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you

are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you

have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

        *********************************************

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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org
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Email delivered to trenterm at cder.fda.gov


From sbeaman at webster.edu  Thu Feb 28 16:38:34 2008
From: sbeaman at webster.edu (Sarah Beaman-Jones)
Date: Thu, 28 Feb 2008 15:38:34 -0600
Subject: [HealthLiteracy 1805] Re: pill card
In-Reply-To: <47C6DF940200002D00005C32@bostongwia.jsi.com>
Message-ID: <C3EC85FB.20C7%sbeaman@webster.edu>

Yes, I totally agree.  Years ago Jane Root debunked the use of "leveling" to
discover readability.  She insisted that focus groups were the only--THE
ONLY--way to be sure your health message was making sense for those for whom
you were writing.  

Sarah Beaman-Jones 
Literacy Program Director

LIFT-Missouri
815 Olive Street, Suite 22
St. Louis, Missouri  63101

1-800-729-4443 ext. 206
www.lift-missouri.org





On 2/28/08 3:21 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:

> I think that these concerns of graphics being meaningful to any given
> population is exactly the reason why this is such a good activity to do
> in a classroom setting with students (whether they are health students
> or literacy students). The whole point in making this with the people
> who will be using it is that they can choose their own images, and the
> process itself will add meaning. You could do this in a classroom and
> have magazines to cut pictures out of, along with a variety of
> sun/rooster/breakfast-type images. Or they could use photos of them in
> their house doing what they do at certain times of day. If people are
> creating this themselves, the images they choose WILL be meaningful!
> 
> Not to mention the literacy skills that can be practiced by doing and
> processing such an activity...
> 
> Do people agree? Has anyone done this?
> 
> Julie
> 
> P.S. Funny this came up just now...I am working with a team on a health
> literacy curriculum in Florida, and we just included an activity like
> this!
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
>>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> While this tool appears to be a step in the right direction I also agree
> with and share the concerns of both Laurie Anson and Marcia. Some of the
> other graphics I saw on the site I would not necessarily equate with the
> terms they are supposed to signify. For example the graphic that I
> believe is supposed be a bag of sugar to represent diabetes did not
> connect for me until I realized is was supposed to represent a bag of
> sugar. I just saw a bag of something???
> 
> Of course making the connection between the graphic and intended meaning
> may be influenced by context and the patient's medical conditions (the
> sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> curious if there are truly universal graphics, symbols, pictures or
> visuals that are understood by a majority of people. Of course unique
> cultural difference may make even "universal" graphics meaningless in
> some cases. In this event alternatives should be made available.
> 
> I'm also curious if the graphics in this application were used because
> they are conveniently available clip art or if they have truly been
> studied and shown effective for a variety of patient populations.
> 
> Thanks,
> Bob Dickerson, MSHSA, RRT
> Quality Improvement Coordinator, Clinical Quality
> Iowa Health - Des Moines
> Des Moines, Iowa
> Phone: (515) 263-5792
> Fax: (515) 263-5415
> E-mail: DICKERR2 at ihs.org
> Website: www.ihsdesmoines.org
> 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
> Sent: Wednesday, February 27, 2008 5:11 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1795] Re: pill card
> 
> 
> I agree with Ms. Anson. Considering culture/understanding ethnicity will
> help us understand others' interpretations of graphics. We live in a
> multi-cultural society. We need to accept that "one size does not fit
> all"; one presentation will rarely be interpreted universally. Thus,
> strategic targeting of visuals, cultural awareness, focus testing, and
> hopefully teach-back orientation.  Here's a graphic challenge for all.
> 
> What graphic(s) would depict the following.
> 
> 3x daily without food.
> 
> Graphics for: Morning
> Mid-afternoon
> Bedtime
> 
> 3x daily with food.
> 
> Graphics for: Breakfast
> Lunch
> Dinner
> 
> We used a rising sun with a rooster to depict "morning" and several
> focus participants thought it meant, "breakfast with chicken".
> 
> I will be very interested to hear your response and grateful.
> 
> Thanks,
> Marcia
> 
> ___________________
> Marcia L. Trenter
> Special Assistant to the Office Director Office of Training and
> Communications Center for Drug Evaluation and Research U.S. Food and
> Drug Administration Rm 2436, Bldg. 51
> 10903 New Hampshire Avenue
> Silver Spring, MD 20993-0002
> 301-796-3172
> Fax 301-847-8718
> E-mail marcia.trenter at fda.hhs.gov
> ______________________
> 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> Sent: Wednesday, February 27, 2008 5:03 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1794] pill card
> 
> To the List -
> 
> As an RN, I recall having heard of the use of pill cards similar to the
> one shown. As I remember, there were some difficulties with the symbols
> used (sunrise, sunset, moon) across cultural lines. I think the use of
> pill cards is an excellent idea, as long as great care is taken to
> explain the symbols to the client. For instance, if there is no "sunset"
> to compare to "sunrise", then there might be some confusion about the
> significance of that particular symbol.
> 
> 
> Laurie Anson
> ansons at epix.net
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to trenterm at cder.fda.gov
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dickerr2 at ihs.org
>          ********************************************
> 
> This message and accompanying documents are covered by the
> Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521,
> and contain information intended for the specified individual(s) only.
> This information is confidential. If you are not the intended recipient
> or an agent responsible for delivering it to the intended recipient, you
> 
> are hereby notified that you have received this document in error and
> that any review, dissemination, copying, or the taking of any action
> based on the contents of this information is strictly prohibited. If you
> 
> have received this communication in error, please notify us immediately
> by e-mail, and delete the original message.
> 
>         *********************************************
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to julie_mckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sbeaman at webster.edu
> 




From marcia.trenter at fda.hhs.gov  Thu Feb 28 16:45:27 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Thu, 28 Feb 2008 16:45:27 -0500
Subject: [HealthLiteracy 1806] Re: pill card
In-Reply-To: <D0FC3AFB7EFFEF4EB2C28260CE8F740415FC15A7@mail.vdh.state.vt.us>
References: <1A33E9E06C4E994AA9AC1211509057F37F31C4@FODXM001.ihs.org>
	<D0FC3AFB7EFFEF4EB2C28260CE8F740415FC15A7@mail.vdh.state.vt.us>
Message-ID: <628709BFB7B3794986640730395B300B03EFEBF7@FMD3VS012.fda.gov>

The USP link is a terrific find.  Thanks Kathleen.  
 
All - You can download the entire dictionary. Note there is a licensing agreement that doesn't seem too restricting but does have some specifics regarding altering the image.
 
Thanks again.
 
Marcia Trenter


________________________________

	From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Horton, Kathleen
	Sent: Thursday, February 28, 2008 2:34 PM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 1799] Re: pill card
	
	

	To follow this thread, I am currently looking for good international pictograms related to health and medications as we plan are working on emergency preparedness. 

	I came across these and wonder if others have used these. 
	http://www.usp.org/audiences/consumers/pictograms/ 

	Also, does anyone know a good source for pictograms and international symbols? 
	Kathleen 

	Kathleen Horton 
	Design & Marketing Coordinator 
	Vermont Department of Health 
	108 Cherry Street 
	PO Box 70 
	Burlington, VT 05402-0070 
	(802) 951-5154 
	khorton at vdh.state.vt.us 



		---------- 
		From:   healthliteracy-bounces at nifl.gov on behalf of Dickerson, Robert 
		Reply To:       The Health and Literacy Discussion List 
		Sent:   Thursday, February 28, 2008 1:21 PM 
		To:     The Health and Literacy Discussion List 
		Subject:        [HealthLiteracy 1798] Re: pill card 

		While this tool appears to be a step in the right direction I also agree 
		with and share the concerns of both Laurie Anson and Marcia. Some of the 
		other graphics I saw on the site I would not necessarily equate with the 
		terms they are supposed to signify. For example the graphic that I 
		believe is supposed be a bag of sugar to represent diabetes did not 
		connect for me until I realized is was supposed to represent a bag of 
		sugar. I just saw a bag of something??? 

		Of course making the connection between the graphic and intended meaning 
		may be influenced by context and the patient's medical conditions (the 
		sugar bag may make more sense to a diabetic than a non-diabetic). I'm 
		curious if there are truly universal graphics, symbols, pictures or 
		visuals that are understood by a majority of people. Of course unique 
		cultural difference may make even "universal" graphics meaningless in 
		some cases. In this event alternatives should be made available. 

		I'm also curious if the graphics in this application were used because 
		they are conveniently available clip art or if they have truly been 
		studied and shown effective for a variety of patient populations. 

		Thanks, 
		Bob Dickerson, MSHSA, RRT 
		Quality Improvement Coordinator, Clinical Quality 
		Iowa Health - Des Moines 
		Des Moines, Iowa 
		Phone: (515) 263-5792 
		Fax: (515) 263-5415 
		E-mail: DICKERR2 at ihs.org 
		Website: www.ihsdesmoines.org 


		-----Original Message----- 
		From: healthliteracy-bounces at nifl.gov 
		[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L 
		Sent: Wednesday, February 27, 2008 5:11 PM 
		To: The Health and Literacy Discussion List 
		Subject: [HealthLiteracy 1795] Re: pill card 


		I agree with Ms. Anson. Considering culture/understanding ethnicity will 
		help us understand others' interpretations of graphics. We live in a 
		multi-cultural society. We need to accept that "one size does not fit 
		all"; one presentation will rarely be interpreted universally. Thus, 
		strategic targeting of visuals, cultural awareness, focus testing, and 
		hopefully teach-back orientation.  Here's a graphic challenge for all. 

		What graphic(s) would depict the following. 

		3x daily without food. 

		Graphics for:   Morning 
		                        Mid-afternoon 
		                        Bedtime 

		3x daily with food. 

		Graphics for:   Breakfast 
		                        Lunch 
		                        Dinner 

		We used a rising sun with a rooster to depict "morning" and several 
		focus participants thought it meant, "breakfast with chicken". 

		I will be very interested to hear your response and grateful. 

		Thanks, 
		Marcia 

		___________________ 
		Marcia L. Trenter 
		Special Assistant to the Office Director Office of Training and 
		Communications Center for Drug Evaluation and Research U.S. Food and 
		Drug Administration Rm 2436, Bldg. 51 
		10903 New Hampshire Avenue 
		Silver Spring, MD 20993-0002 
		301-796-3172 
		Fax 301-847-8718 
		E-mail marcia.trenter at fda.hhs.gov 
		______________________ 


		-----Original Message----- 
		From: healthliteracy-bounces at nifl.gov 
		[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson 
		Sent: Wednesday, February 27, 2008 5:03 PM 
		To: The Health and Literacy Discussion List 
		Subject: [HealthLiteracy 1794] pill card 

		To the List - 

		As an RN, I recall having heard of the use of pill cards similar to the 
		one shown. As I remember, there were some difficulties with the symbols 
		used (sunrise, sunset, moon) across cultural lines. I think the use of 
		pill cards is an excellent idea, as long as great care is taken to 
		explain the symbols to the client. For instance, if there is no "sunset" 
		to compare to "sunrise", then there might be some confusion about the 
		significance of that particular symbol. 


		Laurie Anson 
		ansons at epix.net 



		---------------------------------------------------- 
		National Institute for Literacy 
		Health and Literacy mailing list 
		HealthLiteracy at nifl.gov 
		To unsubscribe or change your subscription settings, please go to 
		http://www.nifl.gov/mailman/listinfo/healthliteracy 
		Email delivered to trenterm at cder.fda.gov 

		---------------------------------------------------- 
		National Institute for Literacy 
		Health and Literacy mailing list 
		HealthLiteracy at nifl.gov 
		To unsubscribe or change your subscription settings, please go to 
		http://www.nifl.gov/mailman/listinfo/healthliteracy 
		Email delivered to dickerr2 at ihs.org 
		         ******************************************** 

		This message and accompanying documents are covered by the 
		Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
		and contain information intended for the specified individual(s) only. 
		This information is confidential. If you are not the intended recipient 
		or an agent responsible for delivering it to the intended recipient, you 
		are hereby notified that you have received this document in error and 
		that any review, dissemination, copying, or the taking of any action 
		based on the contents of this information is strictly prohibited. If you 
		have received this communication in error, please notify us immediately 
		by e-mail, and delete the original message. 

		        ********************************************* 

		---------------------------------------------------- 
		National Institute for Literacy 
		Health and Literacy mailing list 
		HealthLiteracy at nifl.gov 
		To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
		Email delivered to khorton at vdh.state.vt.us 

-------------- next part --------------
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From Mikal.Steinbacher at lwtc.edu  Thu Feb 28 19:36:20 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Thu, 28 Feb 2008 16:36:20 -0800
Subject: [HealthLiteracy 1807] Re: pill card
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6F84@LUXOR.campus.lwtc.edu>

I think you're right, it would be a good exercise for ESL students.  I'm teaching a Health Care Bridge class for level 5 ESL students this quarter and ABED next quarter ... I'm going to try the pill card exercise!  
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Thu 2/28/2008 1:21 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1803] Re: pill card



I think that these concerns of graphics being meaningful to any given
population is exactly the reason why this is such a good activity to do
in a classroom setting with students (whether they are health students
or literacy students). The whole point in making this with the people
who will be using it is that they can choose their own images, and the
process itself will add meaning. You could do this in a classroom and
have magazines to cut pictures out of, along with a variety of
sun/rooster/breakfast-type images. Or they could use photos of them in
their house doing what they do at certain times of day. If people are
creating this themselves, the images they choose WILL be meaningful!

Not to mention the literacy skills that can be practiced by doing and
processing such an activity...

Do people agree? Has anyone done this?

Julie

P.S. Funny this came up just now...I am working with a team on a health
literacy curriculum in Florida, and we just included an activity like
this!

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food.

Graphics for:   Morning
                        Mid-afternoon
                        Bedtime

3x daily with food.

Graphics for:   Breakfast
                        Lunch
                        Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken".

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to dickerr2 at ihs.org
         ********************************************

This message and accompanying documents are covered by the
Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521,
and contain information intended for the specified individual(s) only.
This information is confidential. If you are not the intended recipient
or an agent responsible for delivering it to the intended recipient, you

are hereby notified that you have received this document in error and
that any review, dissemination, copying, or the taking of any action
based on the contents of this information is strictly prohibited. If you

have received this communication in error, please notify us immediately
by e-mail, and delete the original message.

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From helen at healthliteracy.com  Thu Feb 28 16:30:43 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Thu, 28 Feb 2008 16:30:43 -0500
Subject: [HealthLiteracy 1808] Re: pill card
References: <200802282048.m1SKmhpr019217@spamfilt.mfldclin.edu>
Message-ID: <006b01c87a51$2eb14bd0$6401a8c0@HLC>

Hi all,

An excellent article about the use of visuals is in the African Journal of 
AIDs Research, "Understanding visuals in HIV/AIDS education in South Africa: 
difference between literate and non-literate audiences" by Carstens A, Maes 
A, and Gangla-Birir L. 2006, 5(3): 221-232.

The authors researched how people understand human images as well as 
abstract symbols (such as speech and thought balloons and purely 
mathematical symbols). Here is a statement from their results: "First, for 
literate and low-literate respondents, the recognition level decreased as 
the elements became less familiar and less related to their own embodied 
experiences: humans were more easily recognized that non-human objects and 
abstracts objects, respectively.  Second, the difference between literate 
and low-literate participants increased as the elements became more 
abstract, and less embodied."

Here's a link to that issue of the Journal. I followed their directions to 
order the article and it arrived a few days later by email, 
http://www.ajol.info/viewissue.php?jid=46&id=4216&ab=0

Health literacy solutions are truly international!
~Helen

Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor 



From r.dowse at ru.ac.za  Fri Feb 29 02:03:28 2008
From: r.dowse at ru.ac.za (Ros Dowse)
Date: Fri, 29 Feb 2008 09:03:28 +0200
Subject: [HealthLiteracy 1809]   Re: pill card
In-Reply-To: <006b01c87a51$2eb14bd0$6401a8c0@HLC>
References: <200802282048.m1SKmhpr019217@spamfilt.mfldclin.edu>
	<006b01c87a51$2eb14bd0$6401a8c0@HLC>
Message-ID: <003501c87aa1$313bdff0$93b39fd0$@dowse@ru.ac.za>

Hi All

Thanks for the original link to the pill card - it stimulated some great
research ideas for our pharmacy students. It's been good to see the level of
interest in using visuals, as their practical application and use is a
highly contentious issue because of their potential for misinterpretation.

We have been investigating images and pictograms communicating medicine
instructions for a few years and our first exercise in our research program
was to test the USP pictograms and develop our own modifications for a low
literate South African population. The results have been (and continue to
be) incredibly interesting, surprising, in some cases unbelievable, but what
has always heartened us is the reaction of the people with whom we have
worked. Almost 100% of our 100s of participants/patients over the years have
welcomed this form of communication, and the preference for text with
pictograms has always far exceeded preference for text alone. As we have
serious literacy problems in South Africa, many of our participants had
extremely low visual literacy skills and many had only very basic schooling.


I include some of our publications below:

Dowse, R. and Ehlers, M. (2001) The evaluation of pharmaceutical pictograms
in a low-literate South African population. Patient Education and
Counseling, 45 (2). pp. 87-99. ISSN 0738-3991 
http://dx.doi.org/10.1016/S0738-3991(00)00197-X

Dowse, R. and Ehlers, M. (2004) Pictograms for conveying medicine
instructions: comprehension in various South African language groups. South
African Journal of Science, 100 (11 & 12). pp. 687-693. ISSN 0038-2353 
http://eprints.ru.ac.za/137/

Mansoor, L.E. and Dowse, R. (2004) Design and evaluation of a new
pharmaceutical pictogram sequence to convey medicine usage. Ergonomics SA,
16 (2). pp. 29-41. ISSN 1 http://eprints.ru.ac.za/647/010-2728

Dowse, R. and Ehlers, M. (2005) Medicine labels incorporating pictograms: do
they influence understanding and adherence? Patient Education and
Counseling, 58 (1). pp. 63-70. ISSN 0738-3991 
http://dx.doi.org/10.1016/j.pec.2004.06.012

Mansoor, L.E. and Dowse, R. (2006) Medicines information and adherence in
HIV/AIDS patients. Journal of Clinical Pharmacy and Therapeutics, 31 (1).
pp. 7-15. ISSN 0269-4727 http://dx.doi.org/10.1111/j.1365-2710.2006.00696.x

Regards
Ros

Ros Dowse
Associate Professor
Faculty of Pharmacy
Rhodes University
Grahamstown, South Africa
+27 (0)46 603 8070(w)
+27 (0)83 556 9796 (mobile)

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Helen Osborne
Sent: 28 February 2008 11:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1808] Re: pill card

Hi all,

An excellent article about the use of visuals is in the African Journal of 
AIDs Research, "Understanding visuals in HIV/AIDS education in South Africa:

difference between literate and non-literate audiences" by Carstens A, Maes 
A, and Gangla-Birir L. 2006, 5(3): 221-232.

The authors researched how people understand human images as well as 
abstract symbols (such as speech and thought balloons and purely 
mathematical symbols). Here is a statement from their results: "First, for 
literate and low-literate respondents, the recognition level decreased as 
the elements became less familiar and less related to their own embodied 
experiences: humans were more easily recognized that non-human objects and 
abstracts objects, respectively.  Second, the difference between literate 
and low-literate participants increased as the elements became more 
abstract, and less embodied."

Here's a link to that issue of the Journal. I followed their directions to 
order the article and it arrived a few days later by email, 
http://www.ajol.info/viewissue.php?jid=46&id=4216&ab=0

Health literacy solutions are truly international!
~Helen

Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to r.dowse at ru.ac.za




From r.dowse at ru.ac.za  Fri Feb 29 02:34:48 2008
From: r.dowse at ru.ac.za (Ros Dowse)
Date: Fri, 29 Feb 2008 09:34:48 +0200
Subject: [HealthLiteracy 1810] Re: pill card
In-Reply-To: <47C6DF940200002D00005C32@bostongwia.jsi.com>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
Message-ID: <003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>

Yes, Julie, I think development of images in the classroom setting provides students with a valuable opportunity to gain valuable insight into the reality of communicating ideas and actions in a visual form rather than a text-based form. What my research students and I have done is to conduct a workshop with our undergrad pharmacy students to stimulate ideas for image development e.g. our most recent one was concerned with illustrating the side effects of ARVs. Although we are a South African university, our students come from all around Africa, so we had a wonderful melting pot of cultures, experiences and ideas to draw from. The outcomes were really useful and provided us with a great foundation from which we could further develop individual images. They are currently being tested to determine acceptability in terms of international criteria (ISO and ANSI).

Bob, I strongly agree with your opinion that all pictograms should be tested in the target patient population before being used in practice. I have seen far too many examples of cases where this has obviously not been done.

Regards
Ros

Ros Dowse
Associate Professor
Faculty of Pharmacy
Rhodes University
Grahamstown, South Africa
+27 (0)46 603 8070(w)
+27 (0)83 556 9796 (mobile)

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: 28 February 2008 11:22 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1803] Re: pill card

I think that these concerns of graphics being meaningful to any given
population is exactly the reason why this is such a good activity to do
in a classroom setting with students (whether they are health students
or literacy students). The whole point in making this with the people
who will be using it is that they can choose their own images, and the
process itself will add meaning. You could do this in a classroom and
have magazines to cut pictures out of, along with a variety of
sun/rooster/breakfast-type images. Or they could use photos of them in
their house doing what they do at certain times of day. If people are
creating this themselves, the images they choose WILL be meaningful!

Not to mention the literacy skills that can be practiced by doing and
processing such an activity...

Do people agree? Has anyone done this?

Julie

P.S. Funny this came up just now...I am working with a team on a health
literacy curriculum in Florida, and we just included an activity like
this!

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
While this tool appears to be a step in the right direction I also agree
with and share the concerns of both Laurie Anson and Marcia. Some of the
other graphics I saw on the site I would not necessarily equate with the
terms they are supposed to signify. For example the graphic that I
believe is supposed be a bag of sugar to represent diabetes did not
connect for me until I realized is was supposed to represent a bag of
sugar. I just saw a bag of something???

Of course making the connection between the graphic and intended meaning
may be influenced by context and the patient's medical conditions (the
sugar bag may make more sense to a diabetic than a non-diabetic). I'm
curious if there are truly universal graphics, symbols, pictures or
visuals that are understood by a majority of people. Of course unique
cultural difference may make even "universal" graphics meaningless in
some cases. In this event alternatives should be made available.

I'm also curious if the graphics in this application were used because
they are conveniently available clip art or if they have truly been
studied and shown effective for a variety of patient populations.

Thanks,
Bob Dickerson, MSHSA, RRT
Quality Improvement Coordinator, Clinical Quality
Iowa Health - Des Moines
Des Moines, Iowa
Phone: (515) 263-5792
Fax: (515) 263-5415
E-mail: DICKERR2 at ihs.org
Website: www.ihsdesmoines.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Wednesday, February 27, 2008 5:11 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1795] Re: pill card


I agree with Ms. Anson. Considering culture/understanding ethnicity will
help us understand others' interpretations of graphics. We live in a
multi-cultural society. We need to accept that "one size does not fit
all"; one presentation will rarely be interpreted universally. Thus,
strategic targeting of visuals, cultural awareness, focus testing, and
hopefully teach-back orientation.  Here's a graphic challenge for all.

What graphic(s) would depict the following.

3x daily without food. 

Graphics for:	Morning
			Mid-afternoon
			Bedtime

3x daily with food.

Graphics for:	Breakfast
			Lunch
			Dinner

We used a rising sun with a rooster to depict "morning" and several
focus participants thought it meant, "breakfast with chicken". 

I will be very interested to hear your response and grateful.

Thanks,
Marcia

___________________
Marcia L. Trenter
Special Assistant to the Office Director Office of Training and
Communications Center for Drug Evaluation and Research U.S. Food and
Drug Administration Rm 2436, Bldg. 51
10903 New Hampshire Avenue
Silver Spring, MD 20993-0002
301-796-3172
Fax 301-847-8718
E-mail marcia.trenter at fda.hhs.gov
______________________


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
Sent: Wednesday, February 27, 2008 5:03 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1794] pill card

To the List -

As an RN, I recall having heard of the use of pill cards similar to the
one shown. As I remember, there were some difficulties with the symbols
used (sunrise, sunset, moon) across cultural lines. I think the use of
pill cards is an excellent idea, as long as great care is taken to
explain the symbols to the client. For instance, if there is no "sunset"
to compare to "sunrise", then there might be some confusion about the
significance of that particular symbol.


Laurie Anson
ansons at epix.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to dickerr2 at ihs.org
         ********************************************

This message and accompanying documents are covered by the 
Electronic Communications Privacy Act, 18 U.S.C.  2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you

are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you

have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

        *********************************************

----------------------------------------------------
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to r.dowse at ru.ac.za



From ansons at epix.net  Fri Feb 29 08:37:54 2008
From: ansons at epix.net (Laurie Anson)
Date: Fri, 29 Feb 2008 08:37:54 -0500
Subject: [HealthLiteracy 1811] Re: pill card
Message-ID: <B997AD19-4844-46D5-9B36-E438DFAC3A32@epix.net>

I am very pleased to see the discussion my remarks triggered. As an RN  
AND a literacy tutor/tutor trainer, this gives me all sorts of  
inspiration. I think the bottom line is: we must ask each client to  
assign his own graphic reminders. How about a pill card with blank  
spaces for the client to draw his own brief images? This could be done  
at the time of medication assignment/teaching. Anything would work  
(symbols, abbreviations in a first language, etc.) as long as the  
client made his own connection between the medication and the  
appropriate time/site, etc.


Laurie Anson
ansons at epix.net





From ansons at epix.net  Fri Feb 29 09:30:48 2008
From: ansons at epix.net (Denis Anson)
Date: Fri, 29 Feb 2008 09:30:48 -0500
Subject: [HealthLiteracy 1812] Re: pill card
In-Reply-To: <003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
	<003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
Message-ID: <F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>

One place that you will find a large body of knowledge about icons for  
language is in the field of alternative and augmentative  
communication.  Many communication systems use pictographic symbols to  
store message components.  You will find that this is a very complex  
area.  While you would think that photographic images are easiest to  
associate, they can be too complex to process easily.  Line drawings  
are easiest to identify and discriminate, but the association can be  
hard to establish.  And, as you've noted, as soon as the ideas become  
even a little bit abstract, the images can be complicated.

Do you use the same symbol for a Papillon and a Great Dane?  Both are  
dogs, but sure don't look alike.  What do you use to indicate  
"justice" or "faint?"  In AAC, people have been wrestling with this  
for some time, and I recommend at least looking at the body of work as  
an aid to literacy work.

Denis Anson, MS, OTR
Misericordia University
Dallas, PA

On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:

> Yes, Julie, I think development of images in the classroom setting  
> provides students with a valuable opportunity to gain valuable  
> insight into the reality of communicating ideas and actions in a  
> visual form rather than a text-based form. What my research students  
> and I have done is to conduct a workshop with our undergrad pharmacy  
> students to stimulate ideas for image development e.g. our most  
> recent one was concerned with illustrating the side effects of ARVs.  
> Although we are a South African university, our students come from  
> all around Africa, so we had a wonderful melting pot of cultures,  
> experiences and ideas to draw from. The outcomes were really useful  
> and provided us with a great foundation from which we could further  
> develop individual images. They are currently being tested to  
> determine acceptability in terms of international criteria (ISO and  
> ANSI).
>
> Bob, I strongly agree with your opinion that all pictograms should  
> be tested in the target patient population before being used in  
> practice. I have seen far too many examples of cases where this has  
> obviously not been done.
>
> Regards
> Ros
>
> Ros Dowse
> Associate Professor
> Faculty of Pharmacy
> Rhodes University
> Grahamstown, South Africa
> +27 (0)46 603 8070(w)
> +27 (0)83 556 9796 (mobile)
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov 
> ] On Behalf Of Julie McKinney
> Sent: 28 February 2008 11:22 PM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1803] Re: pill card
>
> I think that these concerns of graphics being meaningful to any given
> population is exactly the reason why this is such a good activity to  
> do
> in a classroom setting with students (whether they are health students
> or literacy students). The whole point in making this with the people
> who will be using it is that they can choose their own images, and the
> process itself will add meaning. You could do this in a classroom and
> have magazines to cut pictures out of, along with a variety of
> sun/rooster/breakfast-type images. Or they could use photos of them in
> their house doing what they do at certain times of day. If people are
> creating this themselves, the images they choose WILL be meaningful!
>
> Not to mention the literacy skills that can be practiced by doing and
> processing such an activity...
>
> Do people agree? Has anyone done this?
>
> Julie
>
> P.S. Funny this came up just now...I am working with a team on a  
> health
> literacy curriculum in Florida, and we just included an activity like
> this!
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
>>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> While this tool appears to be a step in the right direction I also  
> agree
> with and share the concerns of both Laurie Anson and Marcia. Some of  
> the
> other graphics I saw on the site I would not necessarily equate with  
> the
> terms they are supposed to signify. For example the graphic that I
> believe is supposed be a bag of sugar to represent diabetes did not
> connect for me until I realized is was supposed to represent a bag of
> sugar. I just saw a bag of something???
>
> Of course making the connection between the graphic and intended  
> meaning
> may be influenced by context and the patient's medical conditions (the
> sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> curious if there are truly universal graphics, symbols, pictures or
> visuals that are understood by a majority of people. Of course unique
> cultural difference may make even "universal" graphics meaningless in
> some cases. In this event alternatives should be made available.
>
> I'm also curious if the graphics in this application were used because
> they are conveniently available clip art or if they have truly been
> studied and shown effective for a variety of patient populations.
>
> Thanks,
> Bob Dickerson, MSHSA, RRT
> Quality Improvement Coordinator, Clinical Quality
> Iowa Health - Des Moines
> Des Moines, Iowa
> Phone: (515) 263-5792
> Fax: (515) 263-5415
> E-mail: DICKERR2 at ihs.org
> Website: www.ihsdesmoines.org
>
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,  
> Marcia L
> Sent: Wednesday, February 27, 2008 5:11 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1795] Re: pill card
>
>
> I agree with Ms. Anson. Considering culture/understanding ethnicity  
> will
> help us understand others' interpretations of graphics. We live in a
> multi-cultural society. We need to accept that "one size does not fit
> all"; one presentation will rarely be interpreted universally. Thus,
> strategic targeting of visuals, cultural awareness, focus testing, and
> hopefully teach-back orientation.  Here's a graphic challenge for all.
>
> What graphic(s) would depict the following.
>
> 3x daily without food.
>
> Graphics for:	Morning
> 			Mid-afternoon
> 			Bedtime
>
> 3x daily with food.
>
> Graphics for:	Breakfast
> 			Lunch
> 			Dinner
>
> We used a rising sun with a rooster to depict "morning" and several
> focus participants thought it meant, "breakfast with chicken".
>
> I will be very interested to hear your response and grateful.
>
> Thanks,
> Marcia
>
> ___________________
> Marcia L. Trenter
> Special Assistant to the Office Director Office of Training and
> Communications Center for Drug Evaluation and Research U.S. Food and
> Drug Administration Rm 2436, Bldg. 51
> 10903 New Hampshire Avenue
> Silver Spring, MD 20993-0002
> 301-796-3172
> Fax 301-847-8718
> E-mail marcia.trenter at fda.hhs.gov
> ______________________
>
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> Sent: Wednesday, February 27, 2008 5:03 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1794] pill card
>
> To the List -
>
> As an RN, I recall having heard of the use of pill cards similar to  
> the
> one shown. As I remember, there were some difficulties with the  
> symbols
> used (sunrise, sunset, moon) across cultural lines. I think the use of
> pill cards is an excellent idea, as long as great care is taken to
> explain the symbols to the client. For instance, if there is no  
> "sunset"
> to compare to "sunrise", then there might be some confusion about the
> significance of that particular symbol.
>
>
> Laurie Anson
> ansons at epix.net
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to trenterm at cder.fda.gov
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dickerr2 at ihs.org
>         ********************************************
>
> This message and accompanying documents are covered by the
> Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> and contain information intended for the specified individual(s) only.
> This information is confidential. If you are not the intended  
> recipient
> or an agent responsible for delivering it to the intended recipient,  
> you
>
> are hereby notified that you have received this document in error and
> that any review, dissemination, copying, or the taking of any action
> based on the contents of this information is strictly prohibited. If  
> you
>
> have received this communication in error, please notify us  
> immediately
> by e-mail, and delete the original message.
>
>        *********************************************
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to julie_mckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to r.dowse at ru.ac.za
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net
>



From joan at ipns.com  Fri Feb 29 09:55:09 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 29 Feb 2008 06:55:09 -0800
Subject: [HealthLiteracy 1813] Re: pill card
In-Reply-To: <F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
	<003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
	<F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>
Message-ID: <6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>

This is absolutely spot on. You will also find good information on creating 
visual materials within the autism community - take a look at Visual 
Strategies for Improving Communication by linda Hodgdon and "Teaching by 
Design" by Kimberly Voss. I have used all these techniques in my work 
adapting nutrition education materials for people with intellectual 
disabilities and find that it crosses over to ESOL work and work in health 
literacy very nicely.  It's all about being understood and your target 
audience/individual being able to show you that.

I would highly recommend background free images if you are using 
photographs. Many tools for people with autism have a lot of these images. 
The owner of Silverlining Multimedia may be willing to create some of these 
images for you if photographs are preferable. You can reach her at 
www.silverliningmm.com . I use her Visual Foods CD all the time.

You can also download some of the symbol-based communication programs for a 
free trial. Boardmaker has a great library of symbols, but is also a bit 
expensive. you can find it, and pix writer, here: www.mayerjohnson.com

Take care,

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com

At 06:30 AM 2/29/2008, you wrote:
>One place that you will find a large body of knowledge about icons for
>language is in the field of alternative and augmentative
>communication.  Many communication systems use pictographic symbols to
>store message components.  You will find that this is a very complex
>area.  While you would think that photographic images are easiest to
>associate, they can be too complex to process easily.  Line drawings
>are easiest to identify and discriminate, but the association can be
>hard to establish.  And, as you've noted, as soon as the ideas become
>even a little bit abstract, the images can be complicated.
>
>Do you use the same symbol for a Papillon and a Great Dane?  Both are
>dogs, but sure don't look alike.  What do you use to indicate
>"justice" or "faint?"  In AAC, people have been wrestling with this
>for some time, and I recommend at least looking at the body of work as
>an aid to literacy work.
>
>Denis Anson, MS, OTR
>Misericordia University
>Dallas, PA
>
>On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:
>
> > Yes, Julie, I think development of images in the classroom setting
> > provides students with a valuable opportunity to gain valuable
> > insight into the reality of communicating ideas and actions in a
> > visual form rather than a text-based form. What my research students
> > and I have done is to conduct a workshop with our undergrad pharmacy
> > students to stimulate ideas for image development e.g. our most
> > recent one was concerned with illustrating the side effects of ARVs.
> > Although we are a South African university, our students come from
> > all around Africa, so we had a wonderful melting pot of cultures,
> > experiences and ideas to draw from. The outcomes were really useful
> > and provided us with a great foundation from which we could further
> > develop individual images. They are currently being tested to
> > determine acceptability in terms of international criteria (ISO and
> > ANSI).
> >
> > Bob, I strongly agree with your opinion that all pictograms should
> > be tested in the target patient population before being used in
> > practice. I have seen far too many examples of cases where this has
> > obviously not been done.
> >
> > Regards
> > Ros
> >
> > Ros Dowse
> > Associate Professor
> > Faculty of Pharmacy
> > Rhodes University
> > Grahamstown, South Africa
> > +27 (0)46 603 8070(w)
> > +27 (0)83 556 9796 (mobile)
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> [mailto:healthliteracy-bounces at nifl.gov
> > ] On Behalf Of Julie McKinney
> > Sent: 28 February 2008 11:22 PM
> > To: healthliteracy at nifl.gov
> > Subject: [HealthLiteracy 1803] Re: pill card
> >
> > I think that these concerns of graphics being meaningful to any given
> > population is exactly the reason why this is such a good activity to
> > do
> > in a classroom setting with students (whether they are health students
> > or literacy students). The whole point in making this with the people
> > who will be using it is that they can choose their own images, and the
> > process itself will add meaning. You could do this in a classroom and
> > have magazines to cut pictures out of, along with a variety of
> > sun/rooster/breakfast-type images. Or they could use photos of them in
> > their house doing what they do at certain times of day. If people are
> > creating this themselves, the images they choose WILL be meaningful!
> >
> > Not to mention the literacy skills that can be practiced by doing and
> > processing such an activity...
> >
> > Do people agree? Has anyone done this?
> >
> > Julie
> >
> > P.S. Funny this came up just now...I am working with a team on a
> > health
> > literacy curriculum in Florida, and we just included an activity like
> > this!
> >
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org
> >
> >>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> > While this tool appears to be a step in the right direction I also
> > agree
> > with and share the concerns of both Laurie Anson and Marcia. Some of
> > the
> > other graphics I saw on the site I would not necessarily equate with
> > the
> > terms they are supposed to signify. For example the graphic that I
> > believe is supposed be a bag of sugar to represent diabetes did not
> > connect for me until I realized is was supposed to represent a bag of
> > sugar. I just saw a bag of something???
> >
> > Of course making the connection between the graphic and intended
> > meaning
> > may be influenced by context and the patient's medical conditions (the
> > sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> > curious if there are truly universal graphics, symbols, pictures or
> > visuals that are understood by a majority of people. Of course unique
> > cultural difference may make even "universal" graphics meaningless in
> > some cases. In this event alternatives should be made available.
> >
> > I'm also curious if the graphics in this application were used because
> > they are conveniently available clip art or if they have truly been
> > studied and shown effective for a variety of patient populations.
> >
> > Thanks,
> > Bob Dickerson, MSHSA, RRT
> > Quality Improvement Coordinator, Clinical Quality
> > Iowa Health - Des Moines
> > Des Moines, Iowa
> > Phone: (515) 263-5792
> > Fax: (515) 263-5415
> > E-mail: DICKERR2 at ihs.org
> > Website: www.ihsdesmoines.org
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,
> > Marcia L
> > Sent: Wednesday, February 27, 2008 5:11 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1795] Re: pill card
> >
> >
> > I agree with Ms. Anson. Considering culture/understanding ethnicity
> > will
> > help us understand others' interpretations of graphics. We live in a
> > multi-cultural society. We need to accept that "one size does not fit
> > all"; one presentation will rarely be interpreted universally. Thus,
> > strategic targeting of visuals, cultural awareness, focus testing, and
> > hopefully teach-back orientation.  Here's a graphic challenge for all.
> >
> > What graphic(s) would depict the following.
> >
> > 3x daily without food.
> >
> > Graphics for: Morning
> >                       Mid-afternoon
> >                       Bedtime
> >
> > 3x daily with food.
> >
> > Graphics for: Breakfast
> >                       Lunch
> >                       Dinner
> >
> > We used a rising sun with a rooster to depict "morning" and several
> > focus participants thought it meant, "breakfast with chicken".
> >
> > I will be very interested to hear your response and grateful.
> >
> > Thanks,
> > Marcia
> >
> > ___________________
> > Marcia L. Trenter
> > Special Assistant to the Office Director Office of Training and
> > Communications Center for Drug Evaluation and Research U.S. Food and
> > Drug Administration Rm 2436, Bldg. 51
> > 10903 New Hampshire Avenue
> > Silver Spring, MD 20993-0002
> > 301-796-3172
> > Fax 301-847-8718
> > E-mail marcia.trenter at fda.hhs.gov
> > ______________________
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> > Sent: Wednesday, February 27, 2008 5:03 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1794] pill card
> >
> > To the List -
> >
> > As an RN, I recall having heard of the use of pill cards similar to
> > the
> > one shown. As I remember, there were some difficulties with the
> > symbols
> > used (sunrise, sunset, moon) across cultural lines. I think the use of
> > pill cards is an excellent idea, as long as great care is taken to
> > explain the symbols to the client. For instance, if there is no
> > "sunset"
> > to compare to "sunrise", then there might be some confusion about the
> > significance of that particular symbol.
> >
> >
> > Laurie Anson
> > ansons at epix.net
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to trenterm at cder.fda.gov
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to dickerr2 at ihs.org
> >         ********************************************
> >
> > This message and accompanying documents are covered by the
> > Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> > and contain information intended for the specified individual(s) only.
> > This information is confidential. If you are not the intended
> > recipient
> > or an agent responsible for delivering it to the intended recipient,
> > you
> >
> > are hereby notified that you have received this document in error and
> > that any review, dissemination, copying, or the taking of any action
> > based on the contents of this information is strictly prohibited. If
> > you
> >
> > have received this communication in error, please notify us
> > immediately
> > by e-mail, and delete the original message.
> >
> >        *********************************************
> >
> > ----------------------------------------------------
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> > To unsubscribe or change your subscription settings, please go to
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> > Email delivered to julie_mckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
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> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to ansons at epix.net
> >
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
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>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to joan at ipns.com




From SiobhanChamp-Blackwell at creighton.edu  Fri Feb 29 10:12:53 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Fri, 29 Feb 2008 09:12:53 -0600
Subject: [HealthLiteracy 1814] FW: Proceedings of the 2006 Surgeon General's
	Workshop on Improving Health Literacy
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0CBB281C@exbe01.blue.jays.creighton.edu>

 
 FYI - siobhan

________________________________

From: Healthy People 2010 News and Announcements
[mailto:HEALTHYPEOPLE at LIST.NIH.GOV] On Behalf Of Davis, Ellis (HHS/OPHS)
Sent: Thursday, February 28, 2008 3:08 PM
To: HEALTHYPEOPLE at LIST.NIH.GOV
Subject: Proceedings of the 2006 Surgeon General's Workshop on Improving
Health Literacy



The Proceedings of the 2006 Surgeon General's Workshop on Improving
Health Literacy are available on the Surgeon General's Web site at:
www.surgeongeneral.gov/topics/healthliteracy/toc.htm.  The Workshop took
place on September 6, 2006 at the National Institutes of Health,
Bethesda, Maryland.

 

For additional information, contact Joanne Locke, HHS Office of Disease
Prevention and Health Promotion, at joanne.locke at hhs.gov.  

 

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From DVarner at cmhsumner.org  Fri Feb 29 10:58:36 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Fri, 29 Feb 2008 09:58:36 -0600
Subject: [HealthLiteracy 1815] Re: Wednesday Question:	Take-home	products
	to	help improve health	AND literacy
In-Reply-To: <47C6DB860200002D00005C2E@bostongwia.jsi.com>
References: <47C6DB860200002D00005C2E@bostongwia.jsi.com>
Message-ID: <WorldClient-F200802290958.AA58360053@cmhsumner.org>

Julie, One concern I have about the pill cards is the picture of the 
medication. With the use of generic medications the manufacturer could 
change, therefore the drugs appearance would change causing added 
confusion. Deb 

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Thu, 28 Feb 2008 16:04:13 -0500
Subject: [HealthLiteracy 1802] Re: Wednesday Question: Take-home
	products to	help improve health	AND literacy

> Debra, this sounds interesting. We can't include scanned images on the
> list. Can you describe it further or lead us to a website that explains
> it more?
> 
> Thanks!
> 
> Julie
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> >>> "Varner, Debra" <DVarner at cmhsumner.org> 02/28/08 9:05 AM >>>
> Julie, We developed an "eform" that is in our computer system. When 
> patients are discharged the nurse completes the form. We did testing 
> prior to initiating it into our system and have had very good reviews 
> from our patients including patients with literacy issues. Deb
> ps Sorry the scanned image is not very clear.
> 
> -----Original Message-----
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> To: <healthliteracy at nifl.gov>
> Date: Wed, 27 Feb 2008 15:22:36 -0500
> Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products
> to 
> help improve health	AND literacy
> 
> > Hi Everyone,
> > 
> > I think the AHRQ Pill Card that Cheryl just linked us to is an
> > interesting exampleof a take-home product that could be initiated by
> > either health educators or literacy educators, and help improve
> > people's health and literacy skills at the same time.
> > 
> > For example, I can imagine creating these pill cards with students in
> > an adult literacy class, and finding that not only does the student
> get
> > a useful tool to put up in their medicine cabinet, but also a good
> > practice in reading, writing, numeracy, and understanding information
> > in chart form.
> > 
> > So my question today is: 
> > 
> > What other take-home products have literacy teachers or health
> > educators created with students and patients that could also work
> like
> > this? How do people respond? In what ways is it helpful or not?
> > 
> > Has anyone created these pill cards?
> > 
> > Love to hear some thoughts,
> > Julie
> > 
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org
> > 
> > >>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
> > Here is an interesting take on a medication list that uses graphics -
> > the "pill card":
> > 
> >  
> > 
> > I thought this would be of interest to the group.
> > 
> >  
> > 
> > http://www.ahrq.gov/qual/pillcard/pillcard.htm
> > 
> >  
> > 
> >  
> > 
> >  
> > 
> > Cheryl Clarke, R.Ph. 
> > Senior Program Manager 
> > The Wellmark Foundation 
> > 636 Grand Avenue, Station 150 
> > PO Box 9232 
> > Des Moines, IA  50306-9232 
> > 515.245.4997 (voice)  515.235.4445 (fax) 
> > clarkec at wellmark.com 
> > www.wellmark.com/foundation <http://www.wellmark.com/foundation>  
> > 
> >  
> > 
> > 
> > 
> > CONFIDENTIALITY NOTICE: This e-mail message is intended only for the
> > use of the individual or entity to which it is addressed and may
> > contain information that is privileged, confidential and exempt from
> > disclosure under applicable law.  If you are not the intended
> > recipient, any dissemination, distribution or copying of this
> > communication is strictly prohibited.  If you have received this
> > communication in error, please do not distribute it.  Please notify
> the
> > sender by e-mail at the address shown and delete or destroy the
> > original message and any attachments.  Thank you.
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to dvarner at cmhsumner.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org




From DVarner at cmhsumner.org  Fri Feb 29 13:25:28 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Fri, 29 Feb 2008 12:25:28 -0600
Subject: [HealthLiteracy 1816] Re: Wednesday Question:	Take-home	products
	to	help improve health	AND literacy
In-Reply-To: <47C6DB860200002D00005C2E@bostongwia.jsi.com>
References: <47C6DB860200002D00005C2E@bostongwia.jsi.com>
Message-ID: <WorldClient-F200802291225.AA25280055@cmhsumner.org>

Julie, I am not able to find a way to send a picture of what our e-form 
looks like other than faxing it to you. It is in our computer system and 
it does not allow us to copy it in an electronic way. How it works is 
simple. The nursing staff types in the drug name and dose under the 
heading of medication list. Following the medication there are times,   
7 AM, 8 AM, 12 PM, 6 PM,8 PM,and as needed. The nursing staff places an 
X in the appropriate box under the time the patient should take that 
medication. Under the name of the medication there is a question WHY. 
The nursing staff types in why the patient is taking the medication in 
simple language, example: water pill, heart pill. The testing we have 
done in our local area has been very effective even with patients who 
have low literacy levels. I can fax you the form if you would like. Deb

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Thu, 28 Feb 2008 16:04:13 -0500
Subject: [HealthLiteracy 1802] Re: Wednesday Question: Take-home
	products to	help improve health	AND literacy

> Debra, this sounds interesting. We can't include scanned images on the
> list. Can you describe it further or lead us to a website that explains
> it more?
> 
> Thanks!
> 
> Julie
> 
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
> 
> >>> "Varner, Debra" <DVarner at cmhsumner.org> 02/28/08 9:05 AM >>>
> Julie, We developed an "eform" that is in our computer system. When 
> patients are discharged the nurse completes the form. We did testing 
> prior to initiating it into our system and have had very good reviews 
> from our patients including patients with literacy issues. Deb
> ps Sorry the scanned image is not very clear.
> 
> -----Original Message-----
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> To: <healthliteracy at nifl.gov>
> Date: Wed, 27 Feb 2008 15:22:36 -0500
> Subject: [HealthLiteracy 1792] Wednesday Question: Take-home products
> to 
> help improve health	AND literacy
> 
> > Hi Everyone,
> > 
> > I think the AHRQ Pill Card that Cheryl just linked us to is an
> > interesting exampleof a take-home product that could be initiated by
> > either health educators or literacy educators, and help improve
> > people's health and literacy skills at the same time.
> > 
> > For example, I can imagine creating these pill cards with students in
> > an adult literacy class, and finding that not only does the student
> get
> > a useful tool to put up in their medicine cabinet, but also a good
> > practice in reading, writing, numeracy, and understanding information
> > in chart form.
> > 
> > So my question today is: 
> > 
> > What other take-home products have literacy teachers or health
> > educators created with students and patients that could also work
> like
> > this? How do people respond? In what ways is it helpful or not?
> > 
> > Has anyone created these pill cards?
> > 
> > Love to hear some thoughts,
> > Julie
> > 
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org
> > 
> > >>> "Clarke, Cheryl" <clarkec at wellmark.com> 02/26/08 3:13 PM >>>
> > Here is an interesting take on a medication list that uses graphics -
> > the "pill card":
> > 
> >  
> > 
> > I thought this would be of interest to the group.
> > 
> >  
> > 
> > http://www.ahrq.gov/qual/pillcard/pillcard.htm
> > 
> >  
> > 
> >  
> > 
> >  
> > 
> > Cheryl Clarke, R.Ph. 
> > Senior Program Manager 
> > The Wellmark Foundation 
> > 636 Grand Avenue, Station 150 
> > PO Box 9232 
> > Des Moines, IA  50306-9232 
> > 515.245.4997 (voice)  515.235.4445 (fax) 
> > clarkec at wellmark.com 
> > www.wellmark.com/foundation <http://www.wellmark.com/foundation>  
> > 
> >  
> > 
> > 
> > 
> > CONFIDENTIALITY NOTICE: This e-mail message is intended only for the
> > use of the individual or entity to which it is addressed and may
> > contain information that is privileged, confidential and exempt from
> > disclosure under applicable law.  If you are not the intended
> > recipient, any dissemination, distribution or copying of this
> > communication is strictly prohibited.  If you have received this
> > communication in error, please do not distribute it.  Please notify
> the
> > sender by e-mail at the address shown and delete or destroy the
> > original message and any attachments.  Thank you.
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to dvarner at cmhsumner.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org




From DVarner at cmhsumner.org  Fri Feb 29 14:33:16 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Fri, 29 Feb 2008 13:33:16 -0600
Subject: [HealthLiteracy 1817] Re: pill card
In-Reply-To: <6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
	<003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
	<F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>
	<6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>
Message-ID: <WorldClient-F200802291333.AA33160056@cmhsumner.org>

Joan, thank you, the sites you gave us are great! Deb

-----Original Message-----
From: Joan Medlen <joan at ipns.com>
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Fri, 29 Feb 2008 06:55:09 -0800
Subject: [HealthLiteracy 1813] Re: pill card

> This is absolutely spot on. You will also find good information on
> creating 
> visual materials within the autism community - take a look at Visual 
> Strategies for Improving Communication by linda Hodgdon and "Teaching
> by 
> Design" by Kimberly Voss. I have used all these techniques in my work 
> adapting nutrition education materials for people with intellectual 
> disabilities and find that it crosses over to ESOL work and work in
> health 
> literacy very nicely.  It's all about being understood and your target 
> audience/individual being able to show you that.
> 
> I would highly recommend background free images if you are using 
> photographs. Many tools for people with autism have a lot of these
> images. 
> The owner of Silverlining Multimedia may be willing to create some of
> these 
> images for you if photographs are preferable. You can reach her at 
> www.silverliningmm.com . I use her Visual Foods CD all the time.
> 
> You can also download some of the symbol-based communication programs
> for a 
> free trial. Boardmaker has a great library of symbols, but is also a
> bit 
> expensive. you can find it, and pix writer, here: www.mayerjohnson.com
> 
> Take care,
> 
> Joan
> 
> -------
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Healthy Athletes
> joan at DownSyndromeNutrition.com
> 
> At 06:30 AM 2/29/2008, you wrote:
> >One place that you will find a large body of knowledge about icons for
> >language is in the field of alternative and augmentative
> >communication.  Many communication systems use pictographic symbols to
> >store message components.  You will find that this is a very complex
> >area.  While you would think that photographic images are easiest to
> >associate, they can be too complex to process easily.  Line drawings
> >are easiest to identify and discriminate, but the association can be
> >hard to establish.  And, as you've noted, as soon as the ideas become
> >even a little bit abstract, the images can be complicated.
> >
> >Do you use the same symbol for a Papillon and a Great Dane?  Both are
> >dogs, but sure don't look alike.  What do you use to indicate
> >"justice" or "faint?"  In AAC, people have been wrestling with this
> >for some time, and I recommend at least looking at the body of work as
> >an aid to literacy work.
> >
> >Denis Anson, MS, OTR
> >Misericordia University
> >Dallas, PA
> >
> >On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:
> >
> > > Yes, Julie, I think development of images in the classroom setting
> > > provides students with a valuable opportunity to gain valuable
> > > insight into the reality of communicating ideas and actions in a
> > > visual form rather than a text-based form. What my research
> students
> > > and I have done is to conduct a workshop with our undergrad
> pharmacy
> > > students to stimulate ideas for image development e.g. our most
> > > recent one was concerned with illustrating the side effects of
> ARVs.
> > > Although we are a South African university, our students come from
> > > all around Africa, so we had a wonderful melting pot of cultures,
> > > experiences and ideas to draw from. The outcomes were really useful
> > > and provided us with a great foundation from which we could further
> > > develop individual images. They are currently being tested to
> > > determine acceptability in terms of international criteria (ISO and
> > > ANSI).
> > >
> > > Bob, I strongly agree with your opinion that all pictograms should
> > > be tested in the target patient population before being used in
> > > practice. I have seen far too many examples of cases where this has
> > > obviously not been done.
> > >
> > > Regards
> > > Ros
> > >
> > > Ros Dowse
> > > Associate Professor
> > > Faculty of Pharmacy
> > > Rhodes University
> > > Grahamstown, South Africa
> > > +27 (0)46 603 8070(w)
> > > +27 (0)83 556 9796 (mobile)
> > >
> > > -----Original Message-----
> > > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov
> > > ] On Behalf Of Julie McKinney
> > > Sent: 28 February 2008 11:22 PM
> > > To: healthliteracy at nifl.gov
> > > Subject: [HealthLiteracy 1803] Re: pill card
> > >
> > > I think that these concerns of graphics being meaningful to any
> given
> > > population is exactly the reason why this is such a good activity
> to
> > > do
> > > in a classroom setting with students (whether they are health
> students
> > > or literacy students). The whole point in making this with the
> people
> > > who will be using it is that they can choose their own images, and
> the
> > > process itself will add meaning. You could do this in a classroom
> and
> > > have magazines to cut pictures out of, along with a variety of
> > > sun/rooster/breakfast-type images. Or they could use photos of them
> in
> > > their house doing what they do at certain times of day. If people
> are
> > > creating this themselves, the images they choose WILL be
> meaningful!
> > >
> > > Not to mention the literacy skills that can be practiced by doing
> and
> > > processing such an activity...
> > >
> > > Do people agree? Has anyone done this?
> > >
> > > Julie
> > >
> > > P.S. Funny this came up just now...I am working with a team on a
> > > health
> > > literacy curriculum in Florida, and we just included an activity
> like
> > > this!
> > >
> > > Julie McKinney
> > > Discussion List Moderator
> > > World Education/NCSALL
> > > jmckinney at worlded.org
> > >
> > >>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> > > While this tool appears to be a step in the right direction I also
> > > agree
> > > with and share the concerns of both Laurie Anson and Marcia. Some
> of
> > > the
> > > other graphics I saw on the site I would not necessarily equate
> with
> > > the
> > > terms they are supposed to signify. For example the graphic that I
> > > believe is supposed be a bag of sugar to represent diabetes did not
> > > connect for me until I realized is was supposed to represent a bag
> of
> > > sugar. I just saw a bag of something???
> > >
> > > Of course making the connection between the graphic and intended
> > > meaning
> > > may be influenced by context and the patient's medical conditions
> (the
> > > sugar bag may make more sense to a diabetic than a non-diabetic).
> I'm
> > > curious if there are truly universal graphics, symbols, pictures or
> > > visuals that are understood by a majority of people. Of course
> unique
> > > cultural difference may make even "universal" graphics meaningless
> in
> > > some cases. In this event alternatives should be made available.
> > >
> > > I'm also curious if the graphics in this application were used
> because
> > > they are conveniently available clip art or if they have truly been
> > > studied and shown effective for a variety of patient populations.
> > >
> > > Thanks,
> > > Bob Dickerson, MSHSA, RRT
> > > Quality Improvement Coordinator, Clinical Quality
> > > Iowa Health - Des Moines
> > > Des Moines, Iowa
> > > Phone: (515) 263-5792
> > > Fax: (515) 263-5415
> > > E-mail: DICKERR2 at ihs.org
> > > Website: www.ihsdesmoines.org
> > >
> > >
> > > -----Original Message-----
> > > From: healthliteracy-bounces at nifl.gov
> > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,
> > > Marcia L
> > > Sent: Wednesday, February 27, 2008 5:11 PM
> > > To: The Health and Literacy Discussion List
> > > Subject: [HealthLiteracy 1795] Re: pill card
> > >
> > >
> > > I agree with Ms. Anson. Considering culture/understanding ethnicity
> > > will
> > > help us understand others' interpretations of graphics. We live in
> a
> > > multi-cultural society. We need to accept that "one size does not
> fit
> > > all"; one presentation will rarely be interpreted universally.
> Thus,
> > > strategic targeting of visuals, cultural awareness, focus testing,
> and
> > > hopefully teach-back orientation.  Here's a graphic challenge for
> all.
> > >
> > > What graphic(s) would depict the following.
> > >
> > > 3x daily without food.
> > >
> > > Graphics for: Morning
> > >                       Mid-afternoon
> > >                       Bedtime
> > >
> > > 3x daily with food.
> > >
> > > Graphics for: Breakfast
> > >                       Lunch
> > >                       Dinner
> > >
> > > We used a rising sun with a rooster to depict "morning" and several
> > > focus participants thought it meant, "breakfast with chicken".
> > >
> > > I will be very interested to hear your response and grateful.
> > >
> > > Thanks,
> > > Marcia
> > >
> > > ___________________
> > > Marcia L. Trenter
> > > Special Assistant to the Office Director Office of Training and
> > > Communications Center for Drug Evaluation and Research U.S. Food
> and
> > > Drug Administration Rm 2436, Bldg. 51
> > > 10903 New Hampshire Avenue
> > > Silver Spring, MD 20993-0002
> > > 301-796-3172
> > > Fax 301-847-8718
> > > E-mail marcia.trenter at fda.hhs.gov
> > > ______________________
> > >
> > >
> > > -----Original Message-----
> > > From: healthliteracy-bounces at nifl.gov
> > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> > > Sent: Wednesday, February 27, 2008 5:03 PM
> > > To: The Health and Literacy Discussion List
> > > Subject: [HealthLiteracy 1794] pill card
> > >
> > > To the List -
> > >
> > > As an RN, I recall having heard of the use of pill cards similar to
> > > the
> > > one shown. As I remember, there were some difficulties with the
> > > symbols
> > > used (sunrise, sunset, moon) across cultural lines. I think the use
> of
> > > pill cards is an excellent idea, as long as great care is taken to
> > > explain the symbols to the client. For instance, if there is no
> > > "sunset"
> > > to compare to "sunrise", then there might be some confusion about
> the
> > > significance of that particular symbol.
> > >
> > >
> > > Laurie Anson
> > > ansons at epix.net
> > >
> > >
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to trenterm at cder.fda.gov
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to dickerr2 at ihs.org
> > >         ********************************************
> > >
> > > This message and accompanying documents are covered by the
> > > Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> > > and contain information intended for the specified individual(s)
> only.
> > > This information is confidential. If you are not the intended
> > > recipient
> > > or an agent responsible for delivering it to the intended
> recipient,
> > > you
> > >
> > > are hereby notified that you have received this document in error
> and
> > > that any review, dissemination, copying, or the taking of any
> action
> > > based on the contents of this information is strictly prohibited.
> If
> > > you
> > >
> > > have received this communication in error, please notify us
> > > immediately
> > > by e-mail, and delete the original message.
> > >
> > >        *********************************************
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to julie_mckinney at worlded.org
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to r.dowse at ru.ac.za
> > >
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to ansons at epix.net
> > >
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov
> >To unsubscribe or change your subscription settings, please go to 
> >http://www.nifl.gov/mailman/listinfo/healthliteracy
> >Email delivered to joan at ipns.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org




From SStableford at une.edu  Mon Mar  3 09:55:18 2008
From: SStableford at une.edu (Sue Stableford)
Date: Mon, 03 Mar 2008 09:55:18 -0500
Subject: [HealthLiteracy 1818]   Re: pill card
In-Reply-To: <6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
	<003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
	<F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>
	<6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>
Message-ID: <47CBCB06.57C7.00F6.0@une.edu>

Just to add one more great article to suggested reading about how adults understand pictures, check this article: 
Shea Judy et al. Developing an Illustrated Version of the Consumer Assessment of Health Plans (CAPHS). Joint Commission on Accreditation of Healthcare Organizations. January 2005;31(1):32-42. This is an excellent article about how line drawings to explain important health survey issues were designed and tested with an American audience. While not "icons," the drawings had to be simple representations of complex concepts. I often recommend this article to help people learn about the importance of audience testing.

Best,
Sue Stableford



Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> Joan Medlen <joan at ipns.com> 2/29/2008 9:55 AM >>>
This is absolutely spot on. You will also find good information on creating 
visual materials within the autism community - take a look at Visual 
Strategies for Improving Communication by linda Hodgdon and "Teaching by 
Design" by Kimberly Voss. I have used all these techniques in my work 
adapting nutrition education materials for people with intellectual 
disabilities and find that it crosses over to ESOL work and work in health 
literacy very nicely.  It's all about being understood and your target 
audience/individual being able to show you that.

I would highly recommend background free images if you are using 
photographs. Many tools for people with autism have a lot of these images. 
The owner of Silverlining Multimedia may be willing to create some of these 
images for you if photographs are preferable. You can reach her at 
www.silverliningmm.com . I use her Visual Foods CD all the time.

You can also download some of the symbol-based communication programs for a 
free trial. Boardmaker has a great library of symbols, but is also a bit 
expensive. you can find it, and pix writer, here: www.mayerjohnson.com 

Take care,

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com 

At 06:30 AM 2/29/2008, you wrote:
>One place that you will find a large body of knowledge about icons for
>language is in the field of alternative and augmentative
>communication.  Many communication systems use pictographic symbols to
>store message components.  You will find that this is a very complex
>area.  While you would think that photographic images are easiest to
>associate, they can be too complex to process easily.  Line drawings
>are easiest to identify and discriminate, but the association can be
>hard to establish.  And, as you've noted, as soon as the ideas become
>even a little bit abstract, the images can be complicated.
>
>Do you use the same symbol for a Papillon and a Great Dane?  Both are
>dogs, but sure don't look alike.  What do you use to indicate
>"justice" or "faint?"  In AAC, people have been wrestling with this
>for some time, and I recommend at least looking at the body of work as
>an aid to literacy work.
>
>Denis Anson, MS, OTR
>Misericordia University
>Dallas, PA
>
>On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:
>
> > Yes, Julie, I think development of images in the classroom setting
> > provides students with a valuable opportunity to gain valuable
> > insight into the reality of communicating ideas and actions in a
> > visual form rather than a text-based form. What my research students
> > and I have done is to conduct a workshop with our undergrad pharmacy
> > students to stimulate ideas for image development e.g. our most
> > recent one was concerned with illustrating the side effects of ARVs.
> > Although we are a South African university, our students come from
> > all around Africa, so we had a wonderful melting pot of cultures,
> > experiences and ideas to draw from. The outcomes were really useful
> > and provided us with a great foundation from which we could further
> > develop individual images. They are currently being tested to
> > determine acceptability in terms of international criteria (ISO and
> > ANSI).
> >
> > Bob, I strongly agree with your opinion that all pictograms should
> > be tested in the target patient population before being used in
> > practice. I have seen far too many examples of cases where this has
> > obviously not been done.
> >
> > Regards
> > Ros
> >
> > Ros Dowse
> > Associate Professor
> > Faculty of Pharmacy
> > Rhodes University
> > Grahamstown, South Africa
> > +27 (0)46 603 8070(w)
> > +27 (0)83 556 9796 (mobile)
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> [mailto:healthliteracy-bounces at nifl.gov 
> > ] On Behalf Of Julie McKinney
> > Sent: 28 February 2008 11:22 PM
> > To: healthliteracy at nifl.gov 
> > Subject: [HealthLiteracy 1803] Re: pill card
> >
> > I think that these concerns of graphics being meaningful to any given
> > population is exactly the reason why this is such a good activity to
> > do
> > in a classroom setting with students (whether they are health students
> > or literacy students). The whole point in making this with the people
> > who will be using it is that they can choose their own images, and the
> > process itself will add meaning. You could do this in a classroom and
> > have magazines to cut pictures out of, along with a variety of
> > sun/rooster/breakfast-type images. Or they could use photos of them in
> > their house doing what they do at certain times of day. If people are
> > creating this themselves, the images they choose WILL be meaningful!
> >
> > Not to mention the literacy skills that can be practiced by doing and
> > processing such an activity...
> >
> > Do people agree? Has anyone done this?
> >
> > Julie
> >
> > P.S. Funny this came up just now...I am working with a team on a
> > health
> > literacy curriculum in Florida, and we just included an activity like
> > this!
> >
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org 
> >
> >>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> > While this tool appears to be a step in the right direction I also
> > agree
> > with and share the concerns of both Laurie Anson and Marcia. Some of
> > the
> > other graphics I saw on the site I would not necessarily equate with
> > the
> > terms they are supposed to signify. For example the graphic that I
> > believe is supposed be a bag of sugar to represent diabetes did not
> > connect for me until I realized is was supposed to represent a bag of
> > sugar. I just saw a bag of something???
> >
> > Of course making the connection between the graphic and intended
> > meaning
> > may be influenced by context and the patient's medical conditions (the
> > sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> > curious if there are truly universal graphics, symbols, pictures or
> > visuals that are understood by a majority of people. Of course unique
> > cultural difference may make even "universal" graphics meaningless in
> > some cases. In this event alternatives should be made available.
> >
> > I'm also curious if the graphics in this application were used because
> > they are conveniently available clip art or if they have truly been
> > studied and shown effective for a variety of patient populations.
> >
> > Thanks,
> > Bob Dickerson, MSHSA, RRT
> > Quality Improvement Coordinator, Clinical Quality
> > Iowa Health - Des Moines
> > Des Moines, Iowa
> > Phone: (515) 263-5792
> > Fax: (515) 263-5415
> > E-mail: DICKERR2 at ihs.org 
> > Website: www.ihsdesmoines.org 
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,
> > Marcia L
> > Sent: Wednesday, February 27, 2008 5:11 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1795] Re: pill card
> >
> >
> > I agree with Ms. Anson. Considering culture/understanding ethnicity
> > will
> > help us understand others' interpretations of graphics. We live in a
> > multi-cultural society. We need to accept that "one size does not fit
> > all"; one presentation will rarely be interpreted universally. Thus,
> > strategic targeting of visuals, cultural awareness, focus testing, and
> > hopefully teach-back orientation.  Here's a graphic challenge for all.
> >
> > What graphic(s) would depict the following.
> >
> > 3x daily without food.
> >
> > Graphics for: Morning
> >                       Mid-afternoon
> >                       Bedtime
> >
> > 3x daily with food.
> >
> > Graphics for: Breakfast
> >                       Lunch
> >                       Dinner
> >
> > We used a rising sun with a rooster to depict "morning" and several
> > focus participants thought it meant, "breakfast with chicken".
> >
> > I will be very interested to hear your response and grateful.
> >
> > Thanks,
> > Marcia
> >
> > ___________________
> > Marcia L. Trenter
> > Special Assistant to the Office Director Office of Training and
> > Communications Center for Drug Evaluation and Research U.S. Food and
> > Drug Administration Rm 2436, Bldg. 51
> > 10903 New Hampshire Avenue
> > Silver Spring, MD 20993-0002
> > 301-796-3172
> > Fax 301-847-8718
> > E-mail marcia.trenter at fda.hhs.gov 
> > ______________________
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> > Sent: Wednesday, February 27, 2008 5:03 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1794] pill card
> >
> > To the List -
> >
> > As an RN, I recall having heard of the use of pill cards similar to
> > the
> > one shown. As I remember, there were some difficulties with the
> > symbols
> > used (sunrise, sunset, moon) across cultural lines. I think the use of
> > pill cards is an excellent idea, as long as great care is taken to
> > explain the symbols to the client. For instance, if there is no
> > "sunset"
> > to compare to "sunrise", then there might be some confusion about the
> > significance of that particular symbol.
> >
> >
> > Laurie Anson
> > ansons at epix.net 
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to trenterm at cder.fda.gov 
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to dickerr2 at ihs.org 
> >         ********************************************
> >
> > This message and accompanying documents are covered by the
> > Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> > and contain information intended for the specified individual(s) only.
> > This information is confidential. If you are not the intended
> > recipient
> > or an agent responsible for delivering it to the intended recipient,
> > you
> >
> > are hereby notified that you have received this document in error and
> > that any review, dissemination, copying, or the taking of any action
> > based on the contents of this information is strictly prohibited. If
> > you
> >
> > have received this communication in error, please notify us
> > immediately
> > by e-mail, and delete the original message.
> >
> >        *********************************************
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to julie_mckinney at worlded.org 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to r.dowse at ru.ac.za 
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to ansons at epix.net 
> >
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov 
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy 
>Email delivered to joan at ipns.com 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to sstableford at une.edu


From LWallace at mc.utmck.edu  Mon Mar  3 11:16:49 2008
From: LWallace at mc.utmck.edu (Wallace, Lorraine S)
Date: Mon, 3 Mar 2008 11:16:49 -0500
Subject: [HealthLiteracy 1819] Re: Audience testing
In-Reply-To: <47CBCB06.57C7.00F6.0@une.edu>
Message-ID: <4B2A684CDF93D24A814D0458D95C7C1A053B63E8@MSEXCH1.utmck.edu>

I would like to echo what Sue wrote below regarding the importance of
audience testing.  Check out:

Wallace, L.S., Keenum, A.J., Roskos, S.E., & McDaniel, K.S. (2007).
Development and Validation of a Low-Literacy Pain Medicine Contract.
Journal of Pain, 8(10), 759-786.  


Lorraine S. Wallace, Ph.D., Associate Professor
University of Tennessee Graduate School of Medicine
Department of Family Medicine
1924 Alcoa Highway, U-67
Knoxville, TN  37920
Phone: 865-544-9352
FAX: 865-544-6532
Email:lwallace at mc.utmck.edu
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sue Stableford
Sent: Monday, March 03, 2008 9:55 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1818] Re: pill card

Just to add one more great article to suggested reading about how adults
understand pictures, check this article: 
Shea Judy et al. Developing an Illustrated Version of the Consumer
Assessment of Health Plans (CAPHS). Joint Commission on Accreditation of
Healthcare Organizations. January 2005;31(1):32-42. This is an excellent
article about how line drawings to explain important health survey
issues were designed and tested with an American audience. While not
"icons," the drawings had to be simple representations of complex
concepts. I often recommend this article to help people learn about the
importance of audience testing.

Best,
Sue Stableford



Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> Joan Medlen <joan at ipns.com> 2/29/2008 9:55 AM >>>
This is absolutely spot on. You will also find good information on
creating 
visual materials within the autism community - take a look at Visual 
Strategies for Improving Communication by linda Hodgdon and "Teaching by

Design" by Kimberly Voss. I have used all these techniques in my work 
adapting nutrition education materials for people with intellectual 
disabilities and find that it crosses over to ESOL work and work in
health 
literacy very nicely.  It's all about being understood and your target 
audience/individual being able to show you that.

I would highly recommend background free images if you are using 
photographs. Many tools for people with autism have a lot of these
images. 
The owner of Silverlining Multimedia may be willing to create some of
these 
images for you if photographs are preferable. You can reach her at 
www.silverliningmm.com . I use her Visual Foods CD all the time.

You can also download some of the symbol-based communication programs
for a 
free trial. Boardmaker has a great library of symbols, but is also a bit

expensive. you can find it, and pix writer, here: www.mayerjohnson.com 

Take care,

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com 

At 06:30 AM 2/29/2008, you wrote:
>One place that you will find a large body of knowledge about icons for
>language is in the field of alternative and augmentative
>communication.  Many communication systems use pictographic symbols to
>store message components.  You will find that this is a very complex
>area.  While you would think that photographic images are easiest to
>associate, they can be too complex to process easily.  Line drawings
>are easiest to identify and discriminate, but the association can be
>hard to establish.  And, as you've noted, as soon as the ideas become
>even a little bit abstract, the images can be complicated.
>
>Do you use the same symbol for a Papillon and a Great Dane?  Both are
>dogs, but sure don't look alike.  What do you use to indicate
>"justice" or "faint?"  In AAC, people have been wrestling with this
>for some time, and I recommend at least looking at the body of work as
>an aid to literacy work.
>
>Denis Anson, MS, OTR
>Misericordia University
>Dallas, PA
>
>On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:
>
> > Yes, Julie, I think development of images in the classroom setting
> > provides students with a valuable opportunity to gain valuable
> > insight into the reality of communicating ideas and actions in a
> > visual form rather than a text-based form. What my research students
> > and I have done is to conduct a workshop with our undergrad pharmacy
> > students to stimulate ideas for image development e.g. our most
> > recent one was concerned with illustrating the side effects of ARVs.
> > Although we are a South African university, our students come from
> > all around Africa, so we had a wonderful melting pot of cultures,
> > experiences and ideas to draw from. The outcomes were really useful
> > and provided us with a great foundation from which we could further
> > develop individual images. They are currently being tested to
> > determine acceptability in terms of international criteria (ISO and
> > ANSI).
> >
> > Bob, I strongly agree with your opinion that all pictograms should
> > be tested in the target patient population before being used in
> > practice. I have seen far too many examples of cases where this has
> > obviously not been done.
> >
> > Regards
> > Ros
> >
> > Ros Dowse
> > Associate Professor
> > Faculty of Pharmacy
> > Rhodes University
> > Grahamstown, South Africa
> > +27 (0)46 603 8070(w)
> > +27 (0)83 556 9796 (mobile)
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> [mailto:healthliteracy-bounces at nifl.gov 
> > ] On Behalf Of Julie McKinney
> > Sent: 28 February 2008 11:22 PM
> > To: healthliteracy at nifl.gov 
> > Subject: [HealthLiteracy 1803] Re: pill card
> >
> > I think that these concerns of graphics being meaningful to any
given
> > population is exactly the reason why this is such a good activity to
> > do
> > in a classroom setting with students (whether they are health
students
> > or literacy students). The whole point in making this with the
people
> > who will be using it is that they can choose their own images, and
the
> > process itself will add meaning. You could do this in a classroom
and
> > have magazines to cut pictures out of, along with a variety of
> > sun/rooster/breakfast-type images. Or they could use photos of them
in
> > their house doing what they do at certain times of day. If people
are
> > creating this themselves, the images they choose WILL be meaningful!
> >
> > Not to mention the literacy skills that can be practiced by doing
and
> > processing such an activity...
> >
> > Do people agree? Has anyone done this?
> >
> > Julie
> >
> > P.S. Funny this came up just now...I am working with a team on a
> > health
> > literacy curriculum in Florida, and we just included an activity
like
> > this!
> >
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org 
> >
> >>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> > While this tool appears to be a step in the right direction I also
> > agree
> > with and share the concerns of both Laurie Anson and Marcia. Some of
> > the
> > other graphics I saw on the site I would not necessarily equate with
> > the
> > terms they are supposed to signify. For example the graphic that I
> > believe is supposed be a bag of sugar to represent diabetes did not
> > connect for me until I realized is was supposed to represent a bag
of
> > sugar. I just saw a bag of something???
> >
> > Of course making the connection between the graphic and intended
> > meaning
> > may be influenced by context and the patient's medical conditions
(the
> > sugar bag may make more sense to a diabetic than a non-diabetic).
I'm
> > curious if there are truly universal graphics, symbols, pictures or
> > visuals that are understood by a majority of people. Of course
unique
> > cultural difference may make even "universal" graphics meaningless
in
> > some cases. In this event alternatives should be made available.
> >
> > I'm also curious if the graphics in this application were used
because
> > they are conveniently available clip art or if they have truly been
> > studied and shown effective for a variety of patient populations.
> >
> > Thanks,
> > Bob Dickerson, MSHSA, RRT
> > Quality Improvement Coordinator, Clinical Quality
> > Iowa Health - Des Moines
> > Des Moines, Iowa
> > Phone: (515) 263-5792
> > Fax: (515) 263-5415
> > E-mail: DICKERR2 at ihs.org 
> > Website: www.ihsdesmoines.org 
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,
> > Marcia L
> > Sent: Wednesday, February 27, 2008 5:11 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1795] Re: pill card
> >
> >
> > I agree with Ms. Anson. Considering culture/understanding ethnicity
> > will
> > help us understand others' interpretations of graphics. We live in a
> > multi-cultural society. We need to accept that "one size does not
fit
> > all"; one presentation will rarely be interpreted universally. Thus,
> > strategic targeting of visuals, cultural awareness, focus testing,
and
> > hopefully teach-back orientation.  Here's a graphic challenge for
all.
> >
> > What graphic(s) would depict the following.
> >
> > 3x daily without food.
> >
> > Graphics for: Morning
> >                       Mid-afternoon
> >                       Bedtime
> >
> > 3x daily with food.
> >
> > Graphics for: Breakfast
> >                       Lunch
> >                       Dinner
> >
> > We used a rising sun with a rooster to depict "morning" and several
> > focus participants thought it meant, "breakfast with chicken".
> >
> > I will be very interested to hear your response and grateful.
> >
> > Thanks,
> > Marcia
> >
> > ___________________
> > Marcia L. Trenter
> > Special Assistant to the Office Director Office of Training and
> > Communications Center for Drug Evaluation and Research U.S. Food and
> > Drug Administration Rm 2436, Bldg. 51
> > 10903 New Hampshire Avenue
> > Silver Spring, MD 20993-0002
> > 301-796-3172
> > Fax 301-847-8718
> > E-mail marcia.trenter at fda.hhs.gov 
> > ______________________
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> > Sent: Wednesday, February 27, 2008 5:03 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1794] pill card
> >
> > To the List -
> >
> > As an RN, I recall having heard of the use of pill cards similar to
> > the
> > one shown. As I remember, there were some difficulties with the
> > symbols
> > used (sunrise, sunset, moon) across cultural lines. I think the use
of
> > pill cards is an excellent idea, as long as great care is taken to
> > explain the symbols to the client. For instance, if there is no
> > "sunset"
> > to compare to "sunrise", then there might be some confusion about
the
> > significance of that particular symbol.
> >
> >
> > Laurie Anson
> > ansons at epix.net 
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to trenterm at cder.fda.gov 
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to dickerr2 at ihs.org 
> >         ********************************************
> >
> > This message and accompanying documents are covered by the
> > Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> > and contain information intended for the specified individual(s)
only.
> > This information is confidential. If you are not the intended
> > recipient
> > or an agent responsible for delivering it to the intended recipient,
> > you
> >
> > are hereby notified that you have received this document in error
and
> > that any review, dissemination, copying, or the taking of any action
> > based on the contents of this information is strictly prohibited. If
> > you
> >
> > have received this communication in error, please notify us
> > immediately
> > by e-mail, and delete the original message.
> >
> >        *********************************************
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to julie_mckinney at worlded.org 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to r.dowse at ru.ac.za 
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> > Email delivered to ansons at epix.net 
> >
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov 
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy 
>Email delivered to joan at ipns.com 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to sstableford at une.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lwallace at mc.utmck.edu


From Cindy.Brach at ahrq.hhs.gov  Mon Mar  3 11:29:49 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Mon, 3 Mar 2008 11:29:49 -0500
Subject: [HealthLiteracy 1820] Re: pill card
References: <47C6DF940200002D00005C32@bostongwia.jsi.com>
	<003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za>
	<F715ED3F-59BE-46A7-A627-2DE2618C9054@epix.net>
	<6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com>
	<47CBCB06.57C7.00F6.0@une.edu>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19708A1F60D@AVN3VS004.ees.hhs.gov>

Thanks for mentioning Judy's work, Sue. 
 
If you want to read a short summary of the article that appeared in AHRQ's "Research Activities" go to http://www.ahrq.gov/research/jun05/0605RA40.htm and scroll down to Shea.

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Sue Stableford
Sent: Mon 3/3/2008 9:55 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1818] Re: pill card



Just to add one more great article to suggested reading about how adults understand pictures, check this article:
Shea Judy et al. Developing an Illustrated Version of the Consumer Assessment of Health Plans (CAPHS). Joint Commission on Accreditation of Healthcare Organizations. January 2005;31(1):32-42. This is an excellent article about how line drawings to explain important health survey issues were designed and tested with an American audience. While not "icons," the drawings had to be simple representations of complex concepts. I often recommend this article to help people learn about the importance of audience testing.

Best,
Sue Stableford



Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> Joan Medlen <joan at ipns.com> 2/29/2008 9:55 AM >>>
This is absolutely spot on. You will also find good information on creating
visual materials within the autism community - take a look at Visual
Strategies for Improving Communication by linda Hodgdon and "Teaching by
Design" by Kimberly Voss. I have used all these techniques in my work
adapting nutrition education materials for people with intellectual
disabilities and find that it crosses over to ESOL work and work in health
literacy very nicely.  It's all about being understood and your target
audience/individual being able to show you that.

I would highly recommend background free images if you are using
photographs. Many tools for people with autism have a lot of these images.
The owner of Silverlining Multimedia may be willing to create some of these
images for you if photographs are preferable. You can reach her at
www.silverliningmm.com . I use her Visual Foods CD all the time.

You can also download some of the symbol-based communication programs for a
free trial. Boardmaker has a great library of symbols, but is also a bit
expensive. you can find it, and pix writer, here: www.mayerjohnson.com

Take care,

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com

At 06:30 AM 2/29/2008, you wrote:
>One place that you will find a large body of knowledge about icons for
>language is in the field of alternative and augmentative
>communication.  Many communication systems use pictographic symbols to
>store message components.  You will find that this is a very complex
>area.  While you would think that photographic images are easiest to
>associate, they can be too complex to process easily.  Line drawings
>are easiest to identify and discriminate, but the association can be
>hard to establish.  And, as you've noted, as soon as the ideas become
>even a little bit abstract, the images can be complicated.
>
>Do you use the same symbol for a Papillon and a Great Dane?  Both are
>dogs, but sure don't look alike.  What do you use to indicate
>"justice" or "faint?"  In AAC, people have been wrestling with this
>for some time, and I recommend at least looking at the body of work as
>an aid to literacy work.
>
>Denis Anson, MS, OTR
>Misericordia University
>Dallas, PA
>
>On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote:
>
> > Yes, Julie, I think development of images in the classroom setting
> > provides students with a valuable opportunity to gain valuable
> > insight into the reality of communicating ideas and actions in a
> > visual form rather than a text-based form. What my research students
> > and I have done is to conduct a workshop with our undergrad pharmacy
> > students to stimulate ideas for image development e.g. our most
> > recent one was concerned with illustrating the side effects of ARVs.
> > Although we are a South African university, our students come from
> > all around Africa, so we had a wonderful melting pot of cultures,
> > experiences and ideas to draw from. The outcomes were really useful
> > and provided us with a great foundation from which we could further
> > develop individual images. They are currently being tested to
> > determine acceptability in terms of international criteria (ISO and
> > ANSI).
> >
> > Bob, I strongly agree with your opinion that all pictograms should
> > be tested in the target patient population before being used in
> > practice. I have seen far too many examples of cases where this has
> > obviously not been done.
> >
> > Regards
> > Ros
> >
> > Ros Dowse
> > Associate Professor
> > Faculty of Pharmacy
> > Rhodes University
> > Grahamstown, South Africa
> > +27 (0)46 603 8070(w)
> > +27 (0)83 556 9796 (mobile)
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov
> > ] On Behalf Of Julie McKinney
> > Sent: 28 February 2008 11:22 PM
> > To: healthliteracy at nifl.gov
> > Subject: [HealthLiteracy 1803] Re: pill card
> >
> > I think that these concerns of graphics being meaningful to any given
> > population is exactly the reason why this is such a good activity to
> > do
> > in a classroom setting with students (whether they are health students
> > or literacy students). The whole point in making this with the people
> > who will be using it is that they can choose their own images, and the
> > process itself will add meaning. You could do this in a classroom and
> > have magazines to cut pictures out of, along with a variety of
> > sun/rooster/breakfast-type images. Or they could use photos of them in
> > their house doing what they do at certain times of day. If people are
> > creating this themselves, the images they choose WILL be meaningful!
> >
> > Not to mention the literacy skills that can be practiced by doing and
> > processing such an activity...
> >
> > Do people agree? Has anyone done this?
> >
> > Julie
> >
> > P.S. Funny this came up just now...I am working with a team on a
> > health
> > literacy curriculum in Florida, and we just included an activity like
> > this!
> >
> > Julie McKinney
> > Discussion List Moderator
> > World Education/NCSALL
> > jmckinney at worlded.org
> >
> >>>> "Dickerson, Robert" <DICKERR2 at ihs.org> 02/28/08 1:21 PM >>>
> > While this tool appears to be a step in the right direction I also
> > agree
> > with and share the concerns of both Laurie Anson and Marcia. Some of
> > the
> > other graphics I saw on the site I would not necessarily equate with
> > the
> > terms they are supposed to signify. For example the graphic that I
> > believe is supposed be a bag of sugar to represent diabetes did not
> > connect for me until I realized is was supposed to represent a bag of
> > sugar. I just saw a bag of something???
> >
> > Of course making the connection between the graphic and intended
> > meaning
> > may be influenced by context and the patient's medical conditions (the
> > sugar bag may make more sense to a diabetic than a non-diabetic). I'm
> > curious if there are truly universal graphics, symbols, pictures or
> > visuals that are understood by a majority of people. Of course unique
> > cultural difference may make even "universal" graphics meaningless in
> > some cases. In this event alternatives should be made available.
> >
> > I'm also curious if the graphics in this application were used because
> > they are conveniently available clip art or if they have truly been
> > studied and shown effective for a variety of patient populations.
> >
> > Thanks,
> > Bob Dickerson, MSHSA, RRT
> > Quality Improvement Coordinator, Clinical Quality
> > Iowa Health - Des Moines
> > Des Moines, Iowa
> > Phone: (515) 263-5792
> > Fax: (515) 263-5415
> > E-mail: DICKERR2 at ihs.org
> > Website: www.ihsdesmoines.org
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter,
> > Marcia L
> > Sent: Wednesday, February 27, 2008 5:11 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1795] Re: pill card
> >
> >
> > I agree with Ms. Anson. Considering culture/understanding ethnicity
> > will
> > help us understand others' interpretations of graphics. We live in a
> > multi-cultural society. We need to accept that "one size does not fit
> > all"; one presentation will rarely be interpreted universally. Thus,
> > strategic targeting of visuals, cultural awareness, focus testing, and
> > hopefully teach-back orientation.  Here's a graphic challenge for all.
> >
> > What graphic(s) would depict the following.
> >
> > 3x daily without food.
> >
> > Graphics for: Morning
> >                       Mid-afternoon
> >                       Bedtime
> >
> > 3x daily with food.
> >
> > Graphics for: Breakfast
> >                       Lunch
> >                       Dinner
> >
> > We used a rising sun with a rooster to depict "morning" and several
> > focus participants thought it meant, "breakfast with chicken".
> >
> > I will be very interested to hear your response and grateful.
> >
> > Thanks,
> > Marcia
> >
> > ___________________
> > Marcia L. Trenter
> > Special Assistant to the Office Director Office of Training and
> > Communications Center for Drug Evaluation and Research U.S. Food and
> > Drug Administration Rm 2436, Bldg. 51
> > 10903 New Hampshire Avenue
> > Silver Spring, MD 20993-0002
> > 301-796-3172
> > Fax 301-847-8718
> > E-mail marcia.trenter at fda.hhs.gov
> > ______________________
> >
> >
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson
> > Sent: Wednesday, February 27, 2008 5:03 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 1794] pill card
> >
> > To the List -
> >
> > As an RN, I recall having heard of the use of pill cards similar to
> > the
> > one shown. As I remember, there were some difficulties with the
> > symbols
> > used (sunrise, sunset, moon) across cultural lines. I think the use of
> > pill cards is an excellent idea, as long as great care is taken to
> > explain the symbols to the client. For instance, if there is no
> > "sunset"
> > to compare to "sunrise", then there might be some confusion about the
> > significance of that particular symbol.
> >
> >
> > Laurie Anson
> > ansons at epix.net
> >
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to trenterm at cder.fda.gov
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to dickerr2 at ihs.org
> >         ********************************************
> >
> > This message and accompanying documents are covered by the
> > Electronic Communications Privacy Act, 18 U.S.C.  2510-2521,
> > and contain information intended for the specified individual(s) only.
> > This information is confidential. If you are not the intended
> > recipient
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From BSMITH at aed.org  Mon Mar  3 13:48:21 2008
From: BSMITH at aed.org (William Smith)
Date: Mon, 03 Mar 2008 13:48:21 -0500
Subject: [HealthLiteracy 1821]   Re: pill card
In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19708A1F60D@AVN3VS004.ees.hhs.gov>
References: <47C6DF940200002D00005C32@bostongwia.jsi.com><003b01c87aa5$91c9e7a0$b55db6e0$@dowse@ru.ac.za><F715ED3F-59BE-46A7-A627
	-2DE2618C9054@epix.net><6.0.0.22.2.20080229065022.06da99e0@mail.ipns.com><47CBCB06.57C7.00F6.0@une.edu>
	<04B4EF9F9E334C48903C284C4B16A19708A1F60D@AVN3VS004.ees.hhs.gov>
Message-ID: <47CC0184.F39A.0028.0@aed.org>

This has been a fascinating and very useful discussion.  I wanted to
mention our experience in dealing with non-literate population in
developing countries.  As you might imagine there is a plethora of
experience and formative research coming out of more than 40 years of
practice in the field.  
 
1. Pictures are just as abstract as letters - i.e., hieroglyphics.
People must be taught to recognize their meaning.  This is why
pretesting of specific drawings is so critical.  People can learn simple
pictures easier than written language, but we found there is no
universal symbol language that speaks intuitively to everyone. 
 
2. While developing  pictorial packet instruction to teach mixing a
sugar and salt solution for infants, mothers did not even recognize that
the pictures were instructions.  They thought they were decoration.  The
solution was a series of radio broadcast that taught mothers to
recognize and decipher the pictures. 
 
3. Finally, people like to talk to other people.  They don't like to
read instructions. We spend so much time on "reading" and "printing"
because somehow we think that people should read and that printed
materials are so easy to disseminate. But we know from study after study
that only a small fraction of people read everything.  The joke about
men reading instructions as a last resort grows out of a great truth. 
Een highly literate people often do not read when they can have someone
tell them. And the populations we care about the most want to be talked
to.  
 
Talking is the new frontier of literacy - using the new technologies to
provoke conversation, question and answers to replace our default
dependence on direct mail, pamphlets, and brochures.  Why can't we give
people what they want (someone to talk to) instead of spending so much
time and agony finding visual symbols some don;t understand and others
don;t want to bother reading?  
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Brach, Cindy (AHRQ)" <Cindy.Brach at ahrq.hhs.gov> 3/3/2008 11:29 AM
>>>
        Thanks for mentioning Judy's work, Sue. 
      
    If you want to read a short summary of the article that appeared in
AHRQ's "Research Activities" go to 
http://www.ahrq.gov/research/jun05/0605RA40.htm   and scroll down to
Shea. 

        _____  

        From:   healthliteracy-bounces at nifl.gov on behalf of Sue
Stableford 
  Sent:   Mon 3/3/2008 9:55 AM 
  To:   The Health and Literacy Discussion List 
  Subject:   [HealthLiteracy 1818] Re: pill card 
    

        
  Just to add one more great article to suggested reading about how
adults understand pictures, check this article: 
Shea Judy et al. Developing an Illustrated Version of the Consumer
Assessment of Health Plans (CAPHS). Joint Commission on Accreditation of
Healthcare Organizations. January 2005;31(1):32-42. This is an excellent
article about how line drawings to explain important health survey
issues were designed and tested with an American audience. While not
"icons," the drawings had to be simple representations of complex
concepts. I often recommend this article to help people learn about the
importance of audience testing. 
  
Best, 
Sue Stableford 
  
  
  
Sue Stableford, MPH, MSB, Director 
Health Literacy Institute 
Center for Health Policy, Planning  &  Research 
University of New England 
716 Stevens Ave. 
Portland, Maine 04103 
Tel: 207-221-4567 
email: sstableford at une.edu 
fax: 207-523-1914 
www.HealthLiteracyInstitute.net 
www.ClearLanguageGroup.com 
  
  
  >  >  >  Joan Medlen  < joan at ipns.com >  2/29/2008 9:55 AM  >  >  > 

This is absolutely spot on. You will also find good information on
creating 
visual materials within the autism community - take a look at Visual 
Strategies for Improving Communication by linda Hodgdon and "Teaching
by 
Design" by Kimberly Voss. I have used all these techniques in my work 
adapting nutrition education materials for people with intellectual 
disabilities and find that it crosses over to ESOL work and work in
health 
literacy very nicely.   It's all about being understood and your target

audience/individual being able to show you that. 
  
I would highly recommend background free images if you are using 
photographs. Many tools for people with autism have a lot of these
images. 
The owner of Silverlining Multimedia may be willing to create some of
these 
images for you if photographs are preferable. You can reach her at 
www.silverliningmm.com . I use her Visual Foods CD all the time. 
  
You can also download some of the symbol-based communication programs
for a 
free trial. Boardmaker has a great library of symbols, but is also a
bit 
expensive. you can find it, and pix writer, here: www.mayerjohnson.com

  
Take care, 
  
Joan 
  
------- 
Joan E Guthrie Medlen, R.D., L.D. 
Clinical Advisor, Health Literacy  &  Communications 
Special Olympics Healthy Athletes 
joan at DownSyndromeNutrition.com 
  
At 06:30 AM 2/29/2008, you wrote: 
  > One place that you will find a large body of knowledge about icons
for 
  > language is in the field of alternative and augmentative 
  > communication.   Many communication systems use pictographic
symbols to 
  > store message components.   You will find that this is a very
complex 
  > area.   While you would think that photographic images are easiest
to 
  > associate, they can be too complex to process easily.   Line
drawings 
  > are easiest to identify and discriminate, but the association can
be 
  > hard to establish.   And, as you've noted, as soon as the ideas
become 
  > even a little bit abstract, the images can be complicated. 
  >  
  > Do you use the same symbol for a Papillon and a Great Dane?   Both
are 
  > dogs, but sure don't look alike.   What do you use to indicate 
  > "justice" or "faint?"   In AAC, people have been wrestling with
this 
  > for some time, and I recommend at least looking at the body of work
as 
  > an aid to literacy work. 
  >  
  > Denis Anson, MS, OTR 
  > Misericordia University 
  > Dallas, PA 
  >  
  > On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote: 
  >  
  >   >  Yes, Julie, I think development of images in the classroom
setting 
  >   >  provides students with a valuable opportunity to gain valuable

  >   >  insight into the reality of communicating ideas and actions in
a 
  >   >  visual form rather than a text-based form. What my research
students 
  >   >  and I have done is to conduct a workshop with our undergrad
pharmacy 
  >   >  students to stimulate ideas for image development e.g. our
most 
  >   >  recent one was concerned with illustrating the side effects of
ARVs. 
  >   >  Although we are a South African university, our students come
from 
  >   >  all around Africa, so we had a wonderful melting pot of
cultures, 
  >   >  experiences and ideas to draw from. The outcomes were really
useful 
  >   >  and provided us with a great foundation from which we could
further 
  >   >  develop individual images. They are currently being tested to

  >   >  determine acceptability in terms of international criteria
(ISO and 
  >   >  ANSI). 
  >   >  
  >   >  Bob, I strongly agree with your opinion that all pictograms
should 
  >   >  be tested in the target patient population before being used
in 
  >   >  practice. I have seen far too many examples of cases where
this has 
  >   >  obviously not been done. 
  >   >  
  >   >  Regards 
  >   >  Ros 
  >   >  
  >   >  Ros Dowse 
  >   >  Associate Professor 
  >   >  Faculty of Pharmacy 
  >   >  Rhodes University 
  >   >  Grahamstown, South Africa 
  >   >  +27 (0)46 603 8070(w) 
  >   >  +27 (0)83 556 9796 (mobile) 
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >  [ mailto:healthliteracy-bounces at nifl.gov   
  >   >  ] On Behalf Of Julie McKinney 
  >   >  Sent: 28 February 2008 11:22 PM 
  >   >  To: healthliteracy at nifl.gov 
  >   >  Subject: [HealthLiteracy 1803] Re: pill card 
  >   >  
  >   >  I think that these concerns of graphics being meaningful to
any given 
  >   >  population is exactly the reason why this is such a good
activity to 
  >   >  do 
  >   >  in a classroom setting with students (whether they are health
students 
  >   >  or literacy students). The whole point in making this with the
people 
  >   >  who will be using it is that they can choose their own images,
and the 
  >   >  process itself will add meaning. You could do this in a
classroom and 
  >   >  have magazines to cut pictures out of, along with a variety of

  >   >  sun/rooster/breakfast-type images. Or they could use photos of
them in 
  >   >  their house doing what they do at certain times of day. If
people are 
  >   >  creating this themselves, the images they choose WILL be
meaningful! 
  >   >  
  >   >  Not to mention the literacy skills that can be practiced by
doing and 
  >   >  processing such an activity... 
  >   >  
  >   >  Do people agree? Has anyone done this? 
  >   >  
  >   >  Julie 
  >   >  
  >   >  P.S. Funny this came up just now...I am working with a team on
a 
  >   >  health 
  >   >  literacy curriculum in Florida, and we just included an
activity like 
  >   >  this! 
  >   >  
  >   >  Julie McKinney 
  >   >  Discussion List Moderator 
  >   >  World Education/NCSALL 
  >   >  jmckinney at worlded.org 
  >   >  
  >   >  >  >  >  "Dickerson, Robert"  < DICKERR2 at ihs.org >  02/28/08
1:21 PM  >  >  >  
  >   >  While this tool appears to be a step in the right direction I
also 
  >   >  agree 
  >   >  with and share the concerns of both Laurie Anson and Marcia.
Some of 
  >   >  the 
  >   >  other graphics I saw on the site I would not necessarily
equate with 
  >   >  the 
  >   >  terms they are supposed to signify. For example the graphic
that I 
  >   >  believe is supposed be a bag of sugar to represent diabetes
did not 
  >   >  connect for me until I realized is was supposed to represent a
bag of 
  >   >  sugar. I just saw a bag of something??? 
  >   >  
  >   >  Of course making the connection between the graphic and
intended 
  >   >  meaning 
  >   >  may be influenced by context and the patient's medical
conditions (the 
  >   >  sugar bag may make more sense to a diabetic than a
non-diabetic). I'm 
  >   >  curious if there are truly universal graphics, symbols,
pictures or 
  >   >  visuals that are understood by a majority of people. Of course
unique 
  >   >  cultural difference may make even "universal" graphics
meaningless in 
  >   >  some cases. In this event alternatives should be made
available. 
  >   >  
  >   >  I'm also curious if the graphics in this application were used
because 
  >   >  they are conveniently available clip art or if they have truly
been 
  >   >  studied and shown effective for a variety of patient
populations. 
  >   >  
  >   >  Thanks, 
  >   >  Bob Dickerson, MSHSA, RRT 
  >   >  Quality Improvement Coordinator, Clinical Quality 
  >   >  Iowa Health - Des Moines 
  >   >  Des Moines, Iowa 
  >   >  Phone: (515) 263-5792 
  >   >  Fax: (515) 263-5415 
  >   >  E-mail: DICKERR2 at ihs.org 
  >   >  Website: www.ihsdesmoines.org 
  >   >  
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >   >  [ mailto:healthliteracy-bounces at nifl.gov   On Behalf Of
Trenter, 
  >   >  Marcia L 
  >   >  Sent: Wednesday, February 27, 2008 5:11 PM 
  >   >  To: The Health and Literacy Discussion List 
  >   >  Subject: [HealthLiteracy 1795] Re: pill card 
  >   >  
  >   >  
  >   >  I agree with Ms. Anson. Considering culture/understanding
ethnicity 
  >   >  will 
  >   >  help us understand others' interpretations of graphics. We
live in a 
  >   >  multi-cultural society. We need to accept that "one size does
not fit 
  >   >  all"; one presentation will rarely be interpreted universally.
Thus, 
  >   >  strategic targeting of visuals, cultural awareness, focus
testing, and 
  >   >  hopefully teach-back orientation.   Here's a graphic challenge
for all. 
  >   >  
  >   >  What graphic(s) would depict the following. 
  >   >  
  >   >  3x daily without food. 
  >   >  
  >   >  Graphics for: Morning 
  >   >                                              Mid-afternoon 
  >   >                                              Bedtime 
  >   >  
  >   >  3x daily with food. 
  >   >  
  >   >  Graphics for: Breakfast 
  >   >                                              Lunch 
  >   >                                              Dinner 
  >   >  
  >   >  We used a rising sun with a rooster to depict "morning" and
several 
  >   >  focus participants thought it meant, "breakfast with chicken".

  >   >  
  >   >  I will be very interested to hear your response and grateful.

  >   >  
  >   >  Thanks, 
  >   >  Marcia 
  >   >  
  >   >  ___________________ 
  >   >  Marcia L. Trenter 
  >   >  Special Assistant to the Office Director Office of Training
and 
  >   >  Communications Center for Drug Evaluation and Research U.S.
Food and 
  >   >  Drug Administration Rm 2436, Bldg. 51 
  >   >  10903 New Hampshire Avenue 
  >   >  Silver Spring, MD 20993-0002 
  >   >  301-796-3172 
  >   >  Fax 301-847-8718 
  >   >  E-mail marcia.trenter at fda.hhs.gov 
  >   >  ______________________ 
  >   >  
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >   >  [ mailto:healthliteracy-bounces at nifl.gov   On Behalf Of Laurie
Anson 
  >   >  Sent: Wednesday, February 27, 2008 5:03 PM 
  >   >  To: The Health and Literacy Discussion List 
  >   >  Subject: [HealthLiteracy 1794] pill card 
  >   >  
  >   >  To the List - 
  >   >  
  >   >  As an RN, I recall having heard of the use of pill cards
similar to 
  >   >  the 
  >   >  one shown. As I remember, there were some difficulties with
the 
  >   >  symbols 
  >   >  used (sunrise, sunset, moon) across cultural lines. I think
the use of 
  >   >  pill cards is an excellent idea, as long as great care is
taken to 
  >   >  explain the symbols to the client. For instance, if there is
no 
  >   >  "sunset" 
  >   >  to compare to "sunrise", then there might be some confusion
about the 
  >   >  significance of that particular symbol. 
  >   >  
  >   >  
  >   >  Laurie Anson 
  >   >  ansons at epix.net 
  >   >  
  >   >  
  >   >  
  >   >  ---------------------------------------------------- 
  >   >  National Institute for Literacy 
  >   >  Health and Literacy mailing list 
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  >   >  To unsubscribe or change your subscription settings, please go
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  >   >  Email delivered to trenterm at cder.fda.gov 
  >   >  
  >   >  ---------------------------------------------------- 
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---------------------------------------------------- 
National Institute for Literacy 
Health and Literacy mailing list 
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
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Email delivered to sstableford at une.edu 
---------------------------------------------------- 
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From Neyha_Sehgal at DFCI.HARVARD.EDU  Tue Mar  4 15:52:07 2008
From: Neyha_Sehgal at DFCI.HARVARD.EDU (Sehgal, Neyha)
Date: Tue, 4 Mar 2008 15:52:07 -0500
Subject: [HealthLiteracy 1822] Re: HealthLiteracy Digest, Vol 30, Issue 4
In-Reply-To: <mailman.27776.1204591499.1030.healthliteracy@nifl.gov>
References: <mailman.27776.1204591499.1030.healthliteracy@nifl.gov>
Message-ID: <9EBC507D5639104AABC308FCFE4403589B550C@PHSXMB18.partners.org>

Hi,

I have been following this discussion on the pill card and visuals and find it
very interesting considering that I recently wrote my Master's concentration
paper on implementing universal design pictograms to improve communications
between health care providers and persons with limited English proficiency (LEP)
as well as persons with severe cognitive impairments during emergency situations
at emergency dispensing sites (also known as points of dispensing (PODs)).
During emergencies, the human component is sometimes not available and doctors,
nurses, and emergency technicians that staff these sites have to rely on
pictograms to convey an overall message such as "I'm allergic to egg." I
proposed that although symbols are hard to "universalize" so to speak, that a
translator be implemented to help these groups communicate with health care
providers. I'm curious as to what others think.

Thanks,

Neyha Sehgal, MPH 
Project Assistant 

Center for Community-Based Research 
Department of Medical Oncology 
Dana Farber Cancer Institute 
44 Binney Street, LW 607 
Boston, MA  02115 
Phone: (617) 632-6142
Email: neyha_sehgal at dfci.harvard.edu
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]
On Behalf Of healthliteracy-request at nifl.gov
Sent: Monday, March 03, 2008 7:45 PM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 30, Issue 4

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Today's Topics:

   1. [HealthLiteracy 1821]   Re: pill card (William Smith)


----------------------------------------------------------------------

Message: 1
Date: Mon, 03 Mar 2008 13:48:21 -0500
From: "William Smith" <BSMITH at aed.org>
Subject: [HealthLiteracy 1821]   Re: pill card
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID: <47CC0184.F39A.0028.0 at aed.org>
Content-Type: text/plain; charset="us-ascii"

This has been a fascinating and very useful discussion.  I wanted to
mention our experience in dealing with non-literate population in
developing countries.  As you might imagine there is a plethora of
experience and formative research coming out of more than 40 years of
practice in the field.  
 
1. Pictures are just as abstract as letters - i.e., hieroglyphics.
People must be taught to recognize their meaning.  This is why
pretesting of specific drawings is so critical.  People can learn simple
pictures easier than written language, but we found there is no
universal symbol language that speaks intuitively to everyone. 
 
2. While developing  pictorial packet instruction to teach mixing a
sugar and salt solution for infants, mothers did not even recognize that
the pictures were instructions.  They thought they were decoration.  The
solution was a series of radio broadcast that taught mothers to
recognize and decipher the pictures. 
 
3. Finally, people like to talk to other people.  They don't like to
read instructions. We spend so much time on "reading" and "printing"
because somehow we think that people should read and that printed
materials are so easy to disseminate. But we know from study after study
that only a small fraction of people read everything.  The joke about
men reading instructions as a last resort grows out of a great truth. 
Een highly literate people often do not read when they can have someone
tell them. And the populations we care about the most want to be talked
to.  
 
Talking is the new frontier of literacy - using the new technologies to
provoke conversation, question and answers to replace our default
dependence on direct mail, pamphlets, and brochures.  Why can't we give
people what they want (someone to talk to) instead of spending so much
time and agony finding visual symbols some don;t understand and others
don;t want to bother reading?  
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Brach, Cindy (AHRQ)" <Cindy.Brach at ahrq.hhs.gov> 3/3/2008 11:29 AM
>>>
        Thanks for mentioning Judy's work, Sue. 
      
    If you want to read a short summary of the article that appeared in
AHRQ's "Research Activities" go to 
http://www.ahrq.gov/research/jun05/0605RA40.htm   and scroll down to
Shea. 

        _____  

        From:   healthliteracy-bounces at nifl.gov on behalf of Sue
Stableford 
  Sent:   Mon 3/3/2008 9:55 AM 
  To:   The Health and Literacy Discussion List 
  Subject:   [HealthLiteracy 1818] Re: pill card 
    

        
  Just to add one more great article to suggested reading about how
adults understand pictures, check this article: 
Shea Judy et al. Developing an Illustrated Version of the Consumer
Assessment of Health Plans (CAPHS). Joint Commission on Accreditation of
Healthcare Organizations. January 2005;31(1):32-42. This is an excellent
article about how line drawings to explain important health survey
issues were designed and tested with an American audience. While not
"icons," the drawings had to be simple representations of complex
concepts. I often recommend this article to help people learn about the
importance of audience testing. 
  
Best, 
Sue Stableford 
  
  
  
Sue Stableford, MPH, MSB, Director 
Health Literacy Institute 
Center for Health Policy, Planning  &  Research 
University of New England 
716 Stevens Ave. 
Portland, Maine 04103 
Tel: 207-221-4567 
email: sstableford at une.edu 
fax: 207-523-1914 
www.HealthLiteracyInstitute.net 
www.ClearLanguageGroup.com 
  
  
  >  >  >  Joan Medlen  < joan at ipns.com >  2/29/2008 9:55 AM  >  >  > 

This is absolutely spot on. You will also find good information on
creating 
visual materials within the autism community - take a look at Visual 
Strategies for Improving Communication by linda Hodgdon and "Teaching
by 
Design" by Kimberly Voss. I have used all these techniques in my work 
adapting nutrition education materials for people with intellectual 
disabilities and find that it crosses over to ESOL work and work in
health 
literacy very nicely.   It's all about being understood and your target

audience/individual being able to show you that. 
  
I would highly recommend background free images if you are using 
photographs. Many tools for people with autism have a lot of these
images. 
The owner of Silverlining Multimedia may be willing to create some of
these 
images for you if photographs are preferable. You can reach her at 
www.silverliningmm.com . I use her Visual Foods CD all the time. 
  
You can also download some of the symbol-based communication programs
for a 
free trial. Boardmaker has a great library of symbols, but is also a
bit 
expensive. you can find it, and pix writer, here: www.mayerjohnson.com

  
Take care, 
  
Joan 
  
------- 
Joan E Guthrie Medlen, R.D., L.D. 
Clinical Advisor, Health Literacy  &  Communications 
Special Olympics Healthy Athletes 
joan at DownSyndromeNutrition.com 
  
At 06:30 AM 2/29/2008, you wrote: 
  > One place that you will find a large body of knowledge about icons
for 
  > language is in the field of alternative and augmentative 
  > communication.   Many communication systems use pictographic
symbols to 
  > store message components.   You will find that this is a very
complex 
  > area.   While you would think that photographic images are easiest
to 
  > associate, they can be too complex to process easily.   Line
drawings 
  > are easiest to identify and discriminate, but the association can
be 
  > hard to establish.   And, as you've noted, as soon as the ideas
become 
  > even a little bit abstract, the images can be complicated. 
  >  
  > Do you use the same symbol for a Papillon and a Great Dane?   Both
are 
  > dogs, but sure don't look alike.   What do you use to indicate 
  > "justice" or "faint?"   In AAC, people have been wrestling with
this 
  > for some time, and I recommend at least looking at the body of work
as 
  > an aid to literacy work. 
  >  
  > Denis Anson, MS, OTR 
  > Misericordia University 
  > Dallas, PA 
  >  
  > On Feb 29, 2008, at 2:34 AM, Ros Dowse wrote: 
  >  
  >   >  Yes, Julie, I think development of images in the classroom
setting 
  >   >  provides students with a valuable opportunity to gain valuable

  >   >  insight into the reality of communicating ideas and actions in
a 
  >   >  visual form rather than a text-based form. What my research
students 
  >   >  and I have done is to conduct a workshop with our undergrad
pharmacy 
  >   >  students to stimulate ideas for image development e.g. our
most 
  >   >  recent one was concerned with illustrating the side effects of
ARVs. 
  >   >  Although we are a South African university, our students come
from 
  >   >  all around Africa, so we had a wonderful melting pot of
cultures, 
  >   >  experiences and ideas to draw from. The outcomes were really
useful 
  >   >  and provided us with a great foundation from which we could
further 
  >   >  develop individual images. They are currently being tested to

  >   >  determine acceptability in terms of international criteria
(ISO and 
  >   >  ANSI). 
  >   >  
  >   >  Bob, I strongly agree with your opinion that all pictograms
should 
  >   >  be tested in the target patient population before being used
in 
  >   >  practice. I have seen far too many examples of cases where
this has 
  >   >  obviously not been done. 
  >   >  
  >   >  Regards 
  >   >  Ros 
  >   >  
  >   >  Ros Dowse 
  >   >  Associate Professor 
  >   >  Faculty of Pharmacy 
  >   >  Rhodes University 
  >   >  Grahamstown, South Africa 
  >   >  +27 (0)46 603 8070(w) 
  >   >  +27 (0)83 556 9796 (mobile) 
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >  [ mailto:healthliteracy-bounces at nifl.gov   
  >   >  ] On Behalf Of Julie McKinney 
  >   >  Sent: 28 February 2008 11:22 PM 
  >   >  To: healthliteracy at nifl.gov 
  >   >  Subject: [HealthLiteracy 1803] Re: pill card 
  >   >  
  >   >  I think that these concerns of graphics being meaningful to
any given 
  >   >  population is exactly the reason why this is such a good
activity to 
  >   >  do 
  >   >  in a classroom setting with students (whether they are health
students 
  >   >  or literacy students). The whole point in making this with the
people 
  >   >  who will be using it is that they can choose their own images,
and the 
  >   >  process itself will add meaning. You could do this in a
classroom and 
  >   >  have magazines to cut pictures out of, along with a variety of

  >   >  sun/rooster/breakfast-type images. Or they could use photos of
them in 
  >   >  their house doing what they do at certain times of day. If
people are 
  >   >  creating this themselves, the images they choose WILL be
meaningful! 
  >   >  
  >   >  Not to mention the literacy skills that can be practiced by
doing and 
  >   >  processing such an activity... 
  >   >  
  >   >  Do people agree? Has anyone done this? 
  >   >  
  >   >  Julie 
  >   >  
  >   >  P.S. Funny this came up just now...I am working with a team on
a 
  >   >  health 
  >   >  literacy curriculum in Florida, and we just included an
activity like 
  >   >  this! 
  >   >  
  >   >  Julie McKinney 
  >   >  Discussion List Moderator 
  >   >  World Education/NCSALL 
  >   >  jmckinney at worlded.org 
  >   >  
  >   >  >  >  >  "Dickerson, Robert"  < DICKERR2 at ihs.org >  02/28/08
1:21 PM  >  >  >  
  >   >  While this tool appears to be a step in the right direction I
also 
  >   >  agree 
  >   >  with and share the concerns of both Laurie Anson and Marcia.
Some of 
  >   >  the 
  >   >  other graphics I saw on the site I would not necessarily
equate with 
  >   >  the 
  >   >  terms they are supposed to signify. For example the graphic
that I 
  >   >  believe is supposed be a bag of sugar to represent diabetes
did not 
  >   >  connect for me until I realized is was supposed to represent a
bag of 
  >   >  sugar. I just saw a bag of something??? 
  >   >  
  >   >  Of course making the connection between the graphic and
intended 
  >   >  meaning 
  >   >  may be influenced by context and the patient's medical
conditions (the 
  >   >  sugar bag may make more sense to a diabetic than a
non-diabetic). I'm 
  >   >  curious if there are truly universal graphics, symbols,
pictures or 
  >   >  visuals that are understood by a majority of people. Of course
unique 
  >   >  cultural difference may make even "universal" graphics
meaningless in 
  >   >  some cases. In this event alternatives should be made
available. 
  >   >  
  >   >  I'm also curious if the graphics in this application were used
because 
  >   >  they are conveniently available clip art or if they have truly
been 
  >   >  studied and shown effective for a variety of patient
populations. 
  >   >  
  >   >  Thanks, 
  >   >  Bob Dickerson, MSHSA, RRT 
  >   >  Quality Improvement Coordinator, Clinical Quality 
  >   >  Iowa Health - Des Moines 
  >   >  Des Moines, Iowa 
  >   >  Phone: (515) 263-5792 
  >   >  Fax: (515) 263-5415 
  >   >  E-mail: DICKERR2 at ihs.org 
  >   >  Website: www.ihsdesmoines.org 
  >   >  
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >   >  [ mailto:healthliteracy-bounces at nifl.gov   On Behalf Of
Trenter, 
  >   >  Marcia L 
  >   >  Sent: Wednesday, February 27, 2008 5:11 PM 
  >   >  To: The Health and Literacy Discussion List 
  >   >  Subject: [HealthLiteracy 1795] Re: pill card 
  >   >  
  >   >  
  >   >  I agree with Ms. Anson. Considering culture/understanding
ethnicity 
  >   >  will 
  >   >  help us understand others' interpretations of graphics. We
live in a 
  >   >  multi-cultural society. We need to accept that "one size does
not fit 
  >   >  all"; one presentation will rarely be interpreted universally.
Thus, 
  >   >  strategic targeting of visuals, cultural awareness, focus
testing, and 
  >   >  hopefully teach-back orientation.   Here's a graphic challenge
for all. 
  >   >  
  >   >  What graphic(s) would depict the following. 
  >   >  
  >   >  3x daily without food. 
  >   >  
  >   >  Graphics for: Morning 
  >   >                                              Mid-afternoon 
  >   >                                              Bedtime 
  >   >  
  >   >  3x daily with food. 
  >   >  
  >   >  Graphics for: Breakfast 
  >   >                                              Lunch 
  >   >                                              Dinner 
  >   >  
  >   >  We used a rising sun with a rooster to depict "morning" and
several 
  >   >  focus participants thought it meant, "breakfast with chicken".

  >   >  
  >   >  I will be very interested to hear your response and grateful.

  >   >  
  >   >  Thanks, 
  >   >  Marcia 
  >   >  
  >   >  ___________________ 
  >   >  Marcia L. Trenter 
  >   >  Special Assistant to the Office Director Office of Training
and 
  >   >  Communications Center for Drug Evaluation and Research U.S.
Food and 
  >   >  Drug Administration Rm 2436, Bldg. 51 
  >   >  10903 New Hampshire Avenue 
  >   >  Silver Spring, MD 20993-0002 
  >   >  301-796-3172 
  >   >  Fax 301-847-8718 
  >   >  E-mail marcia.trenter at fda.hhs.gov 
  >   >  ______________________ 
  >   >  
  >   >  
  >   >  -----Original Message----- 
  >   >  From: healthliteracy-bounces at nifl.gov 
  >   >  [ mailto:healthliteracy-bounces at nifl.gov   On Behalf Of Laurie
Anson 
  >   >  Sent: Wednesday, February 27, 2008 5:03 PM 
  >   >  To: The Health and Literacy Discussion List 
  >   >  Subject: [HealthLiteracy 1794] pill card 
  >   >  
  >   >  To the List - 
  >   >  
  >   >  As an RN, I recall having heard of the use of pill cards
similar to 
  >   >  the 
  >   >  one shown. As I remember, there were some difficulties with
the 
  >   >  symbols 
  >   >  used (sunrise, sunset, moon) across cultural lines. I think
the use of 
  >   >  pill cards is an excellent idea, as long as great care is
taken to 
  >   >  explain the symbols to the client. For instance, if there is
no 
  >   >  "sunset" 
  >   >  to compare to "sunrise", then there might be some confusion
about the 
  >   >  significance of that particular symbol. 
  >   >  
  >   >  
  >   >  Laurie Anson 
  >   >  ansons at epix.net 
  >   >  
  >   >  
  >   >  
  >   >  ---------------------------------------------------- 
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From Jan.Goldberg at dfa.state.ny.us  Wed Mar  5 12:14:23 2008
From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS))
Date: Wed, 5 Mar 2008 12:14:23 -0500
Subject: [HealthLiteracy 1823] TALKING IS THE NEW FRONTIER OF
	LITERACY....talking is the basis of social work!
In-Reply-To: <mailman.5.1204736401.5399.healthliteracy@nifl.gov>
References: <mailman.5.1204736401.5399.healthliteracy@nifl.gov>
Message-ID: <86F596561BF25644847B434A41A0D95003941ED0@EXCNYSM0A1AI.nysemail.nyenet>

As a former Adjunct Professor of Social Worker whose profession is based
upon talking it is true that the most effective Health Practitioners
spend time with their patients TALKING to them - identifying and
reassuring their fears, explaining treatment choices, outcomes,
medications and basically empowering them to achieving their own health
literacy. 



  > 



From Cindy.Brach at ahrq.hhs.gov  Wed Mar  5 15:54:10 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Wed, 5 Mar 2008 15:54:10 -0500
Subject: [HealthLiteracy 1824] Re: Wednesday Question: Health
 LiteracyandMarketing
References: <521441A4F164E1418DCAC093C9EE6D9502F048CB@DTHREXCL1.dthr.ab.ca>
	<6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>
	<4790A2F6.BB87.003F.0@worlded.org>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19708A1F637@AVN3VS004.ees.hhs.gov>

Sorry to be contributing to this discussion so belatedly. 
 
First, I just wanted to note that under the Medicare Modernization Act, Medicare now reimburses for Medication Management Therapy. While the reimbursement for a brown bag review is not much, pharmacies can get some compensation for providing this service for the elderly.
 
Second, I wanted to mention that there are two recently published AHRQ tools that address some of the issues around privacy and training pharmacists on health literacy-friendly counseling. The first is Is Our Pharmacy Meeting Patients' Needs? A Pharmacy Health Literacy Assessment Tool User's Guide <https://webmail.hhs.gov/qual/pharmlit/index.html> . It is a self-assessment tool and reviews, among other things, the physical space of the pharmacy and asks patients if there is a private space at the pharmacy where they would feel comfortable talking to staff person. The second is a training program for pharmacists called Strategies To Improve Communication Between Pharmacy Staff and Patients <https://webmail.hhs.gov/qual/pharmlit/pharmtrain.htm> . Both can be accessed from AHRQ Health Literacy and Cultural Competence Browse page (http://www.ahrq.gov/browse/hlitix.htm) under Pharmacy Tools.
 
Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Laurie Sheridan
Sent: Fri 1/18/2008 1:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1686] Re: Wednesday Question: Health LiteracyandMarketing


 

I go to a pharmacy in Boston where there are quite a few LEP and low-literacy customers and there is very little privacy for them or for anyone.  In fact, the pharmacists often shout pretty loudly, especially to people they are serving who are having difficulty understanding or being understood.  The only "privacy" is a sign near the pharmacy counter that says "Please wait here, to protect customers' privacy."  People do respect that, but they are only waiting a few feet behind the person being waited on at the counter, and you can still hear everything.  You can't always hear the customer, but you can always hear the pharmacist, who is facing you.   I have often felt embarrassed myself, with a captive audience of strangers, and no effort  to protect privacy.   I'm sure it's even worse for customers with literacy barriers, though at least some of the pharmacy staff are bilingual.  

But there are not many pharmacies these days to choose from--in our area there's usually only the choice between CVS and RiteAid, and they are everywhere.  So there's probably little incentive to draw more customers by improving service.

By the way, most of the people who serve customers typically are not pharmacist--they are pharmacy technicians who receive just a little training.    They are usually people form the community who have a few customer service skills and a little technical knowledge, but they are not actually pharmacists, who have six years of post-secondary education.    A lot of pharmacy techs are trained on-line, and the quality varies considerably.  The big chain stores also provide in-house training.    But their training is typically only a few weeks, and it's really a retail job, not a technical job, despite the presence of the white coats.  This is a big change I have observed in recent years.  It's great that the chain drugstores hire from the community, and it's evident that they reflect the diversity of customers much better--but not so great that they apparently provide or require so little training.

Still, it might be useful for someone to look into who provides the training and how/whether they could be convinced to incorporate some of these areas around literacy, language and privacy.

Laurie

Laurie Sheridan, Workforce Development Coordinator
World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan at worlded.org

SABES:  Training Leaders in Adult Basic Education


>>> "Janet Sorensen" <Jsorensen at afmc.org> 1/18/2008 11:51 AM >>>
Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell 
cigarettes and alcoholic beverages, etc....things that may kill us.  
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid  
> has really
> struggled, in large part because of some financial  malfeasance by
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their 
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a  
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For  
> those patients
> who get their prescriptions filled at different  pharmacies, keeping
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll  
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
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***************************************************************************
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confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
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virus-free.
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-------------- next part --------------
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From seubert.douglas at marshfieldclinic.org  Thu Mar  6 09:46:07 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 06 Mar 2008 08:46:07 -0600
Subject: [HealthLiteracy 1825] Re: Wednesday Question: Health
	LiteracyandMarketing
Message-ID: <200803061446.m26Ek7mP001909@spamfilt.mfldclin.edu>

These tools from AHRQ are very good. At Marshfield Clinic, we are beginning to incorporate the "Strategies To Improve Communication Between Pharmacy Staff and Patients" as part of the training our residents receive. The scenario based role-playing exercise is good for physicians and medical assistants as well, as often it is more than just the pharmacy staff who need to explain changes in dosing or new medications that are added to a patient's care plan. 

Cindy: Does AHRQ plan to develop additional tools and training programs like this?

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Brach, Cindy \(AHRQ\)" <Cindy.Brach at ahrq.hhs.gov>
Date:	Wed Mar 05, 2008 -- 08:03:51 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1824] Re: Wednesday Question: Health LiteracyandMarketing

Sorry to be contributing to this discussion so belatedly. 
 
First, I just wanted to note that under the Medicare Modernization Act, Medicare now reimburses for Medication Management Therapy. While the reimbursement for a brown bag review is not much, pharmacies can get some compensation for providing this service for the elderly.
 
Second, I wanted to mention that there are two recently published AHRQ tools that address some of the issues around privacy and training pharmacists on health literacy-friendly counseling. The first is Is Our Pharmacy Meeting Patients' Needs? A Pharmacy Health Literacy Assessment Tool User's Guide <https://webmail.hhs.gov/qual/pharmlit/index.html> . It is a self-assessment tool and reviews, among other things, the physical space of the pharmacy and asks patients if there is a private space at the pharmacy where they would feel comfortable talking to staff person. The second is a training program for pharmacists called Strategies To Improve Communication Between Pharmacy Staff and Patients <https://webmail.hhs.gov/qual/pharmlit/pharmtrain.htm> . Both can be accessed from AHRQ Health Literacy and Cultural Competence Browse page (http://www.ahrq.gov/browse/hlitix.htm) under Pharmacy Tools.
 
Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Laurie Sheridan
Sent: Fri 1/18/2008 1:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1686] Re: Wednesday Question: Health LiteracyandMarketing


 

I go to a pharmacy in Boston where there are quite a few LEP and low-literacy customers and there is very little privacy for them or for anyone.  In fact, the pharmacists often shout pretty loudly, especially to people they are serving who are having difficulty understanding or being understood.  The only "privacy" is a sign near the pharmacy counter that says "Please wait here, to protect customers' privacy."  People do respect that, but they are only waiting a few feet behind the person being waited on at the counter, and you can still hear everything.  You can't always hear the customer, but you can always hear the pharmacist, who is facing you.   I have often felt embarrassed myself, with a captive audience of strangers, and no effort  to protect privacy.   I'm sure it's even worse for customers with literacy barriers, though at least some of the pharmacy staff are bilingual.  

But there are not many pharmacies these days to choose from--in our area there's usually only the choice between CVS and RiteAid, and they are everywhere.  So there's probably little incentive to draw more customers by improving service.

By the way, most of the people who serve customers typically are not pharmacist--they are pharmacy technicians who receive just a little training.    They are usually people form the community who have a few customer service skills and a little technical knowledge, but they are not actually pharmacists, who have six years of post-secondary education.    A lot of pharmacy techs are trained on-line, and the quality varies considerably.  The big chain stores also provide in-house training.    But their training is typically only a few weeks, and it's really a retail job, not a technical job, despite the presence of the white coats.  This is a big change I have observed in recent years.  It's great that the chain drugstores hire from the community, and it's evident that they reflect the diversity of customers much better--but not so great that they apparently provide or require so little training.

Still, it might be useful for someone to look into who provides the training and how/whether they could be convinced to incorporate some of these areas around literacy, language and privacy.

Laurie

Laurie Sheridan, Workforce Development Coordinator
World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan at worlded.org

SABES:  Training Leaders in Adult Basic Education


>>> "Janet Sorensen" <Jsorensen at afmc.org> 1/18/2008 11:51 AM >>>
Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell 
cigarettes and alcoholic beverages, etc....things that may kill us.  
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid  
> has really
> struggled, in large part because of some financial  malfeasance by
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their 
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a  
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For  
> those patients
> who get their prescriptions filled at different  pharmacies, keeping
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll  
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.


----------------------------------------------------
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
***************************************************************************

----------------------------------------------------
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to laurie_sheridan at worlded.org
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cindy.brach at ahrq.hhs.gov




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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From clarkec at wellmark.com  Thu Mar  6 09:59:10 2008
From: clarkec at wellmark.com (Clarke, Cheryl)
Date: Thu, 6 Mar 2008 08:59:10 -0600
Subject: [HealthLiteracy 1826] Re: Wednesday Question: Health
	LiteracyandMarketing
In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19708A1F637@AVN3VS004.ees.hhs.gov>
References: <521441A4F164E1418DCAC093C9EE6D9502F048CB@DTHREXCL1.dthr.ab.ca>
	<6EE40CD48836434BBF299E57FBBB2AD302749D36@AFMCFS6.NT_AFMC.local>
	<4790A2F6.BB87.003F.0@worlded.org>
	<04B4EF9F9E334C48903C284C4B16A19708A1F637@AVN3VS004.ees.hhs.gov>
Message-ID: <78F8BFCB8D70E7499B47F7F47BC8C43E061E5876@dsmntexch02.int.wellmark.com>

MMA does allow reimbursement of medication therapy management services.
However, the actual benefit is defined by the individual Medicare
Prescription Drug Plans.  Who is eligible and what services are
reimbursable varies greatly from plan to plan.   

 

Cheryl Clarke

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Brach, Cindy
(AHRQ)
Sent: Wednesday, March 05, 2008 2:54 PM
To: The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 1686] Re: Wednesday Question: Health
LiteracyandMarketing

 

Sorry to be contributing to this discussion so belatedly. 

 

First, I just wanted to note that under the Medicare Modernization Act,
Medicare now reimburses for Medication Management Therapy. While the
reimbursement for a brown bag review is not much, pharmacies can get
some compensation for providing this service for the elderly.

 

Second, I wanted to mention that there are two recently published AHRQ
tools that address some of the issues around privacy and training
pharmacists on health literacy-friendly counseling. The first is Is Our
Pharmacy Meeting Patients' Needs? A Pharmacy Health Literacy Assessment
Tool User's Guide <https://webmail.hhs.gov/qual/pharmlit/index.html> .
It is a self-assessment tool and reviews, among other things, the
physical space of the pharmacy and asks patients if there is a private
space at the pharmacy where they would feel comfortable talking to staff
person. The second is a training program for pharmacists called
Strategies To Improve Communication Between Pharmacy Staff and Patients
<https://webmail.hhs.gov/qual/pharmlit/pharmtrain.htm> . Both can be
accessed from AHRQ Health Literacy and Cultural Competence Browse page
(http://www.ahrq.gov/browse/hlitix.htm) under Pharmacy Tools.

 

Cindy Brach

Center Delivery, Organization, and Markets

Agency for Healthcare Research and Quality

540 Gaither Road

Rockville, MD 20850

301-427-1444

fax: 301-427-1430

Cindy.Brach at ahrq.hhs.gov

 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Laurie Sheridan
Sent: Fri 1/18/2008 1:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1686] Re: Wednesday Question: Health
LiteracyandMarketing

 

I go to a pharmacy in Boston where there are quite a few LEP and
low-literacy customers and there is very little privacy for them or for
anyone.  In fact, the pharmacists often shout pretty loudly, especially
to people they are serving who are having difficulty understanding or
being understood.  The only "privacy" is a sign near the pharmacy
counter that says "Please wait here, to protect customers' privacy."
People do respect that, but they are only waiting a few feet behind the
person being waited on at the counter, and you can still hear
everything.  You can't always hear the customer, but you can always hear
the pharmacist, who is facing you.   I have often felt embarrassed
myself, with a captive audience of strangers, and no effort  to protect
privacy.   I'm sure it's even worse for customers with literacy
barriers, though at least some of the pharmacy staff are bilingual.  

But there are not many pharmacies these days to choose from--in our area
there's usually only the choice between CVS and RiteAid, and they are
everywhere.  So there's probably little incentive to draw more customers
by improving service.

By the way, most of the people who serve customers typically are not
pharmacist--they are pharmacy technicians who receive just a little
training.    They are usually people form the community who have a few
customer service skills and a little technical knowledge, but they are
not actually pharmacists, who have six years of post-secondary
education.    A lot of pharmacy techs are trained on-line, and the
quality varies considerably.  The big chain stores also provide in-house
training.    But their training is typically only a few weeks, and it's
really a retail job, not a technical job, despite the presence of the
white coats.  This is a big change I have observed in recent years.
It's great that the chain drugstores hire from the community, and it's
evident that they reflect the diversity of customers much better--but
not so great that they apparently provide or require so little training.

Still, it might be useful for someone to look into who provides the
training and how/whether they could be convinced to incorporate some of
these areas around literacy, language and privacy.

Laurie

Laurie Sheridan, Workforce Development Coordinator
World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan at worlded.org

SABES:  Training Leaders in Adult Basic Education


>>> "Janet Sorensen" <Jsorensen at afmc.org> 1/18/2008 11:51 AM >>>
Interesting topic. In Arkansas, the pharmacies don't even have privacy
panels. People standing behind you in line can hear every word, as can
all of the pharmacy employees. My pharmacist is always in a hurry but
still knows all his regular customers' names and is very good about
catching possible interactions or other kinds of inappropriate
prescribing. He also manages to be discreet and spends a lot of time
talking to patients on the phone. But he may be the exception. He works
in an independent pharmacy catering to professionals downtown. If I have
to go to Walgreens or Wal-mart after hours or something, it's almost
always a bad experience.
Janet Sorensen
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Friday, January 18, 2008 9:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1678] Re: Wednesday Question: Health
LiteracyandMarketing

I think a more inviting or private consult area would encourage more
communication between patient and pharmacist. I don't know how many
times I have overheard some poor soul asking their pharmacist to keep
their voice down when talking about how to take certain medications, or
shifting uncomfortably. Embarassment doesn't only exist at the doctor's
office. Personally, I don't think I should have to overhear someone
being asked "Have you taken the morning after pill before?" while
shopping. People would be more willing to ask questions in the first
place, if there was a more private place for them to ask.

I don't know how pharmacies are set up in the US, but here in Canada the
most I have seen is a similar layout to a bank teller's desk, with
privacy panels, but people queue behind the person being served, and so
it only gives the illusion of privacy. I have seen a few 'consultation
rooms' but I have never seen one used.

Any other thoughts on how the layout of pharmacies can contribute to HL?

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Friday, January 18, 2008 7:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1676] Re: Wednesday Question: Health Literacy
andMarketing


You all have brought up good points. I agree that we have to look at the
motivation and process with a critical eye. But mostly the process.
Here's why: Even if the motivation is increasing sales and stock value,
if a pharmacy recruits customers by truly providing better service to
those with literacy and language challenges, then it's still a good
thing. If I have an option to go to a pharmacy that consistently ensures
that I understand my medicines, then we all win. They get another
customer and I get better service.

If pharmacies start competing by addressing health literacy issues in
real and effective ways, it could push up the quality of services across
the board. This is good!

Of course it all depends on a sound process.  The pharmacy must aim to
be truly effective, consistent, and long-term in providing better
service, and they must do it well. So, what is doing it well?

I suggest collaborating with a health agency, getting input from health
literacy experts, testing the process with adult learners, making sure
that there is some plain language and picture-based material to let
people take home, and evaluating the program carefully. It's also
important that it be a long-term program rather than a quick tease to
pull people in.

What else can we suggest for a sound process?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 01/18/08 8:36 AM
>>> >>>
As pharmacies move more toward the 'big box' model, I am constantly
amazed at the paradoxes that are present in the stores.  Stores are
selling health promoting medications, disease preventing medications,
and other life saving drugs.  At the same time, big box stores sell 
cigarettes and alcoholic beverages, etc....things that may kill us.  
Why are cigarettes sold under the same roof where the pills, patches and
gums that help us quit are also sold?  Mark is right...profit driven,
not health promoting/prevention driven.  Really confusing to consumers,
too, I think.

Ann



Quoting MarkH38514 at aol.com:

> In late 1998, Rite Aid stock was about $50 per share; now it's  at
less than
> $2. I have family members who owned stock in the company. Rite  Aid  
> has really
> struggled, in large part because of some financial  malfeasance by
> previous executives; a  former CEO got  10 years in prison.
>
> It's fair to assume that having patients bring in all their 
> prescriptions is a way for Rite Aid to try to get them to shift their
prescriptions from
> their current pharmacy to Rite Aid. In one way that may not  be a  
> bad idea, since
> pharmacists who are aware of all the drugs a patient is  taking may be
more
> likely to pick up on potentially serious drug interactions.  For  
> those patients
> who get their prescriptions filled at different  pharmacies, keeping
> track of drug  interactions is almost  impossible.
>
> But that's probably not as important as increasing their  prescription
drug
> sales, or even getting consumers into the store in hopes  they'll  
> buy something
> on their way to or from the pharmacy in the back of the  store. That's

> the reason pharmacies are in the back of the store to begin with.
>
> It's all about marketing and money and getting the stock price  up.
>
> Mark Hochhauser
>
>
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott  Avenue North
> Golden Valley, MN  55422-2748
> Phone:  763-521-4672
> Cell: 612-281-1517
> Fax: 763-521-5069
> email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com)
>
>
>
>
> **************Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>



Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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From vlewis at suffolk.lib.ny.us  Thu Mar  6 10:28:07 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 6 Mar 2008 10:28:07 -0500
Subject: [HealthLiteracy 1827] FW: AFB Senior Site Tip: Talking to Your
	Pharmacist
Message-ID: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>

Friends, 

The below email highlights an example of some of the issues I have discussed
in the past. While this listserv's primary focus is health literacy.....I
believe that literacy has far more meaning than whether a person can
understand the words and meaning. In addition to that notion, if a person
does have difficulty with the comprehension factor, they/everyone can have a
sensory disability that adds to the frustration and access to good health
care. 

Valerie


		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: Carl R. Augusto - President and CEO [mailto:carlraugusto at afb.net] 
Sent: Thursday, March 06, 2008 10:06 AM
To: AFB Subscriber
Subject: AFB Senior Site Tip: Talking to Your Pharmacist

				
AFB	 American Foundation
for the Blind <http://www.afb.org>  	TM  	
    	
	
Expanding possibilities for people with vision loss	 		
	
Vital Information to Share with Your Pharmacist 

Woman talking to her pharmacist about the label on her prescription
medication. <http://www.afb.org> 
	For individuals with vision loss, not being able to read the
information on prescription medications is a particularly dangerous problem.
Currently there are no federal guidelines for pharmacists to follow in
making prescription labels accessible. To bridge this gap, the American
Foundation for the Blind and the American Society of Consulting Pharmacists
Foundation, have taken the lead to develop a set of guidelines for you to
share with your local pharmacist.


*	Use the largest font size the label will allow.
	
*	Use sans serif, standard font, such as Ariel or Verdana. Do not use
ALL CAPS.
	
*	Use bold typeface. Do not use italic, oblique, or condensed type.
	
*	Use non-gloss paper and label stock. Do not cover label with tape.
	
*	When affixing labels to a manufacturer-supplied bottle, do not cover
medication name and strength on the original label.
	
*	If the pharmacy offers prescription label information in large
print, this should be prominently posted at the prescription counter or
communicated directly to each patient. 



A more comprehensive list
<http://www.afb.org/Section.asp?SectionID=3&TopicID=329&DocumentID=3981>  of
suggestions can be found on AFB.org. You can learn more about AFB's
RXLabelEnable Campaign
<http://www.afb.org/Section.asp?SectionID=3&TopicID=329> , go here to share
your stories and sign up for regular updates on this issue. While on
AFB.org, please take a moment to update your profile on My AFB
<http://www.afb.org/myAFB2.asp?mode=seniorsite> . 

For more helpful information, please visit AFB.org <http://www.afb.org> 

You can unsubscribe at any time. To remove your name from this mailing list,
or to find out what other newsletters are available from AFB, visit
http://www.afb.org/myAFBNewsletter.asp.




From joan at ipns.com  Fri Mar  7 11:06:26 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 07 Mar 2008 08:06:26 -0800
Subject: [HealthLiteracy 1827]  Creating Alternate Formats for Books
In-Reply-To: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
References: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
Message-ID: <6.0.0.22.2.20080307080509.04ec9ec0@mail.ipns.com>

Colleagues - for your resource files. I am on a publishing list for my very 
small publishing venture. Someone asked about a request for a pdf to 
accommodate a student and how to do this other than providing a pdf. 
(copyright is a problem). One of the members had this option to offer, 
which looks really good.
http://www.readhowyouwant.com/home.aspx


Joan Guthrie Medlen, RD, LD
Clinical Advisor, Health Literacy and Communications
Special Olympics, Healthy Athletes
Publisher, Phronesis Publishing, LLC
www.DownSyndromeNutrition.com





From joan at ipns.com  Fri Mar  7 11:11:44 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 07 Mar 2008 08:11:44 -0800
Subject: [HealthLiteracy 1828]  Health Litearcy Definitions
In-Reply-To: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
References: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
Message-ID: <6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>

At 07:28 AM 3/6/2008, you wrote:
>believe that literacy has far more meaning than whether a person can
>understand the words and meaning. In addition to that notion, if a person
>does have difficulty with the comprehension factor, they/everyone can have a
>sensory disability that adds to the frustration and access to good health
>care.

HI Valerie,

I whole-heartedly agree. I work primarily with people who have intellectual 
and Developmental Disabilities (I/DD), and am a firm believer that "health 
literacy" is far more than a literacy exercise. I also believe most on this 
list feel the same way.

In my work with Special Olympics, we have been talking about what health 
literacy means for athletes involved with Special Olympics. Since I"m still 
developing this area of the Healthy Athletes program, I"m happy to hear any 
thoughts about this working definition:


What is ?Health Literacy??

The Institutes of Health defines health literacy as:

?the extent to which individuals have the capacity to obtain, process, and 
understand basic health information services needed to make appropriate 
health decisions.?

This definition is also included in Healthy People 2010.

However, most people working in the area of health literacy develop a more 
practical version of this definition. One that I like for health literacy 
within Healthy Athletes is:

?the ability to understand how and where to get health-related information, 
understand it, use it correctly to improve health, and act on it to make 
behavior change.?

Regardless of the official definition, health literacy is a type of 
?functional literacy,? with a focus on what the person can do with their 
skills (seek information, establish a medical or dental home, act on 
information to change behavior to improve health and so on).

We are dedicated to sharing education for parents, professionals, and 
people with intellectual disabilities - particularly athletes in Special 
Olympics - to improve health through improved health literacy for people 
with intellectual disabilities.

2008 ? Special Olympics, Inc.


-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849





From jupkaka at slu.edu  Fri Mar  7 13:25:12 2008
From: jupkaka at slu.edu (Keri Jupka)
Date: Fri, 7 Mar 2008 12:25:12 -0600
Subject: [HealthLiteracy 1829] Re: Health Litearcy Definitions
In-Reply-To: <6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>
References: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
	<6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>
Message-ID: <a06240803c3f738210a2e@[165.134.90.11]>

In my eyes it is not just being able to find the 
information, and understand it but also being 
able to evaluate that information. I think this 
is especially important in today's world where we 
are all being bombarded with information from the 
media, some of which is less than trustworthy.

Keri






>At 07:28 AM 3/6/2008, you wrote:
>>believe that literacy has far more meaning than whether a person can
>>understand the words and meaning. In addition to that notion, if a person
>>does have difficulty with the comprehension factor, they/everyone can have a
>>sensory disability that adds to the frustration and access to good health
>>care.
>
>HI Valerie,
>
>I whole-heartedly agree. I work primarily with people who have intellectual
>and Developmental Disabilities (I/DD), and am a firm believer that "health
>literacy" is far more than a literacy exercise. I also believe most on this
>list feel the same way.
>
>In my work with Special Olympics, we have been talking about what health
>literacy means for athletes involved with Special Olympics. Since I"m still
>developing this area of the Healthy Athletes program, I"m happy to hear any
>thoughts about this working definition:
>
>
>What is ?Health Literacy??
>
>The Institutes of Health defines health literacy as:
>
>?the extent to which individuals have the capacity to obtain, process, and
>understand basic health information services needed to make appropriate
>health decisions.?
>
>This definition is also included in Healthy People 2010.
>
>However, most people working in the area of health literacy develop a more
>practical version of this definition. One that I like for health literacy
>within Healthy Athletes is:
>
>?the ability to understand how and where to get health-related information,
>understand it, use it correctly to improve health, and act on it to make
>behavior change.?
>
>Regardless of the official definition, health literacy is a type of
>?functional literacy,? with a focus on what the person can do with their
>skills (seek information, establish a medical or dental home, act on
>information to change behavior to improve health and so on).
>
>We are dedicated to sharing education for parents, professionals, and
>people with intellectual disabilities - particularly athletes in Special
>Olympics - to improve health through improved health literacy for people
>with intellectual disabilities.
>
>2008 ? Special Olympics, Inc.
>
>
>-------
>Joan E Guthrie Medlen, R.D., L.D.
>Clinical Advisor, Health Literacy & Communications
>Special Olympics Healthy Athletes
>joan at DownSyndromeNutrition.com
>503.246.3849
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to jupkaka at slu.edu


-- 
___________________
Keri Jupka, MPH
Research Coordinator
Health Communications Research Lab
Saint Louis University School of Public Health
3545 Lafayette Room 408
St. Louis, MO 63104
Telephone- (314)-977-4084
fax: (314) 977-4016

The sun shines not on us, but in us.
		_ John Muir


From julie_mcKinney at worlded.org  Fri Mar  7 13:31:44 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 07 Mar 2008 13:31:44 -0500
Subject: [HealthLiteracy 1830] Re: Health Litearcy Definitions
Message-ID: <47D143C10200002D00005DFB@bostongwia.jsi.com>

Thanks, Joan and Valerie, for your consistent reminders to include
populations in the health literacy arena that many of us do not think
about every day. I hope the message is getting across to all of us who
prepare materials and messages for a broad audience. We do need
reminders to always consider alternative formats for those with hearing,
visual or intellectual disabilities.

Thanks for keeping us on our toes!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Joan Medlen <joan at ipns.com> 03/07/08 11:11 AM >>>
At 07:28 AM 3/6/2008, you wrote:
>believe that literacy has far more meaning than whether a person can
>understand the words and meaning. In addition to that notion, if a
person
>does have difficulty with the comprehension factor, they/everyone can
have a
>sensory disability that adds to the frustration and access to good
health
>care.

HI Valerie,

I whole-heartedly agree. I work primarily with people who have
intellectual 
and Developmental Disabilities (I/DD), and am a firm believer that
"health 
literacy" is far more than a literacy exercise. I also believe most on
this 
list feel the same way.

In my work with Special Olympics, we have been talking about what health

literacy means for athletes involved with Special Olympics. Since I"m
still 
developing this area of the Healthy Athletes program, I"m happy to hear
any 
thoughts about this working definition:


What is ?Health Literacy??

The Institutes of Health defines health literacy as:

?the extent to which individuals have the capacity to obtain, process,
and 
understand basic health information services needed to make appropriate 
health decisions.?

This definition is also included in Healthy People 2010.

However, most people working in the area of health literacy develop a
more 
practical version of this definition. One that I like for health
literacy 
within Healthy Athletes is:

?the ability to understand how and where to get health-related
information, 
understand it, use it correctly to improve health, and act on it to make

behavior change.?

Regardless of the official definition, health literacy is a type of 
?functional literacy,? with a focus on what the person can do with their

skills (seek information, establish a medical or dental home, act on 
information to change behavior to improve health and so on).

We are dedicated to sharing education for parents, professionals, and 
people with intellectual disabilities - particularly athletes in Special

Olympics - to improve health through improved health literacy for people

with intellectual disabilities.

2008 ? Special Olympics, Inc.


-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org



From SiobhanChamp-Blackwell at creighton.edu  Fri Mar  7 15:28:57 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Fri, 7 Mar 2008 14:28:57 -0600
Subject: [HealthLiteracy 1831] Re: Health Litearcy Definitions
In-Reply-To: <a06240803c3f738210a2e@[165.134.90.11]>
References: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us><6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>
	<a06240803c3f738210a2e@[165.134.90.11]>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0CD6E572@exbe01.blue.jays.creighton.edu>

Evaluating information is So Important. For resources on that topic,
turn to MedlinePlus:
http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html
Thanks for bringing that up Keri!
siobhan 


Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu
http://nnlm.gov/mcr/bhic/(Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital
Divide Network Profile)


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Keri Jupka
Sent: Friday, March 07, 2008 12:25 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1829] Re: Health Litearcy Definitions

In my eyes it is not just being able to find the information, and
understand it but also being able to evaluate that information. I think
this is especially important in today's world where we are all being
bombarded with information from the media, some of which is less than
trustworthy.

Keri






>At 07:28 AM 3/6/2008, you wrote:
>>believe that literacy has far more meaning than whether a person can
>>understand the words and meaning. In addition to that notion, if a
person
>>does have difficulty with the comprehension factor, they/everyone can
have a
>>sensory disability that adds to the frustration and access to good
health
>>care.
>
>HI Valerie,
>
>I whole-heartedly agree. I work primarily with people who have
intellectual
>and Developmental Disabilities (I/DD), and am a firm believer that
"health
>literacy" is far more than a literacy exercise. I also believe most on
this
>list feel the same way.
>
>In my work with Special Olympics, we have been talking about what
health
>literacy means for athletes involved with Special Olympics. Since I"m
still
>developing this area of the Healthy Athletes program, I"m happy to hear
any
>thoughts about this working definition:
>
>
>What is "Health Literacy"?
>
>The Institutes of Health defines health literacy as:
>
>"the extent to which individuals have the capacity to obtain, process,
and
>understand basic health information services needed to make appropriate
>health decisions."
>
>This definition is also included in Healthy People 2010.
>
>However, most people working in the area of health literacy develop a
more
>practical version of this definition. One that I like for health
literacy
>within Healthy Athletes is:
>
>"the ability to understand how and where to get health-related
information,
>understand it, use it correctly to improve health, and act on it to
make
>behavior change."
>
>Regardless of the official definition, health literacy is a type of
>"functional literacy," with a focus on what the person can do with
their
>skills (seek information, establish a medical or dental home, act on
>information to change behavior to improve health and so on).
>
>We are dedicated to sharing education for parents, professionals, and
>people with intellectual disabilities - particularly athletes in
Special
>Olympics - to improve health through improved health literacy for
people
>with intellectual disabilities.
>
>2008 (c) Special Olympics, Inc.
>
>
>-------
>Joan E Guthrie Medlen, R.D., L.D.
>Clinical Advisor, Health Literacy & Communications
>Special Olympics Healthy Athletes
>joan at DownSyndromeNutrition.com
>503.246.3849
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to jupkaka at slu.edu


-- 
___________________
Keri Jupka, MPH
Research Coordinator
Health Communications Research Lab
Saint Louis University School of Public Health
3545 Lafayette Room 408
St. Louis, MO 63104
Telephone- (314)-977-4084
fax: (314) 977-4016

The sun shines not on us, but in us.
		_ John Muir
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to siobhan at creighton.edu


From Joanne.Schwartzberg at ama-assn.org  Fri Mar  7 16:15:43 2008
From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg)
Date: Fri, 7 Mar 2008 15:15:43 -0600
Subject: [HealthLiteracy 1832] Re: Health Litearcy Definitions
In-Reply-To: <47D143C10200002D00005DFB@bostongwia.jsi.com>
References: <47D143C10200002D00005DFB@bostongwia.jsi.com>
Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE78032A34B0@EXV1.ad.ama-assn.org>

I think we need to broaden the discussion a bit - following on the
definition of general literacy which includes the ability to function on
the job and obtain one's potential...it is not only necessary to
understand and evaluate the information, but also to know how to act
upon it successfully..

Joanne 


Joanne G. Schwartzberg, MD
Director, Aging and Community Health
American Medical Association
515 N. State St.
Chicago, IL  60610
312-464-5355
fax: 312-464-5841
Joanne.Schwartzberg at ama-assn.org

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Friday, March 07, 2008 12:32 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1830] Re: Health Litearcy Definitions

Thanks, Joan and Valerie, for your consistent reminders to include
populations in the health literacy arena that many of us do not think
about every day. I hope the message is getting across to all of us who
prepare materials and messages for a broad audience. We do need
reminders to always consider alternative formats for those with hearing,
visual or intellectual disabilities.

Thanks for keeping us on our toes!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Joan Medlen <joan at ipns.com> 03/07/08 11:11 AM >>>
At 07:28 AM 3/6/2008, you wrote:
>believe that literacy has far more meaning than whether a person can 
>understand the words and meaning. In addition to that notion, if a
person
>does have difficulty with the comprehension factor, they/everyone can
have a
>sensory disability that adds to the frustration and access to good
health
>care.

HI Valerie,

I whole-heartedly agree. I work primarily with people who have
intellectual and Developmental Disabilities (I/DD), and am a firm
believer that "health literacy" is far more than a literacy exercise. I
also believe most on this list feel the same way.

In my work with Special Olympics, we have been talking about what health

literacy means for athletes involved with Special Olympics. Since I"m
still developing this area of the Healthy Athletes program, I"m happy to
hear any thoughts about this working definition:


What is "Health Literacy"?

The Institutes of Health defines health literacy as:

"the extent to which individuals have the capacity to obtain, process,
and understand basic health information services needed to make
appropriate health decisions."

This definition is also included in Healthy People 2010.

However, most people working in the area of health literacy develop a
more practical version of this definition. One that I like for health
literacy within Healthy Athletes is:

"the ability to understand how and where to get health-related
information, understand it, use it correctly to improve health, and act
on it to make

behavior change."

Regardless of the official definition, health literacy is a type of
"functional literacy," with a focus on what the person can do with their

skills (seek information, establish a medical or dental home, act on
information to change behavior to improve health and so on).

We are dedicated to sharing education for parents, professionals, and
people with intellectual disabilities - particularly athletes in Special

Olympics - to improve health through improved health literacy for people

with intellectual disabilities.

2008 (c) Special Olympics, Inc.


-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications Special Olympics
Healthy Athletes joan at DownSyndromeNutrition.com
503.246.3849



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to joanne.schwartzberg at ama-assn.org


From rmcknight at vcu.edu  Fri Mar  7 16:24:13 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Fri, 7 Mar 2008 16:24:13 -0500
Subject: [HealthLiteracy 1833] Re: Health Litearcy Definitions
In-Reply-To: <6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>
Message-ID: <OF76290E87.13CFD13F-ON85257405.00754BD2-85257405.007592F3@vcu.edu>

The following tutorials contain definitions of, not only health literacy, 
but also "domains" of health literacy:

"The New York-New Jersey Public Health Training Center (NYNJ PHTC) is 
offering a free online training course titled "Health Literacy and Public 
Health".  This course is part of NYNJ PHTC's "Communicate to Make a 
Difference" Series and it:

1) Introduces the concept of health literacy

2) Provides strategies for considering literacy when creating public 
health messages for the general public

3) Provides strategies for considering literacy in direct public health 
services to the public 

The course consists of two modules.

The first module, ?Health Literacy & Public Health,? contains four 
sections. The content and activities demonstrate how the public?s literacy 
skills affect interactions with medical and public health staff. 

The second module, ?Strategies for Improving Public Health 
Communications,? provides practical techniques for addressing literacy 
issues in spoken and written communications.

To register for this course, please visit: 
http://www.nynj-phtc.org/phLit/Home/phlit-register.cfm"

Regards,
Roberta McKnight



Joan Medlen <joan at ipns.com> 
Sent by: healthliteracy-bounces at nifl.gov
03/07/2008 12:17 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
The Health and Literacy Discussion List <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 1828]  Health Litearcy Definitions





At 07:28 AM 3/6/2008, you wrote:
>believe that literacy has far more meaning than whether a person can
>understand the words and meaning. In addition to that notion, if a person
>does have difficulty with the comprehension factor, they/everyone can 
have a
>sensory disability that adds to the frustration and access to good health
>care.

HI Valerie,

I whole-heartedly agree. I work primarily with people who have 
intellectual 
and Developmental Disabilities (I/DD), and am a firm believer that "health 

literacy" is far more than a literacy exercise. I also believe most on 
this 
list feel the same way.

In my work with Special Olympics, we have been talking about what health 
literacy means for athletes involved with Special Olympics. Since I"m 
still 
developing this area of the Healthy Athletes program, I"m happy to hear 
any 
thoughts about this working definition:


What is ?Health Literacy??

The Institutes of Health defines health literacy as:

?the extent to which individuals have the capacity to obtain, process, and 

understand basic health information services needed to make appropriate 
health decisions.?

This definition is also included in Healthy People 2010.

However, most people working in the area of health literacy develop a more 

practical version of this definition. One that I like for health literacy 
within Healthy Athletes is:

?the ability to understand how and where to get health-related 
information, 
understand it, use it correctly to improve health, and act on it to make 
behavior change.?

Regardless of the official definition, health literacy is a type of 
?functional literacy,? with a focus on what the person can do with their 
skills (seek information, establish a medical or dental home, act on 
information to change behavior to improve health and so on).

We are dedicated to sharing education for parents, professionals, and 
people with intellectual disabilities - particularly athletes in Special 
Olympics - to improve health through improved health literacy for people 
with intellectual disabilities.

2008 ? Special Olympics, Inc.

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu

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From joan at ipns.com  Fri Mar  7 17:29:33 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 07 Mar 2008 14:29:33 -0800
Subject: [HealthLiteracy 1834] Re: Health Literacy Definitions
In-Reply-To: <a06240803c3f738210a2e@[165.134.90.11]>
References: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
	<6.0.0.22.2.20080307080711.04ecb620@mail.ipns.com>
	<a06240803c3f738210a2e@[165.134.90.11]>
Message-ID: <6.0.0.22.2.20080307142846.04ee26b0@mail.ipns.com>

At 10:25 AM 3/7/2008, you wrote:
>but also being
>able to evaluate that information.

Very nice. Thank you for that reminder. I will need to work on how to 
include that. Very important!  (Almost as important as catching typos 
before sending e-mails...)

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849





From vlewis at suffolk.lib.ny.us  Mon Mar 10 09:16:18 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Mon, 10 Mar 2008 09:16:18 -0400
Subject: [HealthLiteracy 1835] Re: Creating Alternate Formats for Books
In-Reply-To: <6.0.0.22.2.20080307080509.04ec9ec0@mail.ipns.com>
Message-ID: <00b501c882b0$ed1f5e10$aa6310ac@enigma.suffolk.lib.ny.us>

Good morning all, 

Please be careful when creating and offering materials in PDF. Many times
PDF's are not designed in an accessible manner. Therefore a person who may
use assistive technology such as a screen reader will not be able to access
the information in a PDF. 

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
Sent: Friday, March 07, 2008 11:06 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1827] Creating Alternate Formats for Books

Colleagues - for your resource files. I am on a publishing list for my very 
small publishing venture. Someone asked about a request for a pdf to 
accommodate a student and how to do this other than providing a pdf. 
(copyright is a problem). One of the members had this option to offer, 
which looks really good.
http://www.readhowyouwant.com/home.aspx


Joan Guthrie Medlen, RD, LD
Clinical Advisor, Health Literacy and Communications
Special Olympics, Healthy Athletes
Publisher, Phronesis Publishing, LLC
www.DownSyndromeNutrition.com



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us





From NAASLN at aol.com  Mon Mar 10 12:06:51 2008
From: NAASLN at aol.com (NAASLN at aol.com)
Date: Mon, 10 Mar 2008 12:06:51 EDT
Subject: [HealthLiteracy 1836] Special COABE PreConference - Special
	Learning Needs and Data on Health Issues
Message-ID: <bc2.234d04b9.3506b69b@aol.com>

The National Association for Adults with Special Learning Needs (NAASLN) is 
hosting a
Preconference session at COABE on Monday, April 28th.

This session will target the unique learning needs of participants in basic 
and literacy education, workforce development programs, and at-risk youth 
programs. The special needs (and alarming health-related special learning needs) of 
program participants reflect the special learning needs that, if not 
addressed, will also be impacting employment and successful transitions to employment. 
Both national data and programs that have addressed the special needs of 
participants with be presented.?

Programs that are demonstrating over 200% increases in persistence and in 
post-test gains will be available to discuss the systemic changes that lead to 
their successes.?

ESOL and correction programs will also be available for dialogue and 
dissemination of implementation strategies leading to tremendous participant and 
program outcomes.

All attendees will receive a 2008 NAASLN Membership at no cost.

Join this session by registering at the 
http://www.coabe.org/index.cfm?fuseaction=conferences

Take advantage of early-bird registration fees!? Register NOW!

NAASLN Pre-Conference
All day session

Special Learning Needs: What can Adult Education and Literacy Programs do?
>From Identification to Interventions to Systemic Changes

Join this lively all day session and participate with leading professionals 
(national experts, program administrators and instructors) on how to provide 
services that actually change peoples' lives and that can demonstrate dramatic 
gains in persistence and learning outcomes.??

The all day session will include:
o???? Defining, establishing a set of values, and exploring the incidence of 
special learning needs
o???? Best practices for engaging learners
o???? What is really going on?? Peeling the layers to get to the heart of why 
is learner is struggling.
o???? Interventions - What? Who? And the Basics of How?
o???? Systemic Change - Aligning programs that practice what they preach!
o???? Learner and Tutor Training on Special Learning Needs
o????? Employment issues of persons with special learning needs
o???? Professional Development - who is doing what and the impact of PD on 
systemic improvements!

Presenters include:
Barbara Arguedas, Director of Adult Basic Education, Santa Fe Community 
College
Kaye Cockrum, Director of Adult Education and Literacy, Houston, MO
Bevin Gibson, Director, Southern Illinois Professional Development Center
Karen Hibbert, Director of Adult Basic Education, West Central Community 
Corrections
Joan Hudson Miller, LRS - Vision Specialist, CA
Peg Kennedy, Developmental Support Specialist, Olney Central College, IL
Susan Rathjen, Instructor, Santa Fe Community College
Robin Schwarz, ESOL and Special Learning Needs Consultant
Laura Weisel, Clinical Services, The TLP Group, Columbus, OH
...along with additional program providers that are changing lives by 
identifying and addressing special learning needs!




**************
It's Tax Time! Get tips, forms, and advice on AOL Money &amp; 
Finance.
      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From NDavies at dthr.ab.ca  Mon Mar 10 13:34:49 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 10 Mar 2008 11:34:49 -0600
Subject: [HealthLiteracy 1837] Re: Health Literacy Definitions
In-Reply-To: <1FD42CA1E25E9D4FB9FC95A0136AFE78032A34B0@EXV1.ad.ama-assn.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BCB1@DTHREXCL1.dthr.ab.ca>




Hi Joanne, I am more interested (at the moment) in defining what "health information" is. In our area, we have Patient Teaching, Patient Education, Public Health Teaching, Public Health Awareness, etc. It can all get a little bit confusing.
Does anybody want to volunteer the name of the Consumer health information portfolio at their respective sites, a definition of such, and, just for fun, their wish-list regarding administration? (Julie :) - hope I'm not stepping on toes here)

At the David Thompson Health Region, we use the term Consumer Health Information as the name for the portfolio. The (working) definition is " Consumer Health Information refers to health and wellness information intended to educate the consumer and promote optimal health. Consumer health information includes teaching information; prevention of illness and disease; and promotion of self-care. Consumer health information can be presented in various forms including, but not limited to, electronic, display, and print resources." There is also "Health Information refers to promotion of health and wellness to restore, maintain and/or promote optimal health. Health Information includes patient teaching information; prevention of health care conditions and treatment; and promotion of self-care. Printed materials provide an efficient and effective tool for enhancing quality health education for health care consumers." For our print service provider, we have "documents that may or may not contain health related information". As you can guess, it gets very complicated.

My wish list: A solid definition; control of creation and administration; (an extra day in the week); a solid team of volunteers for evaluation; resources for inventive creation and formats. A true-life example of the creative formats would be: instead of ANOTHER pamphlet on what to do if you are trapped on the road in a snow bank, why not have the info printed on an air freshener? The pamphlet WILL be discarded before long. The air freshener will stay where the client needs it till Spring and the snow melts. For scent-sensitive people, it doesn't even have to be scented.

It is frustrating to think of the number of pamphlets that just end up on the floor. People have been pamphleted to boredom. It doesn't mean the same thing as it used to. We are handed fliers from the pizza guy, politicians, doctors, nurses, activists. Who sits and reads them all?




Nicola Davies, BA<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403)-352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7






-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Joanne Schwartzberg
Sent: Friday, March 07, 2008 2:16 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1832] Re: Health Litearcy Definitions


I think we need to broaden the discussion a bit - following on the
definition of general literacy which includes the ability to function on
the job and obtain one's potential...it is not only necessary to
understand and evaluate the information, but also to know how to act
upon it successfully..

Joanne


Joanne G. Schwartzberg, MD
Director, Aging and Community Health
American Medical Association
515 N. State St.
Chicago, IL  60610
312-464-5355
fax: 312-464-5841
Joanne.Schwartzberg at ama-assn.org

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[ mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Friday, March 07, 2008 12:32 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1830] Re: Health Litearcy Definitions

Thanks, Joan and Valerie, for your consistent reminders to include
populations in the health literacy arena that many of us do not think
about every day. I hope the message is getting across to all of us who
prepare materials and messages for a broad audience. We do need
reminders to always consider alternative formats for those with hearing,
visual or intellectual disabilities.

Thanks for keeping us on our toes!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> Joan Medlen <joan at ipns.com> 03/07/08 11:11 AM >>>
At 07:28 AM 3/6/2008, you wrote:
>believe that literacy has far more meaning than whether a person can
>understand the words and meaning. In addition to that notion, if a
person
>does have difficulty with the comprehension factor, they/everyone can
have a
>sensory disability that adds to the frustration and access to good
health
>care.

HI Valerie,

I whole-heartedly agree. I work primarily with people who have
intellectual and Developmental Disabilities (I/DD), and am a firm
believer that "health literacy" is far more than a literacy exercise. I
also believe most on this list feel the same way.

In my work with Special Olympics, we have been talking about what health

literacy means for athletes involved with Special Olympics. Since I"m
still developing this area of the Healthy Athletes program, I"m happy to
hear any thoughts about this working definition:


What is "Health Literacy"?

The Institutes of Health defines health literacy as:

"the extent to which individuals have the capacity to obtain, process,
and understand basic health information services needed to make
appropriate health decisions."

This definition is also included in Healthy People 2010.

However, most people working in the area of health literacy develop a
more practical version of this definition. One that I like for health
literacy within Healthy Athletes is:

"the ability to understand how and where to get health-related
information, understand it, use it correctly to improve health, and act
on it to make

behavior change."

Regardless of the official definition, health literacy is a type of
"functional literacy," with a focus on what the person can do with their

skills (seek information, establish a medical or dental home, act on
information to change behavior to improve health and so on).

We are dedicated to sharing education for parents, professionals, and
people with intellectual disabilities - particularly athletes in Special

Olympics - to improve health through improved health literacy for people

with intellectual disabilities.

2008 (c) Special Olympics, Inc.


-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications Special Olympics
Healthy Athletes joan at DownSyndromeNutrition.com
503.246.3849



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to joanne.schwartzberg at ama-assn.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca

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From JSoroui at air.org  Mon Mar 10 15:15:02 2008
From: JSoroui at air.org (Soroui, Jaleh)
Date: Mon, 10 Mar 2008 15:15:02 -0400
Subject: [HealthLiteracy 1838] Re: Health Literacy Definitions
In-Reply-To: <6.0.0.22.2.20080307142846.04ee26b0@mail.ipns.com>
Message-ID: <83E7D8975F3E2646BD1DA4C6E37F116006DFAA@DC1EXCL01.air.org>

Please check the following article in the American Journal of Health
Behavior, Volume 3, issue 3:  
" Relationship of Preventive Health Practices and Health Literacy: A
National Study" By Sheida White, PhD; Jing Chen, PhD and Ruth Atchison, 
At: http://www.atypon-link.com/PNG/toc/ajhb/32/3.  The PDF is avialable
at:
http://www.atypon-link.com/PNG/doi/pdf/10.5555/ajhb.2008.32.3.227
 
Jaleh Behroozi Soroui
   

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen
Sent: Friday, March 07, 2008 5:30 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1834] Re: Health Literacy Definitions

At 10:25 AM 3/7/2008, you wrote:
>but also being
>able to evaluate that information.

Very nice. Thank you for that reminder. I will need to work on how to 
include that. Very important!  (Almost as important as catching typos 
before sending e-mails...)

Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsoroui at air.org


From ssullivan at cpha.ca  Tue Mar 11 16:13:26 2008
From: ssullivan at cpha.ca (Sue Sullivan)
Date: Tue, 11 Mar 2008 16:13:26 -0400
Subject: [HealthLiteracy 1839] Canadian Public Health Association's Expert
	Panel Report
Message-ID: <0924696B88745C479703CA07A6D56AFB0130D48B@cphasrv2.cpha.ca>

CPHA recently published A Vision for A Health Literate Canada: Report of the Expert Panel on Health Literacy. The panel was formed in 2006 and reviewed the scope of health literacy, current interventions and systemic and individual barriers, and made recommendations for follow-up.  
 
The report and a summary can be downloaded from CPHA's Health Literacy portal:
http://www.cpha.ca/en/portals/h-l.aspx <http://www.cpha.ca/en/portals/h-l.aspx>  (English)
http://www.cpha.ca/fr/portals/h-l.aspx (French).
 
We also have developed general principles for a successful national strategy for health literacy: Priorities for Action: Outcomes from the National Symposium on Health Literacy. This can also be downloaded from our Web site through the links above.
 
Susan Sullivan
Manager, Outreach Strategy on Health Literacy
Gestionnaire, Strat?gie de sensibilisation ? la litt?ratie 
  en  mati?re de sant?
Canadian Public Health Association
Association canadienne de sant? publique
400 - 1565 Carling
Ottawa, ON K1Z 8R1
613.725.3769 x168
 
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From kristina at easyreadcopywriting.com  Wed Mar 12 10:36:39 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Wed, 12 Mar 2008 08:36:39 -0600
Subject: [HealthLiteracy 1840] Re: FW: AFB Senior Site Tip: Talking to Your
 Pharmacist
In-Reply-To: <009d01c87f9e$ade70d20$aa6310ac@enigma.suffolk.lib.ny.us>
Message-ID: <C3FD4697.3B86%kristina@easyreadcopywriting.com>

Valerie, you are so right.

I have a personal story about labels. I'm just coming out a nasty bout with
the flu, and two of my medications were in the same kind of bottle, and I
hadn't noticed because I was so sick, sleeping about 16-hour days. In
addition, I can't read anything without my glasses. I took too much of the
new medication because the info that came with the medication said one thing
and the label said another. I didn't read the label -- my fault --  just the
flyer, and later, when I couldn't wake up, realized my mistake.

I ended up writing a big "N" (for nausea) on top of the new med bottle so I
could easily distinguish it from the other look-a-like bottle to ensure I
didn't take the sleep-inducing med when I meant to take my pain killer.

And I'm an educated, health literacy conscious senior (dang it).

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Valerie Lewis <vlewis at suffolk.lib.ny.us>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Thu, 6 Mar 2008 10:28:07 -0500
> To: 'The Health and Literacy Discussion List' <healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1827] FW: AFB Senior Site Tip: Talking to Your
> Pharmacist
> 
> Friends, 
> 
> The below email highlights an example of some of the issues I have discussed
> in the past. While this listserv's primary focus is health literacy.....I
> believe that literacy has far more meaning than whether a person can
> understand the words and meaning. In addition to that notion, if a person
> does have difficulty with the comprehension factor, they/everyone can have a
> sensory disability that adds to the frustration and access to good health
> care. 
> 
> Valerie
> 
> 
> "Let the shameful walls of exclusion finally come tumbling
> down"
> 
> Preamble to the Americans with Disabilities Act 
> George Bush, 1990
> 
> 
> Valerie Lewis, Director
> Long Island Talking Book Library
> Administrator of Outreach Services
> Suffolk Cooperative Library System
> P.O. Box 9000
> Bellport, NY 11713-9000
> Phone: (631)286-1600, X1365
> FAX:   (631)286-1647
> vlewis at suffolk.lib.ny.us
> 
> 
> 
> 
> 
> 
> 
> 
> 
> -----Original Message-----
> From: Carl R. Augusto - President and CEO [mailto:carlraugusto at afb.net]
> Sent: Thursday, March 06, 2008 10:06 AM
> To: AFB Subscriber
> Subject: AFB Senior Site Tip: Talking to Your Pharmacist
> 
> 
> AFB  American Foundation
> for the Blind <http://www.afb.org>   TM   
> 
> 
> Expanding possibilities for people with vision loss    
> 
> Vital Information to Share with Your Pharmacist
> 
> Woman talking to her pharmacist about the label on her prescription
> medication. <http://www.afb.org>
> For individuals with vision loss, not being able to read the
> information on prescription medications is a particularly dangerous problem.
> Currently there are no federal guidelines for pharmacists to follow in
> making prescription labels accessible. To bridge this gap, the American
> Foundation for the Blind and the American Society of Consulting Pharmacists
> Foundation, have taken the lead to develop a set of guidelines for you to
> share with your local pharmacist.
> 
> 
> * Use the largest font size the label will allow.
> 
> * Use sans serif, standard font, such as Ariel or Verdana. Do not use
> ALL CAPS.
> 
> * Use bold typeface. Do not use italic, oblique, or condensed type.
> 
> * Use non-gloss paper and label stock. Do not cover label with tape.
> 
> * When affixing labels to a manufacturer-supplied bottle, do not cover
> medication name and strength on the original label.
> 
> * If the pharmacy offers prescription label information in large
> print, this should be prominently posted at the prescription counter or
> communicated directly to each patient.
> 
> 
> 
> A more comprehensive list
> <http://www.afb.org/Section.asp?SectionID=3&TopicID=329&DocumentID=3981>  of
> suggestions can be found on AFB.org. You can learn more about AFB's
> RXLabelEnable Campaign
> <http://www.afb.org/Section.asp?SectionID=3&TopicID=329> , go here to share
> your stories and sign up for regular updates on this issue. While on
> AFB.org, please take a moment to update your profile on My AFB
> <http://www.afb.org/myAFB2.asp?mode=seniorsite> .
> 
> For more helpful information, please visit AFB.org <http://www.afb.org>
> 
> You can unsubscribe at any time. To remove your name from this mailing list,
> or to find out what other newsletters are available from AFB, visit
> http://www.afb.org/myAFBNewsletter.asp.
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From kljacob at sph.emory.edu  Wed Mar 12 11:42:19 2008
From: kljacob at sph.emory.edu (Kara L Jacobson)
Date: Wed, 12 Mar 2008 11:42:19 -0400
Subject: [HealthLiteracy 1841]  pill card
In-Reply-To: <47CBCB06.57C7.00F6.0@une.edu>
Message-ID: <200803121542.m2CFaXRw004261@mr5.cc.emory.edu>

We are pleased that our publication, "How to Create a Pill Card" has
generated such interest and discussion, and that many of you find it to be a
useful tool. We would like to address some of the concerns that have come up
regarding the use of graphics to represent times of day and medical
conditions. 

 

-      The graphics provided in the template are intended as a guide for use
if appropriate and easily understood by the patient.

o        We recommend that patients actively participate in the creation of
the card, if possible, and choose graphics that make sense to them.

o        The provider or person creating the card should also explain each
graphic to the patient each time the patient is given a card.

 

-      We realize that these graphics are not ideal but wished to provide
suggestions that are readily available in the public domain.

o        As noted in the guide, all graphics in the template are from the
Clip Art gallery of Microsoft Word. If other graphics are available when
creating a pill card, we encourage the user to incorporate the most
appropriate graphics for each individual patient.

o        Again, the patient should participate in determining which graphics
will be used, and should receive an explanation of each graphic used on the
card. 

 

One person recommended the Hablamos Juntos project
(http://www.hablamosjuntos.org/) for information about the development and
use of universal healthcare symbols for healthcare signage. These symbols
were extensively researched and developed for use with Limited English
Proficiency (LEP) patients. We are interested in the possibility of a
similar project to develop symbols for use on the pill card.  

 

This guide was developed as part of the Pharmacy Intervention for Limited
Literacy (PILL) study.

-      The pill card depicted in this guide is based on an electronic card
that was generated by a software program and evaluated during the study.

-      During development of the software, the developers conducted several
focus groups with patients to determine which graphics would be most
appropriate for use on the pill cards.

-      When possible, we provided graphics similar to those used in the
electronic pill cards in the manual guide. 

            

Finally, there were some concerns that the templates were not easy to copy
and paste into other documents for use.

-      We have added a Word version of the guide to the site, and this
should facilitate use of the templates.
http://www.ahrq.gov/qual/pillcard/pillcard.htm

 

Thanks!

Kara

 

Kara L Jacobson, MPH, CHES

Senior Research Associate Faculty

Emory Center on Health Outcomes and Quality

1518 Clifton Road Room 668

Atlanta, GA 30322

404-712-8530 (voice) 404-727-9198 (fax)

 

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From Mikal.Steinbacher at lwtc.edu  Wed Mar 12 13:45:16 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Wed, 12 Mar 2008 10:45:16 -0700
Subject: [HealthLiteracy 1841] Re: pill card
References: <200803121542.m2CFaXRw004261@mr5.cc.emory.edu>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6FAF@LUXOR.campus.lwtc.edu>

I did a high level "test" of the graphics in my upper level, multicultural ESL class and the graphics for the time of day meant the same thing to them all.  It would be curious to see if one would get similar results in lower level classes.  I'll try it out in the next level down next quarter.  
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Kara L Jacobson
Sent: Wed 3/12/2008 8:42 AM
To: 'The Health and Literacy Discussion List'
Cc: 'Sunil Kripalani'; 'Karen McMorris'
Subject: [HealthLiteracy 1841] pill card



We are pleased that our publication, "How to Create a Pill Card" has generated such interest and discussion, and that many of you find it to be a useful tool. We would like to address some of the concerns that have come up regarding the use of graphics to represent times of day and medical conditions. 

 

-      The graphics provided in the template are intended as a guide for use if appropriate and easily understood by the patient.

o        We recommend that patients actively participate in the creation of the card, if possible, and choose graphics that make sense to them.

o        The provider or person creating the card should also explain each graphic to the patient each time the patient is given a card.

 

-      We realize that these graphics are not ideal but wished to provide suggestions that are readily available in the public domain.

o        As noted in the guide, all graphics in the template are from the Clip Art gallery of Microsoft Word. If other graphics are available when creating a pill card, we encourage the user to incorporate the most appropriate graphics for each individual patient.

o        Again, the patient should participate in determining which graphics will be used, and should receive an explanation of each graphic used on the card. 

 

One person recommended the Hablamos Juntos project (http://www.hablamosjuntos.org/) for information about the development and use of universal healthcare symbols for healthcare signage. These symbols were extensively researched and developed for use with Limited English Proficiency (LEP) patients. We are interested in the possibility of a similar project to develop symbols for use on the pill card.  

 

This guide was developed as part of the Pharmacy Intervention for Limited Literacy (PILL) study.

-      The pill card depicted in this guide is based on an electronic card that was generated by a software program and evaluated during the study.

-      During development of the software, the developers conducted several focus groups with patients to determine which graphics would be most appropriate for use on the pill cards.

-      When possible, we provided graphics similar to those used in the electronic pill cards in the manual guide. 

            

Finally, there were some concerns that the templates were not easy to copy and paste into other documents for use.

-      We have added a Word version of the guide to the site, and this should facilitate use of the templates. http://www.ahrq.gov/qual/pillcard/pillcard.htm

 

Thanks!

Kara

 

Kara L Jacobson, MPH, CHES

Senior Research Associate Faculty

Emory Center on Health Outcomes and Quality

1518 Clifton Road Room 668

Atlanta, GA 30322

404-712-8530 (voice) 404-727-9198 (fax)

 

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From julie_mcKinney at worlded.org  Wed Mar 12 18:38:53 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 12 Mar 2008 18:38:53 -0400
Subject: [HealthLiteracy 1842] Wed. Question: referring patients to literacy
	programs
Message-ID: <47D8233D0200002D00005EAD@bostongwia.jsi.com>

Hi Everyone,

Does anyone out there from health centers, clinics or hospitals have a process in place to refer patients to literacy programs if they need them? I know they exist, just as do referrals to food stamps, housing assistance, etc. I'd like to hear what works in this regard. Please write in!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From Mikal.Steinbacher at lwtc.edu  Wed Mar 12 21:55:48 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Wed, 12 Mar 2008 18:55:48 -0700
Subject: [HealthLiteracy 1843] Re: Wed. Question: referring patients to
	literacyprograms
References: <47D8233D0200002D00005EAD@bostongwia.jsi.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6FB4@LUXOR.campus.lwtc.edu>

I'm not from any of those areas, I teach ESL, but I know that most Community colleges have ESL programs that are funded by the State and  Federal governments.  In the State of Washington, students pay a $25 fee per quarter and some schools require that they pay for the main class text, $25-$30, but those fees/expenses can be waived depending on the student's financial situation.  
 
I would suggest each organization slueth out what's available in their community and create a referral list.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 3/12/2008 3:38 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1842] Wed. Question: referring patients to literacyprograms



Hi Everyone,

Does anyone out there from health centers, clinics or hospitals have a process in place to refer patients to literacy programs if they need them? I know they exist, just as do referrals to food stamps, housing assistance, etc. I'd like to hear what works in this regard. Please write in!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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From mvillaire at iha4health.org  Thu Mar 13 11:30:13 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Thu, 13 Mar 2008 08:30:13 -0700
Subject: [HealthLiteracy 1844]  Call for Health Literacy Awards Nominations
Message-ID: <9F8831D6F89CC14897300484F62E17BE47FBE2@ihaex01.iha4health.pri>

We see mention of many wonderful programs and research efforts on this
listserv, which are only the tip of the iceberg of what is going on in
practices and other healthcare delivery systems across the country. In
an effort to recognize and honor this work, the Institute for Healthcare
Advancement once again calls for nominations for its Seventh Annual
Health Literacy Awards, which are handed out at our annual Health
Literacy Conference on May 1-2 in Irvine, California. (Up to 15.5
continuing education credit hours are provided for physicians, nurses,
CHES, dietitians, pharmacy, and dental.)

 

Winners in each of three categories - Research, Published Materials, and
Innovative Programs - receive complimentary conference registration, air
transportation to the conference, 2 nights' hotel accommodations, and a
check for $500. The nomination process is simple, and all entries will
be listed in the Conference Proceedings book. Deadline for nominations
is March 31. 

 

If you or a colleague would like to share your efforts in health
literacy and be considered for these awards, please click on this link:
http://www.iha4health.org/index.cfm/MenuItemID/269.htm or visit our
website at www.iha4health.org <http://www.iha4health.org/> , click on
Health Literacy Conference, and then Health Literacy Awards. The
Institute for Healthcare Advancement is a nonprofit, 501(c)(3)
organization whose mission is to empower people to better health.

 

Thank you. 

 

Michael 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

501 S. Idaho St., Suite 300

La Habra, CA 90631

(562) 690-4001 ext. 202

(562) 690-8988 fax

(714) 318-7237 mobile

mvillaire at iha4health.org

www.iha4health.org

 

 

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From Jennifer.Staple at aya.yale.edu  Thu Mar 13 12:10:26 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Thu, 13 Mar 2008 16:10:26 +0000
Subject: [HealthLiteracy 1845]  Africa and Asia: Volunteer Service
Message-ID: <d03635fbe1af4996bc5e5f200f131adc@slate.technolutions.com>

Please forward widely. Currently accepting applications for 2008 and 2009.

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN International and Recently in The New York Times


Volunteer Abroad in Summer, Fall, Winter, or Spring: http://www.uniteforsight.org/intl_volunteer

WITH THE ASSISTANCE OF VOLUNTEERS LIKE YOU, UNITE FOR SIGHT RESTORED SIGHT TO 10,062 PATIENTS AND PROVIDED EYE CARE TO 300,000 IN 2006 AND 2007

How Do I Apply? The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/intl_volunteer/

Who Is Eligible To Volunteer Abroad?: Volunteers are 18 years and older, and there is no upper age limit. Volunteers range from undergraduate/college students to medical and optometry students, public health students and professionals, business students, filmmakers and photographers, nurses and nursing students, social workers, physician's assistants, teachers and educators, opticians, optometrists and ophthalmologists.

Unite For Sight welcomes volunteers who may not have previous health or eye care experience. Volunteers receive all necessary training from Unite For Sight so that they are able to assist eye doctors with community eye outreach programs. Unite For Sight also welcomes volunteers to participate as photographers and filmmakers.

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness.

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages. Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to practice cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities. Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access. The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages. The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery. Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds. Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness. These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:

"During my volunteering experience, I realized that Unite for Sight's service is a campaign for the salvation of humanity that allows the light of compassion to shine through each of us. I believe it is this display of altruism and commitment that makes the organization's service so virtuous and treasured by both volunteers and patients. After all, making a difference in the world is not so difficult if only one would care enough to sacrifice a part of oneself in order to change the world for the better. My experience as a Unite for Sight volunteer has inspired me to dedicate my future career to serving underprivileged communities around the world."?Chiwing "Jessica" Qu, Yale University Undergraduate Student, Unite For Sight Volunteer in Chennai, India

"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight. The program provides volunteers with a unique and hands-on involvement -- being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

"While in Ghana, I worked with an ophthalmologist (Dr. James Clarke), two eye nurses (Robert Dolo, Kartee Karloweah), an assistant (Bismark Boryor), and a coordinator (Seth). Working with the Unite for Sight team on these outreaches in service to these wonderful people of Ghana was the single most rewarding work I've done in my life. The people of Ghana are some of the friendliest and most thankful of anyone I have ever met. Overall, the experience has changed the way I view the world, my own country, and my role in the world forever. The only way to understand the way 4/5 of the world lives is to go yourself and get involved. The staff I worked with that are the heart and soul of Unite for Sight in Accra were some of the brightest and hard working individuals I have ever met. They are accomplishing feats few ever accomplish in their lives, and I am truly blessed to have had the opportunity to work with them and now call them my friends. I look forward to future work with Unite for Sight as an Ophthalmologist. The task at hand in Ghana, and I'm sure in all of Unite for Sight's locations throughout the world, is enormous. The more people that get involved, the more accessible services will be to these wonderful people. Plain and simple, the more we help, the more people can see the world they live in!"?Brian Fowler, Medical Student at University of Virginia, Unite For Sight Volunteer in Accra, Ghana

Hundreds of volunteer narratives, volunteer diaries, as well as videos of alumni volunteers and partner eye doctors are available on the Unite For Sight website: http://www.uniteforsight.org/intl_volunteer

Also, Unite For Sight's Fifth Annual International Health Conference is coming up at Yale on April 12-13, 2008. Keynote addresses by Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Jim Yong Kim, Dr. Allan Rosenfield, and Dr. Susan Blumenthal. Plus 180 Speakers and 2,000+ conference attendees. Register for the conference at http://www.uniteforsight.org/conference

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From josarrom at uic.edu  Thu Mar 13 12:26:11 2008
From: josarrom at uic.edu (Arrom, Jose O.)
Date: Thu, 13 Mar 2008 11:26:11 -0500 (CDT)
Subject: [HealthLiteracy 1846] Re: HealthLiteracy Digest, Vol 30, Issue 13
In-Reply-To: <mailman.7.1205424002.25242.healthliteracy@nifl.gov>
References: <mailman.7.1205424002.25242.healthliteracy@nifl.gov>
Message-ID: <1180.128.248.244.200.1205425571.squirrel@webmail.uic.edu>

Year's ago, when I was medical social worker, I would regularly refer
people to literacy, GED, ESL, and adult education programs. Referrals
require: knowing the available programs, assessing access barriers
-personal (work schedules, literacy, attitudes towards teachers-schools,
childcare) and institutional (cost, enrollment processes, schedules,
etc.).

Many educational programs have many of the same access barriers as health
services. Some cultural-language groups need specific contact persons. A
call ahead always helps. Having been an adult educator with Latinos, it is
necessary for persons to be referred to basic education-literacy before
they can pursue language learning.

Finding out about services is more than using a directory, it involves
networking and engaging their staff in health events such as health fairs.

Finally, referrals have to framed in terms of benefits to either to
themselves or their extended family.

> Message: 1
> Date: Wed, 12 Mar 2008 18:38:53 -0400
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> Subject: [HealthLiteracy 1842] Wed. Question: referring patients to
> 	literacy	programs
> To: <healthliteracy at nifl.gov>
> Message-ID: <47D8233D0200002D00005EAD at bostongwia.jsi.com>
> Content-Type: text/plain; charset=US-ASCII
>
> Hi Everyone,
>
> Does anyone out there from health centers, clinics or hospitals have a
> process in place to refer patients to literacy programs if they need them?
> I know they exist, just as do referrals to food stamps, housing
> assistance, etc. I'd like to hear what works in this regard. Please write
> in!
>
> All the best,
> Julie
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
>
>
> ------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
>
> End of HealthLiteracy Digest, Vol 30, Issue 13
> **********************************************
>
>


-- 
Jose O. Arrom, MA
Dissemination and Research Development Specialist
Midwest Latino Health Research, Training, and Policy Center
Jane Addams College of Social Work
University of Illinois at Chicago
1640 W. Roosevelt Rd. 636 M/C 625
Chicago IL 606023
312-413-1836



From julie_mcKinney at worlded.org  Thu Mar 13 15:43:44 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 13 Mar 2008 15:43:44 -0400
Subject: [HealthLiteracy 1847] Re: Wed. Question: referring	patients to
	literacyprograms
Message-ID: <47D94BB00200002D00005EC2@bostongwia.jsi.com>

Yes, it would be good fro health organizations to at least have a referral list of local literacy services. You can start with the Literacy Directory:

http://www.literacydirectory.org/

But, as Jose notes, it is more than having a name on a list. I think having a relationship between a health center and a literacy center, and having a presence in each other's centers is a huge help. I worked for a Neighborhood Health Center years ago that had a close and multifaceted relationship with the local adult basic education center. The health center had a regular stream of educators visiting literacy classes and talking about health issues and access to care. They gave tours of the health center to the students, and even created administrative internships for the students to work in some of the departments and enhance their work skills.

The literacy center allowed the health center to recruit in their classes for participants in free health screening projects and other such opportunities. Each center was so familiar with the other, and there was such a presence, that it demystified the process of cross-referral and made it much more effective.

Any other examples?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu> 03/12/08 9:55 PM >>>
I'm not from any of those areas, I teach ESL, but I know that most Community colleges have ESL programs that are funded by the State and  Federal governments.  In the State of Washington, students pay a $25 fee per quarter and some schools require that they pay for the main class text, $25-$30, but those fees/expenses can be waived depending on the student's financial situation.  
 
I would suggest each organization slueth out what's available in their community and create a referral list.
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 3/12/2008 3:38 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1842] Wed. Question: referring patients to literacyprograms



Hi Everyone,

Does anyone out there from health centers, clinics or hospitals have a process in place to refer patients to literacy programs if they need them? I know they exist, just as do referrals to food stamps, housing assistance, etc. I'd like to hear what works in this regard. Please write in!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu





From sbeaman at webster.edu  Thu Mar 13 16:52:01 2008
From: sbeaman at webster.edu (Sarah Beaman-Jones)
Date: Thu, 13 Mar 2008 15:52:01 -0500
Subject: [HealthLiteracy 1848] Re: Wed. Question: referring patients to
 literacyprograms
In-Reply-To: <47D94BB00200002D00005EC2@bostongwia.jsi.com>
Message-ID: <C3FEFE21.24E9%sbeaman@webster.edu>



Many years ago, I was a parent educator with Parents As Teachers. LIFT,
Missouri's literacy resource center, hired several of the parent educators
to go into health clinics and WIC offices.  We provided educational
activities for the children in the waiting rooms and then spoke with the
parents about the family literacy and adult education programs available to
them in their area.  I don't know how many referrals resulted from these
visits, but we sure changed the atmosphere in the waiting rooms to a more
positive and friendly one.

Sarah Beaman-Jones 
Literacy Program Director

LIFT-Missouri
815 Olive Street, Suite 22
St. Louis, Missouri  63101

1-800-729-4443 ext. 206
www.lift-missouri.org






From jehuffer at cinci.rr.com  Thu Mar 13 17:44:01 2008
From: jehuffer at cinci.rr.com (Joyce Huffer)
Date: Thu, 13 Mar 2008 17:44:01 -0400
Subject: [HealthLiteracy 1849] Re: Wed. Question: referring patients to
	literacyprograms
In-Reply-To: <C3FEFE21.24E9%sbeaman@webster.edu>
References: <C3FEFE21.24E9%sbeaman@webster.edu>
Message-ID: <BB13530B-354D-41A9-9693-58C6659A04A4@cinci.rr.com>

This sounds similar to what the Reach Out and Read program does.   
They too have had amazing results.  See their web site.   
www.reachoutandread.org
On Mar 13, 2008, at 4:52 PM, Sarah Beaman-Jones wrote:

>
>
> Many years ago, I was a parent educator with Parents As Teachers.  
> LIFT,
> Missouri's literacy resource center, hired several of the parent  
> educators
> to go into health clinics and WIC offices.  We provided educational
> activities for the children in the waiting rooms and then spoke  
> with the
> parents about the family literacy and adult education programs  
> available to
> them in their area.  I don't know how many referrals resulted from  
> these
> visits, but we sure changed the atmosphere in the waiting rooms to  
> a more
> positive and friendly one.
>
> Sarah Beaman-Jones
> Literacy Program Director
>
> LIFT-Missouri
> 815 Olive Street, Suite 22
> St. Louis, Missouri  63101
>
> 1-800-729-4443 ext. 206
> www.lift-missouri.org
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jehuffer at cinci.rr.com

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From Mikal.Steinbacher at lwtc.edu  Sat Mar 15 15:31:13 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Sat, 15 Mar 2008 12:31:13 -0700
Subject: [HealthLiteracy 1850] Re: Wed. Question: referring	patients
	toliteracyprograms
References: <47D94BB00200002D00005EC2@bostongwia.jsi.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6FBB@LUXOR.campus.lwtc.edu>

FYI 
 
I accessed the list for my area and found it woefully incomplete, at least for my area.  It listed only one of the locations in our area and I know for a fact that there a number of colleges, libraries and non-profit organizations that provide the services listed.  I tried several area codes, and got the same result.  
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Thu 3/13/2008 12:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1847] Re: Wed. Question: referring patients toliteracyprograms



Yes, it would be good fro health organizations to at least have a referral list of local literacy services. You can start with the Literacy Directory:

http://www.literacydirectory.org/

But, as Jose notes, it is more than having a name on a list. I think having a relationship between a health center and a literacy center, and having a presence in each other's centers is a huge help. I worked for a Neighborhood Health Center years ago that had a close and multifaceted relationship with the local adult basic education center. The health center had a regular stream of educators visiting literacy classes and talking about health issues and access to care. They gave tours of the health center to the students, and even created administrative internships for the students to work in some of the departments and enhance their work skills.

The literacy center allowed the health center to recruit in their classes for participants in free health screening projects and other such opportunities. Each center was so familiar with the other, and there was such a presence, that it demystified the process of cross-referral and made it much more effective.

Any other examples?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu> 03/12/08 9:55 PM >>>
I'm not from any of those areas, I teach ESL, but I know that most Community colleges have ESL programs that are funded by the State and  Federal governments.  In the State of Washington, students pay a $25 fee per quarter and some schools require that they pay for the main class text, $25-$30, but those fees/expenses can be waived depending on the student's financial situation. 

I would suggest each organization slueth out what's available in their community and create a referral list.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 3/12/2008 3:38 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1842] Wed. Question: referring patients to literacyprograms



Hi Everyone,

Does anyone out there from health centers, clinics or hospitals have a process in place to refer patients to literacy programs if they need them? I know they exist, just as do referrals to food stamps, housing assistance, etc. I'd like to hear what works in this regard. Please write in!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu


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From wilahec2 at adams.net  Mon Mar 17 15:26:40 2008
From: wilahec2 at adams.net (Kathy Fauble)
Date: Mon, 17 Mar 2008 14:26:40 -0500
Subject: [HealthLiteracy 1851] Re: Wed. Question:
	referring	patientstoliteracyprograms
References: <47D94BB00200002D00005EC2@bostongwia.jsi.com>
	<9664F36261DE32409334B83B21CAEE8E091E6FBB@LUXOR.campus.lwtc.edu>
Message-ID: <004501c88864$d38e88e0$1605a8c0@LENOVO1CBD1FCD>

Hello all.  This question may have already been asked in some form, but any 
help would be greatly appreciated.  I am working on developing a health 
literacy/cultural competency education series for healthcare providers in 
small rural hospitals.  The first step of this project is to assess hospital 
providers understanding of health literacy and perceptions of the health 
literacy levels of the patients and families they serve and teach.

Is there a good assessment tool to use for healthcare providers who work in 
hospitals? The target audience for this project is nurses, therapists, 
dietitians, and social workers. Can anyone help point me in the right 
direction?  Thanks for your help,
Kathy Fauble
Director, Western Illinois AHEC
Broadway at 14th Street
Quincy, IL 62301
217-223-0452
www.ihec.org
----- Original Message ----- 
From: "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Saturday, March 15, 2008 2:31 PM
Subject: [HealthLiteracy 1850] Re: Wed. Question: referring 
patientstoliteracyprograms


FYI

I accessed the list for my area and found it woefully incomplete, at least 
for my area.  It listed only one of the locations in our area and I know for 
a fact that there a number of colleges, libraries and non-profit 
organizations that provide the services listed.  I tried several area codes, 
and got the same result.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Thu 3/13/2008 12:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1847] Re: Wed. Question: referring patients 
toliteracyprograms



Yes, it would be good fro health organizations to at least have a referral 
list of local literacy services. You can start with the Literacy Directory:

http://www.literacydirectory.org/

But, as Jose notes, it is more than having a name on a list. I think having 
a relationship between a health center and a literacy center, and having a 
presence in each other's centers is a huge help. I worked for a Neighborhood 
Health Center years ago that had a close and multifaceted relationship with 
the local adult basic education center. The health center had a regular 
stream of educators visiting literacy classes and talking about health 
issues and access to care. They gave tours of the health center to the 
students, and even created administrative internships for the students to 
work in some of the departments and enhance their work skills.

The literacy center allowed the health center to recruit in their classes 
for participants in free health screening projects and other such 
opportunities. Each center was so familiar with the other, and there was 
such a presence, that it demystified the process of cross-referral and made 
it much more effective.

Any other examples?

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu> 03/12/08 9:55 PM >>>
I'm not from any of those areas, I teach ESL, but I know that most Community 
colleges have ESL programs that are funded by the State and  Federal 
governments.  In the State of Washington, students pay a $25 fee per quarter 
and some schools require that they pay for the main class text, $25-$30, but 
those fees/expenses can be waived depending on the student's financial 
situation.

I would suggest each organization slueth out what's available in their 
community and create a referral list.

Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 3/12/2008 3:38 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1842] Wed. Question: referring patients to 
literacyprograms



Hi Everyone,

Does anyone out there from health centers, clinics or hospitals have a 
process in place to refer patients to literacy programs if they need them? I 
know they exist, just as do referrals to food stamps, housing assistance, 
etc. I'd like to hear what works in this regard. Please write in!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mikal.steinbacher at lwtc.edu





--------------------------------------------------------------------------------


> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to wilahec2 at adams.net 



From Healthlit at aol.com  Mon Mar 17 19:57:17 2008
From: Healthlit at aol.com (Healthlit at aol.com)
Date: Mon, 17 Mar 2008 19:57:17 EDT
Subject: [HealthLiteracy 1852]  Try State and local literacy coalitions
Message-ID: <d07.29b70d19.35105f5d@aol.com>

"From M. Steinbacher - I accessed the list for my area and found it  woefully 
incomplete, at least for my area... "
________________________________________
RE:  accessing  literacy services for learners
 
The NIFL directory does not seem to  list all the literacy resources  in my 
area either. 
 
You might try a search for either a city or state literacy  coalition. I used 
to run one, and they are great local or regional  resources for programs.  
Literacy coalition major members are  primarily provider organizations who offer 
literacy services at many  levels - early literacy, teens, adults, etc. Most 
coalitions run referral  hotlines and can refer callers to appropriate 
programs for the learner's needs -  geographically, level, type of  learning 
situation, etc. 
 
The best thing is all health providers need do is refer someone to their  
hotline - let the coalition match them with a program. Health providers want to  
help, but they are busy and doing the research can take time. Linking 
potential  learners with a local literacy coalition is a good first step as they often 
do  followup and offer much needed encouragement.  Connecting with your 
local,  regional or state literacy coalitions!
 
Try the Florida Literacy Coalition link below to see what kind of  
information you can get. I searched on "Florida Literacy Coalition and  Directory."
_Click  here: Florida Literacy Coalition - Online Lookup Directory_ 
(http://www.floridaliteracy.org/find_a_program_2005.asp)  
Nancy Paull
 
 

Health Literacy  Solutions
Nancy B. Paull, President
3550 Galt  Ocean Drive # 1608
Fort Lauderdale, FL 33308
954-567-1213
Cell:  954-695-5588
Email :  healthlit at aol.com




**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From IHABRAMSON at aol.com  Mon Mar 17 21:07:57 2008
From: IHABRAMSON at aol.com (IHABRAMSON at aol.com)
Date: Mon, 17 Mar 2008 21:07:57 EDT
Subject: [HealthLiteracy 1853] Re: Wed. Question: referring patients
	toliteracypro...
Message-ID: <d1d.1dc32fce.35106fed@aol.com>

 
Hello All.
 
In my experience, literacy programs are of uneven quality.  Some are  run and 
taught with the adult learner in mind and everyone is a winner.  Sadly, 
others are composed of well-intended retired elementary school  teachers.  The 
infantile materials they use humiliate the already  embarrassed mature student.  
My point is - check carefully.
 
Ilene
 
In a message dated 3/17/2008 1:59:34 P.M. Eastern Standard Time,  
Mikal.Steinbacher at lwtc.edu writes:

FYI  

I accessed the list for my area and found it woefully incomplete, at  least 
for my area.  It listed only one of the locations in our area and I  know for a 
fact that there a number of colleges, libraries and non-profit  organizations 
that provide the services listed.  I tried several area  codes, and got the 
same result.  

Mikal Steinbacher
Instructor,  ABE/ESL/English
Lake Washington Technical  College

________________________________

From:  healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Thu  3/13/2008 12:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy  1847] Re: Wed. Question: referring patients  
toliteracyprograms



Yes, it would be good fro health  organizations to at least have a referral 
list of local literacy services. You  can start with the Literacy  Directory:

http://www.literacydirectory.org/

But, as Jose notes,  it is more than having a name on a list. I think having 
a relationship between  a health center and a literacy center, and having a 
presence in each other's  centers is a huge help. I worked for a Neighborhood 
Health Center years ago  that had a close and multifaceted relationship with the 
local adult basic  education center. The health center had a regular stream 
of educators visiting  literacy classes and talking about health issues and 
access to care. They gave  tours of the health center to the students, and even 
created administrative  internships for the students to work in some of the 
departments and enhance  their work skills.

The literacy center allowed the health center to  recruit in their classes 
for participants in free health screening projects  and other such 
opportunities. Each center was so familiar with the other, and  there was such a presence, 
that it demystified the process of cross-referral  and made it much more 
effective.

Any other  examples?

Julie

Julie McKinney
Discussion List  Moderator
World  Education/NCSALL
jmckinney at worlded.org

>>> "Steinbacher  Mikal" <Mikal.Steinbacher at lwtc.edu> 03/12/08 9:55 PM >>>
I'm  not from any of those areas, I teach ESL, but I know that most Community 
 colleges have ESL programs that are funded by the State and  Federal  
governments.  In the State of Washington, students pay a $25 fee per  quarter and 
some schools require that they pay for the main class text,  $25-$30, but those 
fees/expenses can be waived depending on the student's  financial situation. 

I would suggest each organization slueth out  what's available in their 
community and create a referral list.

Mikal  Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical  College

________________________________

From:  healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed  3/12/2008 3:38 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy  1842] Wed. Question: referring patients to 
literacyprograms



Hi  Everyone,

Does anyone out there from health centers, clinics or  hospitals have a 
process in place to refer patients to literacy programs if  they need them? I know 
they exist, just as do referrals to food stamps,  housing assistance, etc. I'd 
like to hear what works in this regard. Please  write in!

All the best,
Julie

Julie McKinney
Discussion  List Moderator
World  Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  mikal.steinbacher at lwtc.edu



----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  mikal.steinbacher at lwtc.edu



----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com


 



**************It's Tax Time! Get tips, forms, and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolprf00030000000001)
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From ar at plainlanguageworks.com  Tue Mar 18 02:45:00 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Mon, 17 Mar 2008 23:45:00 -0700
Subject: [HealthLiteracy 1854]  Finding your local literacy program
References: <47D94BB00200002D00005EC2@bostongwia.jsi.com>
	<9664F36261DE32409334B83B21CAEE8E091E6FBB@LUXOR.campus.lwtc.edu>
Message-ID: <00a201c888c3$96fde100$6401a8c0@D5NPYT31>

Hello, everyone, 

In addition to literacydirectory.org, you can go to http://www.proliteracy.org/locator/. I just went to both for my area and there was one on "literacydirectory" that was not on "proliteracy" but two on "proliteracy" that were not on "literacydirectory." Maybe it's best to use both sites and call the programs for info about their services and other organizations before you consider your local list complete. 

FYI, ProLiteracy Worldwide is the primary organization whose local member groups train and use volunteers to teach adults reading, writing, and ESL skills. The organization was formed when Laubach Literacy Action and Literacy Volunteers of America joined forces in 2002. ProLiteracy is the "parent" organization that offers resources, training curricula, certifications, conferences, and technical support to volunteer-based adult literacy and ESL programs across the U.S. It also supports international literacy programs in over 50 countries, if I remember correctly. I used to be on staff at the national office of Laubach Literacy Action before the merger and I also worked with LVA staff on a joint project in the early '90s. They are fabulous, dedicated people as are those who work so hard in their local organizations. It's a great idea to go meet them and build a mutual referral process and network. 

Best wishes, 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net
Ph.D. Student in Health Communication, Univ. of New Mexico



----- Original Message ----- 
  From: Steinbacher Mikal 
  To: The Health and Literacy Discussion List 
  Sent: Saturday, March 15, 2008 12:31 PM
  Subject: [HealthLiteracy 1850] Re: Wed. Question: referring patientstoliteracyprograms


  FYI 
   
  I accessed the list for my area and found it woefully incomplete, at least for my area.  It listed only one of the locations in our area and I know for a fact that there a number of colleges, libraries and non-profit organizations that provide the services listed.  I tried several area codes, and got the same result.  
   
  Mikal Steinbacher
  Instructor, ABE/ESL/English
  Lake Washington Technical College

  ________________________________

  From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
  Sent: Thu 3/13/2008 12:43 PM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 1847] Re: Wed. Question: referring patients toliteracyprograms



  Yes, it would be good fro health organizations to at least have a referral list of local literacy services. You can start with the Literacy Directory:

  http://www.literacydirectory.org/

  But, as Jose notes, it is more than having a name on a list. I think having a relationship between a health center and a literacy center, and having a presence in each other's centers is a huge help. I worked for a Neighborhood Health Center years ago that had a close and multifaceted relationship with the local adult basic education center. The health center had a regular stream of educators visiting literacy classes and talking about health issues and access to care. They gave tours of the health center to the students, and even created administrative internships for the students to work in some of the departments and enhance their work skills.

  The literacy center allowed the health center to recruit in their classes for participants in free health screening projects and other such opportunities. Each center was so familiar with the other, and there was such a presence, that it demystified the process of cross-referral and made it much more effective.

  Any other examples?

  Julie

  Julie McKinney
  Discussion List Moderator
  World Education/NCSALL
  jmckinney at worlded.org

  >>> "Steinbacher Mikal" <Mikal.Steinbacher at lwtc.edu> 03/12/08 9:55 PM >>>
  I'm not from any of those areas, I teach ESL, but I know that most Community colleges have ESL programs that are funded by the State and  Federal governments.  In the State of Washington, students pay a $25 fee per quarter and some schools require that they pay for the main class text, $25-$30, but those fees/expenses can be waived depending on the student's financial situation. 

  I would suggest each organization slueth out what's available in their community and create a referral list.

  Mikal Steinbacher
  Instructor, ABE/ESL/English
  Lake Washington Technical College

  ________________________________

  From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
  Sent: Wed 3/12/2008 3:38 PM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 1842] Wed. Question: referring patients to literacyprograms



  Hi Everyone,

  Does anyone out there from health centers, clinics or hospitals have a process in place to refer patients to literacy programs if they need them? I know they exist, just as do referrals to food stamps, housing assistance, etc. I'd like to hear what works in this regard. Please write in!

  All the best,
  Julie

  Julie McKinney
  Discussion List Moderator
  World Education/NCSALL
  jmckinney at worlded.org

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to mikal.steinbacher at lwtc.edu



  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to mikal.steinbacher at lwtc.edu





------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From kristina at easyreadcopywriting.com  Tue Mar 18 12:00:32 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Tue, 18 Mar 2008 10:00:32 -0600
Subject: [HealthLiteracy 1855] Re: Wed. Question: referring patients to
 literacyprograms
In-Reply-To: <BB13530B-354D-41A9-9693-58C6659A04A4@cinci.rr.com>
Message-ID: <C4054340.3D8F%kristina@easyreadcopywriting.com>

I ran a ROAR program at the public hospital in Seattle in the late 90?s. As
an extension of that program, we received funding to expand my time and
efforts to start a health literacy program that helped connect adults to the
resources they needed. My office at the time was in the patient and family
resource center, so I could work one-on-one with patients to search the
Internet and find classes and other resources that helped them with a number
of issues.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070




From: Joyce Huffer <jehuffer at cinci.rr.com>
Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Thu, 13 Mar 2008 17:44:01 -0400
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 1849] Re: Wed. Question: referring patients to
literacyprograms

This sounds similar to what the Reach Out and Read program does. ?They too
have had amazing results. ?See their web site. ?www.reachoutandread.org
On Mar 13, 2008, at 4:52 PM, Sarah Beaman-Jones wrote:

> 
> 
> Many years ago, I was a parent educator with Parents As Teachers. LIFT,
> Missouri's literacy resource center, hired several of the parent educators
> to go into health clinics and WIC offices.? We provided educational
> activities for the children in the waiting rooms and then spoke with the
> parents about the family literacy and adult education programs available to
> them in their area.? I don't know how many referrals resulted from these
> visits, but we sure changed the atmosphere in the waiting rooms to a more
> positive and friendly one.
> 
> Sarah Beaman-Jones?
> Literacy Program Director
> 
> LIFT-Missouri
> 815 Olive Street, Suite 22
> St. Louis, Missouri? 63101
> 
> 1-800-729-4443 ext. 206
> www.lift-missouri.org
> 
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jehuffer at cinci.rr.com
>  



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
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From mdomb at hcsm.org  Wed Mar 19 07:39:33 2008
From: mdomb at hcsm.org (Mindy Domb)
Date: Wed, 19 Mar 2008 07:39:33 -0400
Subject: [HealthLiteracy 1856] FW: health literacy training- registration
	deadline extended
References: <002d01c889b3$eb06ecb0$7101a8c0@sphereh1ehz2tl>
Message-ID: <528AEC61AB51B448A3EA86920F0A7E092FD63F@MAIL2K3.HCSM.org>

FYI

 
Mindy Domb
Director, SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP)
programs of Health Care of Southeastern Massachusetts, Inc.
PO Box 285
Amherst, MA 01004
Phone: 1-(800)-530-2770 ext.224 or (413)256-3406
Fax: (413)256-6371
E-Mail: mdomb at hcsm.org
www.hcsm.org/sphere
www.hcsm.org/shhip

----- Original Message ----- 
 

To view an online version of this email, click here <http://editor.ne16.com/he/vo.asp?FileID=153439&MemberID=176889816&MailID=4489350> .

  Health Literacy Training - Registration Deadline Extended!  

HCSM logoHealth Literacy TrainingAHEC logo
Developing and Using Patient/Consumer Education Materials
Wednesday, March 26, 2008
9:30AM - 4:00PM
942 West Chestnut St., Brockton MA 

Participants Will: 
Learn hands-on skills in developing and utilizing accessible, low-literacy, patient/consumer education materials. 
Assess current brochures and handouts and learn how to improve them utilizing the health literacy framework.

CEUS for Nurses, Social Workers and CHES! 

Presented and Sponsored by: The Area Health Education of Southeastern Massachusetts/David H. Mulligan Center for Health Promotion and the MassAHEC Network of UMASS Medical School and the Massachusetts Department of Public Health's Health Disparities Initiative.

Fee: $80 includes training materials, continental breakfast and CEUS
REGISTER BY March 24th 

To register, go to our website <http://www.ne16.com/t/4489350/176889816/24489839/0/> and click "download registration" or "online registration." For a full list of upcoming spring trainings, go to the David H. Mulligan Center for Health Promotion Training Calendar <http://www.ne16.com/t/4489350/176889816/25625280/0/> . 

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From julie_mcKinney at worlded.org  Wed Mar 19 15:15:34 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 19 Mar 2008 15:15:34 -0400
Subject: [HealthLiteracy 1857] Wednesday Question: How does health literacy
	help promote	all-around literacy?
Message-ID: <47E12E160200002D0000600C@bostongwia.jsi.com>

Hi Everyone,

As we all know, there has been a growing amount of enthusiasm for health literacy in recent years in a wide variety of disciplines. It has caught the attention of researchers, health promotion organizations, libraries, hospitals, and student leadership organizations, among many others.  

It seems to create a buzz that has alerted the country about the need for literacy improvement in such a large portion of our population. The adult literacy field has been working tremendously hard for many years to address inadequate literacy, and I have heard some suggest that health literacy has been able to galvanize more awareness and support for general literacy needs in a way that the field has been hoping to achieve. Perhaps this is because more people can relate to health literacy than general inadequate literacy?

What do you all think about this? Is this true? In what ways? Why? How can we keep it happening?

thanks,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From Ian.Bennett at uphs.upenn.edu  Wed Mar 19 16:37:26 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Wed, 19 Mar 2008 16:37:26 -0400
Subject: [HealthLiteracy 1858] Re: Wednesday Question: How does health
	literacyhelp promote	all-around literacy?
References: <47E12E160200002D0000600C@bostongwia.jsi.com>
Message-ID: <59AED94B4FEF114C8A23987301A20893039C2D0F@uphsmbx7.UPHS.PENNHEALTH.PRV>

Hello Julie,
 
I do think that Health Literacy has gotten the attention of the health world to some extent and I think it appeals to the general public because it relates to the common experience of having trouble navigating the health care system. 
 
On the other hand I don't think most folks really think about adult basic education when they think of health literacy. I hope, but I am not yet convinced, that interest in health literacy will translate into increased support for ABE programs. Efforts to create and evaluate ABE programs that specifically address health service utilization outcomes (the appropriate use of recommended health services), could help turn the enthusiasm into funding for ABE programs. There should be more effort to carry out well designed evaluations to help define what curricular models work for health literacy outcomes (both for literacy and health). Otherwise there is less likelihood for this enthusiasm to turn into support.
 
Ian Bennett 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 3/19/2008 3:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1857] Wednesday Question: How does health literacyhelp promote all-around literacy?



Hi Everyone,

As we all know, there has been a growing amount of enthusiasm for health literacy in recent years in a wide variety of disciplines. It has caught the attention of researchers, health promotion organizations, libraries, hospitals, and student leadership organizations, among many others. 

It seems to create a buzz that has alerted the country about the need for literacy improvement in such a large portion of our population. The adult literacy field has been working tremendously hard for many years to address inadequate literacy, and I have heard some suggest that health literacy has been able to galvanize more awareness and support for general literacy needs in a way that the field has been hoping to achieve. Perhaps this is because more people can relate to health literacy than general inadequate literacy?

What do you all think about this? Is this true? In what ways? Why? How can we keep it happening?

thanks,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ian.bennett at uphs.upenn.edu




The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.


From ajordan at notes.cc.sunysb.edu  Thu Mar 20 06:33:30 2008
From: ajordan at notes.cc.sunysb.edu (ajordan at notes.cc.sunysb.edu)
Date: Thu, 20 Mar 2008 06:33:30 -0400
Subject: [HealthLiteracy 1859] Re: Wednesday Question: How does
	health	literacyhelp promote	all-around literacy?
In-Reply-To: <59AED94B4FEF114C8A23987301A20893039C2D0F@uphsmbx7.UPHS.PENNHEALTH.PRV>
References: <47E12E160200002D0000600C@bostongwia.jsi.com>,
	<59AED94B4FEF114C8A23987301A20893039C2D0F@uphsmbx7.UPHS.PENNHEALTH.PRV>
Message-ID: <OFE2DCD4B7.C97BF22D-ON85257412.0039FFCF-85257412.0039FFDF@notes.cc.sunysb.edu>

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From julie_mcKinney at worlded.org  Thu Mar 20 11:22:54 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 20 Mar 2008 11:22:54 -0400
Subject: [HealthLiteracy 1860]  Congrats to HRSA for Training Course Award!
Message-ID: <47E2490E0200002D0000606A@bostongwia.jsi.com>

Hi Everyone,

I'm passing on this message from Linda Johnston-Lloyd. (See below) The Health Resources and Services Administration (HRSA) won an award for their free online Health Literacy Course:

Unified Health Communication 101: Addressing Health Literacy, Cultural Competency, and Limited English Proficiency 
http://www.hrsa.gov/healthliteracy/training.htm

I encourage health providers out there to give it a try, and promote this in your organizations. It takes about 5 hours of self-paced time and can qualify for these credits: CEU/CE, CHES, CME, CNE.

Spread the word!

Julie

********************************

Dear Colleagues,

Since you have an interest in health literacy and communication, I
thought you would like to know...

That the  HRSA Unified Health Communication Training Course wins
National Association of Government Communicators Award!

"National Association of Government Communicators (NAGC) awards
underscore the association's high standards of professionalism in public
service. An annual Distinguished Service Award bestows the
organization's highest honor on a member; Awards of Excellence recognize
government agencies or individuals for significant achievement; and
Service Awards are presented to members for noteworthy service"

Congratulations to all who have contributed to the success of Unified
Health Communication.  We did it!  We competed with over 600 entries!

Linda
*********************




Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From aracely at plculture.org  Thu Mar 20 12:47:24 2008
From: aracely at plculture.org (Aracely Rosales)
Date: Thu, 20 Mar 2008 12:47:24 -0400
Subject: [HealthLiteracy 1861]  Health literacy standards
Message-ID: <19EDD528-7D55-4D84-AF94-07917C9D2F5E@plculture.org>

Dear NIFL friends:

After taking a closer look at the standards in health literacy and  
throughout the health care community, we found very few standards at  
all and even less consistency within the health care industry --   
among health care systems, the government, public organizations, and  
the private sector, among others.

So we took on the effort to advocate and promote standards for health  
literacy.

In addition to developing our own base of research and presentation  
information (now available) about health literacy standards, we have  
been working with URAC, an independent nonprofit organization which  
promotes quality through accreditation and education programs, to  
promote health literacy as part of its Consumer Protection and  
Empowerment core standards.

The good news is that URAC is now considering this new standard and  
has made it part of its Core Standards, which are now open for public  
comment.

Enclosed is a press release which, announces Health Literacy  
Innovations support of URAC?s new health literacy standard.

If you would like to comment on this and/or support health literacy  
in URAC standards, please visit URAC.org and follow instructions for  
public comments.

The new health literacy standard  is under  ?Core 21 ? Marketing  
Communication Practices.? The deadline for public comments is April  
14th, 2008

Many thanks.

Aracely Rosales,
Chief Content Expert and Multilingual Director, Health Literacy  
Innovations
President, Plain Language and Culture, Inc.



  ? 
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From jpotter at gha.org  Fri Mar 21 10:18:36 2008
From: jpotter at gha.org (Jan Potter)
Date: Fri, 21 Mar 2008 10:18:36 -0400
Subject: [HealthLiteracy 1862] Re: Wednesday Question: How does health
	literacy help promote all-around literacy?
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704947@email.gha.local>

That is a very interesting observation that I really hadn't thought too much about previously.  My personal reaction is that adult literacy has long been a "have-not" issue - that is, it is something that is perceived to be applicable to only a narrow range of society (regardless of what actually is true).  Therefore, we like to pigeon-hole it into our category of "others that we can and should help."  With the advent of all the publicity about such issues as medical errors and patient safety, suddenly the question of what we can read or perceive has become a "we" issue instead of a "them" issue.  Now we seem to all be striving for more information.  One method of change implementation is the idea of patient empowerment and, unfortunately, that may continue to be an obstacle to those with significant literacy issues.

 

The biggest problem that I see in health literacy is that it is very difficult to measure just how much someone knows - especially when the need for that knowledge might occur in a time or enormous stress and consequence.  I work in health literacy - I know all the drills - I know what the doctor is talking about - but that doesn't necessarily mean that I will understand something said to me when I am under stress.  I know that the number one way to stop hospital infections is for everyone to wash their hands.  Does that mean that I will demand that a doctor (who's about to do something that might be painful to me) to wash their hands?  The last thing I want to do is anger him or her.  I guess that's why I'm such a fan of pictures to get a point across.  If I'm wearing a button that says, "Stop!  Did you wash your hands" it takes it out of the realm of me reproving a medical person.

 

I don't know how that would translate to adult literacy, though.  Maybe we just all need a button that says, "Ask me if I understand!"

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From ehanlon at aed.org  Fri Mar 21 11:19:12 2008
From: ehanlon at aed.org (Eileen Hanlon)
Date: Fri, 21 Mar 2008 11:19:12 -0400
Subject: [HealthLiteracy 1863] Assessing readability of Spanish language
	materials?
Message-ID: <47E399B1020000BC0001300E@smtp.aed.org>

Dear Listserv friends. We have been asked to conduct consumer testing
with Latino families, to ask them to review a 40-page booklet. Before we
do so, we would like to check the reading level. Can anyone recommend
which method is best to use in Spanish? 

Best,
Eileen Hanlon
AED
Washington DC


From Jan.Goldberg at dfa.state.ny.us  Mon Mar 24 12:04:08 2008
From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS))
Date: Mon, 24 Mar 2008 12:04:08 -0400
Subject: [HealthLiteracy 1864] Re: HealthLiteracy Digest, Vol 30, Issue 20
In-Reply-To: <mailman.1.1206374401.14620.healthliteracy@nifl.gov>
References: <mailman.1.1206374401.14620.healthliteracy@nifl.gov>
Message-ID: <86F596561BF25644847B434A41A0D95003941F65@EXCNYSM0A1AI.nysemail.nyenet>

Health Literacy is never complete because people's health status
changes. Most people are motivated to learn more (become more health
literate) when they and/or their friends/families/clients are diagnosed
with illness.
In my opinion, it most effective to think of health literacy as a life
long learning process, just as I conceptualize myself as a "lifelong
learner".    

Jan Goldberg, City Research Scientist II
Office of Child and Family Health
150 William Street  14th Floor
New York, New York  10038
212-676-6878

"There's no place like your home..Adopt - I did and it's great!

Life offers us tickets to places which we have not knowingly asked
for..."    Maya Angelou
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
healthliteracy-request at nifl.gov
Sent: Monday, March 24, 2008 12:00 PM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 30, Issue 20

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	healthliteracy at nifl.gov

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Today's Topics:

   1. [HealthLiteracy 1862] Re: Wednesday Question: How does health
      literacy help promote all-around literacy? (Jan Potter)
   2. [HealthLiteracy 1863] Assessing readability of Spanish
      language	materials? (Eileen Hanlon)


----------------------------------------------------------------------

Message: 1
Date: Fri, 21 Mar 2008 10:18:36 -0400
From: "Jan Potter" <jpotter at gha.org>
Subject: [HealthLiteracy 1862] Re: Wednesday Question: How does health
	literacy help promote all-around literacy?
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704947 at email.gha.local>
Content-Type: text/plain; charset="iso-8859-1"

That is a very interesting observation that I really hadn't thought too
much about previously.  My personal reaction is that adult literacy has
long been a "have-not" issue - that is, it is something that is
perceived to be applicable to only a narrow range of society (regardless
of what actually is true).  Therefore, we like to pigeon-hole it into
our category of "others that we can and should help."  With the advent
of all the publicity about such issues as medical errors and patient
safety, suddenly the question of what we can read or perceive has become
a "we" issue instead of a "them" issue.  Now we seem to all be striving
for more information.  One method of change implementation is the idea
of patient empowerment and, unfortunately, that may continue to be an
obstacle to those with significant literacy issues.

 

The biggest problem that I see in health literacy is that it is very
difficult to measure just how much someone knows - especially when the
need for that knowledge might occur in a time or enormous stress and
consequence.  I work in health literacy - I know all the drills - I know
what the doctor is talking about - but that doesn't necessarily mean
that I will understand something said to me when I am under stress.  I
know that the number one way to stop hospital infections is for everyone
to wash their hands.  Does that mean that I will demand that a doctor
(who's about to do something that might be painful to me) to wash their
hands?  The last thing I want to do is anger him or her.  I guess that's
why I'm such a fan of pictures to get a point across.  If I'm wearing a
button that says, "Stop!  Did you wash your hands" it takes it out of
the realm of me reproving a medical person.

 

I don't know how that would translate to adult literacy, though.  Maybe
we just all need a button that says, "Ask me if I understand!"

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18
U.S.C. ?? 2510-2521 and may be legally privileged. The information
contained in this Email is intended only for use of the individual or
entity named above. If the reader of this message is not the intended
recipient, or the employee or agent responsible to deliver it to the
intended recipient, please destroy the email after advising by reply
that you erroneously received this.  If applicable, the receipt by
anyone other than the designated recipient does not waive the
attorney-client privilege, nor will it constitute a waiver of the
work-product doctrine. If you are not the intended recipient, please
delete this message and notify us via e-mail to (PHA at gha.org
<mailto:PHA at gha.org> )

 

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------------------------------

Message: 2
Date: Fri, 21 Mar 2008 11:19:12 -0400
From: "Eileen Hanlon" <ehanlon at aed.org>
Subject: [HealthLiteracy 1863] Assessing readability of Spanish
	language	materials?
To: <healthliteracy at nifl.gov>
Message-ID: <47E399B1020000BC0001300E at smtp.aed.org>
Content-Type: text/plain; charset=US-ASCII

Dear Listserv friends. We have been asked to conduct consumer testing
with Latino families, to ask them to review a 40-page booklet. Before we
do so, we would like to check the reading level. Can anyone recommend
which method is best to use in Spanish? 

Best,
Eileen Hanlon
AED
Washington DC


------------------------------

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

End of HealthLiteracy Digest, Vol 30, Issue 20
**********************************************




From julie_mcKinney at worlded.org  Wed Mar 26 09:02:03 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 26 Mar 2008 09:02:03 -0400
Subject: [HealthLiteracy 1865] Wednesday Question: Coalitions Challenges and
	Benefits
Message-ID: <47EA110B0200002D00006192@bostongwia.jsi.com>

Hi Everyone,

There are more and more health literacy coalitions forming around the country. Some are well developed and others are just starting out. Those who are just starting could benefit from the experience of those who have been doing it for a while. Building coalitions takes a huge amount of effort, time and "will". How can we help each other to smooth the bumps and make this process more effective?

Today's question is: what advice would you give to those who are just starting to build a health literacy coalition in their community? What are the biggest challenges, and what helped you to get through them? 

I look forward to hearing!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From elyse at lacnyc.org  Wed Mar 26 09:35:43 2008
From: elyse at lacnyc.org (Elyse Barbell)
Date: Wed, 26 Mar 2008 09:35:43 -0400
Subject: [HealthLiteracy 1866] Re: Wednesday Question: Coalitions Challenges
	andBenefits
In-Reply-To: <47EA110B0200002D00006192@bostongwia.jsi.com>
References: <47EA110B0200002D00006192@bostongwia.jsi.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB870FF3B@lac-exch.lacnyc.local>


The Literacy Assistance Center has built a very comprehensive health
literacy coalition. We are engaged in helping other coalitions around
the country start or improve similar initiatives. The biggest thing you
need is patience. We spent two years talking to closed doors and manning
lots of tables at health fairs until our partnership concept finally got
some traction. Some quick starting things to think about are to assess
what your coalition has to offer. Be very clear about the role you can
play with potential partners. Can you offer any training? Do you have
literacy providers lined up to work with health centers? Do you have the
manpower to spend the necessary time in the field? Another very
important factor - who are your champions? Have you identified someone
in the health community who might be willing to make introductions and
support your initiative? Finally, you must think about your resources.
How are you going to finance this?
For more info on LAC's health literacy initiative you can go to
http://lacnyc.org/profdev/healthlit/
Or feel free to email me directly at elyse at lacnyc.org. Good luck.


Elyse Barbell 
Executive Director
Literacy Assistance Center
212.803.3302

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, March 26, 2008 9:02 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1865] Wednesday Question: Coalitions Challenges
andBenefits

Hi Everyone,

There are more and more health literacy coalitions forming around the
country. Some are well developed and others are just starting out. Those
who are just starting could benefit from the experience of those who
have been doing it for a while. Building coalitions takes a huge amount
of effort, time and "will". How can we help each other to smooth the
bumps and make this process more effective?

Today's question is: what advice would you give to those who are just
starting to build a health literacy coalition in their community? What
are the biggest challenges, and what helped you to get through them? 

I look forward to hearing!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to elyser at lacnyc.org


From Jsorensen at afmc.org  Wed Mar 26 11:42:41 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Wed, 26 Mar 2008 10:42:41 -0500
Subject: [HealthLiteracy 1867]  help
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>

Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
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From lisab at whattoexpect.org  Wed Mar 26 12:53:02 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Wed, 26 Mar 2008 12:53:02 -0400
Subject: [HealthLiteracy 1868] Re: help
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
References: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
Message-ID: <da4079490803260953t4d86ac24vd60bd55573fd52ad@mail.gmail.com>

And thus, Janet, your story effectively illustrates that WE ALL have low
health literacy -- and NO ONE teaches healthcare professionals how to
effectively communicate with patients - no matter their education or
socio-economic standing.  So while those in the literacy field need to help
adult learners access health information their will not be real change until
we can work with in the healthcare system and medical schools -- which I'm
happy to tell you there are plenty of doctors, nurses and writers (Including
many on this listserve) working on right now.

On Wed, Mar 26, 2008 at 11:42 AM, Janet Sorensen <Jsorensen at afmc.org> wrote:

>  Since I'm not quite as formally educated or experienced on this subject
> as the rest of you, I have a question from a personal as well as
> professional perspective.
>
> As I'm sure many of you have experienced, I'm often handed printed
> materials in the course of my own health care (or a loved one's), or asked
> to fill out forms that I am tempted to rewrite, redesign and hand back to
> the health care provider or staff member. As a writer, I've seriously
> considered doing this (but waiting until my or my relative's health care
> crisis or issue has been resolved). Is there a graceful, persuasive and
> nonoffensive way to make suggestions to health care providers regarding,
> say, written materials, preop and postop materials and processes, and so
> forth? Anything that has worked or specifically NOT worked for you in
> winning support from health care providers or others who are in a position
> to make seemingly simple changes? I don't want to come across as a
> know-it-all because, for one thing, I don't know it all, and also because
> such an approach or attitude would not serve our purpose.
>
> An example -- during my pregnancy, I was referred for a diagnostic
> ultrasound because of my "advanced maternal age" and because I had decided
> against amniocentesis. After the ultrasound, the high-risk OB again tried to
> talk me into amnio and again I politely refused. He said the ultrasound
> looked ok but would be read in more detail later. A few days later, I got a
> form letter. The first *four paragraphs* talked about Down syndrome, what
> it is, risk factors, "markers," and so forth, and how women with "advanced
> maternal age" are at greater risk. In the fifth paragraph, it explained that
> my ultrasound was (fill in the blank) negative for all of the Down syndrome
> markers. But by then I had already assumed my unborn child had Down syndrome
> and was freaking completely out. I ran the Gunning-Fog on it out of
> curiosity, and it was higher than 12th grade, besides just being badly
> written and badly organized.
>
> When I mentioned this experience to my own personal OB (not the high-risk
> guy) and said that I thought the letter could have been written more
> effectively for the audience, he said it's too bad these uneducated people
> can't read nowadays. I agreed and said it's also too bad some educated
> people can't write nowadays. It occurs to me now, that probably wasn't the
> best response for building collaboration and support...I'm blaming hormones.
>
> I'm asking now because I just went through a grueling pre-op process at an
> academic medical center with my 76-year-old mom, and we had to fill out the
> exact same detailed form at five different clinics, although they have
> electronic records there. I had to help an old man in one of the various
> waiting rooms, who could not bend his arm and had no one to help him write.
> And that's just the beginning. But I will stop now.
>
> Any words of advice on how I could effectively offer my own, for the sake
> of my blood pressure if nothing else? I realize health literacy and health
> communication are huge and evolving fields of study, and we need scholarly
> papers and more research, but we also need front-line fighters. Or maybe
> guerilla is a better term. Polite and respectful, of course. Any response
> will be appreciated. thx jps
>
> Janet Sorensen
> Web Writer
> Arkansas Foundation for Medical Care
> 501-212-8644
>
>
> ***************************************************************************
> CONFIDENTIALITY NOTICE: The information in this E-mail is
> confidential and may be privileged. This E-mail is intended solely
> for the named recipient or recipients. If you are not the intended
> recipient, any use, disclosure, copying or distribution of this
> E-mail is prohibited. If you are not the intended recipient, please
> inform us by replying with the subject line marked
> "Wrong Address" and then deleting this E-mail and any
> attachments.  Arkansas Foundation for Medical Care, Inc.
> (AFMC) uses regularly updated anti-virus software in an attempt
> to reduce the possibility of transmitting computer viruses. We do
> not guarantee, however, that any attachments to this E-mail are
> virus-free.
> ***************************************************************************
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>



-- 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From NDavies at dthr.ab.ca  Wed Mar 26 13:29:24 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 26 Mar 2008 11:29:24 -0600
Subject: [HealthLiteracy 1869] Re: help
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BD41@DTHREXCL1.dthr.ab.ca>

First of all Janet, please let me sympathise with your experience. Unfortunately, you are not alone.
 
Regarding your question about strategies to get clinical people to rewrite letters and forms, I have the following concepts and experiences of my own to offer.
 
Firstly, think about the administration of health education materials. The different names applied to these materials is enough to drive anyone crazy, and it highlights the complicated ins and outs of health info administration that is "disturbed" when someone offers to 'change' it. Some health regions, trusts and authorities only have communications experts look at health information. Forms are written by legal eagles to check for legality first, and communication second (if at all). Before offering to change materials, think about the systems in place...sometimes offering to help a nurse rewrite a health info document. Some of the attitudes I have encountered are: "it's not my job"; "it's fine as it is"; "but I can understand it"; "the patient will understand it once they have read through it a few more times".  My advice, start at the top! Go to the director, owner of the clinic, managers, etc.
 
Also, some people take their writing very personally. For some of my clients, I really have to  tip-toe around their feelings when I take my "red pen" to their writing. Imagine this scenario - you arrive to meet your friend at a gathering, and she has just introduced herself to the entire room. She has talked to hundreds of people and is quite proud of herself for putting her inhibitions aside, and then you notice that she has a huge chunk of spinach in her teeth. How do you tell her? It's the same for some 'unpracticed' writers. Remember that for most people "writing" starts and ends at a quick text message, writing a shopping list or a sticky reminding someone to pick up the dry cleaning.  Some people who write health information do so with the best of intentions, but somewhere along the line they trip up, through no fault of their own. The same feeling your friend would have at having spinach in her teeth is the same feeling I often see reflected in the faces of my clients when they see how much their materials have to be modified in order to meet the standards set out by my department. 
 
For some departments, checking for readability is a "nice to have" rather than a "need to have". I have encountered that a few times in my career. Hurt feelings aside, my response is "you spend hours writing it, hundreds of dollars printing and distributing it, thousands of copies have gone out, and only ten percent of the people who pick it up and read it will actually understand it. How can a system that allows you to reach more than ten percent of your audience be a 'nice to have'?" This always makes the policy makers (and people who control budget purse-strings) sit up and listen to what you are saying.
 
I hope this helps you.
Nicola
ndavies at dthr.ab.ca
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 9:43 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1867] help


Since I'm not quite as formally educated or experienced on this subject as the rest of you, I have a question from a personal as well as professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed materials in the course of my own health care (or a loved one's), or asked to fill out forms that I am tempted to rewrite, redesign and hand back to the health care provider or staff member. As a writer, I've seriously considered doing this (but waiting until my or my relative's health care crisis or issue has been resolved). Is there a graceful, persuasive and nonoffensive way to make suggestions to health care providers regarding, say, written materials, preop and postop materials and processes, and so forth? Anything that has worked or specifically NOT worked for you in winning support from health care providers or others who are in a position to make seemingly simple changes? I don't want to come across as a know-it-all because, for one thing, I don't know it all, and also because such an approach or attitude would not serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic ultrasound because of my "advanced maternal age" and because I had decided against amniocentesis. After the ultrasound, the high-risk OB again tried to talk me into amnio and again I politely refused. He said the ultrasound looked ok but would be read in more detail later. A few days later, I got a form letter. The first four paragraphs talked about Down syndrome, what it is, risk factors, "markers," and so forth, and how women with "advanced maternal age" are at greater risk. In the fifth paragraph, it explained that my ultrasound was (fill in the blank) negative for all of the Down syndrome markers. But by then I had already assumed my unborn child had Down syndrome and was freaking completely out. I ran the Gunning-Fog on it out of curiosity, and it was higher than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the high-risk guy) and said that I thought the letter could have been written more effectively for the audience, he said it's too bad these uneducated people can't read nowadays. I agreed and said it's also too bad some educated people can't write nowadays. It occurs to me now, that probably wasn't the best response for building collaboration and support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at an academic medical center with my 76-year-old mom, and we had to fill out the exact same detailed form at five different clinics, although they have electronic records there. I had to help an old man in one of the various waiting rooms, who could not bend his arm and had no one to help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the sake of my blood pressure if nothing else? I realize health literacy and health communication are huge and evolving fields of study, and we need scholarly papers and more research, but we also need front-line fighters. Or maybe guerilla is a better term. Polite and respectful, of course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
***************************************************************************

CONFIDENTIALITY NOTICE: The information in this E-mail is 

confidential and may be privileged. This E-mail is intended solely

for the named recipient or recipients. If you are not the intended

recipient, any use, disclosure, copying or distribution of this

E-mail is prohibited. If you are not the intended recipient, please

inform us by replying with the subject line marked

"Wrong Address" and then deleting this E-mail and any

attachments.  Arkansas Foundation for Medical Care, Inc.

(AFMC) uses regularly updated anti-virus software in an attempt

to reduce the possibility of transmitting computer viruses. We do

not guarantee, however, that any attachments to this E-mail are

virus-free.

***************************************************************************
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From Cindy.Brach at ahrq.hhs.gov  Wed Mar 26 13:37:10 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Wed, 26 Mar 2008 13:37:10 -0400
Subject: [HealthLiteracy 1870]  FW:   help
Message-ID: <04B4EF9F9E334C48903C284C4B16A197098849CB@AVN3VS004.ees.hhs.gov>

I can only offer my own personal experience. I was filling out a form at
my son's orthodontist and I found one of the questions ambiguous. While
I could figure out what I thought she wanted to know, I left the space
blank on the form. When I met with her I said I had left that part blank
because I wasn't sure what she wanted to know and explained the two
possible interpretations. It had never occurred to her that the question
could be misinterpreted, and she seemed to appreciate it being pointed
out to her. Whether she actually got around to changing the form, I
don't know.
 
I also got into a bit of a fight with my allergist because he wanted me
to fill out a form that I had filled out last year. I asked whether I
could just initial and date the old form because nothing had changed,
but he insisted that I fill out another one. When I talked to him about
literacy challenges some patients face, he said they would help someone
who had difficulty filling out the form, but he didn't think that was
the problem in my case. I tried to explain about stigma and you can't
tell by looking, but because we had started with a confrontation he
wasn't taking it in. 
 
The moral of the story is that sometimes some duplicity about your
agenda can be useful. For example, if you had called up the sonographer
and pretended you thought the letter said that your baby had Downs
Syndrome, you might have gotten a better reaction than if you told them
they needed to change their forms so they didn't scare people.
 
Cindy Brach 
Center for Delivery, Organization, and Markets 
Agency for Healthcare Research and Quality 
540 Gaither Road 
Rockville, MD  20850 
phone: 301-427-1444 
fax: (301) 427-1430 
Cindy.Brach at ahrq.hhs.gov 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 11:43 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1867] help


Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
************************************************************************
***
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
************************************************************************
***
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From drcalderon at sbcglobal.net  Wed Mar 26 14:30:38 2008
From: drcalderon at sbcglobal.net (DrCalderon)
Date: Wed, 26 Mar 2008 11:30:38 -0700 (PDT)
Subject: [HealthLiteracy 1871] Re: help
Message-ID: <695885.68385.qm@web81206.mail.mud.yahoo.com>

Your's is a common dilemma.  It's why I chose to do researchin this area.  I'd summate the evidence for them.  Try this reference.
               
         Calder?n JL, Smith Sandra. ?Health Literacy?, Sahler OJZ, Carr JE (eds. ) The Behavioral Science and H       Health Care (2nd edition). Cambridge, MA: Hogrefe & Huber; In press: Spring 2007
   
Jos? Luis Calder?n, MD
Research Associate Professor
College of Pharmacy, Health Professions Division
Nova Southeastern University

Ft. Lauderdale, FL  
3301 College Ave
Fort Lauderdale-Davie 33314
(O) 954-262-1295 
(F) 954-262-2278
 
Research Associate Professor
Center for Health Services Research
The Charles R. Drew University of Medicine & Science
2594 Lynwood Ave
Lynwood, CA 90262





 



----- Original Message ----
From: Janet Sorensen <Jsorensen at afmc.org>
To: healthliteracy at nifl.gov
Sent: Wednesday, March 26, 2008 11:42:41 AM
Subject: [HealthLiteracy 1867] help


Since I'm not quite as formally educated or experienced on this subject as the rest of you, I have a question from a personal as well as professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed materials in the course of my own health care (or a loved one's), or asked to fill out forms that I am tempted to rewrite, redesign and hand back to the health care provider or staff member. As a writer, I've seriously considered doing this (but waiting until my or my relative's health care crisis or issue has been resolved). Is there a graceful, persuasive and nonoffensive way to make suggestions to health care providers regarding, say, written materials, preop and postop materials and processes, and so forth? Anything that has worked or specifically NOT worked for you in winning support from health care providers or others who are in a position to make seemingly simple changes? I don't want to come across as a know-it-all because, for one thing, I don't know it all, and also because such an approach or attitude would not serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic ultrasound because of my "advanced maternal age" and because I had decided against amniocentesis. After the ultrasound, the high-risk OB again tried to talk me into amnio and again I politely refused. He said the ultrasound looked ok but would be read in more detail later. A few days later, I got a form letter. The first four paragraphs talked about Down syndrome, what it is, risk factors, "markers," and so forth, and how women with "advanced maternal age" are at greater risk. In the fifth paragraph, it explained that my ultrasound was (fill in the blank) negative for all of the Down syndrome markers. But by then I had already assumed my unborn child had Down syndrome and was freaking completely out. I ran the Gunning-Fog on it out of curiosity, and it was higher than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the high-risk guy) and said that I thought the letter could have been written more effectively for the audience, he said it's too bad these uneducated people can't read nowadays. I agreed and said it's also too bad some educated people can't write nowadays. It occurs to me now, that probably wasn't the best response for building collaboration and support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at an academic medical center with my 76-year-old mom, and we had to fill out the exact same detailed form at five different clinics, although they have electronic records there. I had to help an old man in one of the various waiting rooms, who could not bend his arm and had no one to help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the sake of my blood pressure if nothing else? I realize health literacy and health communication are huge and evolving fields of study, and we need scholarly papers and more research, but we also need front-line fighters. Or maybe guerilla is a better term. Polite and respectful, of course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
***************************************************************************



-----Inline Attachment Follows-----

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
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From HealthLiteracy at gcnca.org  Wed Mar 26 15:42:13 2008
From: HealthLiteracy at gcnca.org (GCNCA)
Date: Wed, 26 Mar 2008 15:42:13 -0400
Subject: [HealthLiteracy 1872] Re: HealthLiteracy Digest, Vol 30, Issue 22
In-Reply-To: <mailman.1.1206547201.18221.healthliteracy@nifl.gov>
Message-ID: <20080326194223.7180B11BAE@mail.nifl.gov>

Great question and I am looking forward to the answers. We are in the
incubator stage of delivering health literacy to the neighborhood centers of
Cleveland, Ohio. Feel free to pass on the loving....

Best to all!

Janice L. Gonzalez, RN, BA
Health Literacy Consultant
Greater Cleveland Neighborhood Center Asssociation
1761 East 30th Street, Suite 100
Cleveland, OH 44114
Tel. 216-774-2283
Fax 216-298-4421
Email: healthliteracy at gcnca.org
 
"Empowering community members with the knowledge and skills to confidently
make informed healthcare decisions, healthy lifestyle choices and enhanced
self-efficacy."
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
healthliteracy-request at nifl.gov
Sent: Wednesday, March 26, 2008 12:00 PM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 30, Issue 22

Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
	http://www.nifl.gov/mailman/listinfo/healthliteracy
or, via email, send a message with subject or body 'help' to
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."


Today's Topics:

   1. [HealthLiteracy 1865] Wednesday Question: Coalitions
      Challenges and	Benefits (Julie McKinney)


----------------------------------------------------------------------

Message: 1
Date: Wed, 26 Mar 2008 09:02:03 -0400
From: "Julie McKinney" <julie_mcKinney at worlded.org>
Subject: [HealthLiteracy 1865] Wednesday Question: Coalitions
	Challenges and	Benefits
To: <healthliteracy at nifl.gov>
Message-ID: <47EA110B0200002D00006192 at bostongwia.jsi.com>
Content-Type: text/plain; charset=US-ASCII

Hi Everyone,

There are more and more health literacy coalitions forming around the
country. Some are well developed and others are just starting out. Those who
are just starting could benefit from the experience of those who have been
doing it for a while. Building coalitions takes a huge amount of effort,
time and "will". How can we help each other to smooth the bumps and make
this process more effective?

Today's question is: what advice would you give to those who are just
starting to build a health literacy coalition in their community? What are
the biggest challenges, and what helped you to get through them? 

I look forward to hearing!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



------------------------------

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

End of HealthLiteracy Digest, Vol 30, Issue 22
**********************************************




From jespar at lsuhsc.edu  Wed Mar 26 16:13:40 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Wed, 26 Mar 2008 15:13:40 -0500
Subject: [HealthLiteracy 1873] Re: help
In-Reply-To: <da4079490803260953t4d86ac24vd60bd55573fd52ad@mail.gmail.com>
References: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
	<da4079490803260953t4d86ac24vd60bd55573fd52ad@mail.gmail.com>
Message-ID: <E969F95345B2B443B4AAA5DC2473999A05FAA6BC@SH-EXCHBE2.master.lsuhsc.edu>

At my old institution there was discussion at the Nursing Research
council about a confusing "consent" form to be used in a study.  The
Nursing Research council wanted it changed because it was written at too
high a level.  The IRB board said no.  They use one consent and that was
the legalize that was required.  The nurses were all in an uproar and I
gave them information on how informed consent must be understood or it
doesn't matter.  Since it was nursing that wanted to do the research the
implication was "use what we say you can use or don't do research."  It
was a bad shot for Magnet but there wasn't anything anyone could do.
IRB especially at a small not academically associated hospital doesn't
have the time to review a hundred different consent forms.    It was
very sad.

 

On the note of filling out the forms at 5 different places or even the
same place multiple times.  The head of registration at my old hospital
was a friend of mine.  We were working on Six Sigma (quality improvement
program see www.isixsigma.com <http://www.isixsigma.com/>  for info) and
wanted to reduce wait times in registration.  I talked about my father
having to reregister each time he came to the hospital for an Epogen
shot.  Said can't we just give him a card so that all he has to do is go
to the place he is to get the shot and swipe it.  Found out that
Medicare/Medicaid rules require registration (signatures) each time
services are rendered.  Can't get around it.  It can be shortened
somewhat but most of the time it isn't.  Often the forms fill out have
nothing to do with our health but how the hospitals/physicians will get
paid.  

 

Julie

 

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932

1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax

jespar at lsuhsc.edu


 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein
Sent: Wednesday, March 26, 2008 11:53 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1868] Re: help

 

And thus, Janet, your story effectively illustrates that WE ALL have low
health literacy -- and NO ONE teaches healthcare professionals how to
effectively communicate with patients - no matter their education or
socio-economic standing.  So while those in the literacy field need to
help adult learners access health information their will not be real
change until we can work with in the healthcare system and medical
schools -- which I'm happy to tell you there are plenty of doctors,
nurses and writers (Including many on this listserve) working on right
now.

On Wed, Mar 26, 2008 at 11:42 AM, Janet Sorensen <Jsorensen at afmc.org>
wrote:

Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.

 

As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.

 

An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.

 

When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.

 

I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.

 

Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps

 

Janet Sorensen

Web Writer

Arkansas Foundation for Medical Care

501-212-8644

 

************************************************************************
***
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
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----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lisab at whattoexpect.org




-- 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need
know what to expect when expecting. 

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From joan at ipns.com  Wed Mar 26 16:17:19 2008
From: joan at ipns.com (Joan Medlen)
Date: Wed, 26 Mar 2008 13:17:19 -0700
Subject: [HealthLiteracy 1874] Re: HealthLiteracy Digest, Vol 30,  Issue 22
In-Reply-To: <20080326194223.7180B11BAE@mail.nifl.gov>
References: <mailman.1.1206547201.18221.healthliteracy@nifl.gov>
	<20080326194223.7180B11BAE@mail.nifl.gov>
Message-ID: <6.0.0.22.2.20080326131430.04cc0ec0@mail.ipns.com>

At 12:42 PM 3/26/2008, you wrote:
>Today's question is: what advice would you give to those who are just
>starting to build a health literacy coalition in their community? What are
>the biggest challenges, and what helped you to get through them?

HI All,

I would LOVE To hear these answers!

After a lot of negotiating, Health LIteracy is now a firm piece of Special 
Olympics Healthy Athletes. So I am just starting cross-discipline 
collaborations to improve our communication - particularly in effective 
messaging that leads to behavior change - with the 6 disciplines: Opening 
Eyes, Special Smiles, Heathy Hearing, Fit Feet, Fun Fitness, Health 
Promtion. It has been a part of health promotion. However, after some time 
and demonstration, everyone has acknowledged that it is pervasive to all 
disciplines.

So start up information is really helpful here!

Thanks!
joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849





From grants at yorkliteracy.org  Wed Mar 26 16:33:23 2008
From: grants at yorkliteracy.org (Laura Bair)
Date: Wed, 26 Mar 2008 16:33:23 -0400
Subject: [HealthLiteracy 1875] Re: Wednesday Question: Coalitions Challenges
	andBenefits
References: <47EA110B0200002D00006192@bostongwia.jsi.com>
Message-ID: <01a701c88f80$a3200670$6a01a8c0@yorkliteracy.org>

Hi,
Our agency is lucky in the fact that in our community the healthcare system
actually approached our literacy council last summer regarding the topic of
health literacy.  We have recently begun a health literacy task force out of
this collaboration to grow interest in this issue and work to educate health
care providers, consumers, service agencies, etc on best practices.  It
takes leg work--trying to get representatives from all different fields
around the same table takes time but we have had a good response as far as
interest in the topic.  It makes it easier when they view you/your agency as
an expert in the field with something to offer them (help with a brochure,
input on survey questions, training, etc.)

I'm curious what strategies other communities have put into place regarding
best practices in the field of health literacy.  What type of community-wide
initiatives are you implementing?  What resources are you drawing from in
your community?

Thanks in advance!
Laura Bair
Health Literacy Task Force Chair/
Grants Writer & Workplace Coordinator
York County Literacy Council
717-845-8719
www.yorkliteracy.org

----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, March 26, 2008 9:02 AM
Subject: [HealthLiteracy 1865] Wednesday Question: Coalitions Challenges
andBenefits


> Hi Everyone,
>
> There are more and more health literacy coalitions forming around the
country. Some are well developed and others are just starting out. Those who
are just starting could benefit from the experience of those who have been
doing it for a while. Building coalitions takes a huge amount of effort,
time and "will". How can we help each other to smooth the bumps and make
this process more effective?
>
> Today's question is: what advice would you give to those who are just
starting to build a health literacy coalition in their community? What are
the biggest challenges, and what helped you to get through them?
>
> I look forward to hearing!
>
> All the best,
> Julie
>
> Julie McKinney
> Discussion List Moderator
> World Education/NCSALL
> jmckinney at worlded.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to grants at yorkliteracy.org
>
>




From wmettger at mindspring.com  Wed Mar 26 18:02:26 2008
From: wmettger at mindspring.com (Wendy Mettger)
Date: Wed, 26 Mar 2008 18:02:26 -0400
Subject: [HealthLiteracy 1876] Re: help
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
References: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
Message-ID: <47EAC7F2.301@mindspring.com>

Janet,

Some of your experience with the high-risk OB speaks to problems in our 
medical system with the medicalization and labeling of normal events as 
pathologies or things that require intense medical intervention. Women 
35 and older are labeled as high risk because of their "advanced 
maternal age." Statistically, it is true that women are at greater risk 
for having a Down syndrome child after age 35. However, that doesn't 
mean that every pregnancy of a woman 35 and older should be treated as a 
high risk event. The labeling often brings a host of unwanted, 
unnecessary, and intrusive medical procedures.  I think amniocentesis is 
a very helpful tool as is CVS. However, women need to make informed 
choices about what diagnostic tests they are comfortable with.

I've talked with several of my practitioners about the print material 
they use in their offices. I do it in a gentle way and say that they 
will reach a broader audience if their material is more clear and 
easy-to-read. Mostly, I've gotten a positive response to these 
suggestions - in part because they know that I have some credibility in 
the communication arena.

You might contact the people who wrote the form letter and briefly 
explain your reaction. As a patient, you could let them know that the 
most important information for you was whether or not your baby had Down 
syndrome and that's the first thing you want to read about. Something as 
simple as organizing the information based on what's most important to 
the patient can make a big difference.

Wendy Mettger

Wendy Mettger, M.A.
President, Mettger Communications
129 Grant Avenue
Takoma Park, MD 20912
Phone: (301)270-2774   Fax: (301)270-5267
E-mail: wmettger at mindspring.com <mailto:wmettger at mindspring.com>

Principal and Founding Member, The Clear Language Group
www.clearlanguagegroup.com <http://www.clearlanguagegroup.com>


Janet Sorensen wrote:

> Since I'm not quite as formally educated or experienced on this 
> subject as the rest of you, I have a question from a personal as well 
> as professional perspective.
>  
> As I'm sure many of you have experienced, I'm often handed printed 
> materials in the course of my own health care (or a loved one's), or 
> asked to fill out forms that I am tempted to rewrite, redesign and 
> hand back to the health care provider or staff member. As a writer, 
> I've seriously considered doing this (but waiting until my or my 
> relative's health care crisis or issue has been resolved). Is there a 
> graceful, persuasive and nonoffensive way to make suggestions to 
> health care providers regarding, say, written materials, preop and 
> postop materials and processes, and so forth? Anything that has worked 
> or specifically NOT worked for you in winning support from health care 
> providers or others who are in a position to make seemingly simple 
> changes? I don't want to come across as a know-it-all because, for one 
> thing, I don't know it all, and also because such an approach or 
> attitude would not serve our purpose.
>  
> An example -- during my pregnancy, I was referred for a diagnostic 
> ultrasound because of my "advanced maternal age" and because I had 
> decided against amniocentesis. After the ultrasound, the high-risk OB 
> again tried to talk me into amnio and again I politely refused. He 
> said the ultrasound looked ok but would be read in more detail later. 
> A few days later, I got a form letter. The first four paragraphs 
> talked about Down syndrome, what it is, risk factors, "markers," and 
> so forth, and how women with "advanced maternal age" are at greater 
> risk. In the fifth paragraph, it explained that my ultrasound was 
> (fill in the blank) negative for all of the Down syndrome markers. But 
> by then I had already assumed my unborn child had Down syndrome and 
> was freaking completely out. I ran the Gunning-Fog on it out of 
> curiosity, and it was higher than 12th grade, besides just being badly 
> written and badly organized.
>  
> When I mentioned this experience to my own personal OB (not the 
> high-risk guy) and said that I thought the letter could have been 
> written more effectively for the audience, he said it's too bad these 
> uneducated people can't read nowadays. I agreed and said it's also too 
> bad some educated people can't write nowadays. It occurs to me now, 
> that probably wasn't the best response for building collaboration and 
> support...I'm blaming hormones.
>  
> I'm asking now because I just went through a grueling pre-op process 
> at an academic medical center with my 76-year-old mom, and we had to 
> fill out the exact same detailed form at five different clinics, 
> although they have electronic records there. I had to help an old man 
> in one of the various waiting rooms, who could not bend his arm and 
> had no one to help him write. And that's just the beginning. But I 
> will stop now.
>  
> Any words of advice on how I could effectively offer my own, for the 
> sake of my blood pressure if nothing else? I realize health literacy 
> and health communication are huge and evolving fields of study, and we 
> need scholarly papers and more research, but we also need front-line 
> fighters. Or maybe guerilla is a better term. Polite and respectful, 
> of course. Any response will be appreciated. thx jps
>  
> Janet Sorensen
> Web Writer
> Arkansas Foundation for Medical Care
> 501-212-8644
>  
>
>***************************************************************************
>CONFIDENTIALITY NOTICE: The information in this E-mail is 
>confidential and may be privileged. This E-mail is intended solely
>for the named recipient or recipients. If you are not the intended
>recipient, any use, disclosure, copying or distribution of this
>E-mail is prohibited. If you are not the intended recipient, please
>inform us by replying with the subject line marked
>"Wrong Address" and then deleting this E-mail and any
>attachments.  Arkansas Foundation for Medical Care, Inc.
>(AFMC) uses regularly updated anti-virus software in an attempt
>to reduce the possibility of transmitting computer viruses. We do
>not guarantee, however, that any attachments to this E-mail are
>virus-free.
>***************************************************************************
>  
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to wmettger at mindspring.com
>
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From julie_mcKinney at worlded.org  Thu Mar 27 08:42:22 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 27 Mar 2008 08:42:22 -0400
Subject: [HealthLiteracy 1877] About the next message (ProLiteracy materials)
Message-ID: <47EB5DEF0200002D000061F0@bostongwia.jsi.com>

Hi Folks,

I am passing through a message after this about ProLiteracy's grants for free materials for adult education. It may seem to not relate to health literacy, but the books available through New Reader's Press (and available free through these grants) include some books on Health Stories. I have heard some good reports from teachers who have used these books as a way to include health topics in their curriculum. They are also available at low beginner levels, which I know are in high demand.

Here is the link to the Health Stories books:

http://www.newreaderspress.com/default.aspx?cat=adult&hid=11&pid=13

So please read the next message if your program is doing some integration of health topics, or submitting a grant for health literacy work!

Best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From SiobhanChamp-Blackwell at creighton.edu  Mon Mar 24 16:54:59 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Mon, 24 Mar 2008 15:54:59 -0500
Subject: [HealthLiteracy 1878] ProLiteracy Offers Reading Materials for
	Literacy Programs
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0D12E904@exbe01.blue.jays.creighton.edu>

ProLiteracy Offers Reading Materials for Literacy Programs

Deadline: April 14, 2008

ProLiteracy ( http://www.proliteracy.org/ <http://www.proliteracy.org/>
) is entering the thirteenth year of the National Book Scholarship Fund,
a project that supplies books and materials to local adult basic
education and literacy programs. The resources available through NBSF
are from New Readers Press ( http://www.proliteracy.org/go_nrp.asp
<http://www.proliteracy.org/go_nrp.asp> ),

the publishing division of ProLiteracy.

Programs providing direct service in the areas of basic liter- acy,
adult basic education, English-as-a-second-language, and family literacy
will be considered for support. NBSF grants are made in the form of the
New Readers Press materials requested in the grant proposal. Grants
typically average $500 to $2,000 each but can vary depending on the
needs of the applicant organization.

Programs awarded a grant must provide a cash contribution to ProLiteracy
equal to 20 percent of the grant award. These funds are used to defray
the costs of NBSF program administration.

Organizational members of ProLiteracy must provide a cash con- tribution
equal to 10 percent of the grant award.

For more information about becoming a ProLiteracy organizational member
and for complete grant program guidelines, visit the ProLiteracy Web
site.

RFP Link: 

http://fconline.foundationcenter.org/pnd/10012011/nbsf
<http://fconline.foundationcenter.org/pnd/10012011/nbsf> 

  Copyright (c) 2000-2008, the Foundation Center. All rights  reserved.
Permission to use, copy, and/or distribute this  document in whole or in
part for non-commercial purposes  without fee is hereby granted provided
that this notice and  appropriate credit to the Foundation Center is
included in all  copies. RFP Bulletin (March 21, 2008)
 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/> (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<blocked::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

 
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From helen at healthliteracy.com  Thu Mar 27 09:51:30 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Thu, 27 Mar 2008 09:51:30 -0400
Subject: [HealthLiteracy 1879] Re: help
References: <521441A4F164E1418DCAC093C9EE6D9503E2BD41@DTHREXCL1.dthr.ab.ca>
Message-ID: <008c01c89011$b5301490$6401a8c0@HLC>

Seems there are at least two active discussions going on now and I'd like to briefly comment on both:

* Health literacy task forces. I'm delighted that this topic is being aired as I people often ask me how to get started once they are "bitten" by the health literacy "bug." To me, succesful committees need a shared focus and obvious reason for working together. One good way to begin is by jointly planning an event for Health Literacy Month in October. Your event might be a demonstration project (such as rewriting forms), awareness-raising community fair, or skills-building session for professsionals. After it is over, you and fellow committee members likely will have a much better sense of how and why to continue working together. You can find examples of prior Health Literacy Month events at www.healthliteracymonth.org and search "find events."  

* Giving feedback to others about unreadable materials. I do this all the time, albeit for non-heathcare documents. This includes asking the person at the hotel or car rental company what the form means that they are asking me to sign. True, this person likely has no influence but at least I make this point on a rather routine basis. 

One time a clothing store sent me a letter saying "important information about your credit card" which, of course, was unreadable. So I wrote the president of the company about why this letter was so hard to read and what they could do about it. Although I haven't seen evidence of improvement, they did send me a $25 gift card!
 
Whether our influence is big or small, we are making a health literacy difference. 
~Helen      
 
Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor
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From julie_mcKinney at worlded.org  Thu Mar 27 09:58:23 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 27 Mar 2008 09:58:23 -0400
Subject: [HealthLiteracy 1880] Re: help
Message-ID: <47EB6FC00200002D000061F8@bostongwia.jsi.com>

Janet,

Thanks so much for sharing your story with us and, as a mother of "advanced age" myself, I can totally relate to that stressed moment! One of the things that I think your story confirms for us is the power of storytelling. You can see how many time-crunched, insanely busy people on this list found the time to write in to respond to you. (I was at a health literacy summit yesterday and people there read your message on their palm pilots and phones and were touched by it!)

One would hope that this would have a similar effect on the hospital staff who are alerted to this unintended effect of their letter. They say that a less threatening way to respond to things that offend you is to start with "this makes me feel..." rather than "you did this wrong...", and in this case I think that approach would be effective. They should definitely be told how their letter is going to make most people who read it feel! You could also remind them that when people see or hear a scary word (like "cancer" or "downs syndrome") they rarely hear or see anything that follows. Those who write and approve these letters MUST get this feedback.

I doubt if there are any lawers on this list, but maybe we should recruit some into the health literacy conversation. I have heard frustration from those in hospitals/health centers who work with patients and see this kind of thing every day. They say that many hospital documents go through the legal department, which requires certain language to be used.

So... anyone on this list who has a legal department overseeing their documents, please invite your legal department to join this list, invite them to your health literacy awareness events, or at least forward this letter to them. 

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Janet Sorensen" <Jsorensen at afmc.org> 03/26/08 11:42 AM >>>
Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
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to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
***************************************************************************



From sallysandy at yahoo.com  Thu Mar 27 11:41:58 2008
From: sallysandy at yahoo.com (sally sandy)
Date: Thu, 27 Mar 2008 08:41:58 -0700 (PDT)
Subject: [HealthLiteracy 1881]  Health Care Costs
In-Reply-To: <47EB5DEF0200002D000061F0@bostongwia.jsi.com>
Message-ID: <235144.22201.qm@web35606.mail.mud.yahoo.com>

Can anyone point me to a source where I can access the amount that low level literacy "costs" in terms of health care dollars per year. In other words, how much is spent in the US on health care that is directly attributable to low level literacy.  Next, where can I find this number broken down state by state?
   
  Sally Sandy
   
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From hzeitz at uic.edu  Thu Mar 27 12:20:54 2008
From: hzeitz at uic.edu (Zeitz, Howard)
Date: Thu, 27 Mar 2008 11:20:54 -0500 (CDT)
Subject: [HealthLiteracy 1882] Re: Health Care Costs
In-Reply-To: <235144.22201.qm@web35606.mail.mud.yahoo.com>
References: <47EB5DEF0200002D000061F0@bostongwia.jsi.com>
	<235144.22201.qm@web35606.mail.mud.yahoo.com>
Message-ID: <4371.64.107.204.128.1206634854.squirrel@webmail.uic.edu>

Sally: Try the following, provided by Dr. Paul Smith, Univ of Wisconsin.

Based on 2003 data, this publication estimates the cost to the US annually
for low health literacy at $106-238 BILLION......

http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
LowHealthLiteracyReport10_4_07.pdf

Howard

============================================================================
On Thu, March 27, 2008 10:41 am, sally sandy wrote:
> Can anyone point me to a source where I can access the amount that low
> level literacy "costs" in terms of health care dollars per year. In other
> words, how much is spent in the US on health care that is directly
> attributable to low level literacy.  Next, where can I find this number
> broken down state by state?
>
>   Sally Sandy
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to hzeitz at uic.edu


Howard J Zeitz, MD
Rockford Regional Partnership for Health Literacy (RRPHL)
1601 Parkview Ave
Rockford, IL 61107
T: 815-395-5693
F: 815-395-5908



From lisamjones44 at hotmail.com  Thu Mar 27 12:26:29 2008
From: lisamjones44 at hotmail.com (lisa jones)
Date: Thu, 27 Mar 2008 16:26:29 +0000
Subject: [HealthLiteracy 1883] Re: HealthLiteracy Digest, Vol 30, Issue 26
In-Reply-To: <mailman.1.1206633602.1840.healthliteracy@nifl.gov>
References: <mailman.1.1206633602.1840.healthliteracy@nifl.gov>
Message-ID: <BAY140-W55DBE0D3A519DB1E465F3FC8FE0@phx.gbl>




 I don't know if it accessible on a state by state basis, but the commonly quoted figures are 50-73 BILLION additional dollars spent in the US each year or roughly $7,500 per person.
 
 
 > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 30, Issue 26> To: healthliteracy at nifl.gov> Date: Thu, 27 Mar 2008 12:00:02 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1881] Health Care Costs (sally sandy)> > > ----------------------------------------------------------------------> > Message: 1> Date: Thu, 27 Mar 2008 08:41:58 -0700 (PDT)> From: sally sandy <sallysandy at yahoo.com>> Subject: [HealthLiteracy 1881] Health Care Costs> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>> Message-ID: <235144.22201.qm at web35606.mail.mud.yahoo.com>> Content-Type: text/plain; charset="iso-8859-1"> > Can anyone point me to a source where I can access the amount that low level literacy "costs" in terms of health care dollars per year. In other words, how much is spent in the US on health care that is directly attributable to low level literacy. Next, where can I find this number broken down state by state?> > Sally Sandy> > -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20080327/c2207a0f/attachment-0001.html > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 30, Issue 26> **********************************************
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From Jsorensen at afmc.org  Thu Mar 27 12:29:10 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 27 Mar 2008 11:29:10 -0500
Subject: [HealthLiteracy 1884] Re: help
In-Reply-To: <47EB6FC00200002D000061F8@bostongwia.jsi.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302BA16DF@AFMCFS6.NT_AFMC.local>

Julie and everyone:

Thank you all so much for responding, on and off list! It's encouraging
to know so many people really do care about this issue with passion and
compassion. Thanks to your responses, I not only have a few ideas about
how to handle this sort of thing more gracefully and effectively -- I
also feel like things really are on the road to improvement. We all know
that better, more patient-friendly information and processes could
improve health, health care delivery and outcomes. Who knows to what
degree? Maybe we'll have a chance to find out within my lifetime.

Please keep working together, researching and making a case for better
health care information and communication. And I will try not to make
the job harder by offending health care providers! Please keep the ideas
on that coming if something occurs to you. My mom's surgery is tomorrow.

Thanks again.

Janet Sorensen
Arkansas Foundation for Medical Care
Little Rock, Ark.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, March 27, 2008 8:58 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1880] Re: help

Janet,

Thanks so much for sharing your story with us and, as a mother of
"advanced age" myself, I can totally relate to that stressed moment! One
of the things that I think your story confirms for us is the power of
storytelling. You can see how many time-crunched, insanely busy people
on this list found the time to write in to respond to you. (I was at a
health literacy summit yesterday and people there read your message on
their palm pilots and phones and were touched by it!)

One would hope that this would have a similar effect on the hospital
staff who are alerted to this unintended effect of their letter. They
say that a less threatening way to respond to things that offend you is
to start with "this makes me feel..." rather than "you did this
wrong...", and in this case I think that approach would be effective.
They should definitely be told how their letter is going to make most
people who read it feel! You could also remind them that when people see
or hear a scary word (like "cancer" or "downs syndrome") they rarely
hear or see anything that follows. Those who write and approve these
letters MUST get this feedback.

I doubt if there are any lawers on this list, but maybe we should
recruit some into the health literacy conversation. I have heard
frustration from those in hospitals/health centers who work with
patients and see this kind of thing every day. They say that many
hospital documents go through the legal department, which requires
certain language to be used.

So... anyone on this list who has a legal department overseeing their
documents, please invite your legal department to join this list, invite
them to your health literacy awareness events, or at least forward this
letter to them. 

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "Janet Sorensen" <Jsorensen at afmc.org> 03/26/08 11:42 AM >>>
Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.
 
As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.
 
I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
************************************************************************
***
CONFIDENTIALITY NOTICE: The information in this E-mail is confidential
and may be privileged. This E-mail is intended solely for the named
recipient or recipients. If you are not the intended recipient, any use,
disclosure, copying or distribution of this E-mail is prohibited. If you
are not the intended recipient, please inform us by replying with the
subject line marked "Wrong Address" and then deleting this E-mail and
any attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt to
reduce the possibility of transmitting computer viruses. We do not
guarantee, however, that any attachments to this E-mail are virus-free.
************************************************************************
***

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
***************************************************************************



From sallysandy at yahoo.com  Thu Mar 27 13:38:12 2008
From: sallysandy at yahoo.com (sally sandy)
Date: Thu, 27 Mar 2008 10:38:12 -0700 (PDT)
Subject: [HealthLiteracy 1885] Re: Health Care Costs
In-Reply-To: <4371.64.107.204.128.1206634854.squirrel@webmail.uic.edu>
Message-ID: <452456.83681.qm@web35608.mail.mud.yahoo.com>

Howard-
   
  Thanks tons for this link. It is most certainly newer data than most of the other that I could find. I have been using the 70 billion figure, but assumed that that had increased substantially, as your site indicates. Now, if I could just get numbers for Missouri.....
   
  Sally Sandy
  Director
  Parkway Adult Education and Literacy
  St. Louis. M0.
  314-415-4943
www.pkwy.k12.mo.us/ael
"Zeitz, Howard" <hzeitz at uic.edu> wrote:
  Sally: Try the following, provided by Dr. Paul Smith, Univ of Wisconsin.

Based on 2003 data, this publication estimates the cost to the US annually
for low health literacy at $106-238 BILLION......

http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
LowHealthLiteracyReport10_4_07.pdf

Howard

============================================================================
On Thu, March 27, 2008 10:41 am, sally sandy wrote:
> Can anyone point me to a source where I can access the amount that low
> level literacy "costs" in terms of health care dollars per year. In other
> words, how much is spent in the US on health care that is directly
> attributable to low level literacy. Next, where can I find this number
> broken down state by state?
>
> Sally Sandy
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to hzeitz at uic.edu


Howard J Zeitz, MD
Rockford Regional Partnership for Health Literacy (RRPHL)
1601 Parkview Ave
Rockford, IL 61107
T: 815-395-5693
F: 815-395-5908

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sallysandy at yahoo.com

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From Cat.McGrew at osumc.edu  Thu Mar 27 14:58:38 2008
From: Cat.McGrew at osumc.edu (McGrew, Cat)
Date: Thu, 27 Mar 2008 14:58:38 -0400
Subject: [HealthLiteracy 1886] Re: Health Care Costs
In-Reply-To: <452456.83681.qm@web35608.mail.mud.yahoo.com>
Message-ID: <FDC04187BBCF3B499A12C030E1F6A6989121CF@msxc05.OSUMC.EDU>

When I tried the link, the URL was not found.  Perhaps you will be able to
find it using the citation included by Dr. Smith in a presentation just this
week.  Low Health Literacy: Implications for National Health Policy.  Vernon,
J., Trujillo, A., Rosenbaum, S. & DeBuono, B. (2007).

Unfortunately, the journal, site or database for this article was not
provided, but I expect you can find it by the authors. 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of sally sandy
Sent: Thursday, March 27, 2008 1:38 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1885] Re: Health Care Costs

 

Howard-

 

Thanks tons for this link. It is most certainly newer data than most of the
other that I could find. I have been using the 70 billion figure, but assumed
that that had increased substantially, as your site indicates. Now, if I
could just get numbers for Missouri.....

 

Sally Sandy

Director

Parkway Adult Education and Literacy

St. Louis. M0.

314-415-4943
www.pkwy.k12.mo.us/ael
"Zeitz, Howard" <hzeitz at uic.edu> wrote:

	Sally: Try the following, provided by Dr. Paul Smith, Univ of
Wisconsin.
	
	Based on 2003 data, this publication estimates the cost to the US
annually
	for low health literacy at $106-238 BILLION......
	
	http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
	LowHealthLiteracyReport10_4_07.pdf
	
	Howard
	
	
============================================================================
	On Thu, March 27, 2008 10:41 am, sally sandy wrote:
	> Can anyone point me to a source where I can access the amount that
low
	> level literacy "costs" in terms of health care dollars per year. In
other
	> words, how much is spent in the US on health care that is directly
	> attributable to low level literacy. Next, where can I find this
number
	> broken down state by state?
	>
	> Sally Sandy
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy
	> Email delivered to hzeitz at uic.edu
	
	
	Howard J Zeitz, MD
	Rockford Regional Partnership for Health Literacy (RRPHL)
	1601 Parkview Ave
	Rockford, IL 61107
	T: 815-395-5693
	F: 815-395-5908
	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to sallysandy at yahoo.com

 

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From harwo001 at mc.duke.edu  Thu Mar 27 16:22:54 2008
From: harwo001 at mc.duke.edu (Kerry Harwood)
Date: Thu, 27 Mar 2008 16:22:54 -0400
Subject: [HealthLiteracy 1887] Re: help
In-Reply-To: <47EAC7F2.301@mindspring.com>
Message-ID: <OF09725621.863454D2-ON85257419.006FB7B4-85257419.006FF5CF@notes.duke.edu>

One thing you might consider is encouraging them to use the resources of 
their own professional organization.  The American Medical Association 
Foundation has produced and distributes an excellent resource on health 
literacy.   I find professionals often give more credibility to the 
standards / recommendations coming from their own profession, even if they 
are the same standards recommended by others.

http://www.ama-assn.org/ama/pub/category/9913.html


Kerry

Kerry Harwood, RN, MSN
Assistant Director, Dept. of Advanced Clinical Practice 
Duke University Medical Center Box 3458
Durham, NC 27710
919-681-5288
kerry.harwood at duke.edu

A mind once stretched by a new idea never returns to its original 
dimensions.  A ship in the harbor is safe...but that's not what ships were 
made for.  Wisdom is knowing what path to take next...integrity is taking 
it. 



Wendy Mettger <wmettger at mindspring.com> 
Sent by: healthliteracy-bounces at nifl.gov
03/26/2008 06:02 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
The Health and Literacy Discussion List <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 1876] Re: help






Janet,

Some of your experience with the high-risk OB speaks to problems in our 
medical system with the medicalization and labeling of normal events as 
pathologies or things that require intense medical intervention. Women 35 
and older are labeled as high risk because of their "advanced maternal 
age." Statistically, it is true that women are at greater risk for having 
a Down syndrome child after age 35. However, that doesn't mean that every 
pregnancy of a woman 35 and older should be treated as a high risk event. 
The labeling often brings a host of unwanted, unnecessary, and intrusive 
medical procedures.  I think amniocentesis is a very helpful tool as is 
CVS. However, women need to make informed choices about what diagnostic 
tests they are comfortable with. 

I've talked with several of my practitioners about the print material they 
use in their offices. I do it in a gentle way and say that they will reach 
a broader audience if their material is more clear and easy-to-read. 
Mostly, I've gotten a positive response to these suggestions - in part 
because they know that I have some credibility in the communication arena. 


You might contact the people who wrote the form letter and briefly explain 
your reaction. As a patient, you could let them know that the most 
important information for you was whether or not your baby had Down 
syndrome and that's the first thing you want to read about. Something as 
simple as organizing the information based on what's most important to the 
patient can make a big difference. 

Wendy Mettger 

Wendy Mettger, M.A.
President, Mettger Communications
129 Grant Avenue
Takoma Park, MD 20912
Phone: (301)270-2774   Fax: (301)270-5267
E-mail: wmettger at mindspring.com 

Principal and Founding Member, The Clear Language Group 
www.clearlanguagegroup.com


Janet Sorensen wrote:
Since I'm not quite as formally educated or experienced on this subject as 
the rest of you, I have a question from a personal as well as professional 
perspective.
 
As I'm sure many of you have experienced, I'm often handed printed 
materials in the course of my own health care (or a loved one's), or asked 
to fill out forms that I am tempted to rewrite, redesign and hand back to 
the health care provider or staff member. As a writer, I've seriously 
considered doing this (but waiting until my or my relative's health care 
crisis or issue has been resolved). Is there a graceful, persuasive and 
nonoffensive way to make suggestions to health care providers regarding, 
say, written materials, preop and postop materials and processes, and so 
forth? Anything that has worked or specifically NOT worked for you in 
winning support from health care providers or others who are in a position 
to make seemingly simple changes? I don't want to come across as a 
know-it-all because, for one thing, I don't know it all, and also because 
such an approach or attitude would not serve our purpose.
 
An example -- during my pregnancy, I was referred for a diagnostic 
ultrasound because of my "advanced maternal age" and because I had decided 
against amniocentesis. After the ultrasound, the high-risk OB again tried 
to talk me into amnio and again I politely refused. He said the ultrasound 
looked ok but would be read in more detail later. A few days later, I got 
a form letter. The first four paragraphs talked about Down syndrome, what 
it is, risk factors, "markers," and so forth, and how women with "advanced 
maternal age" are at greater risk. In the fifth paragraph, it explained 
that my ultrasound was (fill in the blank) negative for all of the Down 
syndrome markers. But by then I had already assumed my unborn child had 
Down syndrome and was freaking completely out. I ran the Gunning-Fog on it 
out of curiosity, and it was higher than 12th grade, besides just being 
badly written and badly organized.
 
When I mentioned this experience to my own personal OB (not the high-risk 
guy) and said that I thought the letter could have been written more 
effectively for the audience, he said it's too bad these uneducated people 
can't read nowadays. I agreed and said it's also too bad some educated 
people can't write nowadays. It occurs to me now, that probably wasn't the 
best response for building collaboration and support...I'm blaming 
hormones.
 
I'm asking now because I just went through a grueling pre-op process at an 
academic medical center with my 76-year-old mom, and we had to fill out 
the exact same detailed form at five different clinics, although they have 
electronic records there. I had to help an old man in one of the various 
waiting rooms, who could not bend his arm and had no one to help him 
write. And that's just the beginning. But I will stop now.
 
Any words of advice on how I could effectively offer my own, for the sake 
of my blood pressure if nothing else? I realize health literacy and health 
communication are huge and evolving fields of study, and we need scholarly 
papers and more research, but we also need front-line fighters. Or maybe 
guerilla is a better term. Polite and respectful, of course. Any response 
will be appreciated. thx jps
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644
 
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
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----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to wmettger at mindspring.com
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to harwo001 at mc.duke.edu
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From mvillaire at iha4health.org  Thu Mar 27 19:11:33 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Thu, 27 Mar 2008 16:11:33 -0700
Subject: [HealthLiteracy 1888] Re: Health Care Costs
In-Reply-To: <235144.22201.qm@web35606.mail.mud.yahoo.com>
References: <47EB5DEF0200002D000061F0@bostongwia.jsi.com>
	<235144.22201.qm@web35606.mail.mud.yahoo.com>
Message-ID: <9F8831D6F89CC14897300484F62E17BE47FCD5@ihaex01.iha4health.pri>

A report was released in October 2007 by John Vernon, Ph.D, at the
University of Connecticut, putting the figure at $106 billion to $236
billion annually. Here's a link:
http://npsf.org/pr/pressrel/2007-10-11.php 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

(562) 690-4001 ext. 202

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of sally sandy
Sent: Thursday, March 27, 2008 8:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1881] Health Care Costs

 

Can anyone point me to a source where I can access the amount that low
level literacy "costs" in terms of health care dollars per year. In
other words, how much is spent in the US on health care that is directly
attributable to low level literacy.  Next, where can I find this number
broken down state by state?

 

Sally Sandy

 

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From jespar at lsuhsc.edu  Fri Mar 28 09:07:26 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 28 Mar 2008 08:07:26 -0500
Subject: [HealthLiteracy 1889] New article that may be of interest on
	literacy and diabetes
In-Reply-To: <452456.83681.qm@web35608.mail.mud.yahoo.com>
References: <4371.64.107.204.128.1206634854.squirrel@webmail.uic.edu>
	<452456.83681.qm@web35608.mail.mud.yahoo.com>
Message-ID: <E969F95345B2B443B4AAA5DC2473999A06042DCB@SH-EXCHBE2.master.lsuhsc.edu>

You may be interested in reviewing this article if your facility has it
or can order it through interlibrary loan.

 

http://dx.doi.org/10.2337/dc07-1365
<http://dx.doi.org/10.2337/dc07-1365> 

 

Diabetes Care 31:667-671, 2008

 

Evaluation of Diabetes and Cardiovascular Disease Print Patient
Education Materials for Use With Low-Health Literate Populations

Felicia Hill-Briggs and Andrea S. Smith

 

It was released early as a preprint release so some of you may have
already seen it.

 

Julie

 

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932

1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax

jespar at lsuhsc.edu


 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of sally sandy
Sent: Thursday, March 27, 2008 12:38 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1885] Re: Health Care Costs

 

Howard-

 

Thanks tons for this link. It is most certainly newer data than most of
the other that I could find. I have been using the 70 billion figure,
but assumed that that had increased substantially, as your site
indicates. Now, if I could just get numbers for Missouri.....

 

Sally Sandy

Director

Parkway Adult Education and Literacy

St. Louis. M0.

314-415-4943
www.pkwy.k12.mo.us/ael
"Zeitz, Howard" <hzeitz at uic.edu> wrote:

	Sally: Try the following, provided by Dr. Paul Smith, Univ of
Wisconsin.
	
	Based on 2003 data, this publication estimates the cost to the
US annually
	for low health literacy at $106-238 BILLION......
	
	
http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
	LowHealthLiteracyReport10_4_07.pdf
	
	Howard
	
	
========================================================================
====
	On Thu, March 27, 2008 10:41 am, sally sandy wrote:
	> Can anyone point me to a source where I can access the amount
that low
	> level literacy "costs" in terms of health care dollars per
year. In other
	> words, how much is spent in the US on health care that is
directly
	> attributable to low level literacy. Next, where can I find
this number
	> broken down state by state?
	>
	> Sally Sandy
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy
	> Email delivered to hzeitz at uic.edu
	
	
	Howard J Zeitz, MD
	Rockford Regional Partnership for Health Literacy (RRPHL)
	1601 Parkview Ave
	Rockford, IL 61107
	T: 815-395-5693
	F: 815-395-5908
	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to sallysandy at yahoo.com

 

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From zornm at mail.nlm.nih.gov  Fri Mar 28 09:42:04 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Fri, 28 Mar 2008 09:42:04 -0400
Subject: [HealthLiteracy 1890] Re: Health Care Costs
In-Reply-To: <FDC04187BBCF3B499A12C030E1F6A6989121CF@msxc05.OSUMC.EDU>
References: <452456.83681.qm@web35608.mail.mud.yahoo.com>
	<FDC04187BBCF3B499A12C030E1F6A6989121CF@msxc05.OSUMC.EDU>
Message-ID: <5C1E5F8ADE32A4458008B4D6787C70A403426A54@NIHCESMLBX8.nih.gov>

I got it at
http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/LowH
ealthLiteracyReport10_4_07.pdf  

 

The Low Health Literacy: Implications for National Policy document is at
http://npsf.org/askme3/pdfs/Case_Report_10_07.pdf

 

Several more documents, including an Appendix on Cost Calculations
(http://npsf.org/askme3/pdfs/Appendix_10_07.pdf ) , are linked to the
Partnership for Clear Health Communication
   National Patient Safety Foundation page at
http://npsf.org/pchc/downloads.php#hlpapers 

 

 

 

From: McGrew, Cat [mailto:Cat.McGrew at osumc.edu] 
Sent: Thursday, March 27, 2008 2:59 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1886] Re: Health Care Costs

 

When I tried the link, the URL was not found.  Perhaps you will be able
to find it using the citation included by Dr. Smith in a presentation
just this week.  Low Health Literacy: Implications for National Health
Policy.  Vernon, J., Trujillo, A., Rosenbaum, S. & DeBuono, B. (2007).

Unfortunately, the journal, site or database for this article was not
provided, but I expect you can find it by the authors. 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of sally sandy
Sent: Thursday, March 27, 2008 1:38 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1885] Re: Health Care Costs

 

Howard-

 

Thanks tons for this link. It is most certainly newer data than most of
the other that I could find. I have been using the 70 billion figure,
but assumed that that had increased substantially, as your site
indicates. Now, if I could just get numbers for Missouri.....

 

Sally Sandy

Director

Parkway Adult Education and Literacy

St. Louis. M0.

314-415-4943
www.pkwy.k12.mo.us/ael
"Zeitz, Howard" <hzeitz at uic.edu> wrote:

	Sally: Try the following, provided by Dr. Paul Smith, Univ of
Wisconsin.
	
	Based on 2003 data, this publication estimates the cost to the
US annually
	for low health literacy at $106-238 BILLION......
	
	
http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
	LowHealthLiteracyReport10_4_07.pdf
	
	Howard
	
	
========================================================================
====
	On Thu, March 27, 2008 10:41 am, sally sandy wrote:
	> Can anyone point me to a source where I can access the amount
that low
	> level literacy "costs" in terms of health care dollars per
year. In other
	> words, how much is spent in the US on health care that is
directly
	> attributable to low level literacy. Next, where can I find
this number
	> broken down state by state?
	>
	> Sally Sandy
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy
	> Email delivered to hzeitz at uic.edu
	
	
	Howard J Zeitz, MD
	Rockford Regional Partnership for Health Literacy (RRPHL)
	1601 Parkview Ave
	Rockford, IL 61107
	T: 815-395-5693
	F: 815-395-5908
	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to sallysandy at yahoo.com

 

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From SiobhanChamp-Blackwell at creighton.edu  Fri Mar 28 09:52:17 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Fri, 28 Mar 2008 08:52:17 -0500
Subject: [HealthLiteracy 1891] Re: Health Care Costs
In-Reply-To: <FDC04187BBCF3B499A12C030E1F6A6989121CF@msxc05.OSUMC.EDU>
References: <452456.83681.qm@web35608.mail.mud.yahoo.com>
	<FDC04187BBCF3B499A12C030E1F6A6989121CF@msxc05.OSUMC.EDU>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0D2665FA@exbe01.blue.jays.creighton.edu>

 The URL was too long to fit on one line. Try this
http://tinyurl.com/327qwp 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of McGrew, Cat
Sent: Thursday, March 27, 2008 1:59 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1886] Re: Health Care Costs



When I tried the link, the URL was not found.  Perhaps you will be able
to find it using the citation included by Dr. Smith in a presentation
just this week.  Low Health Literacy: Implications for National Health
Policy.  Vernon, J., Trujillo, A., Rosenbaum, S. & DeBuono, B. (2007).

Unfortunately, the journal, site or database for this article was not
provided, but I expect you can find it by the authors. 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of sally sandy
Sent: Thursday, March 27, 2008 1:38 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1885] Re: Health Care Costs

 

Howard-

 

Thanks tons for this link. It is most certainly newer data than most of
the other that I could find. I have been using the 70 billion figure,
but assumed that that had increased substantially, as your site
indicates. Now, if I could just get numbers for Missouri.....

 

Sally Sandy

Director

Parkway Adult Education and Literacy

St. Louis. M0.

314-415-4943
www.pkwy.k12.mo.us/ael
"Zeitz, Howard" <hzeitz at uic.edu> wrote:

	Sally: Try the following, provided by Dr. Paul Smith, Univ of
Wisconsin.
	
	Based on 2003 data, this publication estimates the cost to the
US annually
	for low health literacy at $106-238 BILLION......
	
	
http://www.gwumc.edu/sphhs/departments/healthpolicy/chsrp/downloads/
	LowHealthLiteracyReport10_4_07.pdf
	
	Howard
	
	
========================================================================
====
	On Thu, March 27, 2008 10:41 am, sally sandy wrote:
	> Can anyone point me to a source where I can access the amount
that low
	> level literacy "costs" in terms of health care dollars per
year. In other
	> words, how much is spent in the US on health care that is
directly
	> attributable to low level literacy. Next, where can I find
this number
	> broken down state by state?
	>
	> Sally Sandy
	>
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy
	> Email delivered to hzeitz at uic.edu
	
	
	Howard J Zeitz, MD
	Rockford Regional Partnership for Health Literacy (RRPHL)
	1601 Parkview Ave
	Rockford, IL 61107
	T: 815-395-5693
	F: 815-395-5908
	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to sallysandy at yahoo.com

 

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From JBaker3439 at aol.com  Mon Mar 31 11:18:28 2008
From: JBaker3439 at aol.com (JBaker3439 at aol.com)
Date: Mon, 31 Mar 2008 11:18:28 EDT
Subject: [HealthLiteracy 1892] Re: Health Care Costs
Message-ID: <d4d.19e99eaa.35225ac4@aol.com>

Excellent report.  Thanks for directing us to  it.
 
As with Sally's attempts to find out health literacy data and  costs for 
Missouri, I'm trying to gather information specific to Ohio.   Does anyone have 
information on how to find state-specific data, especially  costs?
 
Thanks,
 
Julie N. Baker
_jbaker3439 at aol.com_ (mailto:jbaker3439 at aol.com) 



**************Create a Home Theater Like the Pros. Watch the video on AOL 
Home.      
(http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom00030000000001)
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From jespar at lsuhsc.edu  Wed Apr  2 16:00:32 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Wed, 2 Apr 2008 15:00:32 -0500
Subject: [HealthLiteracy 1893] New resource from AHRQ for consumer on
	CoumadinR/Warfarin
Message-ID: <E969F95345B2B443B4AAA5DC2473999A060B812C@SH-EXCHBE2.master.lsuhsc.edu>

Some of you might be interested in this new resource from AHRQ on
Coumadin(r)/Warfarin for consumers.

 

http://www.ahrq.gov/consumer/coumadin.htm   There is a PDF option from
this page.

 

Julie

 

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932

1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax

jespar at lsuhsc.edu


 

 

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From cyq8 at cdc.gov  Thu Apr  3 08:17:35 2008
From: cyq8 at cdc.gov (Ours, Laura (CDC/CCHIS/NCHM))
Date: Thu, 3 Apr 2008 08:17:35 -0400
Subject: [HealthLiteracy 1894]  Statewide initiative examples
Message-ID: <377C249DE8BAF14E8E62E39A48D277B21ED5B0@LTA3VS001.ees.hhs.gov>

Good morning,

We are working on a project and are interested in finding examples of
statewide health literacy initiatives that are currently underway and/or
have been done in the past (a bonus would be if these past projects had
some outcome data).  We are aware of a few but would like to see what
else may be going on.  If anyone has any examples they may know about
and would like to share, please email me directly.  Thank you in
advance!!

Laura Ours, M.S., CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Phone: 404-498-0984
Email: Lours at cdc.gov

Visit our website at www.cdc.gov/healthmarketing




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From julie_mcKinney at worlded.org  Thu Apr  3 09:12:48 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 03 Apr 2008 09:12:48 -0400
Subject: [HealthLiteracy 1895] IOM Roundtable on Health Literacy and eHealth
Message-ID: <47F49F900200002D0000637A@hestia.jsi.com>

Hi Everyone,

I'm passing on this information about a meeting last month. (Thanks to Linda Johnston-Lloyd from HRSA for sending it!)

Julie

*********************************************

The sixth meeting of the Roundtable on Health Literacy was the workshop on Health Literacy, eHealth, and Communication: Putting the Consumer First. This meeting took place on Monday, March 17th at the National Academies of Science.

GOAL: To obtain information on the current status, barriers, and steps to be taken to facilitate eHealth strategies that incorporate needs of populations with low health literacy and language barriers. 

See the link below for the schedule of presentations. Click on the presenters' names to see their powerpoints.

http://www.iom.edu/CMS/3793/31487/HealthLit6.aspx

**********************************************

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org



From julie_mcKinney at worlded.org  Thu Apr  3 09:54:43 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 03 Apr 2008 09:54:43 -0400
Subject: [HealthLiteracy 1896] Wednesday Question: Advice for new coalitions
Message-ID: <47F4A9630200002D00006391@hestia.jsi.com>

Hi Everyone,

I 'd like to give another week to last week's question about forming health literacy coalitions, partnerships, or initiatives in your communities. We had such a good exchange about how to give "constructive criticism" for poorly done health communication, that this topic didn't get much time. And lots of people wanted to hear more.

Last week I asked:

What advice would you give to those who are just starting to build a health literacy coalition in their community? What are
the biggest challenges, and what helped you to get through them?

Please speak up out there and let us know how you've been doing this successfully!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From sandras at u.washington.edu  Thu Apr  3 11:06:55 2008
From: sandras at u.washington.edu (Sandra Smith)
Date: Thu, 3 Apr 2008 08:06:55 -0700
Subject: [HealthLiteracy 1897] Re: Statewide initiative examples
In-Reply-To: <377C249DE8BAF14E8E62E39A48D277B21ED5B0@LTA3VS001.ees.hhs.gov>
References: <377C249DE8BAF14E8E62E39A48D277B21ED5B0@LTA3VS001.ees.hhs.gov>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAALTItXNGU8RPm8Org5vL0lUBAAAAAA==@u.washington.edu>

Laura,  Please share the responses. Thanks ahead. ss

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ours, Laura
(CDC/CCHIS/NCHM)
Sent: Thursday, April 03, 2008 5:18 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1894] Statewide initiative examples

 

Good morning, 

We are working on a project and are interested in finding examples of
statewide health literacy initiatives that are currently underway and/or
have been done in the past (a bonus would be if these past projects had some
outcome data).  We are aware of a few but would like to see what else may be
going on.  If anyone has any examples they may know about and would like to
share, please email me directly.  Thank you in advance!!

Laura Ours, M.S., CHES 
Health Communication Specialist 
Division of Health Communication and Marketing 
National Center for Health Marketing 
Centers for Disease Control and Prevention 
Phone: 404-498-0984 
Email: Lours at cdc.gov 

Visit our website at HYPERLINK
"http://www.cdc.gov/healthmarketing"www.cdc.gov/healthmarketing 





 

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Checked by AVG.
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From joan at ipns.com  Thu Apr  3 23:00:14 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 03 Apr 2008 20:00:14 -0700
Subject: [HealthLiteracy 1898]  Vision and Eye Health Materials
Message-ID: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>

Dear Colleagues -

I am looking for "low literacy" materials related to vision and eye 
care.  Does anyone know of a resource for materials written in plain 
language  or that they think are very good?

Thank you!
Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849





From jespar at lsuhsc.edu  Fri Apr  4 09:29:53 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 4 Apr 2008 08:29:53 -0500
Subject: [HealthLiteracy 1899]  New resource... ASCO Launches Cancer.Net,
	Featuring New, Doctor-Approved Information And Tools For Patients
Message-ID: <E969F95345B2B443B4AAA5DC2473999A060B879B@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for cross posting

Not sure how I feel about ASCO adding to the consumer information.? I did a quick look at it seemed clunky and confusing to use.? I looked up a condition and after looking at staging (I hit the back button) it sent me back to the alpha list of all cancers and NOT to the other selections under the specific cancer.? Using the PREVIOUS and NEXT button still doesn't help.? I guess information can never hurt but I wonder why they felt they needed to join a game when NCI and American Cancer society do a pretty good job online.? 

I don't know what do others of you think.? At least you know there is a new resource available.? 

http://www.medicalnewstoday.com/articles/102864.php Press Release

http://www.cancer.net/Cancer/cancer.html The website

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932
1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu

?



From DVarner at cmhsumner.org  Fri Apr  4 10:23:54 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Fri, 04 Apr 2008 09:23:54 -0500
Subject: [HealthLiteracy 1900] Re: Vision and Eye Health Materials
In-Reply-To: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>
References: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>
Message-ID: <WorldClient-F200804040923.AA23540016@cmhsumner.org>

Joan, I found some health literate materials for free at the US Dept of 
Health and Human Services National Institutes of Health, National Eye 
Institute. Web Site www.nei.nih.gov  There is information on glaucoma, 
macular degeneration ect. Deb

-----Original Message-----
From: Joan Medlen <joan at ipns.com>
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Thu, 03 Apr 2008 20:00:14 -0700
Subject: [HealthLiteracy 1898]  Vision and Eye Health Materials

> Dear Colleagues -
> 
> I am looking for "low literacy" materials related to vision and eye 
> care.  Does anyone know of a resource for materials written in plain 
> language  or that they think are very good?
> 
> Thank you!
> Joan
> 
> -------
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Healthy Athletes
> joan at DownSyndromeNutrition.com
> 503.246.3849
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org




From cmurbain at pediatrichomeservice.com  Fri Apr  4 17:35:11 2008
From: cmurbain at pediatrichomeservice.com (Cathleen M. Urbain)
Date: Fri, 4 Apr 2008 16:35:11 -0500
Subject: [HealthLiteracy 1900] Re: Statewide initiative examples
In-Reply-To: <377C249DE8BAF14E8E62E39A48D277B21ED5B0@LTA3VS001.ees.hhs.gov>
References: <377C249DE8BAF14E8E62E39A48D277B21ED5B0@LTA3VS001.ees.hhs.gov>
Message-ID: <58479A9FD3A8F24888F358EE4C3367E502FD457552@FRODO.pediatrichomeservice.com>

MN Health Literacy Partnership http://healthlit.themlc.org/home.html
Thanks for pulling this info together.

Cathleen Urbain, Ph.D.
Patient Advocacy

Pediatric Home Service
2800 Cleveland Ave N
Roseville, MN 55113

(P) 651-789-2114
(F) 651-638-0680
www.pediatrichomeservice.com<http://www.pediatrichomeservice.com/>

taking care of the child

The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender.
________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ours, Laura (CDC/CCHIS/NCHM)
Sent: Thursday, April 03, 2008 7:18 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1894] Statewide initiative examples


Good morning,

We are working on a project and are interested in finding examples of statewide health literacy initiatives that are currently underway and/or have been done in the past (a bonus would be if these past projects had some outcome data).  We are aware of a few but would like to see what else may be going on.  If anyone has any examples they may know about and would like to share, please email me directly.  Thank you in advance!!

Laura Ours, M.S., CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Phone: 404-498-0984
Email: Lours at cdc.gov

Visit our website at www.cdc.gov/healthmarketing<http://www.cdc.gov/healthmarketing>




______________________________________________________________________
This email has been scanned by the MessageLabs Email Security System.
For more information please visit http://www.messagelabs.com/email
______________________________________________________________________
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From jmcgee at pacifier.com  Fri Apr  4 22:41:23 2008
From: jmcgee at pacifier.com (Jeanne McGee)
Date: Fri, 04 Apr 2008 19:41:23 -0700
Subject: [HealthLiteracy 1901] Re: Vision and Eye Health Materials
In-Reply-To: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>
References: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>
Message-ID: <47F6E6D3.9000000@pacifier.com>

Joan,

The Oregon Diabetes Resource Bank has recently posted a group of 
easy-to-read materials for people with diabetes, one of which is called 
"Keeping your eyes healthy when you have diabetes." It explains what is 
meant by "dilated eye exam" and it include photographs that show how 
different eye problems affect vision. You can download it for free at 
http://www.oregon.gov/DHS/ph/diabetes/resourcebank/eye_health_flyer.shtml. 
My partner Mark Evers and I developed and tested these diabetes 
materials for the State of Oregon. To get feedback on draft versions, we 
conducted individual interviews and group discussions with a diverse mix 
of people. We used the feedback to make improvements and to verify that 
the materials were appealing, informative, and easy to understand.

Jeanne McGee
McGee & Evers Consulting, Inc.
1924 NW 111th Street
Vancouver WA 98685
360 574-4744


Joan Medlen wrote:
> Dear Colleagues -
>
> I am looking for "low literacy" materials related to vision and eye 
> care.  Does anyone know of a resource for materials written in plain 
> language  or that they think are very good?
>
> Thank you!
> Joan
>
> -------
> Joan E Guthrie Medlen, R.D., L.D.
> Clinical Advisor, Health Literacy & Communications
> Special Olympics Healthy Athletes
> joan at DownSyndromeNutrition.com
> 503.246.3849
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jmcgee at pacifier.com
>
>
>   



From hzeitz at uic.edu  Sat Apr  5 01:08:50 2008
From: hzeitz at uic.edu (Zeitz, Howard)
Date: Sat, 5 Apr 2008 00:08:50 -0500 (CDT)
Subject: [HealthLiteracy 1902] Re: New resource... ASCO Launches Cancer.Net,
 Featuring New, Doctor-Approved Information And Tools For Patients
In-Reply-To: <E969F95345B2B443B4AAA5DC2473999A060B879B@SH-EXCHBE2.master.lsuhsc.edu
	>
References: <E969F95345B2B443B4AAA5DC2473999A060B879B@SH-EXCHBE2.master.lsuhsc.edu>
Message-ID: <1141.98.213.186.101.1207372130.squirrel@webmail.uic.edu>

For the condition I tried (amyloidosis), PREVIOUS took me back while NEXT
took me forward.

HJZ


===========================================================================
On Fri, April 4, 2008 8:29 am, Esparza, Julia M. wrote:
> Sorry for cross posting
>
> Not sure how I feel about ASCO adding to the consumer information.  I did
> a quick look at it seemed clunky and confusing to use.  I looked up a
> condition and after looking at staging (I hit the back button) it sent me
> back to the alpha list of all cancers and NOT to the other selections
> under the specific cancer.  Using the PREVIOUS and NEXT button still
> doesn't help.  I guess information can never hurt but I wonder why they
> felt they needed to join a game when NCI and American Cancer society do a
> pretty good job online.
>
> I don't know what do others of you think.  At least you know there is a
> new resource available.
>
> http://www.medicalnewstoday.com/articles/102864.php Press Release
>
> http://www.cancer.net/Cancer/cancer.html The website
>
> Julie Esparza
> Clinical Medical Librarian
> Department of Medical Library Science
> LSU Health Sciences Center
> P.O. Box 33932
> 1501 Kings Highway
> Shreveport, Louisiana 71130
> 318-675-4179
> 318-675-5442 Fax
> jespar at lsuhsc.edu
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to hzeitz at uic.edu
>
>


Howard J Zeitz, MD
University of Illinois
1601 Parkview Ave
Rockford, IL 61107
T: 815-395-5964
F: 815-395-5671



From jespar at lsuhsc.edu  Mon Apr  7 09:14:37 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Mon, 7 Apr 2008 08:14:37 -0500
Subject: [HealthLiteracy 1902] FYI - Resources from Joint Commission on
	Understanding your Doctor and Other Caregivers
Message-ID: <E969F95345B2B443B4AAA5DC2473999A060B8C08@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for cross posting.

 

If you haven't seen these resources you might be interested in them.
There is NO copyright on them so they can be reproduced by your
institutions for free.

 

http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.ht
m

 

Press release that goes with it can be found at
http://www.jointcommission.org/NewsRoom/NewsReleases/nr_04_04_08.htm 

 

Julie

 

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932

1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax

jespar at lsuhsc.edu


 

 

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From NDavies at dthr.ab.ca  Mon Apr  7 10:22:06 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 7 Apr 2008 08:22:06 -0600
Subject: [HealthLiteracy 1903] Re: Vision and Eye Health Materials
In-Reply-To: <6.0.0.22.2.20080403195853.062d9a20@mail.ipns.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BDA9@DTHREXCL1.dthr.ab.ca>

www.eyesite.ca has some good info. At the moment, the site is down, however, last week I printed off some good info on glaucoma and other subjects. I hope it comes back up. Their info is available in .pdf



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Joan Medlen
Sent: Thursday, April 03, 2008 9:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1898] Vision and Eye Health Materials


Dear Colleagues -

I am looking for "low literacy" materials related to vision and eye 
care.  Does anyone know of a resource for materials written in plain 
language  or that they think are very good?

Thank you!
Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at DownSyndromeNutrition.com
503.246.3849



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From JKelLaw at aol.com  Mon Apr  7 12:27:35 2008
From: JKelLaw at aol.com (JKelLaw at aol.com)
Date: Mon, 7 Apr 2008 12:27:35 EDT
Subject: [HealthLiteracy 1904]  Vision and eye health materials
Message-ID: <c07.31d2a51f.352ba577@aol.com>

I suffered a detached retina in 2006 and have endured four failed surgeries
and am now blind in my right eye. The instructions and materials
I was given were pathetic. Of course, I did my own internet research,
but when you are scared to pieces and peering into a blurry screen,
it's hard. My surgeon told me I would have to remain facedown 24 hours
a day without fail after the first surgery. They mentioned some totally
stupid stuff you could rent to help you. I was so afraid I would bring
my head up accidentally, I had a friend take my dog and something happened
to my beloved Spencer and he never came home. Long story. So bad
instructions basically cost me my dog, my heart. 

I put up a website on how to do facedown properly. I learned from the big
famous eye docs that bringing your head up even 10 mins an hr is no
biggie.

Cheers,

Star Lawrence
http://facedownrecoveryfromretinalsurgery.blogspot.com
http://healthsass.blogspot.com - my daily health humor site
http://writerscatablog.com - restoring respect to the writing profession
one joke at a time


**************
Planning your summer road trip? Check out AOL 
Travel Guides.
      
(http://travel.aol.com/travel-guide/united-states?ncid=aoltrv00030000000016)
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From jespar at lsuhsc.edu  Tue Apr  8 18:22:39 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 8 Apr 2008 17:22:39 -0500
Subject: [HealthLiteracy 1905] Lately all I seem to be doing is posting
	about new articles - Chest article - Creating Written Patient
	Education Materials
Message-ID: <E969F95345B2B443B4AAA5DC2473999A0613530B@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for the cross posting.

Friends if you have access to Chest there is a new article that maybe of interest to you or your staff on 

Creating Written Patient Education Materials
http://dx.doi.org/10.1378/chest.07-3040

Julie

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
P.O. Box 33932
1501 Kings Highway
Shreveport, Louisiana 71130
318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu

?



From julie_mcKinney at worlded.org  Wed Apr  9 16:31:59 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 09 Apr 2008 16:31:59 -0400
Subject: [HealthLiteracy 1906] Advice for forming Health Literacy Coalitions
Message-ID: <47FCEF820200002D00006498@hestia.jsi.com>

Hi Everyone,

Before asking this week's Wednesday question, I want to give some input on last week's question about advice for those doing health literacy coalitions. Recently there have been three Health Literacy Summits, organized by the National Institute for Literacy, which included panels of people who were doing such coalitions or collaborative projects. These people had some great advice for meeting the many challenges of making a coalition like this work.

Here are some suggestions they had in the summit I was fortunate enough to attend:

* keep showing up!!
* be patient!!!
* include an academic partner (with research clout)
* include a physician (who speaks the "language" and gets heard by the medical field)
* whatever group you are from, make clear what resources you can offer to the coalition (knowledge, expertise, access to your constituency/students/patients)
* make sure that each partner in the coalition sees the value of their participation (value to themselves)
* understand that health care is a very demanding field
* understand that literacy is a very demanding (and resource-poor) field
* find a specific person in the health care field in your community who is a strong supporter of adult literacy
* same as above but vice-versa
* "Create a Switzerland": a coalition can and should b e a non-threatening place for all partners...have a meeting place and website that is neutral turf for all
* partners want to push their own agendas..maybe they come to the table just to keep your activities "under their thumb", but you can use that to your advantage...
* use whatever momentum and marketing you have to make your coalition an "unmissable" one  in the community...make all potential partners feel like they're missing something key if they are not part of your coalition

I hope this helps!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From julie_mcKinney at worlded.org  Wed Apr  9 16:35:49 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 09 Apr 2008 16:35:49 -0400
Subject: [HealthLiteracy 1907] Health Literacy Summits: link to information
Message-ID: <47FCF0650200002D0000649C@hestia.jsi.com>

Hi Everyone,

Here is the link to information about the recent Health Literacy Summits.

Under each summit there is a blurb, the contact info, a link to the agendas and the presentation powerpoints.

http://www.nifl.gov/nifl/news_events/02-08-08.html 

There is lots of good information here!

Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From julie_mcKinney at worlded.org  Wed Apr  9 16:41:27 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 09 Apr 2008 16:41:27 -0400
Subject: [HealthLiteracy 1908]  Wednesday Question: What can you offer?
Message-ID: <47FCF1B70200002D000064A0@hestia.jsi.com>

Hi Everyone,

I promise to leave you alone after this message!

So today's question, in continuing the theme of Health Literacy Coalitions, is for people from all kinds of programs, disciplines and fields: 

What do you have to offer a health literacy coalition? 
How can your organization benefit the other partners and their work?

Please speak out from whatever field you are in! Those of you who have parnters in an established coalition, please encourage your partners to send in a tidbit. (let's hear form the less obvious ones, too: insurers, local businesses, etc.)

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From julie_mcKinney at worlded.org  Fri Apr 11 17:55:14 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 11 Apr 2008 17:55:14 -0400
Subject: [HealthLiteracy 1909] The Joint Commission's Health Literacy
	Campaign
Message-ID: <47FFA6030200002D00006539@hestia.jsi.com>

Hi Everyone,

Check out these new materials from the Joint Commission. Let the list know what you think of them and the campaign in general!

Have a good weekend,
Julie

*******************
The Joint Commission is launching a national campaign to help Americans prevent health care errors by promoting health literacy.  Understanding Your Caregivers provides patients questions and answers that will help them better understand the care they receive.  Among the topics are: 

- What can you do if you don't understand what your caregiver is saying?
- What can you do if they explain and you still don't understand?
- How do you understand all the instructions related to medicines, or even remember all of the medicines?

The campaign is part of their national patient safety Speak Up program which offers downloadable, easy-to-read brochures on issues such as preventing medication mistakes, avoiding wrong site surgery, and recovering after leaving the hospital.

To download Understanding Your Caregivers brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.htm

To download Speak Up brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/

* * * * * * * * * * * * *


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From jpotter at gha.org  Mon Apr 14 07:01:22 2008
From: jpotter at gha.org (Jan Potter)
Date: Mon, 14 Apr 2008 07:01:22 -0400
Subject: [HealthLiteracy 1910] Re: The Joint Commission's Health
	LiteracyCampaign
In-Reply-To: <47FFA6030200002D00006539@hestia.jsi.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704A0B@email.gha.local>

Okay, I know that I am being obnoxiously picky, but I do not care for these materials at all.  I do not think that they are very easy to read for a number of reasons. 

 

1.      "Caregiver"? - I wasn't even sure what they meant with this word.  I don't know about the rest of you, but I've never seen that on an elementary school spelling test.  Strangely enough, the Spanish translation is "health professional" which makes it even weirder.

2.      Everything in this pamphlet screams "this is your problem" which I find difficult.

3.      The remarks about culture are just bizarre.  "Hello, my name is Jan and I just want to let you know that my culture is different.  In my culture, we are taught respect for others and so, you - as my "caregiver" need to treat me right."  Yeah.  I can see those words coming out of anyone's mouth....

4.      The grammar is poor.  "That you know about other treatments available to you."  This smacks of "okay, never use compound sentences if you want to write low-literacy materials."  So instead, it's okay to just put fragments in there?

5.      Why ask the caregiver "Is there someone who can help you understand your doctor, nurse, and other caregivers?"  All these questions on the front page are strange.  A more understandable question would be "Is there someone here who can spend some time with me and help me to understand?"

 

I could go on all day....

 

 

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha 

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org)

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Friday, April 11, 2008 5:55 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1909] The Joint Commission's Health LiteracyCampaign

 

Hi Everyone,

 

Check out these new materials from the Joint Commission. Let the list know what you think of them and the campaign in general!

 

Have a good weekend,

Julie

 

*******************

The Joint Commission is launching a national campaign to help Americans prevent health care errors by promoting health literacy.  Understanding Your Caregivers provides patients questions and answers that will help them better understand the care they receive.  Among the topics are: 

 

- What can you do if you don't understand what your caregiver is saying?

- What can you do if they explain and you still don't understand?

- How do you understand all the instructions related to medicines, or even remember all of the medicines?

 

The campaign is part of their national patient safety Speak Up program which offers downloadable, easy-to-read brochures on issues such as preventing medication mistakes, avoiding wrong site surgery, and recovering after leaving the hospital.

 

To download Understanding Your Caregivers brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.htm

 

To download Speak Up brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/

 

* * * * * * * * * * * * *

 

 

Julie McKinney

Health Literacy List Moderator

World Education

jmckinney at worlded.org

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to jpotter at gha.org

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From Linda.Rohret at ncmail.net  Mon Apr 14 10:23:24 2008
From: Linda.Rohret at ncmail.net (Linda Rohret)
Date: Mon, 14 Apr 2008 10:23:24 -0400
Subject: [HealthLiteracy 1911] Re: The Joint Commission's
	Health	LiteracyCampaign
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704A0B@email.gha.local>
References: <FFE7C75CEE15B042B0453ABA750444DD704A0B@email.gha.local>
Message-ID: <480368DC.5040502@ncmail.net>

Jan,

I agree with each of your reasons, and much more.  I think you have a 
right, Jan, to "go on all day!"  I wonder if there was a clear 
understanding of health literacy when writing for this piece and the 
campaign.  

 

I don't think you are picky, there are multiple issues in addition to 
yours:  layout, "caregivers" interchanged with "doctor," reading level 
(I wonder, didn't take time; at least certain words used), so many 
issues in general.

 

This listserv addressed "healthcare provider" vs "healthcare 
professional" verbiage and now there is a "caregiver" term?  I think 
most individuals think of caregivers as those family and friends to 
provide personal, individual care to someone who is ill or cannot care 
for oneself.

 

Might this listserv provide feedback to the Joint Commission.  

---

Linda L. Rohret, M.A., R.H.Ed.
Special Projects Coordinator
North Carolina Comprehensive Cancer Program
DHHS--Division of Public Health
1922 Mail Service Center
Raleigh, NC  27699-1922
Tele:   919 707-5331
Fax:    919 870-4811



Jan Potter wrote:

> Okay, I know that I am being obnoxiously picky, but I do not care for 
> these materials at all.  I do not think that they are very easy to 
> read for a number of reasons.
>
>  
>
> 1.      "Caregiver"? - I wasn't even sure what they meant with this 
> word.  I don't know about the rest of you, but I've never seen that on 
> an elementary school spelling test.  Strangely enough, the Spanish 
> translation is "health professional" which makes it even weirder.
>
> 2.      Everything in this pamphlet screams "this is your problem" 
> which I find difficult.
>
> 3.      The remarks about culture are just bizarre.  "Hello, my name 
> is Jan and I just want to let you know that my culture is different.  
> In my culture, we are taught respect for others and so, you - as my 
> "caregiver" need to treat me right."  Yeah.  I can see those words 
> coming out of anyone's mouth....
>
> 4.      The grammar is poor.  "That you know about other treatments 
> available to you."  This smacks of "okay, never use compound sentences 
> if you want to write low-literacy materials."  So instead, it's okay 
> to just put fragments in there?
>
> 5.      Why ask the caregiver "Is there someone who can help you 
> understand your doctor, nurse, and other caregivers?"  All these 
> questions on the front page are strange.  A more understandable 
> question would be "Is there someone here who can spend some time with 
> me and help me to understand?"
>
>  
>
> I could go on all day....
>
>  
>
>  
>
>  
>
>  
>
> Jan Potter, MSTC
>
> Communications Specialist
>
> Partnership for Health and Accountability
>
> 770-249-4549
>
> www.gha.org/pha
>
>  
>
> It's not what you look at that matters, it's what you see.
>
> Henry David Thoreau
>
>  
>
> This Email is covered by the Electronic Communications Privacy Act, 18 
> U.S.C. ?? 2510-2521 and may be legally privileged. The information 
> contained in this Email is intended only for use of the individual or 
> entity named above. If the reader of this message is not the intended 
> recipient, or the employee or agent responsible to deliver it to the 
> intended recipient, please destroy the email after advising by reply 
> that you erroneously received this.  If applicable, the receipt by 
> anyone other than the designated recipient does not waive the 
> attorney-client privilege, nor will it constitute a waiver of the 
> work-product doctrine. If you are not the intended recipient, please 
> delete this message and notify us via e-mail to (PHA at gha.org)
>
>  
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov 
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> Sent: Friday, April 11, 2008 5:55 PM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1909] The Joint Commission's Health 
> LiteracyCampaign
>
>  
>
> Hi Everyone,
>
>  
>
> Check out these new materials from the Joint Commission. Let the list 
> know what you think of them and the campaign in general!
>
>  
>
> Have a good weekend,
>
> Julie
>
>  
>
> *******************
>
> The Joint Commission is launching a national campaign to help 
> Americans prevent health care errors by promoting health literacy.  
> Understanding Your Caregivers provides patients questions and answers 
> that will help them better understand the care they receive.  Among 
> the topics are:
>
>  
>
> - What can you do if you don't understand what your caregiver is saying?
>
> - What can you do if they explain and you still don't understand?
>
> - How do you understand all the instructions related to medicines, or 
> even remember all of the medicines?
>
>  
>
> The campaign is part of their national patient safety Speak Up program 
> which offers downloadable, easy-to-read brochures on issues such as 
> preventing medication mistakes, avoiding wrong site surgery, and 
> recovering after leaving the hospital.
>
>  
>
> To download Understanding Your Caregivers brochures, visit 
> http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.htm
>
>  
>
> To download Speak Up brochures, visit 
> http://www.jointcommission.org/PatientSafety/SpeakUp/
>
>  
>
> * * * * * * * * * * * * *
>
>  
>
>  
>
> Julie McKinney
>
> Health Literacy List Moderator
>
> World Education
>
> jmckinney at worlded.org
>
> ----------------------------------------------------
>
> National Institute for Literacy
>
> Health and Literacy mailing list
>
> HealthLiteracy at nifl.gov
>
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
>
> Email delivered to jpotter at gha.org
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to linda.rohret at ncmail.net
>
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From DVarner at cmhsumner.org  Mon Apr 14 15:52:35 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Mon, 14 Apr 2008 14:52:35 -0500
Subject: [HealthLiteracy 1912] Re: The Joint Commission's Health
	Literacy	Campaign
In-Reply-To: <47FFA6030200002D00006539@hestia.jsi.com>
References: <47FFA6030200002D00006539@hestia.jsi.com>
Message-ID: <WorldClient-F200804141452.AA52350060@cmhsumner.org>

Julie, I found a few problems with the brochures. They have small font. 
One of the brochures uses a large Capital letter to start each 
paragraph. I also feel they are somewhat wordy. Deb

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Fri, 11 Apr 2008 17:55:14 -0400
Subject: [HealthLiteracy 1909] The Joint Commission's Health Literacy 
Campaign

> Hi Everyone,
> 
> Check out these new materials from the Joint Commission. Let the list
> know what you think of them and the campaign in general!
> 
> Have a good weekend,
> Julie
> 
> *******************
> The Joint Commission is launching a national campaign to help Americans
> prevent health care errors by promoting health literacy.  Understanding
> Your Caregivers provides patients questions and answers that will help
> them better understand the care they receive.  Among the topics are: 
> 
> - What can you do if you don't understand what your caregiver is
> saying?
> - What can you do if they explain and you still don't understand?
> - How do you understand all the instructions related to medicines, or
> even remember all of the medicines?
> 
> The campaign is part of their national patient safety Speak Up program
> which offers downloadable, easy-to-read brochures on issues such as
> preventing medication mistakes, avoiding wrong site surgery, and
> recovering after leaving the hospital.
> 
> To download Understanding Your Caregivers brochures, visit
> http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.h
> tm
> 
> To download Speak Up brochures, visit
> http://www.jointcommission.org/PatientSafety/SpeakUp/
> 
> * * * * * * * * * * * * *
> 
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org




From NDavies at dthr.ab.ca  Mon Apr 14 12:10:38 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 14 Apr 2008 10:10:38 -0600
Subject: [HealthLiteracy 1913] Re: The Joint
	Commission'sHealth	LiteracyCampaign
In-Reply-To: <480368DC.5040502@ncmail.net>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BE04@DTHREXCL1.dthr.ab.ca>

I agree:
 
Healthcare Provider sounds like an insurance provider in American publications.
Healthcare Professional sounds like doctors, nurses, and other hands-on, front line professionals.
Caregiver sounds like everything from the friendly neighbour who pops over to check you are OK if you live alone to a live-in nurse's aid who helps take care of basic needs, like food, warmth, housekeeping, etc.
 
It would be interesting to take a look at these publications to analyse their phrasing and terminology from a gender-based perspective. Healthcare Professional has a distinctly male inference, while caregiver, with its nurturing inference, sounds distinctly female.
 
Also, I have found that a few of these patient empowerment brochures have a distinctly combative tone. Why can't these brochures have a collaborative approach. Even the Ask Me 3 program had a welcoming feel, as well as an education section for frontline medical staff. Heck, weren't there badges and pins for staff to wear to open the lines of communication.
 
I also have to point out that "shaking your head to say no, you don't understand" is incredibly flawed advice: in some cultures, head shaking is the affirmative!
 
So, the way forward: how would we improve these documents? Are they beyond repair? Do we like something about the Questions but not the Answers?
 
Happy Monday!
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Linda Rohret
Sent: Monday, April 14, 2008 8:23 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1911] Re: The Joint Commission'sHealth LiteracyCampaign



Jan,

I agree with each of your reasons, and much more.  I think you have a right, Jan, to "go on all day!"  I wonder if there was a clear understanding of health literacy when writing for this piece and the campaign.  

I don't think you are picky, there are multiple issues in addition to yours:  layout, "caregivers" interchanged with "doctor," reading level (I wonder, didn't take time; at least certain words used), so many issues in general. 

This listserv addressed "healthcare provider" vs "healthcare professional" verbiage and now there is a "caregiver" term?  I think most individuals think of caregivers as those family and friends to provide personal, individual care to someone who is ill or cannot care for oneself.

Might this listserv provide feedback to the Joint Commission.  

---

Linda L. Rohret, M.A., R.H.Ed. 
Special Projects Coordinator
North Carolina Comprehensive Cancer Program
DHHS--Division of Public Health
1922 Mail Service Center
Raleigh, NC  27699-1922
Tele:   919 707-5331
Fax:    919 870-4811



Jan Potter wrote:


Okay, I know that I am being obnoxiously picky, but I do not care for these materials at all.  I do not think that they are very easy to read for a number of reasons. 

 

1.      "Caregiver"? - I wasn't even sure what they meant with this word.  I don't know about the rest of you, but I've never seen that on an elementary school spelling test.  Strangely enough, the Spanish translation is "health professional" which makes it even weirder.

2.      Everything in this pamphlet screams "this is your problem" which I find difficult.

3.      The remarks about culture are just bizarre.  "Hello, my name is Jan and I just want to let you know that my culture is different.  In my culture, we are taught respect for others and so, you - as my "caregiver" need to treat me right."  Yeah.  I can see those words coming out of anyone's mouth....

4.      The grammar is poor.  "That you know about other treatments available to you."  This smacks of "okay, never use compound sentences if you want to write low-literacy materials."  So instead, it's okay to just put fragments in there?

5.      Why ask the caregiver "Is there someone who can help you understand your doctor, nurse, and other caregivers?"  All these questions on the front page are strange.  A more understandable question would be "Is there someone here who can spend some time with me and help me to understand?"

 

I could go on all day....

 

 

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha 

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to ( PHA at gha.org)

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Friday, April 11, 2008 5:55 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1909] The Joint Commission's Health LiteracyCampaign

 

Hi Everyone,

 

Check out these new materials from the Joint Commission. Let the list know what you think of them and the campaign in general!

 

Have a good weekend,

Julie

 

*******************

The Joint Commission is launching a national campaign to help Americans prevent health care errors by promoting health literacy.  Understanding Your Caregivers provides patients questions and answers that will help them better understand the care they receive.  Among the topics are: 

 

- What can you do if you don't understand what your caregiver is saying?

- What can you do if they explain and you still don't understand?

- How do you understand all the instructions related to medicines, or even remember all of the medicines?

 

The campaign is part of their national patient safety Speak Up program which offers downloadable, easy-to-read brochures on issues such as preventing medication mistakes, avoiding wrong site surgery, and recovering after leaving the hospital.

 

To download Understanding Your Caregivers brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.htm

 

To download Speak Up brochures, visit http://www.jointcommission.org/PatientSafety/SpeakUp/

 

* * * * * * * * * * * * *

 

 

Julie McKinney

Health Literacy List Moderator

World Education

jmckinney at worlded.org

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to jpotter at gha.org



  _____  


----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to  http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to  linda.rohret at ncmail.net
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From NDavies at dthr.ab.ca  Mon Apr 14 16:35:59 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 14 Apr 2008 14:35:59 -0600
Subject: [HealthLiteracy 1914] Re: The Joint Commission's
	HealthLiteracy	Campaign
In-Reply-To: <WorldClient-F200804141452.AA52350060@cmhsumner.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BE0E@DTHREXCL1.dthr.ab.ca>

http://www.silencekills.com/UPDL/turnworriesintowords.pdf 
There is also this little gem out there. Again, combative tone:

"Take the lead. Remember that you are the expert
about what's happening inside you. Realize that you
have important information about your past experiences
and your current symptoms that your medical
professional desperately needs to make informed
decisions. You are the expert. Don't assume the
caregiver knows everything."



-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Varner, Debra
Sent: Monday, April 14, 2008 1:53 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1912] Re: The Joint Commission's HealthLiteracy
Campaign


Julie, I found a few problems with the brochures. They have small font. 
One of the brochures uses a large Capital letter to start each 
paragraph. I also feel they are somewhat wordy. Deb

-----Original Message-----
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Date: Fri, 11 Apr 2008 17:55:14 -0400
Subject: [HealthLiteracy 1909] The Joint Commission's Health Literacy 
Campaign

> Hi Everyone,
> 
> Check out these new materials from the Joint Commission. Let the list
> know what you think of them and the campaign in general!
> 
> Have a good weekend,
> Julie
> 
> *******************
> The Joint Commission is launching a national campaign to help Americans
> prevent health care errors by promoting health literacy.  Understanding
> Your Caregivers provides patients questions and answers that will help
> them better understand the care they receive.  Among the topics are: 
> 
> - What can you do if you don't understand what your caregiver is
> saying?
> - What can you do if they explain and you still don't understand?
> - How do you understand all the instructions related to medicines, or
> even remember all of the medicines?
> 
> The campaign is part of their national patient safety Speak Up program
> which offers downloadable, easy-to-read brochures on issues such as
> preventing medication mistakes, avoiding wrong site surgery, and
> recovering after leaving the hospital.
> 
> To download Understanding Your Caregivers brochures, visit
> http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.h
> tm
> 
> To download Speak Up brochures, visit
> http://www.jointcommission.org/PatientSafety/SpeakUp/
> 
> * * * * * * * * * * * * *
> 
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From WinstonL at lacnyc.org  Mon Apr 14 19:08:34 2008
From: WinstonL at lacnyc.org (Winston Lawrence)
Date: Mon, 14 Apr 2008 19:08:34 -0400
Subject: [HealthLiteracy 1915] Re: The Joint Commission's Health
	LiteracyCampaign
In-Reply-To: <47FFA6030200002D00006539@hestia.jsi.com>
References: <47FFA6030200002D00006539@hestia.jsi.com>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB871085D@lac-exch.lacnyc.local>

Hi all: I think the development of those brochures represent a great
effort by the Joint Commission to provide to address the issue of
patient safety from the patient side. (Their core business seems to be
accreditation and certification within the health sector)  When I read
some of the actions they are recommending patients to take, I wonder how
many doctors would want their patients to ask such deep and challenging
questions! Many of the statements and questions that they are
recommending patients say or ask are terrific! I'm sure a lot of doctors
would not feel comfortable with such a patient!

>From the point of view of the design, layout and language aspects of
brochures, there is work that needs to be done to make them more
patient- friendly. It is interesting that the brochure that speaks about
"Speaking Up" uses the letters that make up the phrase "speaking up" to
start each section. But unless one looks very carefully, one would not
recognize the pattern. 
I also agree with others about the brochures being too text dense. The
covers are attractive. But the layout of the inside text does not invite
readers who are faced with literacy challenges.

>From the info on the site the project began in 2002. There have been a
lot of advances in the health literacy field around plain language and
how to design printed materials that reflect an understanding of the
needs of patients with limited literacy.

What this issue illustrates also is the need for the literacy community
to be engaged and be seen as a partner with the health sector. We can
bring valuable insights to the table that emerge from our ongoing
literacy work students/patients.

Winston Lawrence Ed. D
Literacy Assistance Center
New York

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Friday, April 11, 2008 5:55 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1909] The Joint Commission's Health
LiteracyCampaign

Hi Everyone,

Check out these new materials from the Joint Commission. Let the list
know what you think of them and the campaign in general!

Have a good weekend,
Julie

*******************
The Joint Commission is launching a national campaign to help Americans
prevent health care errors by promoting health literacy.  Understanding
Your Caregivers provides patients questions and answers that will help
them better understand the care they receive.  Among the topics are: 

- What can you do if you don't understand what your caregiver is saying?
- What can you do if they explain and you still don't understand?
- How do you understand all the instructions related to medicines, or
even remember all of the medicines?

The campaign is part of their national patient safety Speak Up program
which offers downloadable, easy-to-read brochures on issues such as
preventing medication mistakes, avoiding wrong site surgery, and
recovering after leaving the hospital.

To download Understanding Your Caregivers brochures, visit
http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.ht
m

To download Speak Up brochures, visit
http://www.jointcommission.org/PatientSafety/SpeakUp/

* * * * * * * * * * * * *


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to winstonl at lacnyc.org


From Lendoak at aol.com  Tue Apr 15 15:13:56 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Tue, 15 Apr 2008 15:13:56 EDT
Subject: [HealthLiteracy 1916] Re: The Joint Commission's Health
	LiteracyCampaign
Message-ID: <bcc.25aacc91.35365874@aol.com>

Dear Julie and other  commenters,
 
A few good words for the JC health literacy "Speak Up"  brochure.  
 
- Congratulations to the JC for making this  initiative.
 
- Text is in conversational style, with lots of  personal "you" context.
 
- Line lengths are roughly 50 characters and spaces,  which according to the 
research, is near the optimum for easy reading.   (perhaps the package is a 
4-fold brochure)
 
- Readability level is quite low; a sample checks out  between 4th and 5th 
grade reading level using the Fry  chart.
 
- The content deals with the real communication  problems that patients 
commonly face.
 
Could it be more suitable?  Yes, vastly so!   Here are some thoughts (based 
on reviewing over 2,000 health care  instructions):
 
1. Use pictures to show the key ideas and  behaviors.  Some research shows as 
much as a 500% improvement in  understanding AND compliance when appropriate 
pictures accompany text.  For  example,  show a picture of a client asking 
questions and a smiling doctor  or nurse;  to reduce errors in med taking, show 
sample pill caddies (pill  boxes) and tell how to use them.  With the benefits 
of using pictures so  great, how can anyone in good conscience not use them?
 
2. Text is too dense - cut wording and use more  bullets.  Rationale:  Some 
paragraphs contain as many as a half dozen  pieces of info. Those are too many 
items for most people to recall. 
 
3. This JC piece isn't the first instruction on  communication - consider 
referencing some others such as "Ask me  3".
 
4. On cover sheet, poor contrast between print and  background color. Improve 
the contrast to make it easier to  read.
 
We hope the JC will consider revising this  piece.
 
best wishes,
 
Len and Ceci Doak
 
 
 
In a message dated 4/15/2008 7:55:44 A.M. Pacific Daylight Time,  
WinstonL at lacnyc.org writes:

Hi all:  I think the development of those brochures represent a great
effort by the  Joint Commission to provide to address the issue of
patient safety from the  patient side. (Their core business seems to be
accreditation and  certification within the health sector)  When I read
some of the  actions they are recommending patients to take, I wonder how
many doctors  would want their patients to ask such deep and challenging
questions! Many  of the statements and questions that they are
recommending patients say or  ask are terrific! I'm sure a lot of doctors
would not feel comfortable with  such a patient!

>From the point of view of the design, layout and  language aspects of
brochures, there is work that needs to be done to make  them more
patient- friendly. It is interesting that the brochure that  speaks about
"Speaking Up" uses the letters that make up the phrase  "speaking up" to
start each section. But unless one looks very carefully,  one would not
recognize the pattern. 
I also agree with others about the  brochures being too text dense. The
covers are attractive. But the layout  of the inside text does not invite
readers who are faced with literacy  challenges.

>From the info on the site the project began in 2002.  There have been a
lot of advances in the health literacy field around plain  language and
how to design printed materials that reflect an understanding  of the
needs of patients with limited literacy.

What this issue  illustrates also is the need for the literacy community
to be engaged and  be seen as a partner with the health sector. We can
bring valuable insights  to the table that emerge from our ongoing
literacy work  students/patients.

Winston Lawrence Ed. D
Literacy Assistance  Center
New York

-----Original Message-----
From:  healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On  Behalf Of Julie McKinney
Sent: Friday, April 11, 2008 5:55 PM
To:  healthliteracy at nifl.gov
Subject: [HealthLiteracy 1909] The Joint  Commission's Health
LiteracyCampaign

Hi Everyone,

Check out  these new materials from the Joint Commission. Let the list
know what you  think of them and the campaign in general!

Have a good  weekend,
Julie

*******************
The Joint Commission is  launching a national campaign to help Americans
prevent health care errors  by promoting health literacy.  Understanding
Your Caregivers provides  patients questions and answers that will help
them better understand the  care they receive.  Among the topics are: 

- What can you do if  you don't understand what your caregiver is saying?
- What can you do if  they explain and you still don't understand?
- How do you understand all  the instructions related to medicines, or
even remember all of the  medicines?

The campaign is part of their national patient safety Speak  Up program
which offers downloadable, easy-to-read brochures on issues such  as
preventing medication mistakes, avoiding wrong site surgery,  and
recovering after leaving the hospital.

To download Understanding  Your Caregivers brochures,  visit
http://www.jointcommission.org/PatientSafety/SpeakUp/sp_understanding.ht
m

To  download Speak Up brochures,  visit
http://www.jointcommission.org/PatientSafety/SpeakUp/

* * * *  * * * * * * * * *


Julie McKinney
Health Literacy List  Moderator
World  Education
jmckinney at worlded.org
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go  to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered  to  winstonl at lacnyc.org
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  lendoak at aol.com





**************It's Tax Time! Get tips, forms and advice on AOL Money & 
Finance.      (http://money.aol.com/tax?NCID=aolcmp00300000002850)
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From Cindy.Brach at ahrq.hhs.gov  Tue Apr 15 15:58:05 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Tue, 15 Apr 2008 15:58:05 -0400
Subject: [HealthLiteracy 1917] AHRQ Health Care Innovations Exchange and
	Quality Tools
Message-ID: <04B4EF9F9E334C48903C284C4B16A19709CC5D9A@AVN3VS004.ees.hhs.gov>

Hello health literacy friends. AHRQ's new Health Care Innovations
Exchange and QualityTools (see below announcement) currently contains 3
profiles of health-literacy-related innovations and 7
health-literacy-related tools. We'd like to have more! Please check out
the site and consider contributing an innovation profile.

Cindy Brach 
Center for Delivery, Organization, and Markets 
Agency for Healthcare Research and Quality 
540 Gaither Road 
Rockville, MD  20850 
phone: 301-427-1444 
fax: (301) 427-1430 
Cindy.Brach at ahrq.hhs.gov 


The Agency for Healthcare Research and Quality is pleased to debut the
dynamic version of the Health Care Innovations Exchange Web site
_http://www.innovations.ahrq.gov_ <http://www.innovations.ahrq.gov_/>
(http://www.innovations.ahrq.gov/ <http://www.innovations.ahrq.gov/> ,
which now includes QualityTools. The Innovations Exchange is designed to
support  health care professionals in sharing and adopting innovations
that improve the  delivery of care to patients. 

In this debut issue, we feature a hundred Innovation Profiles and
Innovation Attempts, and hundreds of practical QualityTools that are
searchable by subject. New innovations and QualityTools will be added to
upcoming biweekly issues. We  invite all innovators and tool developers
to share their innovations and  QualityTools, respectively, with AHRQ.
We encourage visitors to this site to  comment on the innovations. 

The Learn and Network section of the Innovations Exchange offers expert
ideas, advice and information on how to innovate and networking
opportunities. 

To learn more about the Innovations Exchange and hear stories from
innovators, please plan to participate in an AHRQ Webinar on May 12 at 2
p.m  EDT. Look for more details on the Innovations Exchange Web site
_http://www.innovations.ahrq.gov_ <http://www.innovations.ahrq.gov_/>
(http://www.innovations.ahrq.gov/ <http://www.innovations.ahrq.gov/> )
and  in upcoming E-mails.

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From SiobhanChamp-Blackwell at creighton.edu  Wed Apr 16 11:42:17 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Wed, 16 Apr 2008 10:42:17 -0500
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for Patient
	Education
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0D74AA6E@exbe01.blue.jays.creighton.edu>

This email has gone through several listservs, i am just sending on the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan


 
----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

-- 
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.




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From jpotter at gha.org  Thu Apr 17 09:58:11 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 17 Apr 2008 09:58:11 -0400
Subject: [HealthLiteracy 1918]  Interesting article
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704A33@email.gha.local>

Interesting article on Medscape (which requires a free log in).    Now we have a fancy new name for an old idea....

Patients Prefer the Method of "Tell Back- Collaborative Inquiry" to Assess Understanding of Medical Information

Posted 04/08/2008, Medscape

Evelyn C. Kemp, PsyD, RN; Michael R. Floyd, EdD; Elizabeth McCord-Duncan, MD; Forrest Lang, MD

http://www.medscape.com/viewarticle/570573?src=mp&spon=24&uac=36933HZ 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From julie_mcKinney at worlded.org  Thu Apr 17 10:32:09 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 17 Apr 2008 10:32:09 -0400
Subject: [HealthLiteracy 1919]  Wednesday Question: Terminology,
	Labelling and Naming (See	next)
Message-ID: <480727290200002D0000668A@mail.jsi.com>

Hi Everyone,

A list member just sent in an interesting question that I will use as
the Wednesday Question. See the next message!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From NDavies at dthr.ab.ca  Wed Apr 16 13:18:53 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 16 Apr 2008 11:18:53 -0600
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming
In-Reply-To: <BB3EEC584579204DB6E2CA0F6DB7566F0D74AA6E@exbe01.blue.jays.creighton.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca>

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as "low literate" or "low health literate"? I have read lots of excellent opinion pieces on naming of people with tangible diseases; e.g., "people with diabetes" rather than "diabetics". However, using the phrase "people who have low literacy" or "People with low health literacy" just doesn't ring fair, simply because we have already established that literacy is not a personal issue, but rather a social one, and cannot be owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell, Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for PatientEducation


This email has gone through several listservs, i am just sending on the original. Pretty interesting use of ipods. I like that the video shows an older person using it.
Siobhan


 
----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>; nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS <CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

-- 
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.



From Lendoak at aol.com  Thu Apr 17 13:37:18 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Thu, 17 Apr 2008 13:37:18 EDT
Subject: [HealthLiteracy 1921] Re: Terminology, Labelling and Naming
Message-ID: <cc4.2d82545f.3538e4ce@aol.com>

Dear Nicola,
 
The "low literate" tag poses a dilemma.  One the  one hand you don't want to 
denigrate anybody or say anything to put down  anyone, but on the other hand 
if you don't call a spade a spade, how can you  deal with the related problems?
 
Besides, according to the NALS, many people with  limited literacy skills (a 
term we prefer - with emphasis on the "skills") feel  that they read pretty 
well.
 
One might consider "Limited fluency skills" or  something like that, but 
maybe its more important in the way you say it than the  actual words. But that 
begs the question, "Who says?"   Another  approach may be to express a more 
positive view about how a person may  benefit from literacy skill improvement.
 
As a vol. literacy tutor of adults, maybe the  philosophy we learned from the 
former LVA was to "treat your student  (client) with the respect you would 
give a king" should prevail.   How would you talk literacy skills about the  
king?
 
What terms did you finally decide  on?
 
Len and Ceci Doak
 
Len and Ceci Doak
 
 
 
 
 
 
 
In a message dated 4/17/2008 7:34:41 A.M. Pacific Daylight Time,  
NDavies at dthr.ab.ca writes:

I have a  question for the list - just an informal survey.

How do you feel about  referring to the people we tailor materials for as 
"low literate" or "low  health literate"? I have read lots of excellent opinion 
pieces on naming of  people with tangible diseases; e.g., "people with 
diabetes" rather than  "diabetics". However, using the phrase "people who have low 
literacy" or  "People with low health literacy" just doesn't ring fair, simply 
because we  have already established that literacy is not a personal issue, but 
rather a  social one, and cannot be owned wholly by the individual we are 
referring  to.
So, how do you refer to the people we are ultimately working  for?

I am looking forward to seeing what you all  think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy  Specialist
Wellness Centre Coordinator
Consumer Health Information  Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional  Hospital
3942-50A Ave
Red Deer, AB
T4N  4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov  
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,  Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and  Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw:  [NPInfo] iPods for 
PatientEducation


This email has gone through  several listservs, i am just sending on the 
original. Pretty interesting use  of ipods. I like that the video shows an older 
person using  it.
Siobhan



----- Forwarded Message ----
From:  "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L  <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>;  EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>; 
nrsing-l  <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS  
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April  10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient  Education

Dear All,

There is an interesting video clippng on how  Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart  Institute, uses video
iPods to educate his patients about diet, exercise,  heart and surgical
procedures.

You can view the clip  at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank  you very much.

Regards
Jai

-- 
A.U.Jai Ganesh,
Project  Coordinator,
Telemedicine & eHealth,
Prasanthi  Nilayam.
India.

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  lendoak at aol.com





**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From LJohnston-Lloyd at hrsa.gov  Thu Apr 17 15:24:25 2008
From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA))
Date: Thu, 17 Apr 2008 15:24:25 -0400
Subject: [HealthLiteracy 1922] Re: Terminology, Labelling and Naming
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca>
Message-ID: <91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>


Nicola,
I agree with you as I feel low literacy may denote a stigma to some
people.

In the HRSA Unified Health Communication course, we agreed to use
"limited heath literacy" it may be limited by worry about your care or
diagnosis or inability to understand the words or stress with a visit to
the doctor where you have received bad news, etc. any number of reasons
can affect one's literacy at a given time.
http://www.hrsa.gov/healthliteracy/training.htm


Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as
"low literate" or "low health literate"? I have read lots of excellent
opinion pieces on naming of people with tangible diseases; e.g., "people
with diabetes" rather than "diabetics". However, using the phrase
"people who have low literacy" or "People with low health literacy" just
doesn't ring fair, simply because we have already established that
literacy is not a personal issue, but rather a social one, and cannot be
owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
PatientEducation


This email has gone through several listservs, i am just sending on the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan


 
----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ljohnston-lloyd at hrsa.gov


From boydhdavis at yahoo.com  Thu Apr 17 18:02:41 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Thu, 17 Apr 2008 15:02:41 -0700 (PDT)
Subject: [HealthLiteracy 1923] Re: Terminology, Labelling and Naming
In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
Message-ID: <361952.21971.qm@web54603.mail.re2.yahoo.com>

What about calling it 'familiarity'? To some extent, low health literacy is a lack of familiarity with the system, including its particular use of written and spoken language.  'Limited familiarity with health systems and materials' is a long phrase but it is truthful and could carry less stigma. 

Boyd Davis
http://www.english.uncc.edu/bdavis

"Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> wrote: 
Nicola,
I agree with you as I feel low literacy may denote a stigma to some
people.

In the HRSA Unified Health Communication course, we agreed to use
"limited heath literacy" it may be limited by worry about your care or
diagnosis or inability to understand the words or stress with a visit to
the doctor where you have received bad news, etc. any number of reasons
can affect one's literacy at a given time.
http://www.hrsa.gov/healthliteracy/training.htm


Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as
"low literate" or "low health literate"? I have read lots of excellent
opinion pieces on naming of people with tangible diseases; e.g., "people
with diabetes" rather than "diabetics". However, using the phrase
"people who have low literacy" or "People with low health literacy" just
doesn't ring fair, simply because we have already established that
literacy is not a personal issue, but rather a social one, and cannot be
owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
PatientEducation


This email has gone through several listservs, i am just sending on the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan


 
----- Forwarded Message ----
From: "repyke at infionline.net" 
To: Telehealth-L 
Cc: NP Info ; EHEALTH ;
nrsing-l ; CONSUMER-HEALTH-INFORMATICS

Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ljohnston-lloyd at hrsa.gov
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to boydhdavis at yahoo.com

-------------- next part --------------
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From ansons at epix.net  Fri Apr 18 08:04:05 2008
From: ansons at epix.net (Denis Anson)
Date: Fri, 18 Apr 2008 08:04:05 -0400
Subject: [HealthLiteracy 1924] Re: Terminology, Labelling and Naming
In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
References: <91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
Message-ID: <5576CC58-C364-42DD-A7B4-1E0AEFC8B9F0@epix.net>

The problem with the term "limited health literacy" is that it really  
doesn't mean anything.  No matter where your limits are, you do have  
limits, so *everyone* has "limited health literacy."

One option for this kind of discussion is not to label the consumer at  
all.  Rather, describe the materials.  Different materials require  
different levels of health literacy to be comprehended.  If the  
materials are targeted for a literacy level that is, say, one standard  
deviation below the measured mean level of the population, you'd be  
able to reach about 75% of that population.

And, it is certainly true that stress affects what people comprehend.   
I've probably worked with several hundred people in spinal cord  
rehab.  Virtually all of them "heard" the ER doctor tell them that  
they would walk out.  Yet, I'm sure that ER doctors aren't saying any  
such thing, at least not that commonly.  I'm willing to bet that the  
doctor said something like, "You're going to be fine," meaning "you'll  
live," and the individual, concerned about not being able to feel  
their legs, interprets that as "you'll be able to walk."

You need to have material that the client can interpret on their best  
of days or they will never hear, and you need to repeat the message  
over and over until they can hear it, as well as understand it.

Denis Anson, MS, OTR

On Apr 17, 2008, at 3:24 PM, Johnston-Lloyd, Linda (HRSA) wrote:
>
> Nicola,
> I agree with you as I feel low literacy may denote a stigma to some
> people.
>
> In the HRSA Unified Health Communication course, we agreed to use
> "limited heath literacy" it may be limited by worry about your care or
> diagnosis or inability to understand the words or stress with a  
> visit to
> the doctor where you have received bad news, etc. any number of  
> reasons
> can affect one's literacy at a given time.
> http://www.hrsa.gov/healthliteracy/training.htm
>
>
> Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center  
> for
> Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
> p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov
>
>
>
> -----Original Message-----
> From: Davies, Nicola [mailto:NDavies at dthr.ab.ca]
> Sent: Wednesday, April 16, 2008 1:19 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming
>
> I have a question for the list - just an informal survey.
>
> How do you feel about referring to the people we tailor materials  
> for as
> "low literate" or "low health literate"? I have read lots of excellent
> opinion pieces on naming of people with tangible diseases; e.g.,  
> "people
> with diabetes" rather than "diabetics". However, using the phrase
> "people who have low literacy" or "People with low health literacy"  
> just
> doesn't ring fair, simply because we have already established that
> literacy is not a personal issue, but rather a social one, and  
> cannot be
> owned wholly by the individual we are referring to.
> So, how do you refer to the people we are ultimately working for?
>
> I am looking forward to seeing what you all think.
>
> Regards,
> Nicola
>
> Nicola Davies, BA
> Health Literacy Specialist
> Wellness Centre Coordinator
> Consumer Health Information Technician
> ndavies at dthr.ab.ca
> (403) 352-7643
> Red Deer Regional Hospital
>        3942-50A Ave
>        Red Deer, AB
>        T4N 4E7
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
> Siobhan
> Sent: Wednesday, April 16, 2008 9:42 AM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
> PatientEducation
>
>
> This email has gone through several listservs, i am just sending on  
> the
> original. Pretty interesting use of ipods. I like that the video shows
> an older person using it.
> Siobhan
>
>
>
> ----- Forwarded Message ----
> From: "repyke at infionline.net" <repyke at infionline.net>
> To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
> Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
> nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
> <CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
> Sent: Thursday, April 10, 2008 5:58:29 PM
> Subject: [NPInfo] iPods for Patient Education
>
> Dear All,
>
> There is an interesting video clippng on how Grayson H. Wheatley III,
> M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses  
> video
> iPods to educate his patients about diet, exercise, heart and surgical
> procedures.
>
> You can view the clip at
>
> http://www.nursezone.com/Nursing-News-Events/media-library.aspx
>
> Thank you very much.
>
> Regards
> Jai
>
> --
> A.U.Jai Ganesh,
> Project Coordinator,
> Telemedicine & eHealth,
> Prasanthi Nilayam.
> India.
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ljohnston-lloyd at hrsa.gov
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net
>



From sjs11 at health.state.ny.us  Fri Apr 18 09:34:54 2008
From: sjs11 at health.state.ny.us (Susan J. Slade)
Date: Fri, 18 Apr 2008 09:34:54 -0400
Subject: [HealthLiteracy 1925]  Informed Consent for a Scientific Study
Message-ID: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>


Dear Colleagues,

Participation of individual subjects in a research study requires informed
consent.  How have others handled literacy for informed consent with
individual subjects?  What reading level is your informed consent written
at?  Do you use pictures to aid in literacy?

Susan Slade
Director
Medical Home Unit
219 ESP Corning Tower
New York State Department of Health
Albany, NY 12237-0618
phone:  (518) 474-2001
fax:       (518) 474-3914


IMPORTANT NOTICE:  This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure.  It is intended only for the addressee.  If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments.  Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation.



From SearingM at co.clinton.ny.us  Fri Apr 18 13:00:49 2008
From: SearingM at co.clinton.ny.us (Searing, Margaret)
Date: Fri, 18 Apr 2008 13:00:49 -0400
Subject: [HealthLiteracy 1926] Re: Terminology, Labelling and Naming
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca>
Message-ID: <9AA2D555987EFA4A87567BE420C67DB7B3B239F40C@ccw2k3exch.co.clinton.ny.us>

I refer to clients with low health literacy as being a person with a "communication barrier."  This terminology is more neutral, can include lots of different disabilities, including being very proficient in a language other than English.
Margaret Searing
Inservice Education
Clinton County Health Department
133 Margaret St.
Plattsburgh, NY 12901
518 565-4848


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as "low literate" or "low health literate"? I have read lots of excellent opinion pieces on naming of people with tangible diseases; e.g., "people with diabetes" rather than "diabetics". However, using the phrase "people who have low literacy" or "People with low health literacy" just doesn't ring fair, simply because we have already established that literacy is not a personal issue, but rather a social one, and cannot be owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell, Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for PatientEducation


This email has gone through several listservs, i am just sending on the original. Pretty interesting use of ipods. I like that the video shows an older person using it.
Siobhan



----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>; nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS <CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to searingm at co.clinton.ny.us


From BSMITH at aed.org  Mon Apr 21 08:33:28 2008
From: BSMITH at aed.org (William Smith)
Date: Mon, 21 Apr 2008 08:33:28 -0400
Subject: [HealthLiteracy 1927]   Re: Terminology, Labelling and Naming
In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
References: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca>
	<91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
Message-ID: <480C514D.F39A.0028.0@aed.org>

Low health literacy carries a stigma only if you do not fully understand
the IOM definition - which says" 
 
"the degree to which individuals have the capacity to obtain, process,
and understand basic health information and services needed to make
appropriate health decisions."
 
Patients are not the only individuals in the health system.  Physicians
are individuals, as are nurses, pharmacists, hospital administrators and
policy makers.  It is not just the patients who has to obtain, process,
and understand.  That is precisely what's wrong with the present system.
 The patient has to do it all.  
 
I will admit that if I were writing the definition again I would add
..."the degree to which individuals, organizations and systems have the
capacity to obtain, process, understand and communicate basic health
information........  ."
 
Health literacy is not the function of individual patients or citizens-
but of the systems that serve all of us.  
The simplest and perhaps most powerful question you can ask yourself
is:  "Am I a member of a health literate organization."
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> 4/17/2008
3:24 PM >>>

Nicola,
I agree with you as I feel low literacy may denote a stigma to some
people.

In the HRSA Unified Health Communication course, we agreed to use
"limited heath literacy" it may be limited by worry about your care or
diagnosis or inability to understand the words or stress with a visit
to
the doctor where you have received bad news, etc. any number of
reasons
can affect one's literacy at a given time.
http://www.hrsa.gov/healthliteracy/training.htm 


Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center
for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~
www.hrsa.gov 



-----Original Message-----
From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for
as
"low literate" or "low health literate"? I have read lots of excellent
opinion pieces on naming of people with tangible diseases; e.g.,
"people
with diabetes" rather than "diabetics". However, using the phrase
"people who have low literacy" or "People with low health literacy"
just
doesn't ring fair, simply because we have already established that
literacy is not a personal issue, but rather a social one, and cannot
be
owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca 
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
PatientEducation


This email has gone through several listservs, i am just sending on
the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan



----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses
video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx 

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to ljohnston-lloyd at hrsa.gov 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to bsmith at aed.org
-------------- next part --------------
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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20080421/14ff560c/attachment.html 

From Teresa.Haines at liu.edu  Mon Apr 21 10:42:15 2008
From: Teresa.Haines at liu.edu (Teresa M. Haines)
Date: Mon, 21 Apr 2008 10:42:15 -0400
Subject: [HealthLiteracy 1928] Re: Terminology, Labelling and Naming
References: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca><91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
	<480C514D.F39A.0028.0@aed.org>
Message-ID: <06896C0E532AF841B06EDDDBDEE6787940296A@bklyn-exh-2.liunet.edu>

That's a great definition.  You may want to consider submitting it to the IOM.
 
Teresa M. Haines, DNP, FNP-BC
Associate Professor of Nursing
Clinical Coordinator, Nurse Practitioner programs
Long Island University
1 University Plaza
HS 407
Brooklyn, NY    11201
(718) 780-4536
(718) 780-4019 (fax)
Teresa.Haines at liu.edu
 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of William Smith
Sent: Mon 4/21/2008 8:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1927] Re: Terminology, Labelling and Naming


Low health literacy carries a stigma only if you do not fully understand the IOM definition - which says" 
 
"the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions."
 
Patients are not the only individuals in the health system.  Physicians are individuals, as are nurses, pharmacists, hospital administrators and policy makers.  It is not just the patients who has to obtain, process, and understand.  That is precisely what's wrong with the present system.  The patient has to do it all.  
 
I will admit that if I were writing the definition again I would add ..."the degree to which individuals, organizations and systems have the capacity to obtain, process, understand and communicate basic health information........  ."
 
Health literacy is not the function of individual patients or citizens- but of the systems that serve all of us.  
The simplest and perhaps most powerful question you can ask yourself is:  "Am I a member of a health literate organization."
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> 4/17/2008 3:24 PM >>>

Nicola,
I agree with you as I feel low literacy may denote a stigma to some
people.

In the HRSA Unified Health Communication course, we agreed to use
"limited heath literacy" it may be limited by worry about your care or
diagnosis or inability to understand the words or stress with a visit to
the doctor where you have received bad news, etc. any number of reasons
can affect one's literacy at a given time.
http://www.hrsa.gov/healthliteracy/training.htm


Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as
"low literate" or "low health literate"? I have read lots of excellent
opinion pieces on naming of people with tangible diseases; e.g., "people
with diabetes" rather than "diabetics". However, using the phrase
"people who have low literacy" or "People with low health literacy" just
doesn't ring fair, simply because we have already established that
literacy is not a personal issue, but rather a social one, and cannot be
owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
PatientEducation


This email has gone through several listservs, i am just sending on the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan



----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ljohnston-lloyd at hrsa.gov
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org

-------------- next part --------------
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From ansons at epix.net  Mon Apr 21 10:49:50 2008
From: ansons at epix.net (Denis Anson)
Date: Mon, 21 Apr 2008 10:49:50 -0400
Subject: [HealthLiteracy 1929] Re: Informed Consent for a Scientific Study
In-Reply-To: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
References: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
Message-ID: <E6C9CEFA-AB1F-4D4C-85C0-A73D6383D6AD@epix.net>

Susan,

The guidelines say that you should not assume literacy at all.  When  
you are obtaining informed consent, you give a copy of the consent  
form to the individual, and then verbally go over each part of the  
form with the potential subject.  Because you do this with each  
subject, there is no presumption of reading ability or stigma in the  
process.  The only time when you might ask the potential subject to  
read is when one of your selection criteria involves reading a  
particular size of text as a measure of visual accuity or language  
skill, in which case you can ask the person to read a particular  
sentence aloud, which might be impossible because of poor vision or  
poor literacy.

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute

On Apr 18, 2008, at 9:34 AM, Susan J. Slade wrote:
>
> Dear Colleagues,
>
> Participation of individual subjects in a research study requires  
> informed
> consent.  How have others handled literacy for informed consent with
> individual subjects?  What reading level is your informed consent  
> written
> at?  Do you use pictures to aid in literacy?
>
> Susan Slade
> Director
> Medical Home Unit
> 219 ESP Corning Tower
> New York State Department of Health
> Albany, NY 12237-0618
> phone:  (518) 474-2001
> fax:       (518) 474-3914
>
>
> IMPORTANT NOTICE:  This e-mail and any attachments may contain  
> confidential or sensitive information which is, or may be, legally  
> privileged or otherwise protected by law from further disclosure.   
> It is intended only for the addressee.  If you received this in  
> error or from someone who was not authorized to send it to you,  
> please do not distribute, copy or use it or any attachments.  Please  
> notify the sender immediately by reply e-mail and delete this from  
> your system. Thank you for your cooperation.
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net
>



From cynthia.fitzpatrick at fda.hhs.gov  Mon Apr 21 11:26:21 2008
From: cynthia.fitzpatrick at fda.hhs.gov (Fitzpatrick, Cynthia)
Date: Mon, 21 Apr 2008 11:26:21 -0400
Subject: [HealthLiteracy 1930] Re: Informed Consent for a Scientific Study
In-Reply-To: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
References: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
Message-ID: <6CE8FA0C36DD7A44AC77060619159D63A63722@FMD3VS022.fda.gov>

FYI, I learned of this via another listserv, via the MN DOH, from
Minnesota Alliance for Patient Safety:


"Here is a link to an informed consent form (4th grade level) & policy
template that MN developed.  It's currently being translated into
multiple languages and rolled out to hospitals and clinics around the
state. 

http://www.mnpatientsafety.org/index.php?option=com_content&task=view&id
=85&Itemid=69"


Click on Links and Resources
Click on Informed Consent

Thank you to 
Kari Hemann, RN, BSN
Risk Management and Patient Safety Specialist for sending this. Cindi

Cindi Fitzpatrick, BSN
CSO, CDER Public Affairs Liaison
FDA/CDER/OTCOM/DPA
10903 New Hampshire Avenue
Building 51, Room 2222
Silver Spring, MD 20993-0002
(301) 796-3115
(301) 847-8714 FAX
cynthia.fitzpatrick at fda.hhs.gov

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan J. Slade
Sent: Friday, April 18, 2008 9:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1925] Informed Consent for a Scientific Study


Dear Colleagues,

Participation of individual subjects in a research study requires
informed
consent.  How have others handled literacy for informed consent with
individual subjects?  What reading level is your informed consent
written
at?  Do you use pictures to aid in literacy?

Susan Slade
Director
Medical Home Unit
219 ESP Corning Tower
New York State Department of Health
Albany, NY 12237-0618
phone:  (518) 474-2001
fax:       (518) 474-3914


IMPORTANT NOTICE:  This e-mail and any attachments may contain
confidential or sensitive information which is, or may be, legally
privileged or otherwise protected by law from further disclosure.  It is
intended only for the addressee.  If you received this in error or from
someone who was not authorized to send it to you, please do not
distribute, copy or use it or any attachments.  Please notify the sender
immediately by reply e-mail and delete this from your system. Thank you
for your cooperation.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cynthia.fitzpatrick at fda.hhs.gov


From MSkewes at ria.buffalo.edu  Mon Apr 21 12:33:09 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Mon, 21 Apr 2008 12:33:09 -0400
Subject: [HealthLiteracy 1931] Re: HealthLiteracy Digest, Vol 31, Issue 13
In-Reply-To: <mailman.5.1208793601.313.healthliteracy@nifl.gov>
Message-ID: <OF0950FB0F.34E6869C-ON85257432.005A2DBE-85257432.005AF86A@ria.buffalo.edu>

Regarding the informed consent question:

I am conducting a study on health literacy among substance abusers in 
treatment.  I developed an informed consent form using plain language and 
am going to be reading it and explaining it to the participants.  We are 
in the beginning stages of the project and are going to be recruiting 
participants within the next 3-4 weeks, so I don't know how well my 
informed consent document will go over.  I would be happy to share my 
experiences once I have a feel for how the consent process is going. 
However, I did use very simple language, replacing typical informed 
consent terms like "consent to participate" and "minimal risk" with "I say 
yes to being in the study" and "I understand that this study is not going 
to hurt me and I can quit if I want to."  I hope that the plain language, 
along with careful explanation and conversation, will suffice.  I'd be 
interested in knowing how others have handled informed consent documents 
in their research.

All the best,
Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)
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From ar at plainlanguageworks.com  Mon Apr 21 15:44:09 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Mon, 21 Apr 2008 12:44:09 -0700
Subject: [HealthLiteracy 1932]  System emphasis instead of patient emphasis
References: <521441A4F164E1418DCAC093C9EE6D9503E2BE26@DTHREXCL1.dthr.ab.ca><91F6B7EADFB4A24798236A118F59D2D2032F22A0@NIHHRSAMLBX.nih.gov>
	<480C514D.F39A.0028.0@aed.org>
Message-ID: <00f501c8a3e8$11386d70$6401a8c0@D5NPYT31>

Dear William, 

I wanted to cheer when I read your e-mail. I really like the definition you say you'd use now for health literacy. After the NAAL results showed that only 12% of US adults are health literate enough to meet the definition for "proficient," a major shift to looking at systems instead of individuals is in order! 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com

Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net
Ph.D. Student in Health Communication, Univ. of New Mexico


  ----- Original Message ----- 
  From: William Smith 
  To: The Health and Literacy Discussion List 
  Sent: Monday, April 21, 2008 5:33 AM
  Subject: [HealthLiteracy 1927] Re: Terminology, Labelling and Naming


  Low health literacy carries a stigma only if you do not fully understand the IOM definition - which says" 

  "the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions."

  Patients are not the only individuals in the health system.  Physicians are individuals, as are nurses, pharmacists, hospital administrators and policy makers.  It is not just the patients who has to obtain, process, and understand.  That is precisely what's wrong with the present system.  The patient has to do it all.  

  I will admit that if I were writing the definition again I would add ..."the degree to which individuals, organizations and systems have the capacity to obtain, process, understand and communicate basic health information........  ."

  Health literacy is not the function of individual patients or citizens- but of the systems that serve all of us.  
  The simplest and perhaps most powerful question you can ask yourself is:  "Am I a member of a health literate organization."

  Wm. Smith
  Executive Vice President
  Academy for Educational Development
  1825 Connecticut Ave., NW
  Washington, D.C. 20009

  Organize policy until self-interest
  does what justice requires.
  Phone: 202-884-8750
  Fax: 202-884-8752
  e-mail: bsmith at aed.org

  >>> "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> 4/17/2008 3:24 PM >>>

  Nicola,
  I agree with you as I feel low literacy may denote a stigma to some
  people.

  In the HRSA Unified Health Communication course, we agreed to use
  "limited heath literacy" it may be limited by worry about your care or
  diagnosis or inability to understand the words or stress with a visit to
  the doctor where you have received bad news, etc. any number of reasons
  can affect one's literacy at a given time.
  http://www.hrsa.gov/healthliteracy/training.htm


  Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
  Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
  p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



  -----Original Message-----
  From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
  Sent: Wednesday, April 16, 2008 1:19 PM
  To: The Health and Literacy Discussion List
  Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

  I have a question for the list - just an informal survey.

  How do you feel about referring to the people we tailor materials for as
  "low literate" or "low health literate"? I have read lots of excellent
  opinion pieces on naming of people with tangible diseases; e.g., "people
  with diabetes" rather than "diabetics". However, using the phrase
  "people who have low literacy" or "People with low health literacy" just
  doesn't ring fair, simply because we have already established that
  literacy is not a personal issue, but rather a social one, and cannot be
  owned wholly by the individual we are referring to.
  So, how do you refer to the people we are ultimately working for?

  I am looking forward to seeing what you all think.

  Regards,
  Nicola

  Nicola Davies, BA
  Health Literacy Specialist
  Wellness Centre Coordinator
  Consumer Health Information Technician
  ndavies at dthr.ab.ca
  (403) 352-7643
  Red Deer Regional Hospital
          3942-50A Ave
          Red Deer, AB
          T4N 4E7

  -----Original Message-----
  From: healthliteracy-bounces at nifl.gov
  [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
  Siobhan
  Sent: Wednesday, April 16, 2008 9:42 AM
  To: The Health and Literacy Discussion List
  Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
  PatientEducation


  This email has gone through several listservs, i am just sending on the
  original. Pretty interesting use of ipods. I like that the video shows
  an older person using it.
  Siobhan



  ----- Forwarded Message ----
  From: "repyke at infionline.net" <repyke at infionline.net>
  To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
  Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
  nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
  <CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
  Sent: Thursday, April 10, 2008 5:58:29 PM
  Subject: [NPInfo] iPods for Patient Education

  Dear All,

  There is an interesting video clippng on how Grayson H. Wheatley III,
  M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
  iPods to educate his patients about diet, exercise, heart and surgical
  procedures.

  You can view the clip at

  http://www.nursezone.com/Nursing-News-Events/media-library.aspx

  Thank you very much.

  Regards
  Jai

  --
  A.U.Jai Ganesh,
  Project Coordinator,
  Telemedicine & eHealth,
  Prasanthi Nilayam.
  India.

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to
  http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ljohnston-lloyd at hrsa.gov
  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to bsmith at aed.org



------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From ar at plainlanguageworks.com  Mon Apr 21 15:52:01 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Mon, 21 Apr 2008 12:52:01 -0700
Subject: [HealthLiteracy 1933]  Informed Consent for a Scientific Study
References: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
Message-ID: <00fe01c8a3e9$2adca5b0$6401a8c0@D5NPYT31>

Dear Susan, 

This is an area many of us in health literacy work and all of us in the Clear Language Group have been working on for years. It's a huge challenge for literacy reasons, of course, but also because the concepts are foreign to many people even when spoken. 

One of my colleagues, Wendy Mettger, co-founder of our Clear Language Group (http://clearlanguagegroup.com), along with a team of other qualified and dedicated professionals worked to create guidelines for simplifying informed consent forms for the National Cancer Institute. See http://www.cancer.gov/clinicaltrials/understanding/simplification-of-informed-consent-docs. 

These guidelines are very useful and can be used in other areas of research as well. They can also provide you with some "ammunition" when working to convince your IRB and others that consent can be done in plain language and is endorsed by the federal government. 

Best wishes, Susan! 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com

Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net
Ph.D. Student in Health Communication, Univ. of New Mexico

  
  ----- Original Message ----- 
  From: Susan J. Slade 
  To: healthliteracy at nifl.gov 
  Sent: Friday, April 18, 2008 6:34 AM
  Subject: [HealthLiteracy 1925] Informed Consent for a Scientific Study



  Dear Colleagues,

  Participation of individual subjects in a research study requires informed
  consent.  How have others handled literacy for informed consent with
  individual subjects?  What reading level is your informed consent written
  at?  Do you use pictures to aid in literacy?

  Susan Slade
  Director
  Medical Home Unit
  219 ESP Corning Tower
  New York State Department of Health
  Albany, NY 12237-0618
  phone:  (518) 474-2001
  fax:       (518) 474-3914


  IMPORTANT NOTICE:  This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure.  It is intended only for the addressee.  If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments.  Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation.

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From Cindy.Brach at ahrq.hhs.gov  Mon Apr 21 16:18:52 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Mon, 21 Apr 2008 16:18:52 -0400
Subject: [HealthLiteracy 1934] Re: Informed Consent for a Scientific Study
In-Reply-To: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
References: <OF5489B20D.26DC447C-ON8525742F.004A692A-8525742F.004A9922@notes.health.state.ny.us>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19709E048FE@AVN3VS004.ees.hhs.gov>

AHRQ has prepared an Informed Consent and Authorization Toolkit to help
health services researchers with just this issue. It should be published
this summer. It not only provides a sample of a health literacy-friendly
informed consent and authorization form, but also addresses the process
of the informed consent discussion (e.g., privacy, interpreters,
confirming understanding). It's in the final stages of being tested, but
if you have any urgent need I may be able to send you a pre-publication
copy.

Also, AAMC is trying to develop health literate informed consent
template for clinical research. The contact person there is Irena
Tartakovsky [itartakovsky at aamc.org].

Cindy Brach
Center for Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD  20850
phone: 301-427-1444
fax: (301) 427-1430
Cindy.Brach at ahrq.hhs.gov

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan J. Slade
Sent: Friday, April 18, 2008 9:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1925] Informed Consent for a Scientific Study


Dear Colleagues,

Participation of individual subjects in a research study requires
informed consent.  How have others handled literacy for informed consent
with individual subjects?  What reading level is your informed consent
written at?  Do you use pictures to aid in literacy?

Susan Slade
Director
Medical Home Unit
219 ESP Corning Tower
New York State Department of Health
Albany, NY 12237-0618
phone:  (518) 474-2001
fax:       (518) 474-3914


IMPORTANT NOTICE:  This e-mail and any attachments may contain
confidential or sensitive information which is, or may be, legally
privileged or otherwise protected by law from further disclosure.  It is
intended only for the addressee.  If you received this in error or from
someone who was not authorized to send it to you, please do not
distribute, copy or use it or any attachments.  Please notify the sender
immediately by reply e-mail and delete this from your system. Thank you
for your cooperation.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cindy.brach at ahrq.hhs.gov




From NDavies at dthr.ab.ca  Mon Apr 21 18:15:42 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 21 Apr 2008 16:15:42 -0600
Subject: [HealthLiteracy 1935] Re: Terminology, Labelling and Naming
In-Reply-To: <480C514D.F39A.0028.0@aed.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BE5A@DTHREXCL1.dthr.ab.ca>

It still seems a little spurious to say 'low health literate', even if we include health care professionals in the labelling too. I feel like we are getting to the crux of the matter! I love the model of turning the definition back on the policy makers and holding them accountable for their materials, processes and philosophies...how would this switch of focus (from patient to organisation) affect our view of patients who require a little extra time to understand what is happening to them?
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of William Smith
Sent: Monday, April 21, 2008 6:33 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1927] Re: Terminology, Labelling and Naming


Low health literacy carries a stigma only if you do not fully understand the IOM definition - which says" 
 
"the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions."
 
Patients are not the only individuals in the health system.  Physicians are individuals, as are nurses, pharmacists, hospital administrators and policy makers.  It is not just the patients who has to obtain, process, and understand.  That is precisely what's wrong with the present system.  The patient has to do it all.  
 
I will admit that if I were writing the definition again I would add ..."the degree to which individuals, organizations and systems have the capacity to obtain, process, understand and communicate basic health information........  ."
 
Health literacy is not the function of individual patients or citizens- but of the systems that serve all of us.  
The simplest and perhaps most powerful question you can ask yourself is:  "Am I a member of a health literate organization."
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> 4/17/2008 3:24 PM >>>

Nicola,
I agree with you as I feel low literacy may denote a stigma to some
people.

In the HRSA Unified Health Communication course, we agreed to use
"limited heath literacy" it may be limited by worry about your care or
diagnosis or inability to understand the words or stress with a visit to
the doctor where you have received bad news, etc. any number of reasons
can affect one's literacy at a given time.
http://www.hrsa.gov/healthliteracy/training.htm


Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] 
Sent: Wednesday, April 16, 2008 1:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming

I have a question for the list - just an informal survey.

How do you feel about referring to the people we tailor materials for as
"low literate" or "low health literate"? I have read lots of excellent
opinion pieces on naming of people with tangible diseases; e.g., "people
with diabetes" rather than "diabetics". However, using the phrase
"people who have low literacy" or "People with low health literacy" just
doesn't ring fair, simply because we have already established that
literacy is not a personal issue, but rather a social one, and cannot be
owned wholly by the individual we are referring to.
So, how do you refer to the people we are ultimately working for?

I am looking forward to seeing what you all think.

Regards,
Nicola

Nicola Davies, BA
Health Literacy Specialist
Wellness Centre Coordinator
Consumer Health Information Technician
ndavies at dthr.ab.ca
(403) 352-7643
Red Deer Regional Hospital
        3942-50A Ave
        Red Deer, AB
        T4N 4E7

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell,
Siobhan
Sent: Wednesday, April 16, 2008 9:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] FW: [caphis] Fw: [NPInfo] iPods for
PatientEducation


This email has gone through several listservs, i am just sending on the
original. Pretty interesting use of ipods. I like that the video shows
an older person using it.
Siobhan



----- Forwarded Message ----
From: "repyke at infionline.net" <repyke at infionline.net>
To: Telehealth-L <TELEHEALTH at LISTSERV.ICORS.ORG>
Cc: NP Info <npinfo at nurse.net>; EHEALTH <EHEALTH at LISTSERV.ICORS.ORG>;
nrsing-l <nrsing-l at mailman.amia.org>; CONSUMER-HEALTH-INFORMATICS
<CONSUMER-HEALTH-INFORMATICS at JISCMAIL.AC.UK>
Sent: Thursday, April 10, 2008 5:58:29 PM
Subject: [NPInfo] iPods for Patient Education

Dear All,

There is an interesting video clippng on how Grayson H. Wheatley III,
M.D.,a cardiovascular surgeon at the Arizona Heart Institute, uses video
iPods to educate his patients about diet, exercise, heart and surgical
procedures.

You can view the clip at

http://www.nursezone.com/Nursing-News-Events/media-library.aspx

Thank you very much.

Regards
Jai

--
A.U.Jai Ganesh,
Project Coordinator,
Telemedicine & eHealth,
Prasanthi Nilayam.
India.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ljohnston-lloyd at hrsa.gov
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org
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From ahecadm at fidnet.com  Mon Apr 21 14:18:51 2008
From: ahecadm at fidnet.com (Susan Centner)
Date: Mon, 21 Apr 2008 13:18:51 -0500
Subject: [HealthLiteracy 1936] Re: help
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
References: <6EE40CD48836434BBF299E57FBBB2AD302BA156E@AFMCFS6.NT_AFMC.local>
Message-ID: <015f01c8a3dc$272f8f20$758ead60$@org>

Dear Janet,

 

Would you allow us to use your story/example when talking about health
literacy? 

We can either do so anonymously or with full disclosure. It illustrates a
good point.

 

We are interested in personal stories that help define some of the issues
relating to health literacy.

 

Thanks for your consideration

 

Susan

 

 

Susan Centner, Project Director

MAHEC Digital Library

1101 Duane Avenue

Rolla, Missouri 65401

(573) 368-6350 - cell

(573) 458-7282 - office

(573) 364-8972 - fax

www.maheclibrary.org

 

 

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 10:43 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1867] help

 

Since I'm not quite as formally educated or experienced on this subject as
the rest of you, I have a question from a personal as well as professional
perspective.

 

As I'm sure many of you have experienced, I'm often handed printed materials
in the course of my own health care (or a loved one's), or asked to fill out
forms that I am tempted to rewrite, redesign and hand back to the health
care provider or staff member. As a writer, I've seriously considered doing
this (but waiting until my or my relative's health care crisis or issue has
been resolved). Is there a graceful, persuasive and nonoffensive way to make
suggestions to health care providers regarding, say, written materials,
preop and postop materials and processes, and so forth? Anything that has
worked or specifically NOT worked for you in winning support from health
care providers or others who are in a position to make seemingly simple
changes? I don't want to come across as a know-it-all because, for one
thing, I don't know it all, and also because such an approach or attitude
would not serve our purpose.

 

An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had decided
against amniocentesis. After the ultrasound, the high-risk OB again tried to
talk me into amnio and again I politely refused. He said the ultrasound
looked ok but would be read in more detail later. A few days later, I got a
form letter. The first four paragraphs talked about Down syndrome, what it
is, risk factors, "markers," and so forth, and how women with "advanced
maternal age" are at greater risk. In the fifth paragraph, it explained that
my ultrasound was (fill in the blank) negative for all of the Down syndrome
markers. But by then I had already assumed my unborn child had Down syndrome
and was freaking completely out. I ran the Gunning-Fog on it out of
curiosity, and it was higher than 12th grade, besides just being badly
written and badly organized.

 

When I mentioned this experience to my own personal OB (not the high-risk
guy) and said that I thought the letter could have been written more
effectively for the audience, he said it's too bad these uneducated people
can't read nowadays. I agreed and said it's also too bad some educated
people can't write nowadays. It occurs to me now, that probably wasn't the
best response for building collaboration and support...I'm blaming hormones.

 

I'm asking now because I just went through a grueling pre-op process at an
academic medical center with my 76-year-old mom, and we had to fill out the
exact same detailed form at five different clinics, although they have
electronic records there. I had to help an old man in one of the various
waiting rooms, who could not bend his arm and had no one to help him write.
And that's just the beginning. But I will stop now.

 

Any words of advice on how I could effectively offer my own, for the sake of
my blood pressure if nothing else? I realize health literacy and health
communication are huge and evolving fields of study, and we need scholarly
papers and more research, but we also need front-line fighters. Or maybe
guerilla is a better term. Polite and respectful, of course. Any response
will be appreciated. thx jps

 

Janet Sorensen

Web Writer

Arkansas Foundation for Medical Care

501-212-8644

 

***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
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virus-free.
***************************************************************************
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From Jsorensen at afmc.org  Tue Apr 22 10:37:43 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Tue, 22 Apr 2008 09:37:43 -0500
Subject: [HealthLiteracy 1937] Re: help
In-Reply-To: <015f01c8a3dc$272f8f20$758ead60$@org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302EB77BB@AFMCFS6.NT_AFMC.local>

Please feel free! It's ok to use my name. I'm glad my story spoke to so
many people!
 
Unfortunately, I may have more soon. My husband's nephew was in a wreck
about two weeks ago, and has a serious brain injury. He is still in ICU
and will be there for a while. He can move all his digits and speak a
few words but they don't know much yet. Between him and my mom, we're
learning a lot about the health care system in Arkansas firsthand. I
guess the good news is -- not all the news is bad. There are some
wonderful, talented and incredibly dedicated people in this state, in
spite of Arkansas' (somewhat deserved) reputation.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Centner
Sent: Monday, April 21, 2008 1:19 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1936] Re: help



Dear Janet,

 

Would you allow us to use your story/example when talking about health
literacy? 

We can either do so anonymously or with full disclosure. It illustrates
a good point.

 

We are interested in personal stories that help define some of the
issues relating to health literacy.

 

Thanks for your consideration

 

Susan

 

 

Susan Centner, Project Director

MAHEC Digital Library

1101 Duane Avenue

Rolla, Missouri 65401

(573) 368-6350 - cell

(573) 458-7282 - office

(573) 364-8972 - fax

www.maheclibrary.org

 

 

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 10:43 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1867] help

 

Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.

 

As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.

 

An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.

 

When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.

 

I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.

 

Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps

 

Janet Sorensen

Web Writer

Arkansas Foundation for Medical Care

501-212-8644

 

************************************************************************
***
CONFIDENTIALITY NOTICE: The information in this E-mail is 
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E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
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(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
************************************************************************
***
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
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From boydhdavis at yahoo.com  Tue Apr 22 11:13:27 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Tue, 22 Apr 2008 08:13:27 -0700 (PDT)
Subject: [HealthLiteracy 1938] Re: help
In-Reply-To: <015f01c8a3dc$272f8f20$758ead60$@org>
Message-ID: <3188.65392.qm@web54605.mail.re2.yahoo.com>

Janet, I also want to use this story with my linguistics and ESP classes as an example of how poor information structuring within a text can lead to all sorts of problems
Would that be possible?
Boyd Davis
http://www.english.uncc.edu/bdavis

Susan Centner <ahecadm at fidnet.com> wrote:                        Dear Janet,
   
  Would you allow us to use your story/example when talking about health literacy? 
  We can either do so anonymously or with full disclosure. It illustrates a good point.
   
  We are interested in personal stories that help define some of the issues relating to health literacy.
   
  Thanks for your consideration
   
  Susan
   
   
  Susan Centner, Project Director
  MAHEC Digital Library
  1101 Duane Avenue
  Rolla, Missouri 65401
  (573) 368-6350 - cell
  (573) 458-7282 - office
  (573) 364-8972 - fax
  www.maheclibrary.org
   
   
   
   
      From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
 Sent: Wednesday, March 26, 2008 10:43 AM
 To: healthliteracy at nifl.gov
 Subject: [HealthLiteracy 1867] help
  
  
   
    Since I'm not quite as formally educated or experienced on this subject as the rest of you, I have a question from a personal as well as professional perspective.
  
     
  
    As I'm sure many of you have experienced, I'm often handed printed materials in the course of my own health care (or a loved one's), or asked to fill out forms that I am tempted to rewrite, redesign and hand back to the health care provider or staff member. As a writer, I've seriously considered doing this (but waiting until my or my relative's health care crisis or issue has been resolved). Is there a graceful, persuasive and nonoffensive way to make suggestions to health care providers regarding, say, written materials, preop and postop materials and processes, and so forth? Anything that has worked or specifically NOT worked for you in winning support from health care providers or others who are in a position to make seemingly simple changes? I don't want to come across as a know-it-all because, for one thing, I don't know it all, and also because such an approach or attitude would not serve our purpose.
  
     
  
    An example -- during my pregnancy, I was referred for a diagnostic ultrasound because of my "advanced maternal age" and because I had decided against amniocentesis. After the ultrasound, the high-risk OB again tried to talk me into amnio and again I politely refused. He said the ultrasound looked ok but would be read in more detail later. A few days later, I got a form letter. The first four paragraphs talked about Down syndrome, what it is, risk factors, "markers," and so forth, and how women with "advanced maternal age" are at greater risk. In the fifth paragraph, it explained that my ultrasound was (fill in the blank) negative for all of the Down syndrome markers. But by then I had already assumed my unborn child had Down syndrome and was freaking completely out. I ran the Gunning-Fog on it out of curiosity, and it was higher than 12th grade, besides just being badly written and badly organized.
  
     
  
    When I mentioned this experience to my own personal OB (not the high-risk guy) and said that I thought the letter could have been written more effectively for the audience, he said it's too bad these uneducated people can't read nowadays. I agreed and said it's also too bad some educated people can't write nowadays. It occurs to me now, that probably wasn't the best response for building collaboration and support...I'm blaming hormones.
  
     
  
    I'm asking now because I just went through a grueling pre-op process at an academic medical center with my 76-year-old mom, and we had to fill out the exact same detailed form at five different clinics, although they have electronic records there. I had to help an old man in one of the various waiting rooms, who could not bend his arm and had no one to help him write. And that's just the beginning. But I will stop now.
  
     
  
    Any words of advice on how I could effectively offer my own, for the sake of my blood pressure if nothing else? I realize health literacy and health communication are huge and evolving fields of study, and we need scholarly papers and more research, but we also need front-line fighters. Or maybe guerilla is a better term. Polite and respectful, of course. Any response will be appreciated. thx jps
  
     
  
  Janet Sorensen
  Web Writer
  Arkansas Foundation for Medical Care
  501-212-8644
     
  
  
***************************************************************************

CONFIDENTIALITY NOTICE: The information in this E-mail is 

confidential and may be privileged. This E-mail is intended solely

for the named recipient or recipients. If you are not the intended

recipient, any use, disclosure, copying or distribution of this

E-mail is prohibited. If you are not the intended recipient, please

inform us by replying with the subject line marked

"Wrong Address" and then deleting this E-mail and any

attachments.  Arkansas Foundation for Medical Care, Inc.

(AFMC) uses regularly updated anti-virus software in an attempt

to reduce the possibility of transmitting computer viruses. We do

not guarantee, however, that any attachments to this E-mail are

virus-free.

***************************************************************************

  ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to boydhdavis at yahoo.com
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From anne.murr at DRAKE.EDU  Tue Apr 22 17:11:07 2008
From: anne.murr at DRAKE.EDU (Anne Murr)
Date: Tue, 22 Apr 2008 16:11:07 -0500
Subject: [HealthLiteracy 1939] Re: System emphasis instead of patient
	emphasis
Message-ID: <a06240805c433fff816f7@[10.73.3.196]>

I would like to suggest a systems' shift in attitude toward persons 
with low literacy.  The word "stigma" connotes that those with 
"knowledge" are looking down on those without knowledge.  I have 
worked with and learned to respect the knowledge about life that 
adult new readers possess.  In the realm of multiple intelligences, 
they have many gifts.

Here's a real incident a friend recently shared with me.  Before her 
daughter, a college graduate, had her first baby, she planned every 
detail, including hiring a personal assistant to be with her during 
part of the delivery and to transition the first weeks with baby at 
home.  An unplanned event was her persistent mastitis which made life 
miserable for everyone!   She exclaimed in despair, "I thought we had 
everything taken care of!  What do the dumb people do?"

Well, the quote-unquote "uneducated" people take life as it comes and 
have the wisdom to handle life's curve balls.  [Adult new readers do 
not allow the word 'dumb' to be used about anyone.]

Health care professionals have the responsibility to communicate 
clearly the information that we lay people need to manage our own 
health.  They need to be able to"process" their knowledge into plain 
language.  One systems shift that health care (and society) needs to 
make is the realization that all persons possess the wisdom to manage 
their own health....when they are given the information they need.

Perhaps, instead of referring to people with low health literacy, we 
refer to people who need plain and accurate health information.

Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.

>Date: Mon, 21 Apr 2008 12:44:09 -0700
>From: Audrey Riffenburgh <ar at plainlanguageworks.com>
>Subject: [HealthLiteracy 1932]  System emphasis instead of patient emphasis
>Sender: healthliteracy-bounces at nifl.gov
>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>
>Dear William,
>
>I wanted to cheer when I read your e-mail. I really like the 
>definition you say you'd use now for health literacy. After the NAAL 
>results showed that only 12% of US adults are health literate 
>enough to meet the definition for "proficient," a major shift to 
>looking at systems instead of individuals is in order!
>
>Audrey Riffenburgh, M.A., President
>Plain Language Works (formerly Riffenburgh & Associates)
>Specialists in Health Literacy & Plain Language since 1994
>Albuquerque, New Mexico, USA
>Phone: (505) 345-1107   E-mail: 
><mailto:ar at plainlanguageworks.com>ar at plainlanguageworks.com
>
>Founding Member, The Clear Language Group, 
><http://www.clearlanguagegroup.com>www.clearlanguagegroup.com
>Co-founder, Health Literacy Institute, 
><http://www.healthliteracyinstitute.net>www.healthliteracyinstitute.net
>Ph.D. Student in Health Communication, Univ. of New Mexico
>
>
>
>----- Original Message -----
>From: <mailto:BSMITH at aed.org>William Smith
>To: <mailto:healthliteracy at nifl.gov>The Health and Literacy Discussion List
>Sent: Monday, April 21, 2008 5:33 AM
>Subject: [HealthLiteracy 1927] Re: Terminology, Labelling and Naming
>
>Low health literacy carries a stigma only if you do not fully 
>understand the IOM definition - which says"
>
>"the degree to which individuals have the capacity to obtain, 
>process, and understand basic health information and services needed 
>to make appropriate health decisions."
>
>Patients are not the only individuals in the health system. 
>Physicians are individuals, as are nurses, pharmacists, hospital 
>administrators and policy makers.  It is not just the patients who 
>has to obtain, process, and understand.  That is precisely what's 
>wrong with the present system.  The patient has to do it all.
>
>I will admit that if I were writing the definition again I would add 
>..."the degree to which individuals, organizations and systems have 
>the capacity to obtain, process, understand and communicate basic 
>health information........  ."
>
>Health literacy is not the function of individual patients or 
>citizens- but of the systems that serve all of us.
>The simplest and perhaps most powerful question you can ask yourself 
>is:  "Am I a member of a health literate organization."
>
>Wm. Smith
>Executive Vice President
>Academy for Educational Development
>1825 Connecticut Ave., NW
>Washington, D.C. 20009
>
>Organize policy until self-interest
>does what justice requires.
>Phone: 202-884-8750
>Fax: 202-884-8752
>e-mail: bsmith at aed.org
>
>>>>  "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov> 
>>>>4/17/2008 3:24 PM >>>
>
>Nicola,
>I agree with you as I feel low literacy may denote a stigma to some
>people.
>
>In the HRSA Unified Health Communication course, we agreed to use
>"limited heath literacy" it may be limited by worry about your care or
>diagnosis or inability to understand the words or stress with a visit to
>the doctor where you have received bad news, etc. any number of reasons
>can affect one's literacy at a given time.
><http://www.hrsa.gov/healthliteracy/training.htm>http://www.hrsa.gov/healthliteracy/training.htm
>
>
>Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for
>Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
>p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov
>
>
>
>-----Original Message-----
>From: Davies, Nicola [mailto:NDavies at dthr.ab.ca]
>Sent: Wednesday, April 16, 2008 1:19 PM
>To: The Health and Literacy Discussion List
>Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming
>
>I have a question for the list - just an informal survey.
>
>How do you feel about referring to the people we tailor materials for as
>"low literate" or "low health literate"? I have read lots of excellent
>opinion pieces on naming of people with tangible diseases; e.g., "people
>with diabetes" rather than "diabetics". However, using the phrase
>"people who have low literacy" or "People with low health literacy" just
>doesn't ring fair, simply because we have already established that
>literacy is not a personal issue, but rather a social one, and cannot be
>owned wholly by the individual we are referring to.
>So, how do you refer to the people we are ultimately working for?
>
>I am looking forward to seeing what you all think.
>
>Regards,
>Nicola
>
>Nicola Davies, BA
>Health Literacy Specialist
>Wellness Centre Coordinator
>Consumer Health Information Technician
>ndavies at dthr.ab.ca
>(403) 352-7643
>Red Deer Regional Hospital
>         3942-50A Ave
>         Red Deer, AB
>         T4N 4E7
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to anne.murr at drake.edu


-- 


From MarkH38514 at aol.com  Tue Apr 22 17:18:26 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Tue, 22 Apr 2008 17:18:26 EDT
Subject: [HealthLiteracy 1940] Re: Informed Consent for a Scientific Study
Message-ID: <c22.347c6948.353fb022@aol.com>

As a long time IRB member, I find that plain language  guidelines have been 
ignored by the folks writing consent forms in the  pharmaceutical and medical 
device industry. Part of the problem is that  plain language recommendations 
are not the same as plain  language requirements. 
 
Several years ago a drug company Vice-President told me that  their consent 
form writers must strictly adhere to federal regulations in order  to comply 
with those regulations. Anything they write that isn't compliant with  those 
regulations is seen internally as being non-compliant, and can create  serious 
job problems. So, even though plain language guidelines and  recommendations can 
make consent forms easier to read, such guidelines have been  routinely 
ignored because they make consent forms "non-compliant!" From this  regulatory and 
compliance perspective, plain language is seen as a  compliance problem not a 
communication solution. 
 
I know this doesn't make much sense, but the drug and device  industry 
obsesses over being compliant or non-compliant with federal  regulations. Corporate 
lawyers assume that their company will not get into  regulatory trouble if 
they use consent language from the Federal Register--even  if prospective 
subjects can't understand it. 
 
If federal agencies want consent forms to be written in plain  language, it 
would help if they would provide some "compliant" examples of  actual plain 
language consent forms and require plain language consent forms.  Current plain 
language recommendations and templates have accomplished very  little. 
 
Mark Hochhauser
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From bcmrose at telus.net  Wed Apr 23 01:25:58 2008
From: bcmrose at telus.net (Marg Rose)
Date: Tue, 22 Apr 2008 22:25:58 -0700
Subject: [HealthLiteracy 1941]  reaching health care workers
In-Reply-To: <mailman.83640.1208917806.1030.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGKEADDMAA.bcmrose@telus.net>

Here is a resource for health care workers that you can hand over when
frustrated or follow up and send later, and encourage them to read for other
clients who may struggle to understand printed material and then have
compliance issues. It was created by Charles Moody of Literacy Partners of
Manitoba, and is available at:
http://www.plainlanguage.mb.literacy.ca/resource.htm entitled Handy Guide
for Health Practitioners about Low Literacy.There are other documents there
as well, such as a Clear Doc Index for reviewing of their materials. Charles
is a fantastic workshop leader who has done outreach to health educators for
the past 3 years. He is at plain words.ca if you are interested. Great
Aussie guy.

Dr. Linda Shohet of the Centre for Literacy in Quebec does workshops "What
if they don't understand" with health care providers. Her centre of
excellence has produced incredible materials, an annotated bibliography and
critical review of plain language and health literacy resources to help you
grasp the magnitude of this issue. She is at lshohet (at)
dawsoncollege.qc.ca

Hope these leads help!


Marg Rose, Collaborative Consulting
Victoria, BC


"Life is 10% what you make it and 90% how you take it."
                                                                   ~Irving
Berlin



From LJohnston-Lloyd at hrsa.gov  Wed Apr 23 09:40:52 2008
From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA))
Date: Wed, 23 Apr 2008 09:40:52 -0400
Subject: [HealthLiteracy 1942] Re: System emphasis instead of patientemphasis
In-Reply-To: <a06240805c433fff816f7@[10.73.3.196]>
Message-ID: <91F6B7EADFB4A24798236A118F59D2D2032F22C9@NIHHRSAMLBX.nih.gov>

I love Anne's comment 
"we refer to people who need plain and accurate health information"--
Isn't this all of us when we become patients? I think so.



Linda Johnston Lloyd, Senior Advisor ~HRSA Center for Quality ~ Room
7-100 5600 Fishers Lane ~ Rockville, MD 20857
p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov



-----Original Message-----
From: Anne Murr [mailto:anne.murr at DRAKE.EDU] 
Sent: Tuesday, April 22, 2008 5:11 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1939] Re: System emphasis instead of
patientemphasis

I would like to suggest a systems' shift in attitude toward persons with
low literacy.  The word "stigma" connotes that those with "knowledge"
are looking down on those without knowledge.  I have worked with and
learned to respect the knowledge about life that adult new readers
possess.  In the realm of multiple intelligences, they have many gifts.

Here's a real incident a friend recently shared with me.  Before her
daughter, a college graduate, had her first baby, she planned every
detail, including hiring a personal assistant to be with her during part
of the delivery and to transition the first weeks with baby at home.  An
unplanned event was her persistent mastitis which made life 
miserable for everyone!   She exclaimed in despair, "I thought we had 
everything taken care of!  What do the dumb people do?"

Well, the quote-unquote "uneducated" people take life as it comes and
have the wisdom to handle life's curve balls.  [Adult new readers do not
allow the word 'dumb' to be used about anyone.]

Health care professionals have the responsibility to communicate clearly
the information that we lay people need to manage our own health.  They
need to be able to"process" their knowledge into plain language.  One
systems shift that health care (and society) needs to make is the
realization that all persons possess the wisdom to manage their own
health....when they are given the information they need.

Perhaps, instead of referring to people with low health literacy, we
refer to people who need plain and accurate health information.

Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong
learning.

>Date: Mon, 21 Apr 2008 12:44:09 -0700
>From: Audrey Riffenburgh <ar at plainlanguageworks.com>
>Subject: [HealthLiteracy 1932]  System emphasis instead of patient 
>emphasis
>Sender: healthliteracy-bounces at nifl.gov
>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>
>Dear William,
>
>I wanted to cheer when I read your e-mail. I really like the definition

>you say you'd use now for health literacy. After the NAAL results 
>showed that only 12% of US adults are health literate enough to meet 
>the definition for "proficient," a major shift to looking at systems 
>instead of individuals is in order!
>
>Audrey Riffenburgh, M.A., President
>Plain Language Works (formerly Riffenburgh & Associates) Specialists in

>Health Literacy & Plain Language since 1994 Albuquerque, New Mexico, 
>USA
>Phone: (505) 345-1107   E-mail: 
><mailto:ar at plainlanguageworks.com>ar at plainlanguageworks.com
>
>Founding Member, The Clear Language Group, 
><http://www.clearlanguagegroup.com>www.clearlanguagegroup.com
>Co-founder, Health Literacy Institute, 
><http://www.healthliteracyinstitute.net>www.healthliteracyinstitute.net
>Ph.D. Student in Health Communication, Univ. of New Mexico
>
>
>
>----- Original Message -----
>From: <mailto:BSMITH at aed.org>William Smith
>To: <mailto:healthliteracy at nifl.gov>The Health and Literacy Discussion 
>List
>Sent: Monday, April 21, 2008 5:33 AM
>Subject: [HealthLiteracy 1927] Re: Terminology, Labelling and Naming
>
>Low health literacy carries a stigma only if you do not fully 
>understand the IOM definition - which says"
>
>"the degree to which individuals have the capacity to obtain, process, 
>and understand basic health information and services needed to make 
>appropriate health decisions."
>
>Patients are not the only individuals in the health system. 
>Physicians are individuals, as are nurses, pharmacists, hospital 
>administrators and policy makers.  It is not just the patients who has 
>to obtain, process, and understand.  That is precisely what's wrong 
>with the present system.  The patient has to do it all.
>
>I will admit that if I were writing the definition again I would add 
>..."the degree to which individuals, organizations and systems have the

>capacity to obtain, process, understand and communicate basic health 
>information........  ."
>
>Health literacy is not the function of individual patients or
>citizens- but of the systems that serve all of us.
>The simplest and perhaps most powerful question you can ask yourself
>is:  "Am I a member of a health literate organization."
>
>Wm. Smith
>Executive Vice President
>Academy for Educational Development
>1825 Connecticut Ave., NW
>Washington, D.C. 20009
>
>Organize policy until self-interest
>does what justice requires.
>Phone: 202-884-8750
>Fax: 202-884-8752
>e-mail: bsmith at aed.org
>
>>>>  "Johnston-Lloyd, Linda (HRSA)" <LJohnston-Lloyd at hrsa.gov>
>>>>4/17/2008 3:24 PM >>>
>
>Nicola,
>I agree with you as I feel low literacy may denote a stigma to some 
>people.
>
>In the HRSA Unified Health Communication course, we agreed to use 
>"limited heath literacy" it may be limited by worry about your care or 
>diagnosis or inability to understand the words or stress with a visit 
>to the doctor where you have received bad news, etc. any number of 
>reasons can affect one's literacy at a given time.
><http://www.hrsa.gov/healthliteracy/training.htm>http://www.hrsa.gov/he
>althliteracy/training.htm
>
>
>Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for

>Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857
>p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ 
>www.hrsa.gov
>
>
>
>-----Original Message-----
>From: Davies, Nicola [mailto:NDavies at dthr.ab.ca]
>Sent: Wednesday, April 16, 2008 1:19 PM
>To: The Health and Literacy Discussion List
>Subject: [HealthLiteracy 1920] Re: Terminology, Labelling and Naming
>
>I have a question for the list - just an informal survey.
>
>How do you feel about referring to the people we tailor materials for 
>as "low literate" or "low health literate"? I have read lots of 
>excellent opinion pieces on naming of people with tangible diseases; 
>e.g., "people with diabetes" rather than "diabetics". However, using 
>the phrase "people who have low literacy" or "People with low health 
>literacy" just doesn't ring fair, simply because we have already 
>established that literacy is not a personal issue, but rather a social 
>one, and cannot be owned wholly by the individual we are referring to.
>So, how do you refer to the people we are ultimately working for?
>
>I am looking forward to seeing what you all think.
>
>Regards,
>Nicola
>
>Nicola Davies, BA
>Health Literacy Specialist
>Wellness Centre Coordinator
>Consumer Health Information Technician
>ndavies at dthr.ab.ca
>(403) 352-7643
>Red Deer Regional Hospital
>         3942-50A Ave
>         Red Deer, AB
>         T4N 4E7
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to anne.murr at drake.edu


--
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ljohnston-lloyd at hrsa.gov


From JKelLaw at aol.com  Wed Apr 23 10:29:03 2008
From: JKelLaw at aol.com (JKelLaw at aol.com)
Date: Wed, 23 Apr 2008 10:29:03 EDT
Subject: [HealthLiteracy 1943]  Help
Message-ID: <bc8.29da0ca2.3540a1af@aol.com>

I have often felt the impulse to rewrite lame stuff doctors and
hospitals give out. My worst example was not being given
aftercare instructions for my eye surgery. I even talked to the
scheduling nurse. I received misleading advice, sent my dog
away for safekeeping, and he was killed. This almost destroyed me
and we had to ask the surgeon would the crying ruin the surgery (no).
I put up a website of better instructions. I don't know what good it did.
http://facedownrecoveryfromretinalsurgery.blogspot.com.
I also gave the revised paper to my doctor--I sent it to him, to his office
manager, to the scheduling nurse. Never heard one word. Gradually,
it came to me: Hey, they don't care.

I am slow some months.

Star Lawrence
http://healthsass.blogspot.com
 


**************
Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.
      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From frankish at interchange.ubc.ca  Wed Apr 23 11:06:01 2008
From: frankish at interchange.ubc.ca (jim frankish)
Date: Wed, 23 Apr 2008 08:06:01 -0700
Subject: [HealthLiteracy 1944]  Undergrads & determinants of health
Message-ID: <0JZS005659Y0V1@smtp.interchange.ubc.ca>

Hello

Next Fall, I am teaching an undergraduate course that focuses on the 
meaning, measurement and determinants of health. Last time, the 
course had 35 students from 8-10 disciplines, years 1-5, and ages 
16-58.  We are teaching a new section limited to 1st and 2nd year 
students from  multiple departments and faculties. Class activities 
include lectures, videos, community guests, fun, community-service 
learning projects, and a final exam.

Does anyone know of  any books or textbooks that deal with population 
health, health promotion, determinants of health and would be 
suitable for 1st-year students. (Suggestions for other relevant 
age-appropriate resources would also be appreciated)

Thanks Jim

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
Human Early Learning Partnership (HELP), University of British Columbia
College for Interdisciplinary Studies, and Department of Healthcare & 
Epidemiology (Medicine)
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205, frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com
Partners in Community Health Research Training Program, www.pchr.net




From sflint at library.ca.gov  Wed Apr 23 12:07:43 2008
From: sflint at library.ca.gov (Flint, Suzanne)
Date: Wed, 23 Apr 2008 09:07:43 -0700
Subject: [HealthLiteracy 1945] Re: Undergrads & determinants of health
In-Reply-To: <0JZS005659Y0V1@smtp.interchange.ubc.ca>
References: <0JZS005659Y0V1@smtp.interchange.ubc.ca>
Message-ID: <DFE69F6CC8C7424B99C9471BA86A3C9D4AA852@cslmail3.library.ca.gov>

PBS just released a multi-part series that may be of interest called
Unnatural Causes. You can learn more at: http://www.unnaturalcauses.org/


Suzanne Flint
Library Programs Consultant
California State Library
900 N Street, Suite 500
Sacramento, CA 95814
916-651-9796
 
"People don't care how much we know until they know how much we care."
~ John Maxwell

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of jim frankish
Sent: Wednesday, April 23, 2008 8:06 AM
To: CLICK4HP at YORKU.CA; SDOH at YORKU.CA; community-health-l at MAIL.MSH.ORG;
HEALTH-PROMOTION at info.mip.ki.se; HEALTHE at LISTSERV.ICORS.ORG;
healthev at MITVMA.MIT.EDU; healthliteracy at nifl.gov;
HEDIR-L at listserv.siu.edu; COMMUNITY-HEALTH-L at erc.msh.org
Subject: [HealthLiteracy 1944] Undergrads & determinants of health
Importance: High

Hello

Next Fall, I am teaching an undergraduate course that focuses on the 
meaning, measurement and determinants of health. Last time, the 
course had 35 students from 8-10 disciplines, years 1-5, and ages 
16-58.  We are teaching a new section limited to 1st and 2nd year 
students from  multiple departments and faculties. Class activities 
include lectures, videos, community guests, fun, community-service 
learning projects, and a final exam.

Does anyone know of  any books or textbooks that deal with population 
health, health promotion, determinants of health and would be 
suitable for 1st-year students. (Suggestions for other relevant 
age-appropriate resources would also be appreciated)

Thanks Jim

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
Human Early Learning Partnership (HELP), University of British Columbia
College for Interdisciplinary Studies, and Department of Healthcare & 
Epidemiology (Medicine)
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205,
frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com
Partners in Community Health Research Training Program, www.pchr.net


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sflint at library.ca.gov


From lshohet at dawsoncollege.qc.ca  Wed Apr 23 12:41:32 2008
From: lshohet at dawsoncollege.qc.ca (Linda Shohet)
Date: Wed, 23 Apr 2008 12:41:32 -0400
Subject: [HealthLiteracy 1946] Re: reaching health care workers
In-Reply-To: <NIBBJOMGKLCFFJPIEBKGKEADDMAA.bcmrose@telus.net>
References: <mailman.83640.1208917806.1030.healthliteracy@nifl.gov>
	<NIBBJOMGKLCFFJPIEBKGKEADDMAA.bcmrose@telus.net>
Message-ID: <20080423164117.M12901@dawsoncollege.qc.ca>

Thanks, Marg.


On Tue, 22 Apr 2008 22:25:58 -0700, Marg Rose wrote
> Here is a resource for health care workers that you can hand over 
> when frustrated or follow up and send later, and encourage them to 
> read for other clients who may struggle to understand printed 
> material and then have compliance issues. It was created by Charles 
> Moody of Literacy Partners of Manitoba, and is available at: 
> http://www.plainlanguage.mb.literacy.ca/resource.htm entitled Handy Guide
> for Health Practitioners about Low Literacy.There are other 
> documents there as well, such as a Clear Doc Index for reviewing of 
> their materials. Charles is a fantastic workshop leader who has done 
> outreach to health educators for the past 3 years. He is at plain 
> words.ca if you are interested. Great Aussie guy.
> 
> Dr. Linda Shohet of the Centre for Literacy in Quebec does workshops 
> "What if they don't understand" with health care providers. Her 
> centre of excellence has produced incredible materials, an annotated 
> bibliography and critical review of plain language and health 
> literacy resources to help you grasp the magnitude of this issue. 
> She is at lshohet (at) dawsoncollege.qc.ca
> 
> Hope these leads help!
> 
> Marg Rose, Collaborative Consulting
> Victoria, BC
> 
> "Life is 10% what you make it and 90% how you take it."
>                                                                    ~Irving
> Berlin
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lshohet at dawsoncollege.qc.ca


--
Linda Shohet, PhD
Executive Director
The Centre for Literacy of Quebec
3040 Sherbrooke Street West
Montreal, Quebec
Canada, H3Z 1A4
Tel.:(514) 931-8731, ext. 1411
Fax: (514) 931-5181
E-mail: lshohet at dawsoncollege.qc.ca



From sparks at chapman.edu  Wed Apr 23 13:04:44 2008
From: sparks at chapman.edu (Sparks, Lisa)
Date: Wed, 23 Apr 2008 10:04:44 -0700
Subject: [HealthLiteracy 1947] Re: Undergrads & determinants of health
References: <0JZS005659Y0V1@smtp.interchange.ubc.ca>
Message-ID: <14308220CCA3654CBC504707EE8C65090184FF30@ADAM.chapman.edu>

Hi Jim et al,

Here's a new health communication oriented book that may fit some of
your focus. It is targeted toward advanced undergrad or beginning
graduate students.

Wright, K. B., Sparks, L., & O'Hair, H. D. (2008). Health communication
in the 21st century. Oxford, England: Blackwell.

Let me know if you have any further questions!

Best,
Lisa

LISA SPARKS, PH.D.
Presidential Research Fellow in Health and Risk Communication
Professor and Director, M.S. in Health Communication
Chapman University
One University Drive
Roosevelt Hall 206B
Orange, CA 92866 
www.chapman.edu/wcls/healthcomm 
"nothing in life is to be feared. it is only to be understood."---marie
curie
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of jim frankish
Sent: Wednesday, April 23, 2008 8:06 AM
To: CLICK4HP at YORKU.CA; SDOH at YORKU.CA; community-health-l at MAIL.MSH.ORG;
HEALTH-PROMOTION at info.mip.ki.se; HEALTHE at LISTSERV.ICORS.ORG;
healthev at MITVMA.MIT.EDU; healthliteracy at nifl.gov;
HEDIR-L at listserv.siu.edu; COMMUNITY-HEALTH-L at erc.msh.org
Subject: [HealthLiteracy 1944] Undergrads & determinants of health
Importance: High

Hello

Next Fall, I am teaching an undergraduate course that focuses on the 
meaning, measurement and determinants of health. Last time, the 
course had 35 students from 8-10 disciplines, years 1-5, and ages 
16-58.  We are teaching a new section limited to 1st and 2nd year 
students from  multiple departments and faculties. Class activities 
include lectures, videos, community guests, fun, community-service 
learning projects, and a final exam.

Does anyone know of  any books or textbooks that deal with population 
health, health promotion, determinants of health and would be 
suitable for 1st-year students. (Suggestions for other relevant 
age-appropriate resources would also be appreciated)

Thanks Jim

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
Human Early Learning Partnership (HELP), University of British Columbia
College for Interdisciplinary Studies, and Department of Healthcare & 
Epidemiology (Medicine)
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205,
frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com
Partners in Community Health Research Training Program, www.pchr.net


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sparks at chapman.edu


From MSkewes at ria.buffalo.edu  Wed Apr 23 14:52:15 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Wed, 23 Apr 2008 14:52:15 -0400
Subject: [HealthLiteracy 1948] Re: Undergrads & determinants of health
In-Reply-To: <0JZS005659Y0V1@smtp.interchange.ubc.ca>
Message-ID: <OF98CB12C9.B6CDD176-ON85257434.0067172C-85257434.0067B519@ria.buffalo.edu>

Hello, 

I would recommend the following:

Glanz, K., Rimer, B.K., & Lewis, F.M. (Eds.). (2002).  Health behavior and 
health education.  San Francisco: Jossey-Bass. 

Maiback, E. & Parrott, R.L. (Eds.). (1995).  Designing health messages: 
Approaches from communication theory and public health practice. Thousand 
Oaks: Sage. 

Good luck!
Monica


Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




jim frankish <frankish at interchange.ubc.ca> 
Sent by: healthliteracy-bounces at nifl.gov
04/23/2008 11:06 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
CLICK4HP at YORKU.CA, SDOH at YORKU.CA, community-health-l at MAIL.MSH.ORG, 
HEALTH-PROMOTION at info.mip.ki.se, HEALTHE at LISTSERV.ICORS.ORG, 
healthev at MITVMA.MIT.EDU, healthliteracy at nifl.gov, 
HEDIR-L at listserv.siu.edu, COMMUNITY-HEALTH-L at erc.msh.org
cc

Subject
[HealthLiteracy 1944]  Undergrads & determinants of health






Hello

Next Fall, I am teaching an undergraduate course that focuses on the 
meaning, measurement and determinants of health. Last time, the 
course had 35 students from 8-10 disciplines, years 1-5, and ages 
16-58.  We are teaching a new section limited to 1st and 2nd year 
students from  multiple departments and faculties. Class activities 
include lectures, videos, community guests, fun, community-service 
learning projects, and a final exam.

Does anyone know of  any books or textbooks that deal with population 
health, health promotion, determinants of health and would be 
suitable for 1st-year students. (Suggestions for other relevant 
age-appropriate resources would also be appreciated)

Thanks Jim

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
Human Early Learning Partnership (HELP), University of British Columbia
College for Interdisciplinary Studies, and Department of Healthcare & 
Epidemiology (Medicine)
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205, frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com
Partners in Community Health Research Training Program, www.pchr.net


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mskewes at ria.buffalo.edu

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From jmacflincoln at gmail.com  Wed Apr 23 15:26:37 2008
From: jmacflincoln at gmail.com (Jane Lincoln)
Date: Wed, 23 Apr 2008 15:26:37 -0400
Subject: [HealthLiteracy 1949]  regarding informed consent
Message-ID: <8e9d49ef0804231226o3a9b394dnb8e7eab35815f3d8@mail.gmail.com>

A lurker chiming in here.

I know of a small company that obtained an NIH small business innovative
research grant to develop an online, multimedia consent tool. To encourage
understanding, the resulting software called ConsentSolutions includes
translation and narration, embedded explanation and self-assessment. The
software was developed to be used with cancer clinical trials but can apply
to any trial. You can see a demonstration at www.consentsolutions.com.  The
online nature of the beast can be accessed any number of ways, since not
everyone has access to a computer. Anyway, its another approach.

For full disclosure, let me say that I once worked for a sister company
called HealthMark Multimedia.



Jane Lincoln, MSW
Health Section, Outreach & Services
AARP

All the arts we practice are apprenticeship.  The big art is our life.
M.C.Richards
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From MarkH38514 at aol.com  Thu Apr 24 07:18:49 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Thu, 24 Apr 2008 07:18:49 EDT
Subject: [HealthLiteracy 1950] Re: regarding informed consent
Message-ID: <be0.313ef8d8.3541c699@aol.com>

One problem with consent forms is terrible sentence  construction. I have a 
recent 2-page publication that gives some "before" and  "after" examples of 
consent form language: Hochhauser, M. (2008) Too Many  Unnecessary Words = 
Confusing Consent Forms. SoCRA Source: A  Publication of the Society of Clinical 
Research Associates, 56, 58-59. 
 
If anyone's interested, email me off list and I'll be happy to  send you a 
pdf version. 
 
Mark Hochhauser
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From BSMITH at aed.org  Thu Apr 24 07:53:09 2008
From: BSMITH at aed.org (William Smith)
Date: Thu, 24 Apr 2008 07:53:09 -0400
Subject: [HealthLiteracy 1951]   Re: help
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302EB77BB@AFMCFS6.NT_AFMC.local>
References: <015f01c8a3dc$272f8f20$758ead60$@org>
	<6EE40CD48836434BBF299E57FBBB2AD302EB77BB@AFMCFS6.NT_AFMC.local>
Message-ID: <48103C55.F39A.0028.0@aed.org>

Janet
 
I'm on the board of the Center for Plain Language.  We're looking for
great example of bad writing and your case stands out among many.  is
there any way we could get a copy of what they gave you to read?
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Janet Sorensen" <Jsorensen at afmc.org> 4/22/2008 10:37 AM >>>
Please feel free! It's ok to use my name. I'm glad my story spoke to so
many people!
 
Unfortunately, I may have more soon. My husband's nephew was in a wreck
about two weeks ago, and has a serious brain injury. He is still in ICU
and will be there for a while. He can move all his digits and speak a
few words but they don't know much yet. Between him and my mom, we're
learning a lot about the health care system in Arkansas firsthand. I
guess the good news is -- not all the news is bad. There are some
wonderful, talented and incredibly dedicated people in this state, in
spite of Arkansas' (somewhat deserved) reputation.

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Centner
Sent: Monday, April 21, 2008 1:19 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1936] Re: help


Dear Janet,
 
Would you allow us to use your story/example when talking about health
literacy? 
We can either do so anonymously or with full disclosure. It illustrates
a good point.
 
We are interested in personal stories that help define some of the
issues relating to health literacy.
 
Thanks for your consideration
 
Susan
 
 
Susan Centner, Project Director
MAHEC Digital Library
1101 Duane Avenue
Rolla, Missouri 65401
(573) 368-6350 - cell
(573) 458-7282 - office
(573) 364-8972 - fax
www.maheclibrary.org
 
 
 
 

From:healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 10:43 AM
To: healthliteracy at nifl.gov 
Subject: [HealthLiteracy 1867] help

 

Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.

 

As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.

 

An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.

 

When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.

 

I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.

 

Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps

 

Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care
501-212-8644

 
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From anne.murr at DRAKE.EDU  Thu Apr 24 10:19:30 2008
From: anne.murr at DRAKE.EDU (Anne Murr)
Date: Thu, 24 Apr 2008 09:19:30 -0500
Subject: [HealthLiteracy 1952] Re: Informed Consent for a Scientific Study
Message-ID: <a06240801c436470488c3@[10.73.3.196]>

from Barb Earles

>Thanks Anne for forwarding. Interesting reading. Perhaps we can hope the
>"Plain Language in Government Communications Act" H.R. 3548 passed by
>the House April 14 and on to the Senate may have impact? The bill would
>require Federal agencies to use plain language in any new or revised
>document that explains how to obtain a benefit or service or how to pay
>taxes. This includes letters, publications, forms, notices, or
>instructions. While the bill does not specifically address the issue
>raised below, if there is such a law, it might provide more of a push
>for plain language documents into other arenas.
>
>Barb
>Barb Earles
>Director of Risk Management
>Iowa Health System - Law Department
>515-334-5043 Office
>515-205-3140 Mobile
>earlesba at ihs.org
>
>
>-----Original Message-----
>
>>Date: Tue, 22 Apr 2008 17:18:26 -0400 (EDT)
>>From: MarkH38514 at aol.com
>>Subject: [HealthLiteracy 1940] Re: Informed Consent for a Scientific
>Study
>>Sender: healthliteracy-bounces at nifl.gov
>  >To: healthliteracy at nifl.gov
>>Reply-to: The Health and Literacy Discussion List
><healthliteracy at nifl.gov>
>>
>>
>>As a long time IRB member, I find that plain language guidelines
>>have been ignored by the folks writing consent forms in the
>>pharmaceutical and medical device industry. Part of the problem is
>>that plain language recommendations are not the same as plain
>>language requirements.
>>
>>Several years ago a drug company Vice-President told me that their
>>consent form writers must strictly adhere to federal regulations in
>>order to comply with those regulations. Anything they write that
>>isn't compliant with those regulations is seen internally as being
>>non-compliant, and can create serious job problems. So, even though
>>plain language guidelines and recommendations can make consent forms
>>easier to read, such guidelines have been routinely ignored because
>>they make consent forms "non-compliant!" From this regulatory and
>>compliance perspective, plain language is seen as a compliance
>>problem not a communication solution.
>>
>>I know this doesn't make much sense, but the drug and device
>>industry obsesses over being compliant or non-compliant with federal
>>regulations. Corporate lawyers assume that their company will not
>>get into regulatory trouble if they use consent language from the
>>Federal Register--even if prospective subjects can't understand it.
>>
>>If federal agencies want consent forms to be written in plain
>>language, it would help if they would provide some "compliant"
>>examples of actual plain language consent forms and require plain
>>language consent forms. Current plain language recommendations and
>>templates have accomplished very little.
>>
>>Mark Hochhauser
>>
>>Mark Hochhauser, Ph.D.
>>Readability Consultant
>>3344 Scott Avenue North
>>Golden Valley, MN  55422-2748
>>Phone: 763-521-4672
>>Cell: 612-281-1517
>>Fax: 763-521-5069
>>email: <mailto:MarkH38514 at aol.com>MarkH38514 at aol.com
>>
>>
>>
>>
>>Need a new ride? Check out the largest site for U.S. used car
>>listings at <http://autos.aol.com/used?NCID=aolcmp00300000002851>AOL
>>Autos.
>>
>>----------------------------------------------------
>>National Institute for Literacy
>>Health and Literacy mailing list
>>HealthLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/healthliteracy
>>Email delivered to anne.murr at drake.edu
>
>
>--
>Anne Murr, M.S., Coordinator
>Drake University Adult Literacy Center
>School of Education
>3206 University Ave.
>Des Moines, IA 50311
>anne.murr at drake.edu
>    Tel    515-271-3982
>    Fax   515-271-4544
>The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
>    resulting in enhanced self-esteem, daily living, and lifelong
>learning.
>          ********************************************
>
>This message and accompanying documents are covered by the
>Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521,
>and contain information intended for the specified individual(s) only.
>This information is confidential. If you are not the intended recipient
>or an agent responsible for delivering it to the intended recipient, you
>are hereby notified that you have received this document in error and
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>based on the contents of this information is strictly prohibited. If you
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-- 
Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.


From Jsorensen at afmc.org  Thu Apr 24 11:17:33 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 24 Apr 2008 10:17:33 -0500
Subject: [HealthLiteracy 1953] Re: help
In-Reply-To: <48103C55.F39A.0028.0@aed.org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302EB7A24@AFMCFS6.NT_AFMC.local>

I have actually been looking forit since so many have asked to use my
example. I'm not sure I still have it, but it's probably somewhere. It
has been about three years (a looong three years) but I heard they are
still using the same letter or something similar. I hope it isn't
true...
 
I'm actually planning to go through some old files this weekend at home
anyway. I'll keep an eye out for it. I should have kept it for a bad
example, but at the time I was a little self-involved...If I find it,
I'll scan and send it to you.
 
By the way, the kid is fine. Her preschool teachers say she is one of
the brightest in the class. But she will have to be an only child. I'm
not going through that again! My "maternal age" is even more "advanced"
now, and I'm feeling every minute of it. lol
 
Janet Sorensen
Web Writer
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Thursday, April 24, 2008 6:53 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1951] Re: help


Janet
 
I'm on the board of the Center for Plain Language.  We're looking for
great example of bad writing and your case stands out among many.  is
there any way we could get a copy of what they gave you to read?
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Janet Sorensen" <Jsorensen at afmc.org> 4/22/2008 10:37 AM >>>

Please feel free! It's ok to use my name. I'm glad my story spoke to so
many people!
 
Unfortunately, I may have more soon. My husband's nephew was in a wreck
about two weeks ago, and has a serious brain injury. He is still in ICU
and will be there for a while. He can move all his digits and speak a
few words but they don't know much yet. Between him and my mom, we're
learning a lot about the health care system in Arkansas firsthand. I
guess the good news is -- not all the news is bad. There are some
wonderful, talented and incredibly dedicated people in this state, in
spite of Arkansas' (somewhat deserved) reputation.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Centner
Sent: Monday, April 21, 2008 1:19 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1936] Re: help



Dear Janet,

 

Would you allow us to use your story/example when talking about health
literacy? 

We can either do so anonymously or with full disclosure. It illustrates
a good point.

 

We are interested in personal stories that help define some of the
issues relating to health literacy.

 

Thanks for your consideration

 

Susan

 

 

Susan Centner, Project Director

MAHEC Digital Library

1101 Duane Avenue

Rolla, Missouri 65401

(573) 368-6350 - cell

(573) 458-7282 - office

(573) 364-8972 - fax

www.maheclibrary.org

 

 

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Wednesday, March 26, 2008 10:43 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1867] help

 

Since I'm not quite as formally educated or experienced on this subject
as the rest of you, I have a question from a personal as well as
professional perspective.

 

As I'm sure many of you have experienced, I'm often handed printed
materials in the course of my own health care (or a loved one's), or
asked to fill out forms that I am tempted to rewrite, redesign and hand
back to the health care provider or staff member. As a writer, I've
seriously considered doing this (but waiting until my or my relative's
health care crisis or issue has been resolved). Is there a graceful,
persuasive and nonoffensive way to make suggestions to health care
providers regarding, say, written materials, preop and postop materials
and processes, and so forth? Anything that has worked or specifically
NOT worked for you in winning support from health care providers or
others who are in a position to make seemingly simple changes? I don't
want to come across as a know-it-all because, for one thing, I don't
know it all, and also because such an approach or attitude would not
serve our purpose.

 

An example -- during my pregnancy, I was referred for a diagnostic
ultrasound because of my "advanced maternal age" and because I had
decided against amniocentesis. After the ultrasound, the high-risk OB
again tried to talk me into amnio and again I politely refused. He said
the ultrasound looked ok but would be read in more detail later. A few
days later, I got a form letter. The first four paragraphs talked about
Down syndrome, what it is, risk factors, "markers," and so forth, and
how women with "advanced maternal age" are at greater risk. In the fifth
paragraph, it explained that my ultrasound was (fill in the blank)
negative for all of the Down syndrome markers. But by then I had already
assumed my unborn child had Down syndrome and was freaking completely
out. I ran the Gunning-Fog on it out of curiosity, and it was higher
than 12th grade, besides just being badly written and badly organized.

 

When I mentioned this experience to my own personal OB (not the
high-risk guy) and said that I thought the letter could have been
written more effectively for the audience, he said it's too bad these
uneducated people can't read nowadays. I agreed and said it's also too
bad some educated people can't write nowadays. It occurs to me now, that
probably wasn't the best response for building collaboration and
support...I'm blaming hormones.

 

I'm asking now because I just went through a grueling pre-op process at
an academic medical center with my 76-year-old mom, and we had to fill
out the exact same detailed form at five different clinics, although
they have electronic records there. I had to help an old man in one of
the various waiting rooms, who could not bend his arm and had no one to
help him write. And that's just the beginning. But I will stop now.

 

Any words of advice on how I could effectively offer my own, for the
sake of my blood pressure if nothing else? I realize health literacy and
health communication are huge and evolving fields of study, and we need
scholarly papers and more research, but we also need front-line
fighters. Or maybe guerilla is a better term. Polite and respectful, of
course. Any response will be appreciated. thx jps

 

Janet Sorensen

Web Writer

Arkansas Foundation for Medical Care

501-212-8644

 

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From Diane.Rydrych at state.mn.us  Thu Apr 24 13:27:12 2008
From: Diane.Rydrych at state.mn.us (Diane Rydrych)
Date: Thu, 24 Apr 2008 12:27:12 -0500
Subject: [HealthLiteracy 1954]   Re: regarding informed consent
Message-ID: <48107CAA.635C.002A.0@health.state.mn.us>

I think someone may have recently posted this, but here's a simplified consent form that was developed in MN by the Minnesota Alliance for Patient Safety (MAPS), and which is currently being translated and rolled out to hospitals and clinics around the state.  We hope it will eventually be the standard in most/all facilities, and many have already adopted it, but we have a long way to go.  It's written at a 4th grade level.

http://www.mnpatientsafety.org/index.php?option=com_content&task=view&id=85&Itemid=69 

Diane Rydrych
Assistant Director
Division of Health Policy
MN Department of Health
phone: 651-201-3564
fax: 651-201-5179

>>> <MarkH38514 at aol.com> 04/24/2008 6:18 AM >>>
One problem with consent forms is terrible sentence  construction. I have a 
recent 2-page publication that gives some "before" and  "after" examples of 
consent form language: Hochhauser, M. (2008) Too Many  Unnecessary Words = 
Confusing Consent Forms. SoCRA Source: A  Publication of the Society of Clinical 
Research Associates, 56, 58-59. 
 
If anyone's interested, email me off list and I'll be happy to  send you a 
pdf version. 
 
Mark Hochhauser
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott  Avenue North
Golden Valley, MN  55422-2748
Phone:  763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 




**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)






From MSkewes at ria.buffalo.edu  Thu Apr 24 16:57:30 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Thu, 24 Apr 2008 16:57:30 -0400
Subject: [HealthLiteracy 1955]  Health Literacy Interventions
In-Reply-To: <be0.313ef8d8.3541c699@aol.com>
Message-ID: <OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.edu>

Hello all,

In reading the literature on literacy and health, I have noticed that 
interventions seem to be mostly provider-focused.  Meaning, there is a lot 
of research on strategies for reaching clients with low literacy skills 
and communicating differently with these people.  Does anyone know of 
interventions aimed at improving health literacy skills among patients 
themselves?  Please let me know (back-channel at mskewes at ria.buffalo.edu) 
if you run across or know of any interventions designed to improve health 
literacy in clients, instead of just improving the way health 
professionals communicate with patients/clients who have inadequate health 
literacy skills (not to say that's not important too!).

Thanks,
Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)
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From jespar at lsuhsc.edu  Thu Apr 24 17:04:57 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Thu, 24 Apr 2008 16:04:57 -0500
Subject: [HealthLiteracy 1956] CHAT - Road Signs Inspire A New Iconic Drug
	Information System
Message-ID: <E969F95345B2B443B4AAA5DC2473999A063309A2@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for the cross posting but some of you might find this interesting.

An iconic language for the graphical representation of medical concepts
Jean-Baptiste Lamy, Catherine Duclos, Avner Bar-Hen, Patrick Ouvrard and
Alain Venot.  BMC Medical Informatics and Decision Making 2008, 8:16
http://dx.doi.org/10.1186/1472-6947-8-16 

I am not sure if I like the icons they are using but at least they are
creating and testing some items.

Julie

Julie Esparza
Clinical Medical Librarian
Department of Medical Library Science
LSU Health Sciences Center
jespar at lsuhsc.edu

LSUHSC-S Medical Library Evidence Alert
http://lsuhsc-sevidencealert.blogspot.com 


From anne.murr at DRAKE.EDU  Thu Apr 24 18:12:27 2008
From: anne.murr at DRAKE.EDU (Anne Murr)
Date: Thu, 24 Apr 2008 17:12:27 -0500
Subject: [HealthLiteracy 1956] Re: Health Literacy Interventions
In-Reply-To: <OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.ed
	u>
References: <OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.ed
	u>
Message-ID: <a06240813c436b45627ef@[10.73.3.196]>

The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e.,
What is my main problem?
What do I need to do?
Why is it important for me to do this?

They have also practiced Teach Back with Iowa Health System professionals.

My student's husband was recently hospitalized in a diabetic coma. 
They experienced information overload before he was released.  She 
commented to me, "I wish I'd done Teach Back with them.  We don't 
remember what they told us to do."

Anne

Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.

>Hello all,
>
>In reading the literature on literacy and health, I have noticed 
>that interventions seem to be mostly provider-focused.  Meaning, 
>there is a lot of research on strategies for reaching clients with 
>low literacy skills and communicating differently with these people. 
> Does anyone know of interventions aimed at improving health 
>literacy skills among patients themselves?  Please let me know 
>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 
>of any interventions designed to improve health literacy in clients, 
>instead of just improving the way health professionals communicate 
>with patients/clients who have inadequate health literacy skills 
>(not to say that's not important too!).
>
>Thanks,
>Monica
>
>Monica C. Skewes, Ph.D.
>Postdoctoral Associate
>Research Institute on Addictions
>University at Buffalo
>The State University of New York
>1021 Main Street
>Buffalo, New York 14203
>716-887-2242 (phone)
>716-887-2510 (fax)

-- 


From sallysandy at yahoo.com  Thu Apr 24 19:49:04 2008
From: sallysandy at yahoo.com (sally sandy)
Date: Thu, 24 Apr 2008 16:49:04 -0700 (PDT)
Subject: [HealthLiteracy 1957] Re: Health Literacy Interventions
In-Reply-To: <OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.edu>
Message-ID: <270191.7044.qm@web35606.mail.mud.yahoo.com>

We have just written an initial proposal for a grant to do just that. If we eventually receive funding we will be working on a two year time frame to put together a curriculum that will align with Missouri Adult Education Content Standards and fit into the Missouri model of delivering ESL and GED/Basic skills/Literacy to adults ages 16 and over who are no longer enrolled in school. While providers focus on Health literacy, adult education programs can focus on health Literacy. Given the estimate that $160-283 billion a year in US health care costs are directly attributable to low level literacy I propose adopting the idea that "All Literacy is Health Literacy". If we secure our grant, we will begin working on a program to do just that.
   
  Sally Sandy
  Director
  Parkway Adult Education and Literacy
  13157 North Olive Spur Road
  St. Louis, Mo.  63141
  314-415-4943

MSkewes at ria.buffalo.edu wrote: 
  
Hello all, 

In reading the literature on literacy and health, I have noticed that interventions seem to be mostly provider-focused.  Meaning, there is a lot of research on strategies for reaching clients with low literacy skills and communicating differently with these people.  Does anyone know of interventions aimed at improving health literacy skills among patients themselves?  Please let me know (back-channel at mskewes at ria.buffalo.edu) if you run across or know of any interventions designed to improve health literacy in clients, instead of just improving the way health professionals communicate with patients/clients who have inadequate health literacy skills (not to say that's not important too!). 

Thanks, 
Monica 

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sallysandy at yahoo.com
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From seubert.douglas at marshfieldclinic.org  Fri Apr 25 10:16:26 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 25 Apr 2008 09:16:26 -0500
Subject: [HealthLiteracy 1958] Re: Health Literacy Interventions
Message-ID: <200804251416.m3PEGT8h006994@spamfilt.mfldclin.edu>

In regard to the question about resources for "improving health literacy skills among patients," I wanted to share with you information about a project I am working on. Partnering with our local technical college and literacy organizations (who received a grant for this project),  we are developing a health curriculum for adults with low literacy, English language learners, and senior citizens. 

I included a summary of our last meeting which includes an outline of the curriculum below. It is scheduled to be finished in May and we will meet again to review it. Then in the summer months we will be piloting the curriculum with various target populations, evaluate, make any needed changes, and then package the entire curriculum to distribute. It will be free and anyone can use it, adopt it, or adapt it as needed. 

The final product will probably be available on CD and downloadable from a web site-- but not until this fall, as we need to pilot the program before we release it. 

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

-------------------------------------------------------------------------------------

There are 4 units, each of which is split into sections that can be used individually. Each section relates to the other section in the unit. The presenter can choose the pieces that make sense for the audience.

Because it is designed to be individualized for each group, it can be tweaked to make sense for the group you are working with. The time that was originally envisioned for the workshop was four 2 hour workshops. It could take as long as several years to work through the entire curriculum for ELL.

Unit One

Section One - What Do Health Care Providers Do

"	Section One Explains the role of health care providers
"	The activities use visual matching and are especially helpful for ELL students
"	This section explains the services of various health care providers
"	Purpose and objectives are mapped out
"	People will have concrete ideas of what applies to them
"	Computers would be helpful with this section

Section Two - Where to Go for Health Care

There are 3 steps in this activity:

"	Types - explains the function of various health care facilities
"	Central Wisconsin Map
"	Match the healthcare facility to the handout types

Unit Two

Section One - How to Talk to a Health Care Professional

The purpose of this section is to create an awareness of the connection between the quality of health care service and good communication between the patient and health care provider. It also will provide communication tools to individuals to increase their ability to effectively communicate with their health care provider.

The curriculum can be taught in a workshop format and can be used for ELL, low literacy adult, or elderly audiences.

Handout Materials for this section include:

"	Questions for the Doctor's Visit
"	Checklist for My Doctor's Visit
"	Ailments and Injuries
"	Doctor Visit Vocabulary
"	Body Outline
"	Sample Medical Form
"	Understanding Pain Levels
"	Pain Notebook

Sandy reviewed these handouts and also showed us the Kid's Health website.
The public service video "Questions Are the Answer" (AHRQ) can also be downloaded.


Section Two - Creating a Family Health History

This section introduces participants to the concept of a family health history and provides them with the tools to record, chart, and catalog their own family health history. This can include immunizations, history of illnesses in the family, history of surgeries, etc.

This section will give the participants the tools to create their own family health history.

"	The Academic Support Center instructors will incorporate this into the ELL program and use it for lower literacy students.
"	Travel - the elderly can use the tools presented to locate health care facilities outside of the state.

Unit Three

Section One - Understanding When It is Time to See the Doctor

"	This section increases the individual understanding of symptoms and illnesses, recognizing when it is time to seek professional help.


Section Two - Health Care Cost and Insurance

"	This section provides the groundwork for navigating the financial end of the world of health care.
"	There will be questions to ask for uninsured patients. Many may not know that most of the area clinics will accept small monthly payments.
"	Prices at pharmacies may be very different for the same medication - patients can call around to compare prices


Unit Four

Section One - Understanding Medications

"	This section explores the differences between name brand medication, generic medications, over-the-counter medications, and homeopathic medications, and alternative (complementary) treatments.


Section Two - Understanding Prescriptions

"	This section is a nuts and bolts hands-on workshop for understanding prescription dosages and tools for charting and keeping track of medication use. 
"	This section will give the participants tools to go beyond the information presented


Notes

"	The finished product should be ready by the end of May.
"	We will meet again around the end of May to evaluate the format for the workshops and decide how to get it out to the public.
"	When we meet again the handouts will be available for evaluation.



------Original Message------
From:	"sally sandy" <sallysandy at yahoo.com>
Date:	Fri Apr 25, 2008 -- 09:08:37 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1957] Re: Health Literacy Interventions

We have just written an initial proposal for a grant to do just that. If we eventually receive funding we will be working on a two year time frame to put together a curriculum that will align with Missouri Adult Education Content Standards and fit into the Missouri model of delivering ESL and GED/Basic skills/Literacy to adults ages 16 and over who are no longer enrolled in school. While providers focus on Health literacy, adult education programs can focus on health Literacy. Given the estimate that $160-283 billion a year in US health care costs are directly attributable to low level literacy I propose adopting the idea that "All Literacy is Health Literacy". If we secure our grant, we will begin working on a program to do just that.
   
  Sally Sandy
  Director
  Parkway Adult Education and Literacy
  13157 North Olive Spur Road
  St. Louis, Mo.  63141
  314-415-4943

MSkewes at ria.buffalo.edu wrote: 
  
Hello all, 

In reading the literature on literacy and health, I have noticed that interventions seem to be mostly provider-focused.  Meaning, there is a lot of research on strategies for reaching clients with low literacy skills and communicating differently with these people.  Does anyone know of interventions aimed at improving health literacy skills among patients themselves?  Please let me know (back-channel at mskewes at ria.buffalo.edu) if you run across or know of any interventions designed to improve health literacy in clients, instead of just improving the way health professionals communicate with patients/clients who have inadequate health literacy skills (not to say that's not important too!). 

Thanks, 
Monica 

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sallysandy at yahoo.com

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From ehanlon at aed.org  Fri Apr 25 10:25:05 2008
From: ehanlon at aed.org (Eileen Hanlon)
Date: Fri, 25 Apr 2008 10:25:05 -0400
Subject: [HealthLiteracy 1959] Re: Health Literacy Interventions
In-Reply-To: <OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.edu>
References: <be0.313ef8d8.3541c699@aol.com>
	<OF4FE5FFAD.5FA474E6-ON85257435.007271F9-85257435.00732C8F@ria.buffalo.edu>
Message-ID: <4811B181.EB77.00BC.0@aed.org>

Hi Monica. Havard's National Center for the Study of Adult Learning &
Literacy developed guides for integrating health literacy into adult
literacy and other programs (like ESL). They have been extensively
tested and evaluated. You can look at or order the guides at:
 
http://www.ncsall.net/?id=25#train 
 
Eileen Hanlon
Academy for Educational Development

>>> <MSkewes at ria.buffalo.edu> 4/24/2008 4:57 PM >>>

Hello all, 

In reading the literature on literacy and health, I have noticed that
interventions seem to be mostly provider-focused.  Meaning, there is a
lot of research on strategies for reaching clients with low literacy
skills and communicating differently with these people.  Does anyone
know of interventions aimed at improving health literacy skills among
patients themselves?  Please let me know (back-channel at
mskewes at ria.buffalo.edu) if you run across or know of any
interventions designed to improve health literacy in clients, instead of
just improving the way health professionals communicate with
patients/clients who have inadequate health literacy skills (not to say
that's not important too!). 

Thanks, 
Monica 

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)
-------------- next part --------------
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From seubert.douglas at marshfieldclinic.org  Fri Apr 25 10:31:08 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 25 Apr 2008 09:31:08 -0500
Subject: [HealthLiteracy 1960] Re: Health Literacy Interventions
Message-ID: <200804251431.m3PEVAIW025255@spamfilt.mfldclin.edu>

"Ask Me 3" is OK, but there are other resources that are just as good, if not better.

I'm partial to AHRQ's "Questions are the Answer" http://www.ahrq.gov/questionsaretheanswer/

This is a good resource for those who want to learn how to communicate with the health care system, not just your doctor. I think the "build your own list of questions" is a great online tool for those who have Internet access and are comfortable using computers. Otherwise it can be downloaded and printed. I often use bits and pieces of the AHRQ information in my patient education newsletters. While the questions themselves are simple, some of the other web resources (including the glossary) is written at a higher reading level. But the video is fun!

Another good resource is one that was mentioned earlier this week from the Literacy Partners of Manitoba. Their "Patient's Prompt Card" (http://www.plainlanguage.mb.literacy.ca/resource/Prompt%20card.pdf) has a section on questions, and it's very similar to Ask Me 3:

1. What is my main problem?
2. What do I need to do?
3. Why is it important for me to do this?
4. Will I get better? How long will it take?

What I like about this resource is that it goes another step:

If you still don?t understand?
You might:
? say: ?This is new to me. Will you please explain that to me again??
? ask: ?What does that mean?? ? I don?t understand that word.?
? ask for a picture of the medical problem.
? ask him/her to write things down.
? bring someone to the next visit.


Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Anne Murr" <anne.murr at DRAKE.EDU>
Date:	Fri Apr 25, 2008 -- 09:08:11 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1956] Re: Health Literacy Interventions

The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e.,
What is my main problem?
What do I need to do?
Why is it important for me to do this?

They have also practiced Teach Back with Iowa Health System professionals.

My student's husband was recently hospitalized in a diabetic coma. 
They experienced information overload before he was released.  She 
commented to me, "I wish I'd done Teach Back with them.  We don't 
remember what they told us to do."

Anne

Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.

>Hello all,
>
>In reading the literature on literacy and health, I have noticed 
>that interventions seem to be mostly provider-focused.  Meaning, 
>there is a lot of research on strategies for reaching clients with 
>low literacy skills and communicating differently with these people. 
> Does anyone know of interventions aimed at improving health 
>literacy skills among patients themselves?  Please let me know 
>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 
>of any interventions designed to improve health literacy in clients, 
>instead of just improving the way health professionals communicate 
>with patients/clients who have inadequate health literacy skills 
>(not to say that's not important too!).
>
>Thanks,
>Monica
>
>Monica C. Skewes, Ph.D.
>Postdoctoral Associate
>Research Institute on Addictions
>University at Buffalo
>The State University of New York
>1021 Main Street
>Buffalo, New York 14203
>716-887-2242 (phone)
>716-887-2510 (fax)

-- 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From alex.friesen at sickkids.ca  Fri Apr 25 13:18:37 2008
From: alex.friesen at sickkids.ca (alex.friesen at sickkids.ca)
Date: Fri, 25 Apr 2008 13:18:37 -0400
Subject: [HealthLiteracy 1961] Medical language article in mainstream media
Message-ID: <OFD355818F.AB67B63C-ON85257436.005EB90A-85257436.005F495D@sickkids.ca>


Hello good people of the list,

Here's a link to a news story today on the CBC web site:

http://www.cbc.ca/health/story/2008/04/24/medical-jargon.html

The article itself hold no surprises for us, I'm presuming, but the reader
comments that follow it are an interesting look into lay people's reactions
to this story of confusing medical jargon and the study thereof.

     ...Alex...



From lilian.hill at usm.edu  Fri Apr 25 16:28:43 2008
From: lilian.hill at usm.edu (Lilian Hill)
Date: Fri, 25 Apr 2008 15:28:43 -0500
Subject: [HealthLiteracy 1962] Re: Health Literacy Interventions
In-Reply-To: <a06240813c436b45627ef@[10.73.3.196]>
Message-ID: <20080425202854.20E9711DB3@mail.nifl.gov>

Does anyone know of research that involves the use of visuals to communicate
health information to low health literate people and that also involves a
partnership between healthcare and adult education? I have lots of examples
of research about the first part but I do not have any good stories of
research that involves both parts. I would really appreciate learning about
your stories.

 

Lilian H. Hill

Assistant Professor of Adult Education

University of Southern Mississippi

#5027, 118 College Drive

Hattiesburg, MS 39406-0001

601-266-4622

FAX 601-266-5141

 

Make visible what, without you, might perhaps have never been seen.

Robert Bresson

 

 

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Anne Murr
Sent: Thursday, April 24, 2008 5:12 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1956] Re: Health Literacy Interventions

 

The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e.,

What is my main problem?

What do I need to do?

Why is it important for me to do this?

 

They have also practiced Teach Back with Iowa Health System professionals.

 

My student's husband was recently hospitalized in a diabetic coma. 

They experienced information overload before he was released.  She 

commented to me, "I wish I'd done Teach Back with them.  We don't 

remember what they told us to do."

 

Anne

 

Anne Murr, M.S., Coordinator

Drake University Adult Literacy Center

School of Education

3206 University Ave.

Des Moines, IA 50311

anne.murr at drake.edu

   Tel    515-271-3982

   Fax   515-271-4544

The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,

   resulting in enhanced self-esteem, daily living, and lifelong learning.

 

>Hello all,

> 

>In reading the literature on literacy and health, I have noticed 

>that interventions seem to be mostly provider-focused.  Meaning, 

>there is a lot of research on strategies for reaching clients with 

>low literacy skills and communicating differently with these people. 

> Does anyone know of interventions aimed at improving health 

>literacy skills among patients themselves?  Please let me know 

>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 

>of any interventions designed to improve health literacy in clients, 

>instead of just improving the way health professionals communicate 

>with patients/clients who have inadequate health literacy skills 

>(not to say that's not important too!).

> 

>Thanks,

>Monica

> 

>Monica C. Skewes, Ph.D.

>Postdoctoral Associate

>Research Institute on Addictions

>University at Buffalo

>The State University of New York

>1021 Main Street

>Buffalo, New York 14203

>716-887-2242 (phone)

>716-887-2510 (fax)

 

-- 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to lilian.hill at usm.edu

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From jsegelken at hotmail.com  Fri Apr 25 22:28:29 2008
From: jsegelken at hotmail.com (Jane Segelken)
Date: Fri, 25 Apr 2008 22:28:29 -0400
Subject: [HealthLiteracy 1963] Re: regarding informed consent
In-Reply-To: <be0.313ef8d8.3541c699@aol.com>
Message-ID: <BAY121-DAV11747AE861ADA9964EC29ABDDC0@phx.gbl>

Mark ... I?m very interested in receiving the ?before? and ?after? examples
of consent form language ... I review those forms for an IRB.

Thanks,

Jane

Jane Baker Segelken, MA
Health Advocate and MSW student
607-257-9598



From: <MarkH38514 at aol.com>
Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Thu, 24 Apr 2008 07:18:49 EDT
To: <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 1950] Re: regarding informed consent

One problem with consent forms is terrible sentence construction. I have a
recent 2-page publication that gives some "before" and "after" examples of
consent form language: Hochhauser, M. (2008) Too Many Unnecessary Words =
Confusing Consent Forms. SoCRA Source: A Publication of the Society of
Clinical Research Associates, 56, 58-59.
 
If anyone's interested, email me off list and I'll be happy to send you a
pdf version. 
 
Mark Hochhauser
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422-2748
Phone: 763-521-4672
Cell: 612-281-1517
Fax: 763-521-5069
email: MarkH38514 at aol.com <mailto:MarkH38514 at aol.com>




Need a new ride? Check out the largest site for U.S. used car listings at
AOL Autos <http://autos.aol.com/used?NCID=aolcmp00300000002851> .


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsegelken at hotmail.com

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From MarkH38514 at aol.com  Sun Apr 27 22:44:06 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Sun, 27 Apr 2008 22:44:06 EDT
Subject: [HealthLiteracy 1964] Re: regarding informed consent
Message-ID: <d54.2bf02295.354693f6@aol.com>

Jane: 
 
Here's the article. 
 
Mark



**************Need a new ride? Check out the largest site for U.S. used car 
listings at AOL Autos.      
(http://autos.aol.com/used?NCID=aolcmp00300000002851)
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From njmeyers at gmail.com  Mon Apr 28 11:48:36 2008
From: njmeyers at gmail.com (Nancy Meyers)
Date: Mon, 28 Apr 2008 10:48:36 -0500
Subject: [HealthLiteracy 1965] Re: Medical language article in mainstream
	media
In-Reply-To: <OFD355818F.AB67B63C-ON85257436.005EB90A-85257436.005F495D@sickkids.ca>
References: <OFD355818F.AB67B63C-ON85257436.005EB90A-85257436.005F495D@sickkids.ca>
Message-ID: <4045f5520804280848k54d65a01ta397d5172aff4adb@mail.gmail.com>

While I agree with the need for patients to get more assertive we area still
missing the boat if we wait for this to happen. I work with the Deaf
community --primarily senior citizens. These consumers say: I am afraid to
ask a question because if the doctor asks me a question back, I won't know
the answer? People have to have a basic foundation in how to navigate the
health system and a basic understanding of their own health need to enter a
dialogue....questions set you up for a dialogue. In sign language, there is
one sign for "pain" and about 7 signs for "stupid."....This should tell us
something about the life experience of Deaf people. This does not apply only
to Deaf people but many who are health illiterate and illiterate ---which
assumes English proficiency. Health Advocates, Community Health Workers fill
the gap in "translating" information within the same language. Clinics,
hospitals etc who have Community Health Workers in Minnesota are reimbursed
through Medical Assistance/Medicaid. We hope to have Medicare follow. The
statistics on the cost savings are impressive. The benefit to the patient to
finally comprehend information is ..... as the ad says "priceless."

On Fri, Apr 25, 2008 at 12:18 PM, <alex.friesen at sickkids.ca> wrote:

>
> Hello good people of the list,
>
> Here's a link to a news story today on the CBC web site:
>
> http://www.cbc.ca/health/story/2008/04/24/medical-jargon.html
>
> The article itself hold no surprises for us, I'm presuming, but the reader
> comments that follow it are an interesting look into lay people's
> reactions
> to this story of confusing medical jargon and the study thereof.
>
>     ...Alex...
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to njmeyers at gmail.com
>
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From seubert.douglas at marshfieldclinic.org  Mon Apr 28 12:45:10 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Mon, 28 Apr 2008 11:45:10 -0500
Subject: [HealthLiteracy 1966] Re: Health Literacy Interventions
Message-ID: <200804281645.m3SGjB84031031@spamfilt.mfldclin.edu>


Amy:

I'll refer you back to AHRQ's "Questions are the Answer" (http://www.ahrq.gov/questionsaretheanswer/)

There is an online interactive tool patiens can use to create their own list of questions and it does cover side effects. For those patients who do not have access to a computer/Internet or may not have the skills, the questions tool is available in a brochure format and patients can place a checkmark next to the questions they want their doctor to answer.

AHRQ also has some good resources regarding patient safety. "20 Tips to Help Prevent Medical Errors" addresses side effects: "Ask for written information about the side effects your medicine could cause. If you know what might happen, you will be better prepared if it does?or, if something unexpected happens instead. That way, you can report the problem right away and get help before it gets worse. A study found that written information about medicines can help patients recognize problem side effects and then give that information to their doctor or pharmacist."

It also covers the "what might go wrong" with Medicines, Surgery, Diagnosis, Equipment, and Lab reports. 

AHRQ also has a number of resources on "Medical Errors & Patient Safety" on their web site:  http://www.ahrq.gov/qual/errorsix.htm

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Amy Birney" <abirney at orcasinc.com>
Date:	Mon Apr 28, 2008 -- 11:33:56 AM
To:	seubert.douglas at marshfieldclinic.org
Subject:	Re: [HealthLiteracy 1960] Re: Health Literacy Interventions

I've been creating online tools for patients for several years and am trying
to get better up to speed on "health literacy" approaches that complement
what I've already been doing. The thing that seems to be missing from Ask Me
3 and the Manitoba Patient's Prompt Card is a question that asks about
possible side effects. True? If so, is there a reason for that? Do you know
of any patient-side tools that include the "what can go wrong and what do I
do about it" line of discussion?

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
www.orcasinc.com

On Fri, Apr 25, 2008 at 7:31 AM, Seubert, Douglas <
seubert.douglas at marshfieldclinic.org> wrote:

> "Ask Me 3" is OK, but there are other resources that are just as good, if
> not better.
>
> I'm partial to AHRQ's "Questions are the Answer"
> http://www.ahrq.gov/questionsaretheanswer/
>
> This is a good resource for those who want to learn how to communicate
> with the health care system, not just your doctor. I think the "build your
> own list of questions" is a great online tool for those who have Internet
> access and are comfortable using computers. Otherwise it can be downloaded
> and printed. I often use bits and pieces of the AHRQ information in my
> patient education newsletters. While the questions themselves are simple,
> some of the other web resources (including the glossary) is written at a
> higher reading level. But the video is fun!
>
> Another good resource is one that was mentioned earlier this week from the
> Literacy Partners of Manitoba. Their "Patient's Prompt Card" (
> http://www.plainlanguage.mb.literacy.ca/resource/Prompt%20card.pdf) has a
> section on questions, and it's very similar to Ask Me 3:
>
> 1. What is my main problem?
> 2. What do I need to do?
> 3. Why is it important for me to do this?
> 4. Will I get better? How long will it take?
>
> What I like about this resource is that it goes another step:
>
> If you still don't understand?
> You might:
> ? say: "This is new to me. Will you please explain that to me again?"
> ? ask: "What does that mean?" " I don't understand that word."
> ? ask for a picture of the medical problem.
> ? ask him/her to write things down.
> ? bring someone to the next visit.
>
>
> Doug Seubert
> Guideline Editor
> Quality Improvement & Care Management
> Marshfield Clinic
> www.marshfieldclinic.org
> 1000 N Oak Avenue
> Marshfield, WI 54449
> (715) 387-5096 (1-800-782-8581 ext. 75096)
> seubert.douglas at marshfieldclinic.org
>
>

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
888-349-5472





From BSMITH at aed.org  Mon Apr 28 14:25:44 2008
From: BSMITH at aed.org (William Smith)
Date: Mon, 28 Apr 2008 14:25:44 -0400
Subject: [HealthLiteracy 1967]   Re: Health Literacy Interventions
In-Reply-To: <200804281645.m3SGjB84031031@spamfilt.mfldclin.edu>
References: <200804281645.m3SGjB84031031@spamfilt.mfldclin.edu>
Message-ID: <4815DE67.F39A.0028.0@aed.org>

I wanted to put in a good word for this site as well.  There is great background material on writing in clear English and terrific review materials on social marketing as dwell.  
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org> 4/28/2008 12:45 PM >>>

Amy:

I'll refer you back to AHRQ's "Questions are the Answer" (http://www.ahrq.gov/questionsaretheanswer/)

There is an online interactive tool patiens can use to create their own list of questions and it does cover side effects. For those patients who do not have access to a computer/Internet or may not have the skills, the questions tool is available in a brochure format and patients can place a checkmark next to the questions they want their doctor to answer.

AHRQ also has some good resources regarding patient safety. "20 Tips to Help Prevent Medical Errors" addresses side effects: "Ask for written information about the side effects your medicine could cause. If you know what might happen, you will be better prepared if it does?or, if something unexpected happens instead. That way, you can report the problem right away and get help before it gets worse. A study found that written information about medicines can help patients recognize problem side effects and then give that information to their doctor or pharmacist."

It also covers the "what might go wrong" with Medicines, Surgery, Diagnosis, Equipment, and Lab reports. 

AHRQ also has a number of resources on "Medical Errors & Patient Safety" on their web site:  http://www.ahrq.gov/qual/errorsix.htm 

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org 
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org 

------Original Message------
From:"Amy Birney" <abirney at orcasinc.com>
Date:Mon Apr 28, 2008 -- 11:33:56 AM
To:seubert.douglas at marshfieldclinic.org 
Subject:Re: [HealthLiteracy 1960] Re: Health Literacy Interventions

I've been creating online tools for patients for several years and am trying
to get better up to speed on "health literacy" approaches that complement
what I've already been doing. The thing that seems to be missing from Ask Me
3 and the Manitoba Patient's Prompt Card is a question that asks about
possible side effects. True? If so, is there a reason for that? Do you know
of any patient-side tools that include the "what can go wrong and what do I
do about it" line of discussion?

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
www.orcasinc.com 

On Fri, Apr 25, 2008 at 7:31 AM, Seubert, Douglas <
seubert.douglas at marshfieldclinic.org> wrote:

> "Ask Me 3" is OK, but there are other resources that are just as good, if
> not better.
>
> I'm partial to AHRQ's "Questions are the Answer"
> http://www.ahrq.gov/questionsaretheanswer/ 
>
> This is a good resource for those who want to learn how to communicate
> with the health care system, not just your doctor. I think the "build your
> own list of questions" is a great online tool for those who have Internet
> access and are comfortable using computers. Otherwise it can be downloaded
> and printed. I often use bits and pieces of the AHRQ information in my
> patient education newsletters. While the questions themselves are simple,
> some of the other web resources (including the glossary) is written at a
> higher reading level. But the video is fun!
>
> Another good resource is one that was mentioned earlier this week from the
> Literacy Partners of Manitoba. Their "Patient's Prompt Card" (
> http://www.plainlanguage.mb.literacy.ca/resource/Prompt%20card.pdf) has a
> section on questions, and it's very similar to Ask Me 3:
>
> 1. What is my main problem?
> 2. What do I need to do?
> 3. Why is it important for me to do this?
> 4. Will I get better? How long will it take?
>
> What I like about this resource is that it goes another step:
>
> If you still don't understand?
> You might:
> ? say: "This is new to me. Will you please explain that to me again?"
> ? ask: "What does that mean?" " I don't understand that word."
> ? ask for a picture of the medical problem.
> ? ask him/her to write things down.
> ? bring someone to the next visit.
>
>
> Doug Seubert
> Guideline Editor
> Quality Improvement & Care Management
> Marshfield Clinic
> www.marshfieldclinic.org 
> 1000 N Oak Avenue
> Marshfield, WI 54449
> (715) 387-5096 (1-800-782-8581 ext. 75096)
> seubert.douglas at marshfieldclinic.org 
>
>

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
888-349-5472




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From NIELSEGA at ihs.org  Wed Apr 30 10:35:13 2008
From: NIELSEGA at ihs.org (Nielsen, Gail)
Date: Wed, 30 Apr 2008 09:35:13 -0500
Subject: [HealthLiteracy 1968] FW: FW: IHI Program to advance work in Health
	Literacy
Message-ID: <E5D23D2FA9D78A4F8626B83C35A1D15C0BFCFD@cidxm002.ihs.org>


Information on an IHI Web & Action program is below in this email.  The program may be of use to listserv members who want to progress faster in addressing Health Literacy through healthcare professionals and their organizations.  The program is an action-based learning venue where teams complete pre-work, attend 3 web sessions, and perform tests of change between the sessions.  It is designed (and priced) for the IHI IMPACT membership organizations' teams and available to all interested teams.  Faculty are Mary Ann Abrams, MD, MPH; Norma Kenoyer (New Readers of Iowa) and Gail Nielsen.

  
Health Literacy: New Methods for Patient Education and Self-Management Support

Begins May 28, 2008
http://ihi.org/IHI/Programs/AudioAndWebPrograms/HealthLiteracyNewMethodsforPatientEducation.htm


IHI's new Web&ACTION, Health Literacy: New Methods for Patient Education
and Self-Management Support, will help participants develop their
expertise in health literacy through process diagnostics and
test-of-change exercises with patients and families in their care.
National experts will share both research and front-line experience in
helping caregivers in all health care settings e.g. hospitals, office
practices, home care, reduce the risks related to poor patient
understanding of healthcare information and self-care instructions. Upon
completion of this Web&ACTION series, participants will be able to: 

* Describe the relationship between health literacy and improving
quality and safety of care, managing chronic disease, eliminating health
disparities, and focusing on the patient 
* Discover how their current patient education materials and
processes may underachieve and test improvements 
* Identify, all members of the health care team in helping patients and families
understand medical instructions and information 

For complete program details, please visit:
http://ihi.org/IHI/Programs/AudioAndWebPrograms/HealthLiteracyNewMethodsforPatientEducation.htm

Enrollment Fees:
Regular Rate: $595
IMPACT Member Rate: $505

Special Discount Rate for independent, federally qualified health
centers not affiliated with a hospital or health system, independent
practices with fewer than 20 physicians, and hospitals with fewer than
50 beds: $290.00.


Gail A. Nielsen
Clinical Performance Improvement
Education Administrator
Iowa Health System
1200 Pleasant Street ERC-2
Des Moines, Iowa 50309
 
nielsega at ihs.org
Phone: 515.241.8626
Fax:     515.241.5059
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Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you

are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you

have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

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         ********************************************

This message and accompanying documents are covered by the 
Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, 
and contain information intended for the specified individual(s) only. 
This information is confidential. If you are not the intended recipient 
or an agent responsible for delivering it to the intended recipient, you 
are hereby notified that you have received this document in error and 
that any review, dissemination, copying, or the taking of any action 
based on the contents of this information is strictly prohibited. If you 
have received this communication in error, please notify us immediately 
by e-mail, and delete the original message.

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From julie_mcKinney at worlded.org  Wed Apr 30 11:45:24 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 30 Apr 2008 11:45:24 -0400
Subject: [HealthLiteracy 1969]  Wednesday Question: Culture and Confidence
Message-ID: <48185BD40200002D000069A4@mail.jsi.com>

Hi Everyone,

I was pleased to see that Monica's literature review showed more
emphasis on addressing health literacy through the providers. It seems
that we have been advocating that approach for a while, as the initial
efforts focusced on the "deficits" of adults' literacy skills, and
created an atmosphere of blame.

Anyway, while we areon the topic of addressing the patient's side of
understanding and accessing health care, today's question is about that.
We have talked a lot about working towar4ds imporving patients' literacy
and communication skills thorugh adult education. That is also a venue
that is well-suited to help people improve their confidence and
self-advocacy skills, which I believe is just as important. There is
also an ever-changing culture of health care here in the U.S. which
requires more and more participation and decision-making by the patient.

So today's question: How important do you all think confidence,
self-advocay, and adjusting to our culture of health care is for
patients, especially those with literacy and language challenges?

How can adult educators and others address this?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From drcalderon at sbcglobal.net  Wed Apr 30 13:18:11 2008
From: drcalderon at sbcglobal.net (DrCalderon)
Date: Wed, 30 Apr 2008 10:18:11 -0700 (PDT)
Subject: [HealthLiteracy 1970] Re: National translation standards?
Message-ID: <486744.29296.qm@web81206.mail.mud.yahoo.com>

I do not agree that translation agencies and ATA protocols are the best way to translate.  To my knowledge ATA has not publically supported rigorous methods published in the health services research literature (forward and backtranslation, item rating, committee review) that is used at the Drew University Center for Cross Cultural Epidemiologic studies.  ATA also has not recommended the linguistic simplification of documents before translation (to my knowledge).  Agencies just translate they do not linguistically and culturally adapt.  If you want a back translation they'll charge for that.  When I asked one agency in CA who would back translate a document she told me it would be the person who translated it!  There is no quality control and this is contrary to state of the art language translation where the back translation should be done by an independent translator.  Also, ATA's benchmark for Spanish is the castellano.  I don't know many Latinos in
 the US, including immigrants, who use castellano form of the language.  It is not appropriate for most Spanish speakers here.    
 
Jos? Luis Calder?n, MD


Research Associate Professor
College of Pharmacy, Health Professions Division
Nova Southeastern University

Ft. Lauderdale, FL  
3301 College Ave
Fort Lauderdale-Davie 33314
(O) 954-262-1295 
(F) 954-262-2278
 
Research Associate Professor
Center for Health Services Research
The Charles R. Drew University of Medicine & Science
2594 Lynwood Ave
Lynwood, CA 90262





 



----- Original Message ----
From: "AboutDiabetes at aol.com" <AboutDiabetes at aol.com>
To: healthliteracy at nifl.gov
Sent: Tuesday, February 12, 2008 9:24:37 AM
Subject: [HealthLiteracy 1765] Re: National translation standards?


Hello Janet:
 
I've been following with interest the many excellent comments you've received in reply to your question about national translation standards.
 
The recent note by Aracely Rosales, whose services I have employed, and recommend, for Spanish-language programs, provides an excellent summary of the many factors to consider when developing materials in another language.
 
In addition to what you have learned, some comments on using vendors to develop projects may be helpful. Based on my experiences in one of my prior lives as founder and President of Transcultural Communications, a health care advertising agency specializing in primarily Spanish-language health care communications, I'd suggest you also consider the following:
 
1) Always check a vendors references with at least two clients. 
 
2) Ensure the vendor uses American Translation Association (ATA) certified translators and insist on being given a copy of their credentials (which you can then verify are current on the ATA Web site).
 
3) For medical/legal reasons, we insisted all projects have at least one ATA-certified translator involved in creating the master translation. Proofreaders and others working on a project may have had other credentials, such as Certified Court Translator in Spanish to English or English to Spanish, but in the end all projects were certified in writing as medically accurate and culturally sensitive by an ATA translator. 
 
4) All "adapted" English to Spanish projects, which is the majority of projects, were always field tested with patients representative of the major Hispanic sub-groups in America (Mexican, Puerto Rican, and Cuban). 
 
5) As for translators, you would be incorrect (as I was) if you assumed that we would automatically insist on using an ATA-certified translator of Mexican American descent to lead all projects. Although Mexicans and Mexican Americans constitute the vast majority of Hispanics living in the continental US, and sensitivity to the Mexican idiom is essential for any good translation, as in any other field, not all translators are the same. After much trial and error, we finally selected a chief translator from Puerto Rico, whom I still have the pleasure of working with in my charity work.  
 
If you need Spanish-language translation work of any kind, I would highly recommend you contact Ms. Eva Ibarzabel in Puerto Rico at ibarzabal_eva at yahoo.com . 
 
As a final comment, please keep the word "adapted" in mind as you try to respond to the occasional demand that a word or phrase be changed in a Spanish-language project (and many other languages). Because of regional variations in word-usage, non-translators often request changes in a document. Often, the more educated (in general) the person is, the more demanding they can be about change requests.  Unless two translators agree that a proposed change in a translated document "improves" the intended message, leave it alone!  Even with these precautionary steps, expect not to be loved at times after all your hard work. 
 
Best of luck.
 
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org  
 






The year's hottest artists on the red carpet at the Grammy Awards. AOL Music takes you there.
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From bcmrose at telus.net  Thu May  1 03:01:58 2008
From: bcmrose at telus.net (Marg Rose)
Date: Thu, 1 May 2008 00:01:58 -0700
Subject: [HealthLiteracy 1971]  assertiveness a vital step
In-Reply-To: <mailman.3.1209484801.27610.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGOECDDMAA.bcmrose@telus.net>

It is thrilling to read about the uptake and critique of the Patient Prompt
card that we developed in Manitoba. Yes, yes, it needed refinement. We
worked with a nurse practitioner to develop the original compact patient
prompt card prop. When we focus tested it, we found that the whole question
of whether patients, especially immigrant and adults facing a power dynamic
in a medical setting, would ever feel comfortable posing even those four
basic questions. And yes, the side effects are an important addition to the
basic question list.

So, we adapted another resource I'd seen from Yukon Learn on "Going to the
Doctor", with a facilitator's guide, to broach the whole area of asking
questions and researching answers within a sheltered classroom environment,
or in a family. Take a look at the prototype at this
URL:http://www.plainlanguage.mb.literacy.ca/resource.htm if you search for
those two titles. Does it help to address some of the concerns you are
raising?

Marg Rose, M.Ad.Ed.
Collaborative Consulting
Victoria, BC
250-592-7321


While I agree with the need for patients to get more assertive we area still
missing the boat if we wait for this to happen.
>The thing that seems to be missing from Ask Me
3 and the Manitoba Patient's Prompt Card is a question that asks about
possible side effects. True? If so, is there a reason for that? (Space
limitations!)
------------------------------
**********************************************



From pleasant at aesop.rutgers.edu  Fri May  2 16:21:53 2008
From: pleasant at aesop.rutgers.edu (Andrew Pleasant)
Date: Fri, 02 May 2008 16:21:53 -0400
Subject: [HealthLiteracy 1972]  Iowa school curriculum?
Message-ID: <p06230903c4412719e27f@[192.168.1.100]>

Hi everyone,

Hey, any one from Iowa online? According to the Des Moines Register 
today, the governor just signed an education bill (Senate File 2216) 
on school curriculum that includes a component specifically 
addressing health literacy competencies.

Anyone know the details on the health literacy curriculum?

thanks,

Andrew Pleasant


-- 
-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-8887


From DVarner at cmhsumner.org  Mon May  5 12:41:44 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Mon, 05 May 2008 11:41:44 -0500
Subject: [HealthLiteracy 1973] Re: Iowa school curriculum?
In-Reply-To: <p06230903c4412719e27f@[192.168.1.100]>
References: <p06230903c4412719e27f@[192.168.1.100]>
Message-ID: <WorldClient-F200805051141.AA41440068@cmhsumner.org>

Andrew, Attached is a news release. Not much for details though. Deb

-----Original Message-----
From: Andrew Pleasant <pleasant at aesop.rutgers.edu>
To: healthliteracy at nifl.gov
Date: Fri, 02 May 2008 16:21:53 -0400
Subject: [HealthLiteracy 1972]  Iowa school curriculum?

> Hi everyone,
> 
> Hey, any one from Iowa online? According to the Des Moines Register 
> today, the governor just signed an education bill (Senate File 2216) 
> on school curriculum that includes a component specifically 
> addressing health literacy competencies.
> 
> Anyone know the details on the health literacy curriculum?
> 
> thanks,
> 
> Andrew Pleasant
> 
> 
> -- 
> -----------------------------------------------
> Andrew Pleasant
> Assistant Professor
> Department of Human Ecology
> Extension Department of Family and Community Health Sciences
> Rutgers, the State University of New Jersey
> Cook Office Building, 55 Dudley Road #207
> New Brunswick, NJ 08901
> phone: 732-932-9153 x. 320; fax: 732-932-8887
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to dvarner at cmhsumner.org
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From Jennifer.Staple at aya.yale.edu  Mon May  5 15:13:26 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Mon, 05 May 2008 19:13:26 +0000
Subject: [HealthLiteracy 1974]  Volunteering Abroad
Message-ID: <b54cf37f061842f9a2f356e91a46ad6a@slate.technolutions.com>

Please forward widely. Currently accepting applications for 2008 and 2009.

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN International and Recently in The New York Times


Volunteer Abroad in Summer, Fall, Winter, or Spring: http://www.uniteforsight.org/intl_volunteer

WITH THE ASSISTANCE OF VOLUNTEERS LIKE YOU, UNITE FOR SIGHT RESTORED SIGHT TO 10,062 PATIENTS AND PROVIDED EYE CARE TO 300,000 IN 2006 AND 2007

How Do I Apply? The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/intl_volunteer/

Who Is Eligible To Volunteer Abroad?: Volunteers are 18 years and older, and there is no upper age limit. Volunteers range from undergraduate/college students to medical and optometry students, public health students and professionals, business students, filmmakers and photographers, nurses and nursing students, social workers, physician's assistants, teachers and educators, opticians, optometrists and ophthalmologists.

Unite For Sight welcomes volunteers who may not have previous health or eye care experience. Volunteers receive all necessary training from Unite For Sight so that they are able to assist eye doctors with community eye outreach programs. Unite For Sight also welcomes volunteers to participate as photographers and filmmakers.

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness.

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages. Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to practice cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities. Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access. The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages. The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery. Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds. Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness. These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:

"During my volunteering experience, I realized that Unite for Sight's service is a campaign for the salvation of humanity that allows the light of compassion to shine through each of us. I believe it is this display of altruism and commitment that makes the organization's service so virtuous and treasured by both volunteers and patients. After all, making a difference in the world is not so difficult if only one would care enough to sacrifice a part of oneself in order to change the world for the better. My experience as a Unite for Sight volunteer has inspired me to dedicate my future career to serving underprivileged communities around the world."?Chiwing "Jessica" Qu, Yale University Undergraduate Student, Unite For Sight Volunteer in Chennai, India

"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight. The program provides volunteers with a unique and hands-on involvement -- being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

"While in Ghana, I worked with an ophthalmologist (Dr. James Clarke), two eye nurses (Robert Dolo, Kartee Karloweah), an assistant (Bismark Boryor), and a coordinator (Seth). Working with the Unite for Sight team on these outreaches in service to these wonderful people of Ghana was the single most rewarding work I've done in my life. The people of Ghana are some of the friendliest and most thankful of anyone I have ever met. Overall, the experience has changed the way I view the world, my own country, and my role in the world forever. The only way to understand the way 4/5 of the world lives is to go yourself and get involved. The staff I worked with that are the heart and soul of Unite for Sight in Accra were some of the brightest and hard working individuals I have ever met. They are accomplishing feats few ever accomplish in their lives, and I am truly blessed to have had the opportunity to work with them and now call them my friends. I look forward to future work with Unite for Sight as an Ophthalmologist. The task at hand in Ghana, and I'm sure in all of Unite for Sight's locations throughout the world, is enormous. The more people that get involved, the more accessible services will be to these wonderful people. Plain and simple, the more we help, the more people can see the world they live in!"?Brian Fowler, Medical Student at University of Virginia, Unite For Sight Volunteer in Accra, Ghana

Hundreds of volunteer narratives, volunteer diaries, as well as videos of alumni volunteers and partner eye doctors are available on the Unite For Sight website: http://www.uniteforsight.org/intl_volunteer



 

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From MMaralit at NIFL.gov  Thu May  8 07:44:11 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 May 2008 07:44:11 -0400
Subject: [HealthLiteracy 1974]  Free NAAL data training seminar
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1B59276B@wdcrobe2m03.ed.gov>

Forwarded Message from National Center for Education Statistics (NCES): 

May 14th is the registration deadline for the upcoming free NAAL data
training seminar that starts on Wednesday, June 25, 2008 through Friday,
June 27, 2008, in Washington, DC. Only a few people have signed up and we
still have capacity to accept between 10-12 more people. 

The overall goal of the seminar is to equip participants with knowledge and
skills on the use of the National Assessment of Adult Literacy (NAAL) data
files and tools for substantive research as well as policy analyses. Topics
covered in the seminar include instruction on how to analyze NAAL data, with
hands-on practice, and help in designing and carrying out a research study. 

NAAL data training seminar training is open to everyone including
researchers and planners, education practitioners, policymakers, and
association members, as well as faculty and advanced graduate students from
colleges and universities nationwide. There are no registration fees and
NCES is paying for the travel and lodging cost. 

I encourage everyone to go to the following site to learn more about the
training and if you are interested, use the link within the site to
register. <http://ies.ed.gov/whatsnew/conferences/?id=314&cid=2> 

Please don't hesitate to contact me with any questions you may have.
Jaleh Behroozi Soroui
jsoroui at air.org <mailto:jsoroui at air.org>
202/403-6958



From djrosen at comcast.net  Thu May  8 08:30:13 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 8 May 2008 08:30:13 -0400
Subject: [HealthLiteracy 1975] Health Publication Wins 2008 Institute for
	Healthcare Advancement Health Literacy Award for UC Berkeley
Message-ID: <1229AA85-2AC1-40EE-9647-5AD3F1CA94F2@comcast.net>

Health Literacy Colleagues,

Here's an article that may be of interest. It begins:

"For its groundbreaking development of a guidebook for seniors and  
people with disabilities who have Medi-Cal, UC Berkeley?s Health  
Research for Action received the Institute for Healthcare  
Advancement?s outstanding achievement in health literacy award for  
published materials."

I wonder if other states have awards like this. Recognizing and  
rewarding clear writtten health information might encourage other  
organizations to make plain language a higher priority.

http://www.earthtimes.org/articles/show/health-publication-wins-2008- 
institute,381871.shtml

David J. Rosen
djrosen at comcast.net





From seubert.douglas at marshfieldclinic.org  Thu May  8 10:06:06 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 08 May 2008 09:06:06 -0500
Subject: [HealthLiteracy 1976] Re: Health Publication Wins 2008 Institute
	forHealthcare A
Message-ID: <200805081406.m48E693O006013@spamfilt.mfldclin.edu>


I'm not sure how many "states" have awards for health literacy, but IHA's award is open to all: "Anyone working in the field of health literacy is eligible for an award. You may nominate another person for an award or you may nominate yourself."

The 2008 awards have already been decided, but the application forms are still on their web site. You can check out the eligibility criteria and perhaps start planning to submit an award nomination for next year. They have contact information on their website, so if you're interested, it might be a good idea to contact them directly and ask for more information about their award program.

http://www.iha4health.org/index.cfm/MenuItemID/269.htm (award page)

http://www.iha4health.org/index.cfm/MenuItemID/184/MenuGroup/%5FHealth%20Literacy%20Conference.htm (health literacy page)


Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)


------Original Message------
From:	"David J. Rosen" <djrosen at comcast.net>
Date:	Thu May 08, 2008 -- 08:56:25 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1975] Health Publication Wins 2008 Institute forHealthcare Advan

Health Literacy Colleagues,

Here's an article that may be of interest. It begins:

"For its groundbreaking development of a guidebook for seniors and  
people with disabilities who have Medi-Cal, UC Berkeley?s Health  
Research for Action received the Institute for Healthcare  
Advancement?s outstanding achievement in health literacy award for  
published materials."

I wonder if other states have awards like this. Recognizing and  
rewarding clear writtten health information might encourage other  
organizations to make plain language a higher priority.

http://www.earthtimes.org/articles/show/health-publication-wins-2008- 
institute,381871.shtml

David J. Rosen
djrosen at comcast.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From Terri.Ades at cancer.org  Thu May  8 11:50:43 2008
From: Terri.Ades at cancer.org (Terri.Ades at cancer.org)
Date: Thu, 8 May 2008 11:50:43 -0400
Subject: [HealthLiteracy 1977]  Fw: Guidance on remaining gender neurtral
Message-ID: <OF2E91A9B9.73B12759-ON85257443.0056FF19-85257443.0057026E@cancer.org>


Our style guidelines require that we remain gender neutral. However, my
sense is that when writing for an audience with very limited literacy
skills, using "he or she" is not easily understood.  Suggestions would be
greatly appreciated?

Terri Ades, MS, FNP-BC, AOCN
Director, Cancer Information
Health Promotions
American Cancer Society
250 Williams Street
Atlanta, GA 30303-1002
404-329-7785
tades at cancer.org



From MMaralit at NIFL.gov  Thu May  8 14:35:45 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 May 2008 14:35:45 -0400
Subject: [HealthLiteracy 1978] Notice from the National Institute for
	Literacy
References: <4062487BDB6029428A763CAEF4E1FE5B1B59276B@wdcrobe2m03.ed.gov>
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B153835DE@wdcrobe2m03.ed.gov>

Dear List subscribers,

I just wanted to send out a little note of apology for emails that were sent
out from our development server.  

We are currently re-configuring the server, which inadvertently sent out
emails to subscribers within the past 2 hours.  Consequently, you may have
received an email from mailman-owner at dev.nifl.gov.  Please disregard those
emails and accept my sincere apologies.  

As subscribers, we understand the volume of mail that you receive daily and
we will take steps to avoid instances like this in the future.  

If you have any questions, please let me know.  I can be reached at
mmaralit at nifl.gov.  

Sincerely,

Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov








From NDavies at dthr.ab.ca  Thu May  8 16:40:07 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 8 May 2008 14:40:07 -0600
Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <OF2E91A9B9.73B12759-ON85257443.0056FF19-85257443.0057026E@cancer.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BEB6@DTHREXCL1.dthr.ab.ca>

wherever possible I use second person: you

So often I see examples like, "patients are encouraged to wash his or her hands" instead of "please wash your hands"

A lot of writers use "their" but that implies plural.

Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
Terri.Ades at cancer.org
Sent: Thursday, May 08, 2008 9:51 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender neurtral



Our style guidelines require that we remain gender neutral. However, my
sense is that when writing for an audience with very limited literacy
skills, using "he or she" is not easily understood.  Suggestions would be
greatly appreciated?

Terri Ades, MS, FNP-BC, AOCN
Director, Cancer Information
Health Promotions
American Cancer Society
250 Williams Street
Atlanta, GA 30303-1002
404-329-7785
tades at cancer.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From seubert.douglas at marshfieldclinic.org  Thu May  8 17:23:04 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 08 May 2008 16:23:04 -0500
Subject: [HealthLiteracy 1980] Re: Fw: Guidance on remaining gender neurtral
Message-ID: <200805082123.m48LN5qP026707@spamfilt.mfldclin.edu>

Plain language recommendations call for using "you" -- and that is what we do for most of our patient materials. It avoids the dreaded he/she and the confusing plural (they/their). Although the "people with diabetes" is often appropriate when talking about the diabetes (or any other condition) in general terms. Often, the two are mixed in one document. For a good example, see this handout from the National Diabetes Education Program (NDEP): http://ndep.nih.gov/diabetes/pubs/KnowNumbers_Eng.pdf

Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Terri.Ades at cancer.org" <Terri.Ades at cancer.org>
Date:	Thu May 08, 2008 -- 03:33:40 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1977]  Fw: Guidance on remaining gender neurtral


Our style guidelines require that we remain gender neutral. However, my
sense is that when writing for an audience with very limited literacy
skills, using "he or she" is not easily understood.  Suggestions would be
greatly appreciated?

Terri Ades, MS, FNP-BC, AOCN
Director, Cancer Information
Health Promotions
American Cancer Society
250 Williams Street
Atlanta, GA 30303-1002
404-329-7785
tades at cancer.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From mvillaire at iha4health.org  Thu May  8 18:13:14 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Thu, 8 May 2008 15:13:14 -0700
Subject: [HealthLiteracy 1981] Re: Health Publication Wins 2008
	InstituteforHealthcare A
In-Reply-To: <200805081406.m48E693O006013@spamfilt.mfldclin.edu>
References: <200805081406.m48E693O006013@spamfilt.mfldclin.edu>
Message-ID: <9F8831D6F89CC14897300484F62E17BE480040@ihaex01.iha4health.pri>

Thanks Doug for filling in some information about our awards. We
recognize excellence in health literacy in three categories: Research,
Innovative Programs, and Published Materials. The Call for Awards goes
out just after the first of the year in advance of our annual early May
Health Literacy Conference. Next year's conference is May 7-8, 2009, at
the Hyatt Regency, Irvine, California. 

The 2008 awards generated more than 80 entries from all over the
country, representing a wide variety of effort in health literacy and
demonstrating the commitment to improving efforts to communicate health
information effectively. 

The 2008 Institute for Healthcare Advancement Health Literacy Award
winners were:

* Published Materials -- for the Medi-Cal brochure put together by
Health Research for Action at UC Berkeley and the California Department
of Health Care Services, Medi-Cal Managed Care Division
* Innovative Programs -- CareFirst BlueCross BlueShield for their Hair,
Heart and Health Program, which went into the community to salons and
barber shops where residents tend to gather and targeted a high risk
population (in this instance, African-Americans) for a cardiovascular
health education and blood pressure screening program.
* Research -- Aetna Asthma Health Literacy Team for a research study
that assessed the level of health literacy and asthma knowledge in
members with persistent asthma and evaluated the effectiveness of asthma
education program with low-literacy educational materials in improving
asthma knowledge and health outcomes.

If you are interested in getting information on the 20090 awards, as
well as the annual conference, send an email to info at iha4health.org or
follow this link: http://www.iha4health.org/index.cfm/MenuItemID/205.htm


Feel free to contact me directly with any questions. Thanks. 

Michael 

-- Michael Villaire, MSLM
Director, Programs & Operations
Institute for Healthcare Advancement
(562) 690-4001 ext. 202

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Seubert, Douglas
Sent: Thursday, May 08, 2008 7:06 AM
To: djrosen at comcast.net; healthliteracy at nifl.gov
Subject: [HealthLiteracy 1976] Re: Health Publication Wins 2008
InstituteforHealthcare A


I'm not sure how many "states" have awards for health literacy, but
IHA's award is open to all: "Anyone working in the field of health
literacy is eligible for an award. You may nominate another person for
an award or you may nominate yourself."

The 2008 awards have already been decided, but the application forms are
still on their web site. You can check out the eligibility criteria and
perhaps start planning to submit an award nomination for next year. They
have contact information on their website, so if you're interested, it
might be a good idea to contact them directly and ask for more
information about their award program.

http://www.iha4health.org/index.cfm/MenuItemID/269.htm (award page)

http://www.iha4health.org/index.cfm/MenuItemID/184/MenuGroup/%5FHealth%2
0Literacy%20Conference.htm (health literacy page)


Doug Seubert
Guideline Editor
Quality Improvement & Care Management
Marshfield Clinic
www.marshfieldclinic.org
1000 N Oak Avenue
Marshfield, WI 54449
(715) 387-5096 (1-800-782-8581 ext. 75096)


------Original Message------
From:	"David J. Rosen" <djrosen at comcast.net>
Date:	Thu May 08, 2008 -- 08:56:25 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1975] Health Publication Wins 2008
Institute forHealthcare Advan

Health Literacy Colleagues,

Here's an article that may be of interest. It begins:

"For its groundbreaking development of a guidebook for seniors and  
people with disabilities who have Medi-Cal, UC Berkeley's Health  
Research for Action received the Institute for Healthcare  
Advancement's outstanding achievement in health literacy award for  
published materials."

I wonder if other states have awards like this. Recognizing and  
rewarding clear writtten health information might encourage other  
organizations to make plain language a higher priority.

http://www.earthtimes.org/articles/show/health-publication-wins-2008- 
institute,381871.shtml

David J. Rosen
djrosen at comcast.net



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org






From joan at ipns.com  Thu May  8 20:30:54 2008
From: joan at ipns.com (Joan Medlen)
Date: Thu, 08 May 2008 17:30:54 -0700
Subject: [HealthLiteracy 1982] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <OF2E91A9B9.73B12759-ON85257443.0056FF19-85257443.0057026E@
	cancer.org>
References: <OF2E91A9B9.73B12759-ON85257443.0056FF19-85257443.0057026E@cancer.org>
Message-ID: <6.0.0.22.2.20080508172956.0582aaa0@mail.ipns.com>

What I do in my writing is acknowledge that I am choosing a gender for ease 
of writing, but that the information is not gender specific.

Joan Medlen, RD, LD
Clinical Advisor
Health Literacy and Communications
Special Olympics Healthy Athletes

At 08:50 AM 5/8/2008, you wrote:

>Our style guidelines require that we remain gender neutral. However, my
>sense is that when writing for an audience with very limited literacy
>skills, using "he or she" is not easily understood.  Suggestions would be
>greatly appreciated?
>
>Terri Ades, MS, FNP-BC, AOCN
>Director, Cancer Information
>Health Promotions
>American Cancer Society
>250 Williams Street
>Atlanta, GA 30303-1002
>404-329-7785
>tades at cancer.org
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to joan at ipns.com




From Terri.Ades at cancer.org  Fri May  9 09:32:08 2008
From: Terri.Ades at cancer.org (Terri.Ades at cancer.org)
Date: Fri, 9 May 2008 09:32:08 -0400
Subject: [HealthLiteracy 1983] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <6.0.0.22.2.20080508172956.0582aaa0@mail.ipns.com>
Message-ID: <OF5651591C.EEC69D5E-ON85257444.004A5271-85257444.004A5A9B@cancer.org>

Good suggestion - thanks, Terri


Terri Ades, MS, FNP-BC, AOCN
Director, Cancer Information
Health Promotions
American Cancer Society
250 Williams Street
Atlanta, GA 30303-1002
404-329-7785
tades at cancer.org



                                                                           
             Joan Medlen                                                   
             <joan at ipns.com>                                               
             Sent by:                                                   To 
             healthliteracy-bo         The Health and Literacy Discussion  
             unces at nifl.gov            List <healthliteracy at nifl.gov>      
                                                                        cc 
                                                                           
             05/08/2008 08:30                                      Subject 
             PM                        [HealthLiteracy 1982] Re: Fw:       
                                       Guidance on remaining gender        
                                       neurtral                            
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




What I do in my writing is acknowledge that I am choosing a gender for ease

of writing, but that the information is not gender specific.

Joan Medlen, RD, LD
Clinical Advisor
Health Literacy and Communications
Special Olympics Healthy Athletes

At 08:50 AM 5/8/2008, you wrote:

>Our style guidelines require that we remain gender neutral. However, my
>sense is that when writing for an audience with very limited literacy
>skills, using "he or she" is not easily understood.  Suggestions would be
>greatly appreciated?
>
>Terri Ades, MS, FNP-BC, AOCN
>Director, Cancer Information
>Health Promotions
>American Cancer Society
>250 Williams Street
>Atlanta, GA 30303-1002
>404-329-7785
>tades at cancer.org
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to joan at ipns.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to tades at cancer.org




From cyq8 at cdc.gov  Mon May 12 09:26:12 2008
From: cyq8 at cdc.gov (Ours, Laura (CDC/CCHIS/NCHM))
Date: Mon, 12 May 2008 09:26:12 -0400
Subject: [HealthLiteracy 1984] Health literacy- Stories from the real world
Message-ID: <377C249DE8BAF14E8E62E39A48D277B28EC347@LTA3VS001.ees.hhs.gov>

Good morning,

Earlier, I asked if you all could provide examples of statewide
initiatives related to health literacy.  Thanks to everyone who provided
me with information.

Im now interested in collecting examples of real life stories that
showcase either lessons learned, health literacy successes, and/or
health literacy struggles.  The challenge is to find public health
examples and not the patient/provider cases that have been well
documented. For example... stories of community action against a public
health issue affecting their well being, lessons learned from specific
projects, stories of health literacy and cultrual competency challenges,
etc.

Please feel free to email your stories to me at cyq8 at cdc.gov

Thank you and have a great week!!



Laura Ours, M.S., CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Phone: 404-498-0984
Email: Lours at cdc.gov

Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333 
Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345


Visit our website at www.cdc.gov/healthmarketing




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From NDavies at dthr.ab.ca  Mon May 12 13:26:51 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 12 May 2008 11:26:51 -0600
Subject: [HealthLiteracy 1985] Re: Interesting article
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704A33@email.gha.local>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BECF@DTHREXCL1.dthr.ab.ca>

Another interesting article came my way this morning. From the Nursing Times from the UK.
 
I don't have the title page (someone just photocopied the actual article for me)
 
NT 1 April 2008 Vol 104 No 13 pages 15 and 16 (title is on page 14) www.nursingtimes.net
 
this article discusses the increase in patient empowerment philosophy in the UK, and how the expectation that patients are more empowered through the internet fails newcomers to the country who do not have the background of the NHS, socialised medicine, or internet savvy.
 
 
Nicola Davies
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter
Sent: Thursday, April 17, 2008 7:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] Interesting article



Interesting article on Medscape (which requires a free log in).    Now we have a fancy new name for an old idea....

Patients Prefer the Method of "Tell Back- Collaborative Inquiry" to Assess Understanding of Medical Information

Posted 04/08/2008, Medscape

Evelyn C. Kemp, PsyD, RN; Michael R. Floyd, EdD; Elizabeth McCord-Duncan, MD; Forrest Lang, MD

http://www.medscape.com/viewarticle/570573?src=mp <http://www.medscape.com/viewarticle/570573?src=mp&spon=24&uac=36933HZ> &spon=24&uac=36933HZ 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

 <http://www.gha.org/pha> www.gha.org/pha 

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (  <mailto:PHA at gha.org> PHA at gha.org)

 
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From SiobhanChamp-Blackwell at creighton.edu  Tue May 13 08:53:53 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Tue, 13 May 2008 07:53:53 -0500
Subject: [HealthLiteracy 1986]  Universal Health Care Symbols RFP
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0DD9B691@exbe01.blue.jays.creighton.edu>

FYI - siobhan

 

 HJ ebrief May 2008<http://www.hablamosjuntos.org/images/HJ_Side5.gif> 

 <http://www.hablamosjuntos.org/images/HJ_Side2small.gif> 

Greetings:

Hablamos Juntos is pleased to announce a unique opportunity for health
care facilities serving multilingual communities, funded by the Robert
Wood Johnson Foundation's Pioneer Portfolio. In an ongoing partnership
with the Society for Environmental and Graphic Design
<http://cp.perfora.net/X?p=&v=00000000120D8A1EEBB2B224&t=redir&dest=6874
74703A2F2F7777772E736567642E6F72672F61626F75742E68746D6C>  (SEGD),
Hablamos Juntos is launching this initiative aimed at encouraging
widespread adoption of Universal Health Care symbols by health
facilities serving populations unable to read or with limited English
proficiency (LEP). The Pioneer Portfolio supports innovative ideas and
projects that may lead to important breakthroughs in the future of
health and health care.  Please help us get the word out of this unique
opportunity by forwarding this email to health facilities that may be
interested in symbols based signage. Health facilities ranging from
small treatment or health centers, single building health care
facilities and facilities part of multi-building campus with advanced
preparations for implementing new wayfinding systems are encouraged to
apply. 

Universally recognized graphic symbols, such as traffic symbols or those
used to identify parking spaces for the physically handicapped, can be
effective ways of communicating with low literacy and limited English
speaking populations. Pictures or images that consistently enable
logical associations are what make symbols useful in communicating
across languages and cultures. Using a rigorous development and testing
process, phase one involved the most comprehensive symbols design effort
ever undertaken and produced 28 universal health care symbols. 

In this second phase, we are seeking four volunteer health facilities
ready to implement new signage or wayfinding systems to innovate using
symbol-based signage and to help develop best practices for health
environments. The project offers a team of leading national experts in
symbols and wayfinding signage to support design and testing of health
care facilities signage systems using graphic symbols. Facilities
selected will be rewarded with award-winning wayfinding systems using
best practice application of symbols as a practical solution in health
care signage for multilingual and literacy challenged populations. 

The deadline for application is July 1, 2008.  For a copy of the RFA
seeking innovator health facilities to implement symbol-based signage
click here
<http://cp.perfora.net/X?p=&v=00000000120D8A1EEBB2B224&t=redir&dest=6874
74703A2F2F7777772E6861626C616D6F736A756E746F732E6F72672F7369676E6167652F
5044462F5246412D50696C6F7425323053697465732D4D617930382E706466> .

Thank you for your continued interest in the work of Hablamos Juntos and
our common effort to promote all patients have access to safe, quality
health care, regardless of their preferred language.

 

 

 

Yolanda Partida, MSW, DPA
Director National Program Office
Hablamos Juntos II - Language Policy and Practice in Health Care
UCSF Fresno, Center for Medical & Education Research

Please click here to unsubscribe <mailto:info at hablamosjuntos.org>  from
future Hablamos Juntos eBriefs and eUpdates

 <http://cp.perfora.net/X?p=&v=00000000120D8A1EEBB2B224&t=cp> 

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From poledc at slu.edu  Tue May 13 10:49:34 2008
From: poledc at slu.edu (David Pole)
Date: Tue, 13 May 2008 09:49:34 -0500
Subject: [HealthLiteracy 1986] Re: Interesting article
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BECF@DTHREXCL1.dthr.ab.ca>
Message-ID: <003b01c8b508$8f3c03e0$0a2e86a5@CFMJ6F23D1>

Nicola

I am interested in taking a look at this article, but cannot find it on
nursingtimes.net

 

Can you provide a title or other way of finding the document?

Thanks

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research, and
Primary Care

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Monday, May 12, 2008 12:27 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1985] Re: Interesting article

 

Another interesting article came my way this morning. >From the Nursing
Times from the UK.

 

I don't have the title page (someone just photocopied the actual article for
me)

 

NT 1 April 2008 Vol 104 No 13 pages 15 and 16 (title is on page 14)
www.nursingtimes.net

 

this article discusses the increase in patient empowerment philosophy in the
UK, and how the expectation that patients are more empowered through the
internet fails newcomers to the country who do not have the background of
the NHS, socialised medicine, or internet savvy.

 

 

Nicola Davies

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter
Sent: Thursday, April 17, 2008 7:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] Interesting article

Interesting article on Medscape (which requires a free log in).    Now we
have a fancy new name for an old idea
.

Patients Prefer the Method of "Tell Back- Collaborative Inquiry" to Assess
Understanding of Medical Information

Posted 04/08/2008, Medscape

Evelyn C. Kemp, PsyD, RN; Michael R. Floyd, EdD; Elizabeth McCord-Duncan,
MD; Forrest Lang, MD

http://www.medscape.com/viewarticle/570573?src=mp
<http://www.medscape.com/viewarticle/570573?src=mp&spon=24&uac=36933HZ>
&spon=24&uac=36933HZ 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

 <http://www.gha.org/pha> www.gha.org/pha 

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18
U.S.C. ?? 2510-2521 and may be legally privileged. The information contained
in this Email is intended only for use of the individual or entity named
above. If the reader of this message is not the intended recipient, or the
employee or agent responsible to deliver it to the intended recipient,
please destroy the email after advising by reply that you erroneously
received this.  If applicable, the receipt by anyone other than the
designated recipient does not waive the attorney-client privilege, nor will
it constitute a waiver of the work-product doctrine. If you are not the
intended recipient, please delete this message and notify us via e-mail to (
<mailto:PHA at gha.org> PHA at gha.org)

 

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From kristina at easyreadcopywriting.com  Thu May 15 10:12:31 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Thu, 15 May 2008 08:12:31 -0600
Subject: [HealthLiteracy 1987] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BEB6@DTHREXCL1.dthr.ab.ca>
Message-ID: <C451A0EF.4C6B%kristina@easyreadcopywriting.com>

It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However, my
> sense is that when writing for an audience with very limited literacy
> skills, using "he or she" is not easily understood.  Suggestions would be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From NDavies at dthr.ab.ca  Thu May 15 11:16:53 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 15 May 2008 09:16:53 -0600
Subject: [HealthLiteracy 1988] Re: Interesting article
In-Reply-To: <003b01c8b508$8f3c03e0$0a2e86a5@CFMJ6F23D1>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BEE4@DTHREXCL1.dthr.ab.ca>

http://www.cnn.com/2008/HEALTH/05/14/ep.women.mistakes/index.html
 
Interesting article about Women and Doctors.

5 mistakes women make at the doctor's office


*	Story Highlights 

*	Speak up in your doctor's office, experts urge


*	If you tend to freeze up, take along a friend who can ask questions for you


*	Internet research is fine, but don't overwhelm your doctor with printouts

David, the title is 'Patient Power...is it good for nurses?'
 
Thanks
Nicola
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of David Pole
Sent: Tuesday, May 13, 2008 8:50 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1986] Re: Interesting article



Nicola

I am interested in taking a look at this article, but cannot find it on nursingtimes.net

 

Can you provide a title or other way of finding the document?

Thanks

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research, and Primary Care

  _____  

From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Monday, May 12, 2008 12:27 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1985] Re: Interesting article

 

Another interesting article came my way this morning. >From the Nursing Times from the UK.

 

I don't have the title page (someone just photocopied the actual article for me)

 

NT 1 April 2008 Vol 104 No 13 pages 15 and 16 (title is on page 14) www.nursingtimes.net

 

this article discusses the increase in patient empowerment philosophy in the UK, and how the expectation that patients are more empowered through the internet fails newcomers to the country who do not have the background of the NHS, socialised medicine, or internet savvy.

 

 

Nicola Davies

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter
Sent: Thursday, April 17, 2008 7:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1918] Interesting article

Interesting article on Medscape (which requires a free log in).    Now we have a fancy new name for an old idea....

Patients Prefer the Method of "Tell Back- Collaborative Inquiry" to Assess Understanding of Medical Information

Posted 04/08/2008, Medscape

Evelyn C. Kemp, PsyD, RN; Michael R. Floyd, EdD; Elizabeth McCord-Duncan, MD; Forrest Lang, MD

http://www.medscape.com/viewarticle/570573?src=mp <http://www.medscape.com/viewarticle/570573?src=mp&spon=24&uac=36933HZ> &spon=24&uac=36933HZ 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

 <http://www.gha.org/pha> www.gha.org/pha 

 

It's not what you look at that matters, it's what you see.

Henry David Thoreau

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (  <mailto:PHA at gha.org> PHA at gha.org)

 
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From Jsorensen at afmc.org  Thu May 15 11:33:34 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 15 May 2008 10:33:34 -0500
Subject: [HealthLiteracy 1988] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <C451A0EF.4C6B%kristina@easyreadcopywriting.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA5CF6@AFMCFS6.NT_AFMC.local>

I agree. In informal usage, I don't see a problem with using their. It's
more familiar and sounds less stilted than "he/she." And I just hate
those slash marks.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Thursday, May 15, 2008 9:13 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1987] Re: Fw: Guidance on remaining gender
neurtral

It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List 
> <healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender 
> neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender 
> neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or 
> her hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of 
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender 
> neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However, 
> my sense is that when writing for an audience with very limited 
> literacy skills, using "he or she" is not easily understood.  
> Suggestions would be greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From cjackson at humana.com  Thu May 15 11:56:54 2008
From: cjackson at humana.com (Charles Jackson)
Date: Thu, 15 May 2008 11:56:54 -0400
Subject: [HealthLiteracy 1989] Is health literacy in U.S. decreasing? What
 are current trends in health literacy?
Message-ID: <OF26732E28.4938AD7B-ON8525744A.00575667-8525744A.00579BA6@humana.com>


I'm not sure how to answer these two questions:

1)  Is health literacy in the U.S. decreasing?

2)  What are current trends in health literacy?  For example, is it safe to
say that medical libraries are forming more partnerships with public
libraries in health literacy initiatives?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From julie_mcKinney at worlded.org  Thu May 15 11:57:55 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 15 May 2008 11:57:55 -0400
Subject: [HealthLiteracy 1990] Wednesday Question: Writing how we talk:
	better or worse?
Message-ID: <482C25430200002D00006D68@dcgw.jsi.com>

I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
AM >>>
It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or
her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However,
my
> sense is that when writing for an audience with very limited literacy
> skills, using "he or she" is not easily understood.  Suggestions would
be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org



From Jsorensen at afmc.org  Thu May 15 12:04:45 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 15 May 2008 11:04:45 -0500
Subject: [HealthLiteracy 1991] Re: Is health literacy in U.S. decreasing?
	What are current trends in health literacy?
In-Reply-To: <OF26732E28.4938AD7B-ON8525744A.00575667-8525744A.00579BA6@humana.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA5D0C@AFMCFS6.NT_AFMC.local>

To the first question, I would say that health care is becoming a lot
more complex, so health literacy is a much bigger issue. People may be
more educated than in years past, but their health literacy may not be
keeping up with the complexity of the health-related information they
need to understand in order to make good decisions about their health.
Janet Sorensen
Little Rock, Arkansas

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, May 15, 2008 10:57 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1989] Is health literacy in U.S. decreasing?
What are current trends in health literacy?



I'm not sure how to answer these two questions:

1) Is health literacy in the U.S. decreasing?

2) What are current trends in health literacy? For example, is it safe
to say that medical libraries are forming more partnerships with public
libraries in health literacy initiatives?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
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From sandras at u.washington.edu  Thu May 15 12:41:35 2008
From: sandras at u.washington.edu (Sandra Smith)
Date: Thu, 15 May 2008 09:41:35 -0700
Subject: [HealthLiteracy 1992] Re: Is health literacy in U.S. decreasing?
	What are current trends in health literacy?
In-Reply-To: <OF26732E28.4938AD7B-ON8525744A.00575667-8525744A.00579BA6@humana.com>
References: <OF26732E28.4938AD7B-ON8525744A.00575667-8525744A.00579BA6@humana.com>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAAP9U9WO2Xx5NkdYLWEevKIIBAAAAAA==@u.washington.edu>

Good Questions, Charles.  The literacy demands of healthcare continue to
increase with technology and complexity of treatment, financing and policy.
The literacy demands of maintaining personal health also increase with
reliance on computers and ever changing recommendations and risks. This
should not be interpreted as a reduction in individual or population reading
skills. Technology is advancing faster than our ability to use it
effectively; so I would not anticipate population level improvements. Health
literacy ? (not reading skill, but ability to use literacy for positive
health & healthcare practices)  improves in individuals with need,
opportunity, experience and social support. Much work has been done to
improve information and its delivery ? this removes barriers, especially for
those who only need information,  but is insufficient to effect outcomes,
costs or inequities. 

Sandra Smith, MPH CHES

Health Education Specialist

UW Center for Health Education & Research

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, May 15, 2008 8:57 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1989] Is health literacy in U.S. decreasing? What
are current trends in health literacy?

 

I'm not sure how to answer these two questions:

1) Is health literacy in the U.S. decreasing?

2) What are current trends in health literacy? For example, is it safe to
say that medical libraries are forming more partnerships with public
libraries in health literacy initiatives?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax


The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you receive
this material/information in error, please contact the sender and delete or
destroy the material/information. 

No virus found in this incoming message.
Checked by AVG.
Version: 7.5.524 / Virus Database: 269.23.16/1432 - Release Date: 5/14/2008
7:49 AM


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From AboutDiabetes at aol.com  Thu May 15 12:49:06 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Thu, 15 May 2008 12:49:06 EDT
Subject: [HealthLiteracy 1993] Re: Wednesday Question: Writing how we talk:
	better or ...
Message-ID: <c8d.21a6c94e.355dc382@aol.com>

I'm with you, Julie. If you want to reach as many people as possible  with 
limited reading skills, reach them where they are (so to speak) in your  print 
communications.
 
They can take English Composition 101 after they learn how to take  care of 
their important health care needs. 
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  
 
 
 
 



**************Wondering what's for Dinner Tonight? Get new twists on family 
favorites at AOL Food.      
(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
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From alex.friesen at sickkids.ca  Thu May 15 12:50:07 2008
From: alex.friesen at sickkids.ca (alex.friesen at sickkids.ca)
Date: Thu, 15 May 2008 12:50:07 -0400
Subject: [HealthLiteracy 1994] Re: Wednesday Question: Writing how we
 talk:	better or worse?
In-Reply-To: <482C25430200002D00006D68@dcgw.jsi.com>
Message-ID: <OF60BE744A.1E541DB5-ON8525744A.0058B986-8525744A.005C98BB@sickkids.ca>

Hello good people of the list,

With regards to writing how we talk, that's a huge topic, and there's no
definitive black-and-white conclusion.

Using our examples, I would have no qualms about writing "Your dominant
hand is the one you write with," but using "their" as singular jolts me
like an unexpected speed bump.

Obviously, writing and speaking differ in many ways, and of course we all
speak and write differently in different situations.  For example, you talk
to your mother differently from how you talk in a job interview, and you
write a note to this list differently than you write a postcard to a loved
one.  (I'm rashly assuming.)

Still, I don't think that styles of writing and styles of speaking can
necessarily substitute for one another, meaning that a casual tone in
conversation still doesn't match that same casual tone in writing.  A big
part of the difference comes from the reality that a listener gets only one
chance to hear and interpret a spoken sentence, while a reader can peruse
the same text over and over.  If a listener wants to hear the sentence
again to increase understanding, it's extremely likely that the speaker
will rephrase it, or at least put stresses in different places.  With
writing, of course, we have the opportunity to think in great detail about
what we're typing, which, in the hands of a good writer, increases the
opportunity for clarity up front.

So I'm all for a casual tone in the type of writing we're discussing,
because I believe that formal writing styles are often somewhat stilted and
more difficult to understand*, but I think that writing in the same way we
speak is neither better nor worse: the two modes of communication are not
interchangeable, so writing-as-speaking does not necessarily lead to
increased intelligibility in low-literacy material.

     ...Alex...


* e.g., that sentence.





                                                                           
             "Julie McKinney"                                              
             <julie_mcKinney at w                                             
             orlded.org>                                                To 
             Sent by:                  <healthliteracy at nifl.gov>           
             healthliteracy-bo                                          cc 
             unces at nifl.gov                                                
                                                                   Subject 
                                       [HealthLiteracy 1990] Wednesday     
             2008-05-15 11:57          Question: Writing how we talk:      
                                       better or worse?                    
                                                                           
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org





From abirney at orcasinc.com  Thu May 15 13:37:00 2008
From: abirney at orcasinc.com (Amy Birney)
Date: Thu, 15 May 2008 10:37:00 -0700
Subject: [HealthLiteracy 1995] Re: Fw: Guidance on remaining gender neurtral
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302FA5CF6@AFMCFS6.NT_AFMC.local>
References: <C451A0EF.4C6B%kristina@easyreadcopywriting.com>
	<6EE40CD48836434BBF299E57FBBB2AD302FA5CF6@AFMCFS6.NT_AFMC.local>
Message-ID: <35e197070805151037s1c998ee0nef25911928a17607@mail.gmail.com>

I don't care for "he/she" either, but when I have to use it, I've started to
use "s/he" which hasn't confused anyone. I think it's cleaner and has the
advantage of not defaulting to male gender first.

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
888-349-5472
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From seubert.douglas at marshfieldclinic.org  Thu May 15 12:59:49 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 15 May 2008 11:59:49 -0500
Subject: [HealthLiteracy 1996] Re: Wednesday Question: Writing how we
	talk:better or wors
Message-ID: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>

Plain language recommendations call for using "you" and "your" whenever appropriate.

When that is not appropriate, the easiest solution is to write in the plural. This avoids the "he or she" or "he/she" problem and allows you to use "their" correctly.

Using "their" is confusing when it is paired with a singular antecedent, as in "Everyone should wash their hands before eating." While it may be acceptable in informal speech, I disagree that it is therefore acceptable in writing. If you don't want to be grammatically correct and write "Everyone should wash his hands" or if you don't like the inclusive "Everyone should wash his or her hands" then change to the plain language recommendation of writing "You should wash your hands...."

I think we do a disservice to patients when we ignore basic rules of grammar just because what we write "sounds better" or helps us avoid "he or she." Clear writing can and should be grammatically correct. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Julie McKinney" <julie_mcKinney at worlded.org>
Date:	Thu May 15, 2008 -- 11:01:08 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1990] Wednesday Question: Writing how we talk:better or worse?

I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
AM >>>
It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or
her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However,
my
> sense is that when writing for an audience with very limited literacy
> skills, using "he or she" is not easily understood.  Suggestions would
be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From Linda.Rohret at ncmail.net  Thu May 15 13:50:02 2008
From: Linda.Rohret at ncmail.net (Linda Rohret)
Date: Thu, 15 May 2008 13:50:02 -0400
Subject: [HealthLiteracy 1997] Re: Wednesday Question: Writing how we
 talk:better or wors
In-Reply-To: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
References: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
Message-ID: <482C77CA.1020903@ncmail.net>

I agree, we should be helping individuals in their overall literacy 
skills.  We are showing a certain amount of disrespect and indicating 
that, "well, they don't know the difference, anyway."  
Linda
---
Linda L. Rohret, M.A., R.H.Ed.
Special Projects Coordinator
North Carolina Comprehensive Cancer Program
DHHS--Division of Public Health
1922 Mail Service Center
Raleigh, NC  27699-1922
Tele:   919 707-5331
Fax:    919 870-4811


Seubert, Douglas wrote:

>Plain language recommendations call for using "you" and "your" whenever appropriate.
>
>When that is not appropriate, the easiest solution is to write in the plural. This avoids the "he or she" or "he/she" problem and allows you to use "their" correctly.
>
>Using "their" is confusing when it is paired with a singular antecedent, as in "Everyone should wash their hands before eating." While it may be acceptable in informal speech, I disagree that it is therefore acceptable in writing. If you don't want to be grammatically correct and write "Everyone should wash his hands" or if you don't like the inclusive "Everyone should wash his or her hands" then change to the plain language recommendation of writing "You should wash your hands...."
>
>I think we do a disservice to patients when we ignore basic rules of grammar just because what we write "sounds better" or helps us avoid "he or she." Clear writing can and should be grammatically correct. 
>
>
>Doug Seubert
>Quality Improvement & Care Management
>Family Health Center/Community Heath Access
>
>Marshfield Clinic
>1000 N Oak Avenue
>Marshfield, WI 54449
>www.marshfieldclinic.org/quality
>
>(715) 387-5096 (1-800-782-8581 ext. 75096)
>seubert.douglas at marshfieldclinic.org
>
>------Original Message------
>From:	"Julie McKinney" <julie_mcKinney at worlded.org>
>Date:	Thu May 15, 2008 -- 11:01:08 AM
>To:	healthliteracy at nifl.gov
>Subject:	[HealthLiteracy 1990] Wednesday Question: Writing how we talk:better or worse?
>
>I agree with Kristina that writing "the way we talk" is usually clearer,
>even if it is technically grammatically incorrect. It's an interesting
>concept that well educated people talk in a certain way, which is
>grammatically correct, but may be more confusing to people with literacy
>or English challenges. And this way is usually how we are "supposed" to
>write.
>
>The gender question that we've been discussing is one example of that,
>but there are many others. For example, the rule that no sentence can
>end with a preposition. Which is clearer:
>
>Your dominant hand is the one you write with.
>or
>Your dominant hand is the one with which you write.
>
>(I know we could say ..."the one you use to write", but sometimes, the
>sentence structures abobe seem to be the only choices.)
>
>What do the plain language folks think about this? And others? Can we
>write more colloquially, and is it clearer or not?
>
>All the best,
>Julie
>
>
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>  
>
>>>>Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
>>>>        
>>>>
>AM >>>
>It's my experience that using "their" does not confuse patients at all
>because it is how we talk. I have tested low lit materials using "their"
>when "he/she" would have been grammatically correct. No one expressed
>confusion. I have also read, although I can't remember where, that this
>usage is no longer considered incorrect grammar. The only people who
>question it are the well educated.
>
>Our language is changing, and this is an example of that.
>
>Kristina 
>
>
>  
>
>>From: "Davies, Nicola" <NDavies at dthr.ab.ca>
>>Reply-To: The Health and Literacy Discussion List
>>    
>>
><healthliteracy at nifl.gov>
>  
>
>>Date: Thu, 8 May 2008 14:40:07 -0600
>>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>>Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>wherever possible I use second person: you
>>
>>So often I see examples like, "patients are encouraged to wash his or
>>    
>>
>her
>  
>
>>hands" instead of "please wash your hands"
>>
>>A lot of writers use "their" but that implies plural.
>>
>>Nicola
>>-----Original Message-----
>>From: healthliteracy-bounces at nifl.gov
>>[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
>>Terri.Ades at cancer.org
>>Sent: Thursday, May 08, 2008 9:51 AM
>>To: healthliteracy at nifl.gov
>>Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>
>>Our style guidelines require that we remain gender neutral. However,
>>    
>>
>my
>  
>
>>sense is that when writing for an audience with very limited literacy
>>skills, using "he or she" is not easily understood.  Suggestions would
>>    
>>
>be
>  
>
>>greatly appreciated?
>>
>>Terri Ades, MS, FNP-BC, AOCN
>>Director, Cancer Information
>>Health Promotions
>>American Cancer Society
>>250 Williams Street
>>Atlanta, GA 30303-1002
>>404-329-7785
>>tades at cancer.org
>>
>>----------------------------------------------------
>>National Institute for Literacy
>>Health and Literacy mailing list
>>HealthLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/healthliteracy
>>Email delivered to ndavies at dthr.ab.ca
>>
>>----------------------------------------------------
>>National Institute for Literacy
>>Health and Literacy mailing list
>>HealthLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/healthliteracy
>>Email delivered to kristina at easyreadcopywriting.com
>>    
>>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to julie_mckinney at worlded.org
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to seubert.douglas at marshfieldclinic.org
>
>
>
>
>  
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to linda.rohret at ncmail.net
>
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From sandras at u.washington.edu  Thu May 15 14:26:19 2008
From: sandras at u.washington.edu (Sandra Smith)
Date: Thu, 15 May 2008 11:26:19 -0700
Subject: [HealthLiteracy 1998] Re: Is health literacy in U.S.
	decreasing?	What are current trends in health literacy?
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302FA5D0C@AFMCFS6.NT_AFMC.local>
References: <OF26732E28.4938AD7B-ON8525744A.00575667-8525744A.00579BA6@humana.com>
	<6EE40CD48836434BBF299E57FBBB2AD302FA5D0C@AFMCFS6.NT_AFMC.local>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAAB/pv8pJ5ZJIkDc52SU6ubYBAAAAAA==@u.washington.edu>

Or the information is not suitable to the audience

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Thursday, May 15, 2008 9:05 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1991] Re: Is health literacy in U.S. decreasing?
What are current trends in health literacy?

 

To the first question, I would say that health care is becoming a lot more
complex, so health literacy is a much bigger issue. People may be more
educated than in years past, but their health literacy may not be keeping up
with the complexity of the health-related information they need to
understand in order to make good decisions about their health.

Janet Sorensen

Little Rock, Arkansas

 

   _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, May 15, 2008 10:57 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1989] Is health literacy in U.S. decreasing? What
are current trends in health literacy?

I'm not sure how to answer these two questions:

1) Is health literacy in the U.S. decreasing?

2) What are current trends in health literacy? For example, is it safe to
say that medical libraries are forming more partnerships with public
libraries in health literacy initiatives?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
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this material/information in error, please contact the sender and delete or
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From NDavies at dthr.ab.ca  Thu May 15 14:41:46 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 15 May 2008 12:41:46 -0600
Subject: [HealthLiteracy 1999] Re: Wednesday Question: Writing how we
	talk:	better or worse?
In-Reply-To: <OF60BE744A.1E541DB5-ON8525744A.0058B986-8525744A.005C98BB@sickkids.ca>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BEEE@DTHREXCL1.dthr.ab.ca>

I agree Alex. I am a health writer and often find that the clinical specialists choose the more formal language because they feel it reflects very well on their department. I was even told to only focus on the grammar for one document, and not to worry about the "important stuff".

In my writing I find myself correcting the grammatical errors that a lot of Canadians make in their speech. I hear "I seen" a lot, as well as "Is there any left of those?". In my travels, I have found that every region has its own colloquial quirks...should that be reflected in its promotional materials?

I very much prefer the second person when writing.

Nicola

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
alex.friesen at sickkids.ca
Sent: Thursday, May 15, 2008 10:50 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1994] Re: Wednesday Question: Writing how we
talk: better or worse?


Hello good people of the list,

With regards to writing how we talk, that's a huge topic, and there's no
definitive black-and-white conclusion.

Using our examples, I would have no qualms about writing "Your dominant
hand is the one you write with," but using "their" as singular jolts me
like an unexpected speed bump.

Obviously, writing and speaking differ in many ways, and of course we all
speak and write differently in different situations.  For example, you talk
to your mother differently from how you talk in a job interview, and you
write a note to this list differently than you write a postcard to a loved
one.  (I'm rashly assuming.)

Still, I don't think that styles of writing and styles of speaking can
necessarily substitute for one another, meaning that a casual tone in
conversation still doesn't match that same casual tone in writing.  A big
part of the difference comes from the reality that a listener gets only one
chance to hear and interpret a spoken sentence, while a reader can peruse
the same text over and over.  If a listener wants to hear the sentence
again to increase understanding, it's extremely likely that the speaker
will rephrase it, or at least put stresses in different places.  With
writing, of course, we have the opportunity to think in great detail about
what we're typing, which, in the hands of a good writer, increases the
opportunity for clarity up front.

So I'm all for a casual tone in the type of writing we're discussing,
because I believe that formal writing styles are often somewhat stilted and
more difficult to understand*, but I think that writing in the same way we
speak is neither better nor worse: the two modes of communication are not
interchangeable, so writing-as-speaking does not necessarily lead to
increased intelligibility in low-literacy material.

     ...Alex...


* e.g., that sentence.





                                                                           
             "Julie McKinney"                                              
             <julie_mcKinney at w                                             
             orlded.org>                                                To 
             Sent by:                  <healthliteracy at nifl.gov>           
             healthliteracy-bo                                          cc 
             unces at nifl.gov                                                
                                                                   Subject 
                                       [HealthLiteracy 1990] Wednesday     
             2008-05-15 11:57          Question: Writing how we talk:      
                                       better or worse?                    
                                                                           
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From Linda.Rohret at ncmail.net  Thu May 15 14:54:52 2008
From: Linda.Rohret at ncmail.net (Linda Rohret)
Date: Thu, 15 May 2008 14:54:52 -0400
Subject: [HealthLiteracy 2000] Re: Wednesday Question: Writing how we
 talk:better or wors
In-Reply-To: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
References: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
Message-ID: <482C86FC.80604@ncmail.net>

Excuse me, I'm sorry, I know that your realize what I meant, but I 
should have said:  Otherwise, we are showing a certain amount of 
disrespect and indicating that, "well, they don't know the difference, 
anyway."   Thanks.
Linda

Seubert, Douglas wrote:

>Plain language recommendations call for using "you" and "your" whenever appropriate.
>
>When that is not appropriate, the easiest solution is to write in the plural. This avoids the "he or she" or "he/she" problem and allows you to use "their" correctly.
>
>Using "their" is confusing when it is paired with a singular antecedent, as in "Everyone should wash their hands before eating." While it may be acceptable in informal speech, I disagree that it is therefore acceptable in writing. If you don't want to be grammatically correct and write "Everyone should wash his hands" or if you don't like the inclusive "Everyone should wash his or her hands" then change to the plain language recommendation of writing "You should wash your hands...."
>
>I think we do a disservice to patients when we ignore basic rules of grammar just because what we write "sounds better" or helps us avoid "he or she." Clear writing can and should be grammatically correct. 
>
>
>Doug Seubert
>Quality Improvement & Care Management
>Family Health Center/Community Heath Access
>
>Marshfield Clinic
>1000 N Oak Avenue
>Marshfield, WI 54449
>www.marshfieldclinic.org/quality
>
>(715) 387-5096 (1-800-782-8581 ext. 75096)
>seubert.douglas at marshfieldclinic.org
>
>------Original Message------
>From:	"Julie McKinney" <julie_mcKinney at worlded.org>
>Date:	Thu May 15, 2008 -- 11:01:08 AM
>To:	healthliteracy at nifl.gov
>Subject:	[HealthLiteracy 1990] Wednesday Question: Writing how we talk:better or worse?
>
>I agree with Kristina that writing "the way we talk" is usually clearer,
>even if it is technically grammatically incorrect. It's an interesting
>concept that well educated people talk in a certain way, which is
>grammatically correct, but may be more confusing to people with literacy
>or English challenges. And this way is usually how we are "supposed" to
>write.
>
>The gender question that we've been discussing is one example of that,
>but there are many others. For example, the rule that no sentence can
>end with a preposition. Which is clearer:
>
>Your dominant hand is the one you write with.
>or
>Your dominant hand is the one with which you write.
>
>(I know we could say ..."the one you use to write", but sometimes, the
>sentence structures abobe seem to be the only choices.)
>
>What do the plain language folks think about this? And others? Can we
>write more colloquially, and is it clearer or not?
>
>All the best,
>Julie
>
>
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>  
>
>>>>Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
>>>>        
>>>>
>AM >>>
>It's my experience that using "their" does not confuse patients at all
>because it is how we talk. I have tested low lit materials using "their"
>when "he/she" would have been grammatically correct. No one expressed
>confusion. I have also read, although I can't remember where, that this
>usage is no longer considered incorrect grammar. The only people who
>question it are the well educated.
>
>Our language is changing, and this is an example of that.
>
>Kristina 
>
>
>  
>
>>From: "Davies, Nicola" <NDavies at dthr.ab.ca>
>>Reply-To: The Health and Literacy Discussion List
>>    
>>
><healthliteracy at nifl.gov>
>  
>
>>Date: Thu, 8 May 2008 14:40:07 -0600
>>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>>Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>wherever possible I use second person: you
>>
>>So often I see examples like, "patients are encouraged to wash his or
>>    
>>
>her
>  
>
>>hands" instead of "please wash your hands"
>>
>>A lot of writers use "their" but that implies plural.
>>
>>Nicola
>>-----Original Message-----
>>From: healthliteracy-bounces at nifl.gov
>>[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
>>Terri.Ades at cancer.org
>>Sent: Thursday, May 08, 2008 9:51 AM
>>To: healthliteracy at nifl.gov
>>Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>>    
>>
>neurtral
>  
>
>>
>>Our style guidelines require that we remain gender neutral. However,
>>    
>>
>my
>  
>
>>sense is that when writing for an audience with very limited literacy
>>skills, using "he or she" is not easily understood.  Suggestions would
>>    
>>
>be
>  
>
>>greatly appreciated?
>>
>>Terri Ades, MS, FNP-BC, AOCN
>>Director, Cancer Information
>>Health Promotions
>>American Cancer Society
>>250 Williams Street
>>Atlanta, GA 30303-1002
>>404-329-7785
>>tades at cancer.org
>>
>>----------------------------------------------------
>>National Institute for Literacy
>>Health and Literacy mailing list
>>HealthLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/healthliteracy
>>Email delivered to ndavies at dthr.ab.ca
>>
>>----------------------------------------------------
>>National Institute for Literacy
>>Health and Literacy mailing list
>>HealthLiteracy at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/healthliteracy
>>Email delivered to kristina at easyreadcopywriting.com
>>    
>>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to julie_mckinney at worlded.org
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to seubert.douglas at marshfieldclinic.org
>
>
>
>
>  
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
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>Email delivered to linda.rohret at ncmail.net
>
-------------- next part --------------
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From zornm at mail.nlm.nih.gov  Thu May 15 14:56:39 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Thu, 15 May 2008 14:56:39 -0400
Subject: [HealthLiteracy 2001] Re: Wednesday Question: Writing how
	wetalk:better or wors
In-Reply-To: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
References: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE19148262A@NIHCESMLBX15.nih.gov>

I agree with Doug and others who believe we do a disservice to patients
when we ignore basic rules of grammar.

Instead of " Your dominant hand is the one with which you write" or "
Your dominant hand is the one you write with"  we
can say "You write with your dominant hand."

Plain Language encourages using as few additional words in a sentence as
possible without changing the meaning or intent of a sentence for
clear(er) communication.  

If you read transcripts of the way many people communicate using the
English language, you can see how many additional and often ambiguous
words we use--especially in conversational English.  For people who have
limited ability to read or translate spoken language, I believe we
should avoid colloquial language in favor of plain, grammatically
correct language whenever possible.

Just my opinion...

Marcia Zorn, M.A., M.L.S.


-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Thursday, May 15, 2008 1:00 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1996] Re: Wednesday Question: Writing how
wetalk:better or wors

Plain language recommendations call for using "you" and "your" whenever
appropriate.

When that is not appropriate, the easiest solution is to write in the
plural. This avoids the "he or she" or "he/she" problem and allows you
to use "their" correctly.

Using "their" is confusing when it is paired with a singular antecedent,
as in "Everyone should wash their hands before eating." While it may be
acceptable in informal speech, I disagree that it is therefore
acceptable in writing. If you don't want to be grammatically correct and
write "Everyone should wash his hands" or if you don't like the
inclusive "Everyone should wash his or her hands" then change to the
plain language recommendation of writing "You should wash your
hands...."

I think we do a disservice to patients when we ignore basic rules of
grammar just because what we write "sounds better" or helps us avoid "he
or she." Clear writing can and should be grammatically correct. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Julie McKinney" <julie_mcKinney at worlded.org>
Date:	Thu May 15, 2008 -- 11:01:08 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1990] Wednesday Question: Writing how we
talk:better or worse?

I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
AM >>>
It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or
her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of 
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However,
my
> sense is that when writing for an audience with very limited literacy 
> skills, using "he or she" is not easily understood.  Suggestions would
be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org






From SearingM at co.clinton.ny.us  Fri May 16 08:10:49 2008
From: SearingM at co.clinton.ny.us (Searing, Margaret)
Date: Fri, 16 May 2008 08:10:49 -0400
Subject: [HealthLiteracy 2002] Re: Wednesday Question: Writing how we
 talk:	better or worse?
In-Reply-To: <OF60BE744A.1E541DB5-ON8525744A.0058B986-8525744A.005C98BB@sickkids.ca>
Message-ID: <9AA2D555987EFA4A87567BE420C67DB7B3B4CD84D1@ccw2k3exch.co.clinton.ny.us>

Alex brings up a point about formality/ informality of language which reminded me of Economic Class based work done on the register of language. I think this is written up in a book by Ruby K Payne called "A Framework for Understanding Poverty."  Language, whether spoken or written, comes in five registers - Frozen ( think of the Lord's Prayer recited from the King James version); Formal ( the standard sentence syntax and word choice of work and school ( think standardized testing ); Consultative, another formal register which is not quite as direct as the formal; Casual ( think language between friends in conversation, where sentences are often incomplete or rambling, vocabulary limited to 400- 800 words, and a long-winded story-telling style is employed); and Intimate ( the language between lovers, twins, and those using language to sexually harass).  One can comfortably move between only two registers along the register scale in the continuum of the same conversational situation.  Class-wise, the ability to be flexible between these language registers is a Middle Class standard, not one of Poverty.   Typically, those in the Poverty Class are most conversant in the casual and intimate registers, which when involved in an interaction with a physician about a health care issue creates quite a disadvantage (the casual style does not "get to the point" quickly but engages in story-telling around it, and the Intimate register is completely inappropriate).   The reason I bring this Language register research up is two fold: to be aware of our own Class bias when developing and evaluating patient education resources, and (while in no way implying diminished Health Literacy is a reality limited to only one economic class, since it clearly is not) Class may well play a largely unacknowledged role in judgemental attitudes towards materials written in the limited vocabulary and story-telling form of the casual register.

Margaret Searing RN,BS
Inservice Education
Clinton County Health Department
133 Margaret St.
Plattsburgh, NY 12901
518 565-4848


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of alex.friesen at sickkids.ca
Sent: Thursday, May 15, 2008 12:50 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1994] Re: Wednesday Question: Writing how we talk: better or worse?

Hello good people of the list,

With regards to writing how we talk, that's a huge topic, and there's no
definitive black-and-white conclusion.

Using our examples, I would have no qualms about writing "Your dominant
hand is the one you write with," but using "their" as singular jolts me
like an unexpected speed bump.

Obviously, writing and speaking differ in many ways, and of course we all
speak and write differently in different situations.  For example, you talk
to your mother differently from how you talk in a job interview, and you
write a note to this list differently than you write a postcard to a loved
one.  (I'm rashly assuming.)

Still, I don't think that styles of writing and styles of speaking can
necessarily substitute for one another, meaning that a casual tone in
conversation still doesn't match that same casual tone in writing.  A big
part of the difference comes from the reality that a listener gets only one
chance to hear and interpret a spoken sentence, while a reader can peruse
the same text over and over.  If a listener wants to hear the sentence
again to increase understanding, it's extremely likely that the speaker
will rephrase it, or at least put stresses in different places.  With
writing, of course, we have the opportunity to think in great detail about
what we're typing, which, in the hands of a good writer, increases the
opportunity for clarity up front.

So I'm all for a casual tone in the type of writing we're discussing,
because I believe that formal writing styles are often somewhat stilted and
more difficult to understand*, but I think that writing in the same way we
speak is neither better nor worse: the two modes of communication are not
interchangeable, so writing-as-speaking does not necessarily lead to
increased intelligibility in low-literacy material.

     ...Alex...


* e.g., that sentence.






             "Julie McKinney"
             <julie_mcKinney at w
             orlded.org>                                                To
             Sent by:                  <healthliteracy at nifl.gov>
             healthliteracy-bo                                          cc
             unces at nifl.gov
                                                                   Subject
                                       [HealthLiteracy 1990] Wednesday
             2008-05-15 11:57          Question: Writing how we talk:
                                       better or worse?

             Please respond to
              The Health and
                 Literacy
              Discussion List
             <healthliteracy at n
                 ifl.gov>






I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to searingm at co.clinton.ny.us


From harwo001 at mc.duke.edu  Thu May 15 13:40:48 2008
From: harwo001 at mc.duke.edu (Kerry Harwood)
Date: Thu, 15 May 2008 13:40:48 -0400
Subject: [HealthLiteracy 2003] Re: Wednesday Question: Writing how we
 talk:	better or worse?
In-Reply-To: <482C25430200002D00006D68@dcgw.jsi.com>
Message-ID: <OF3A219FE2.3597C004-ON8525744A.006092CB-8525744A.00611A42@notes.duke.edu>

Below are several interesting discussions re ending sentences with a 
preposition.  I think we can all comfortably through out that 'rule' and 
go with what sounds best and is most understandable! 

Kerry


http://www.getitwriteonline.com/archive/022703.htm
Although sentences 2 and 3 are not ungrammatical, we could, of course, 
rewrite them to avoid ending them with prepositions: 
2. For what do you need to go to the store? 
3. In which department is he? 
Such wording sounds very formal, however, and would sound pretentious in 
casual conversation and in most professional writing. Nonetheless, in 
professional contexts, it is probably best to avoid ending sentences with 
prepositions simply because many people *think* that doing so is always 
incorrect. Many readers do not recognize the difference between ending a 
sentence with a preposition whose object appears earlier in the sentence 
and ending a sentence with a preposition that has no object. 
On the subject of ending sentences with prepositions, people often recount 
a story involving Winston Churchill. When an editor dared to change a 
sentence of Churchill's that appeared to end inappropriately with a 
preposition, Churchill responded by writing to the editor, "This is the 
kind of impertinence up with which I shall not put." His purpose, of 
course, was to illustrate the awkwardness that can result from rigid 
adherence to the notion that prepositions at the end of sentences are 
always incorrect. 
The same words that frequently function as prepositions can also function 
as adverbs, and often they exist as part of what we call a phrasal verb. 
Verbs that contain adverbs are easy to spot because the adverb 
significantly affects the meaning of the verb. In Churchill's sentence, 
for example, the verb "to put up with" means "to tolerate" and is a very 
different verb from "to put," which means "to set" or "to place." 





Chttp://dictionary.reference.com/help/faq/language/g30.htmlan I ever end a 
sentence with a preposition?
The word preposition (examples: at, in, of, to) is so named because such 
words normally precede the position of their objects in a prepositional 
phrase. Some people then took this definition to mean that a preposition 
always had to come before its object and could never end a sentence. Latin 
has a rule against ending a sentence with a preposition, but English has 
no such rule. If a sentence is unusually long, and the ending preposition 
will be a long distance from its object, then it is best to avoid ending 
with the preposition. It is sometimes preferable to avoid ending with a 
preposition, and sometimes it is preferable to end with a preposition. 
"Where are you from?" is more natural than, "From where are you?" As 
general practice, one should avoid ending a sentence with a preposition as 
a matter of style rather than grammar. If the sentence sounds good and 
clear and ends with a preposition, then go with it. 











http://www.cbc.ca/news/indepth/words/prepositions.html
PREPOSITIONS TO END SENTENCES WITH
This is a point over which people still fight. 
Prepositions are usually placed in front of the nouns and pronouns they 
link to the rest of a sentence (such as beyond hope, with ice-cream, and 
over my dead body.) But they don't have to have words tacked behind them. 
The myth that ending a sentence with a preposition is wrong appears to 
have started with an influential book by an eighteenth-century Bishop of 
London, Robert Lowth, according to Bill Bryson's The Penguin Dictionary of 
Troublesome Words. In Lowth's Short Introduction to English Grammar, the 
"gentleman grammarian" urged his readers to be polite by avoiding 
prepositions at the end of their sentences if they possibly could. To 
Lowth, for example, writing "this is something you should go to" was less 
appealing than "this is something to which you should go." 
"Too many people took him too literally and for a century and a half the 
notion held sway," Bryson says. "Today, happily, it is universally 
condemned as a ridiculous affectation." 
Novelist Kingsley Amis is a bit harsher, calling the rule "one of those 
fancied prohibitions dear to ignorant slobs." 
If you believe a sentence looks or sounds better with a preposition at the 
end, write it that way. Grammarians won't quarrel. In fact many will 
applaud. 
Not only is it harmless to put a preposition at the end, it's also natural 
? an important consideration for writers at the CBC who have their words 
read aloud on radio and television. Consider the following sentences: 
"She refused to come in." 
"What's the world coming to?" 
And, of course: "This is a point people still fight over." 







Kerry Harwood, RN, MSN
Assistant Director, Dept. of Advanced Clinical Practice 
Duke University Medical Center Box 3458
Durham, NC 27710
919-681-5288
kerry.harwood at duke.edu

A mind once stretched by a new idea never returns to its original 
dimensions.  A ship in the harbor is safe...but that's not what ships were 
made for.  Wisdom is knowing what path to take next...integrity is taking 
it. 



"Julie McKinney" <julie_mcKinney at worlded.org> 
Sent by: healthliteracy-bounces at nifl.gov
05/15/2008 11:57 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 1990] Wednesday Question: Writing how we talk:  better or 
worse?






I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
AM >>>
It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or
her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However,
my
> sense is that when writing for an audience with very limited literacy
> skills, using "he or she" is not easily understood.  Suggestions would
be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
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From joan at ipns.com  Fri May 16 09:53:48 2008
From: joan at ipns.com (Joan Medlen)
Date: Fri, 16 May 2008 06:53:48 -0700
Subject: [HealthLiteracy 2004] Re: Wednesday Question: Writing how
 wetalk:better or wors
In-Reply-To: <3B90C39A18D6CB49B8D8C606C47AE19148262A@NIHCESMLBX15.nih.go
 v>
References: <200805151659.m4FGxoi9004556@spamfilt.mfldclin.edu>
	<3B90C39A18D6CB49B8D8C606C47AE19148262A@NIHCESMLBX15.nih.gov>
Message-ID: <6.0.0.22.2.20080516065009.03c22a20@mail.ipns.com>

At 11:56 AM 5/15/2008, you wrote:
>Instead of " Your dominant hand is the one with which you write" or "
>Your dominant hand is the one you write with"  we
>can say "You write with your dominant hand."

This is when it's helpful to walk away from "health literacy" and  "plain 
language," and back into some basic, classic guides for good writing. In 
the book, "Elements of Style," Strunk and White would call this "vigorous" 
writing.  Vigorous writing calls for using fewer words to say the same 
thing. The example above is a wonderful example of that.

I find the most effective writing uses direct sentences.  Too much writing, 
especially in the medical field, begins with a clause. "If you are 
taking......then....."   or "if you see..... then...." etc.

Take care,
Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Global Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at ipns.com
3638 SW Vesta
Portland, OR  97219
503.246.3849 (v)  503.246.3869 (f)





From seubert.douglas at marshfieldclinic.org  Fri May 16 09:57:22 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 16 May 2008 08:57:22 -0500
Subject: [HealthLiteracy 2005] Re: Wednesday Question: Writing
	howwetalk:better or wo
Message-ID: <200805161357.m4GDvOZ2007391@spamfilt.mfldclin.edu>

Marcia, you bring up another good point regarding translators. Incorrect grammar and colloquial speech can challenge translators. Someone mentioned the regional differences in the way we speak. The word "per" as in "Take this medicine twice per day" or "per your doctor's orders" is something still used quite a bit here in Wisconsin. It's a weird little word that is both ambiguous and yet can have multiple meanings. It must be something that happens a lot around here, because it's one of just a few words our translators have asked us not to use.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Reply Message------
From:	"Zorn, Marcia \(NIH/NLM\) [E]" <zornm at mail.nlm.nih.gov>
Date:	Thu May 15, 2008 -- 07:19:19 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2001] Re: Wednesday Question: Writing howwetalk:better or wors

I agree with Doug and others who believe we do a disservice to patients
when we ignore basic rules of grammar.

Instead of " Your dominant hand is the one with which you write" or "
Your dominant hand is the one you write with"  we
can say "You write with your dominant hand."

Plain Language encourages using as few additional words in a sentence as
possible without changing the meaning or intent of a sentence for
clear(er) communication.  

If you read transcripts of the way many people communicate using the
English language, you can see how many additional and often ambiguous
words we use--especially in conversational English.  For people who have
limited ability to read or translate spoken language, I believe we
should avoid colloquial language in favor of plain, grammatically
correct language whenever possible.

Just my opinion...

Marcia Zorn, M.A., M.L.S.


-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Thursday, May 15, 2008 1:00 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1996] Re: Wednesday Question: Writing how
wetalk:better or wors

Plain language recommendations call for using "you" and "your" whenever
appropriate.

When that is not appropriate, the easiest solution is to write in the
plural. This avoids the "he or she" or "he/she" problem and allows you
to use "their" correctly.

Using "their" is confusing when it is paired with a singular antecedent,
as in "Everyone should wash their hands before eating." While it may be
acceptable in informal speech, I disagree that it is therefore
acceptable in writing. If you don't want to be grammatically correct and
write "Everyone should wash his hands" or if you don't like the
inclusive "Everyone should wash his or her hands" then change to the
plain language recommendation of writing "You should wash your
hands...."

I think we do a disservice to patients when we ignore basic rules of
grammar just because what we write "sounds better" or helps us avoid "he
or she." Clear writing can and should be grammatically correct. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Julie McKinney" <julie_mcKinney at worlded.org>
Date:	Thu May 15, 2008 -- 11:01:08 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 1990] Wednesday Question: Writing how we
talk:better or worse?

I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
AM >>>
It's my experience that using "their" does not confuse patients at all
because it is how we talk. I have tested low lit materials using "their"
when "he/she" would have been grammatically correct. No one expressed
confusion. I have also read, although I can't remember where, that this
usage is no longer considered incorrect grammar. The only people who
question it are the well educated.

Our language is changing, and this is an example of that.

Kristina 


> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
> Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
> Date: Thu, 8 May 2008 14:40:07 -0600
> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
neurtral
> 
> wherever possible I use second person: you
> 
> So often I see examples like, "patients are encouraged to wash his or
her
> hands" instead of "please wash your hands"
> 
> A lot of writers use "their" but that implies plural.
> 
> Nicola
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of 
> Terri.Ades at cancer.org
> Sent: Thursday, May 08, 2008 9:51 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
neurtral
> 
> 
> 
> Our style guidelines require that we remain gender neutral. However,
my
> sense is that when writing for an audience with very limited literacy 
> skills, using "he or she" is not easily understood.  Suggestions would
be
> greatly appreciated?
> 
> Terri Ades, MS, FNP-BC, AOCN
> Director, Cancer Information
> Health Promotions
> American Cancer Society
> 250 Williams Street
> Atlanta, GA 30303-1002
> 404-329-7785
> tades at cancer.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ndavies at dthr.ab.ca
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com


----------------------------------------------------
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HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to seubert.douglas at marshfieldclinic.org




----------------------------------------------------
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Email delivered to seubert.douglas at marshfieldclinic.org





From seubert.douglas at marshfieldclinic.org  Fri May 16 10:19:34 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 16 May 2008 09:19:34 -0500
Subject: [HealthLiteracy 2006] Re: Wednesday Question: Writing how we
	talk:better or
Message-ID: <200805161419.m4GEJaAL001057@spamfilt.mfldclin.edu>

Good points. I think everyone agrees an informal approach is best. But it can and should be grammatically correct as well. 

The AMA refers to "living room language" and that's a good way to think about it. But speaking is quite a bit different from writing, so we can be a lot more informal when we talk, including using incomplete sentences. There is a lot more happening during a face to face conversation than when someone is reading a handout. Ideally, both forms of communication are used during a patient's visit. The health care provide speaks casually and in some cases intimately with the patient. A handout may provide more information and it should reinforce, repeat, expand upon the conversation the patient had with their provider (hmmm, I really don't like the plural "their" used that way... )

One thing to keep in mind is the concept of universal design. That's really what we're aiming for. Produce written handouts and other resources that can benefit the most people. When I bought my computer, it came with a user's manual, and all the steps for hooking it up were provided. But all the cords and plugs were also color coded, so I didn't even need to read the manual to figure out what went where. Was I offended? Did I think the computer company was talking down to me? No. I appreciated the clear, simple directions.  Most people do. 

The best thing we can do in health care is provide a range of educational resources. The bulk of what we use and/or produce should be accessible to about 80% of the population---simple, clear information. But we also need to have other tools available for those who may not speak English, for example. I pictogram that tells a story of how to take a medication, or restrictions for after a procedure (no heavy lifting, for example) works great, but it may not be appropriate to use with someone who can read fairly well.  At the same time, there is plenty of higher level information for those patients who want to learn more, who want to read about the latest drug trials, or who want a detailed explanation of how the heart works so they can better understand their condition. 

I guess my point in all this is that we shouldn't worry about offending someone by offering education materials that follow the plain language guidelines. I think there are study's out there that show people prefer and appreciate information that is clear, brief, and easy to understand and act on.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Searing, Margaret" <SearingM at co.clinton.ny.us>
Date:	Fri May 16, 2008 -- 08:43:50 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2002] Re: Wednesday Question: Writing how we talk:	better or wor

Alex brings up a point about formality/ informality of language which reminded me of Economic Class based work done on the register of language. I think this is written up in a book by Ruby K Payne called "A Framework for Understanding Poverty."  Language, whether spoken or written, comes in five registers - Frozen ( think of the Lord's Prayer recited from the King James version); Formal ( the standard sentence syntax and word choice of work and school ( think standardized testing ); Consultative, another formal register which is not quite as direct as the formal; Casual ( think language between friends in conversation, where sentences are often incomplete or rambling, vocabulary limited to 400- 800 words, and a long-winded story-telling style is employed); and Intimate ( the language between lovers, twins, and those using language to sexually harass).  One can comfortably move between only two registers along the register scale in the continuum of the same conversational sit
 uation.  Class-wise, the ability to be flexible between these language registers is a Middle Class standard, not one of Poverty.   Typically, those in the Poverty Class are most conversant in the casual and intimate registers, which when involved in an interaction with a physician about a health care issue creates quite a disadvantage (the casual style does not "get to the point" quickly but engages in story-telling around it, and the Intimate register is completely inappropriate).   The reason I bring this Language register research up is two fold: to be aware of our own Class bias when developing and evaluating patient education resources, and (while in no way implying diminished Health Literacy is a reality limited to only one economic class, since it clearly is not) Class may well play a largely unacknowledged role in judgemental attitudes towards materials written in the limited vocabulary and story-telling form of the casual register.

Margaret Searing RN,BS
Inservice Education
Clinton County Health Department
133 Margaret St.
Plattsburgh, NY 12901
518 565-4848


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of alex.friesen at sickkids.ca
Sent: Thursday, May 15, 2008 12:50 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1994] Re: Wednesday Question: Writing how we talk: better or worse?

Hello good people of the list,

With regards to writing how we talk, that's a huge topic, and there's no
definitive black-and-white conclusion.

Using our examples, I would have no qualms about writing "Your dominant
hand is the one you write with," but using "their" as singular jolts me
like an unexpected speed bump.

Obviously, writing and speaking differ in many ways, and of course we all
speak and write differently in different situations.  For example, you talk
to your mother differently from how you talk in a job interview, and you
write a note to this list differently than you write a postcard to a loved
one.  (I'm rashly assuming.)

Still, I don't think that styles of writing and styles of speaking can
necessarily substitute for one another, meaning that a casual tone in
conversation still doesn't match that same casual tone in writing.  A big
part of the difference comes from the reality that a listener gets only one
chance to hear and interpret a spoken sentence, while a reader can peruse
the same text over and over.  If a listener wants to hear the sentence
again to increase understanding, it's extremely likely that the speaker
will rephrase it, or at least put stresses in different places.  With
writing, of course, we have the opportunity to think in great detail about
what we're typing, which, in the hands of a good writer, increases the
opportunity for clarity up front.

So I'm all for a casual tone in the type of writing we're discussing,
because I believe that formal writing styles are often somewhat stilted and
more difficult to understand*, but I think that writing in the same way we
speak is neither better nor worse: the two modes of communication are not
interchangeable, so writing-as-speaking does not necessarily lead to
increased intelligibility in low-literacy material.

     ...Alex...


* e.g., that sentence.






             "Julie McKinney"
             <julie_mcKinney at w
             orlded.org>                                                To
             Sent by:                  <healthliteracy at nifl.gov>
             healthliteracy-bo                                          cc
             unces at nifl.gov
                                                                   Subject
                                       [HealthLiteracy 1990] Wednesday
             2008-05-15 11:57          Question: Writing how we talk:
                                       better or worse?

             Please respond to
              The Health and
                 Literacy
              Discussion List
             <healthliteracy at n
                 ifl.gov>






I agree with Kristina that writing "the way we talk" is usually clearer,
even if it is technically grammatically incorrect. It's an interesting
concept that well educated people talk in a certain way, which is
grammatically correct, but may be more confusing to people with literacy
or English challenges. And this way is usually how we are "supposed" to
write.

The gender question that we've been discussing is one example of that,
but there are many others. For example, the rule that no sentence can
end with a preposition. Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write.

(I know we could say ..."the one you use to write", but sometimes, the
sentence structures abobe seem to be the only choices.)

What do the plain language folks think about this? And others? Can we
write more colloquially, and is it clearer or not?

All the best,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org



----------------------------------------------------
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Email delivered to searingm at co.clinton.ny.us
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From Jsorensen at afmc.org  Fri May 16 10:22:18 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Fri, 16 May 2008 09:22:18 -0500
Subject: [HealthLiteracy 2007] Re: Is health literacy in
	U.S.decreasing?	What are current trends in health literacy?
In-Reply-To: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAAB/pv8pJ5ZJIkDc52SU6ubYBAAAAAA==@u.washington.edu>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA5DAB@AFMCFS6.NT_AFMC.local>

Yes! That has always been true and is probably even more so nowadays.
But we're trying.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith
Sent: Thursday, May 15, 2008 1:26 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 1998] Re: Is health literacy in U.S.decreasing?
What are current trends in health literacy?



Or the information is not suitable to the audience

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen
Sent: Thursday, May 15, 2008 9:05 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1991] Re: Is health literacy in U.S.
decreasing? What are current trends in health literacy?

 

To the first question, I would say that health care is becoming a lot
more complex, so health literacy is a much bigger issue. People may be
more educated than in years past, but their health literacy may not be
keeping up with the complexity of the health-related information they
need to understand in order to make good decisions about their health.

Janet Sorensen

Little Rock, Arkansas

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, May 15, 2008 10:57 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 1989] Is health literacy in U.S. decreasing?
What are current trends in health literacy?

I'm not sure how to answer these two questions:

1) Is health literacy in the U.S. decreasing?

2) What are current trends in health literacy? For example, is it safe
to say that medical libraries are forming more partnerships with public
libraries in health literacy initiatives?

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
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From kristina at easyreadcopywriting.com  Sun May 18 11:54:59 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Sun, 18 May 2008 09:54:59 -0600
Subject: [HealthLiteracy 2008] Re: Wednesday Question: Writing how we talk:
 better or worse?
In-Reply-To: <482C25430200002D00006D68@dcgw.jsi.com>
Message-ID: <C455AD73.4D14%kristina@easyreadcopywriting.com>

The rules of English are slowly changing with our speech patterns. I am of
the belief that if breaking a rule makes the content easier to understand,
then I consider breaking the rule. It doesn't mean I'll do it, but I do
consider it and in that consideration, look for an alternative way to phrase
what I'm trying to say.

In addition, I think as writers we need to consider the multitude of factors
involved in a particular situation, i.e., the audience, the culture, the
education level, the patient's need for specific information, the readers'
literacy levels, the medium of distribution, etc.

Kristina

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Kristina Anderson
EasyRead Copywriting, LLC
Office: 505-345-3258
Cell: 505-715-1070



> From: Julie McKinney <julie_mcKinney at worlded.org>
> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
> Date: Thu, 15 May 2008 11:57:55 -0400
> To: <healthliteracy at nifl.gov>
> Subject: [HealthLiteracy 1990] Wednesday Question: Writing how we talk: better
> or worse?
> 
> I agree with Kristina that writing "the way we talk" is usually clearer,
> even if it is technically grammatically incorrect. It's an interesting
> concept that well educated people talk in a certain way, which is
> grammatically correct, but may be more confusing to people with literacy
> or English challenges. And this way is usually how we are "supposed" to
> write.
> 
> The gender question that we've been discussing is one example of that,
> but there are many others. For example, the rule that no sentence can
> end with a preposition. Which is clearer:
> 
> Your dominant hand is the one you write with.
> or
> Your dominant hand is the one with which you write.
> 
> (I know we could say ..."the one you use to write", but sometimes, the
> sentence structures abobe seem to be the only choices.)
> 
> What do the plain language folks think about this? And others? Can we
> write more colloquially, and is it clearer or not?
> 
> All the best,
> Julie
> 
> 
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
>>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08 11:30
> AM >>>
> It's my experience that using "their" does not confuse patients at all
> because it is how we talk. I have tested low lit materials using "their"
> when "he/she" would have been grammatically correct. No one expressed
> confusion. I have also read, although I can't remember where, that this
> usage is no longer considered incorrect grammar. The only people who
> question it are the well educated.
> 
> Our language is changing, and this is an example of that.
> 
> Kristina 
> 
> 
>> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
>> Reply-To: The Health and Literacy Discussion List
> <healthliteracy at nifl.gov>
>> Date: Thu, 8 May 2008 14:40:07 -0600
>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
> neurtral
>> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
> neurtral
>> 
>> wherever possible I use second person: you
>> 
>> So often I see examples like, "patients are encouraged to wash his or
> her
>> hands" instead of "please wash your hands"
>> 
>> A lot of writers use "their" but that implies plural.
>> 
>> Nicola
>> -----Original Message-----
>> From: healthliteracy-bounces at nifl.gov
>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
>> Terri.Ades at cancer.org
>> Sent: Thursday, May 08, 2008 9:51 AM
>> To: healthliteracy at nifl.gov
>> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
> neurtral
>> 
>> 
>> 
>> Our style guidelines require that we remain gender neutral. However,
> my
>> sense is that when writing for an audience with very limited literacy
>> skills, using "he or she" is not easily understood.  Suggestions would
> be
>> greatly appreciated?
>> 
>> Terri Ades, MS, FNP-BC, AOCN
>> Director, Cancer Information
>> Health Promotions
>> American Cancer Society
>> 250 Williams Street
>> Atlanta, GA 30303-1002
>> 404-329-7785
>> tades at cancer.org
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to ndavies at dthr.ab.ca
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to julie_mckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to kristina at easyreadcopywriting.com




From jpotter at gha.org  Mon May 19 12:29:23 2008
From: jpotter at gha.org (Jan Potter)
Date: Mon, 19 May 2008 12:29:23 -0400
Subject: [HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:
	better or worse?
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From joan at ipns.com  Tue May 20 11:14:30 2008
From: joan at ipns.com (Joan Medlen)
Date: Tue, 20 May 2008 08:14:30 -0700
Subject: [HealthLiteracy 2010] Re: Wednesday Question: Writing how we talk:
 better or worse?
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>
References: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>
Message-ID: <6.0.0.22.2.20080520075736.06760720@mail.ipns.com>

At 09:29 AM 5/19/2008, you wrote:

>Too often we lose the meaning for the structure.

For me, this was the key message.

Whether I write how people talk or more formally really depends on the 
target audience for the piece. Years ago I went through a training and 
coaching process to be a better communication partner to people with 
intellectual and developmental disabilities. What it taught me is to take 
stock of the messages being sent by both communicators. The other framework 
I work within is "percon-centered thinking." This is in-line with current 
trends in "coaching." Basically, you put the person, your client or target 
audience, first when considering what works and what does not work.

All these things then shape how a tool is designed, what it looks like, and 
what language is used. Yes, it does end up being more conversational. But 
it is not necessarily important to be grammatically incorrect, either.

In Julie's example, she asked
"Which is clearer:

Your dominant hand is the one you write with.
or
Your dominant hand is the one with which you write."

And I would have skirted the entire issue by writing,
"You write with your dominant hand."

Take care,
Joan

-------
Joan E Guthrie Medlen, R.D., L.D.
Global Clinical Advisor, Health Literacy & Communications
Special Olympics Healthy Athletes
joan at ipns.com
3638 SW Vesta
Portland, OR  97219
503.246.3849 (v)  503.246.3869 (f)
www.DownSyndromeNutrition.com





From seubert.douglas at marshfieldclinic.org  Tue May 20 11:23:12 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Tue, 20 May 2008 10:23:12 -0500
Subject: [HealthLiteracy 2011] Re: Wednesday Question: Writing how we
	talk:better or
Message-ID: <200805201523.m4KFNEIR018222@spamfilt.mfldclin.edu>

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand" (http://www.netlingo.com/emailsh.cfm) and didn't see no health terms listed. 

IANAE but i don't think this is gonna work
TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From alex.friesen at sickkids.ca  Tue May 20 12:34:48 2008
From: alex.friesen at sickkids.ca (alex.friesen at sickkids.ca)
Date: Tue, 20 May 2008 12:34:48 -0400
Subject: [HealthLiteracy 2012]  Electronic health info
Message-ID: <OF8719B8EB.87E7EB0B-ON8525744F.005ADD73-8525744F.005B370D@sickkids.ca>



Here's an interesting article on using the Internet, cell phones, etc. to
disseminate health information:

http://www.cbc.ca/health/story/2008/05/20/public-health.html

     ...Alex...



From ansons at epix.net  Tue May 20 12:44:53 2008
From: ansons at epix.net (Denis Anson)
Date: Tue, 20 May 2008 12:44:53 -0400
Subject: [HealthLiteracy 2013] Re: Wednesday Question: Writing how we talk:
	better or worse?
In-Reply-To: <C455AD73.4D14%kristina@easyreadcopywriting.com>
References: <C455AD73.4D14%kristina@easyreadcopywriting.com>
Message-ID: <BEED43DB-8A4D-41C5-8970-A942F7A7D8F0@epix.net>

There are a number of factors that lead to the difference between  
formal and informal writing, as well as between spoken and written  
language. Not the least of these is ambiguity.

When we talk face to face, and to some extent even over the telephone,  
only a fraction of the communication is done in spoken language.  We  
also use intonation, body language (stance), posture, and other  
factors to convey a great deal of information.  We emphasize the words  
we want the listener to attend to.  This non-vocal language conveys a  
lot of detail about our message.  Consider a very basic example.  (For  
those of you who's email doesn't support formatting, this may get messy:

I want it.
I want it.
I want it.

Each line uses the same words, but by emphasizing different words, the  
meaning changes.

In written communication, we don't have this "back-channel"  
information, and must depend on the words that we choose to convey our  
meaning.  Because of the complexity of the language (The OED says that  
English now has over 1 million words), and the number of possible  
interpretations of each word, there has to be formal rules to indicate  
that this string of words always means the same thing.

When talking about health, misinterpreting the meaning of a sentence  
is not merely embarrassing, it is dangerous.

A second issue is permanence.  Spoken language is, unless we are on- 
camera or being otherwise recorded, ephemeral.  We can say something,  
immediately correct misunderstandings, and move on.  The precise  
meaning is often fully described by the context of the message.   
Written language is, with the exception of email, quite different.  We  
generate a message in once context, and it is read in another.  It can  
be read in a wide range of different contexts, so we can't depend on  
place or historical cues to indicate the meaning.  The words have to  
stand on their own.  So, again, more formal rules are required.

Some of the written rules are, admittedly, arbitrary.  When an  
organization uses a style guide, they are not arguing that only one  
way of saying something is correct.  Rather they are saying that, in  
order to provide editorial consistency, we will always use this one  
style, from among the available options.

A key factor in this is that dictionaries, for example, do not define  
the language.  They record the way that the language is being used.   
Over time, new words come into being, not because someone included  
them in a dictionary, but because people started using them.  Meanings  
drift over time.  (Surly originally meant "knightly.")

When trying to communicate clearly and unambiguously, written  
materials must be carefully crafted with a knowledge of the language  
as it is used by the likely readers.  This isn't easy, hence this  
whole discussion.

Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute

On May 18, 2008, at 11:54 AM, Kristina Anderson wrote:

> The rules of English are slowly changing with our speech patterns. I  
> am of
> the belief that if breaking a rule makes the content easier to  
> understand,
> then I consider breaking the rule. It doesn't mean I'll do it, but I  
> do
> consider it and in that consideration, look for an alternative way  
> to phrase
> what I'm trying to say.
>
> In addition, I think as writers we need to consider the multitude of  
> factors
> involved in a particular situation, i.e., the audience, the culture,  
> the
> education level, the patient's need for specific information, the  
> readers'
> literacy levels, the medium of distribution, etc.
>
> Kristina
>
> ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
> Kristina Anderson
> EasyRead Copywriting, LLC
> Office: 505-345-3258
> Cell: 505-715-1070
>
>
>
>> From: Julie McKinney <julie_mcKinney at worlded.org>
>> Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov 
>> >
>> Date: Thu, 15 May 2008 11:57:55 -0400
>> To: <healthliteracy at nifl.gov>
>> Subject: [HealthLiteracy 1990] Wednesday Question: Writing how we  
>> talk: better
>> or worse?
>>
>> I agree with Kristina that writing "the way we talk" is usually  
>> clearer,
>> even if it is technically grammatically incorrect. It's an  
>> interesting
>> concept that well educated people talk in a certain way, which is
>> grammatically correct, but may be more confusing to people with  
>> literacy
>> or English challenges. And this way is usually how we are  
>> "supposed" to
>> write.
>>
>> The gender question that we've been discussing is one example of  
>> that,
>> but there are many others. For example, the rule that no sentence can
>> end with a preposition. Which is clearer:
>>
>> Your dominant hand is the one you write with.
>> or
>> Your dominant hand is the one with which you write.
>>
>> (I know we could say ..."the one you use to write", but sometimes,  
>> the
>> sentence structures abobe seem to be the only choices.)
>>
>> What do the plain language folks think about this? And others? Can we
>> write more colloquially, and is it clearer or not?
>>
>> All the best,
>> Julie
>>
>>
>>
>> Julie McKinney
>> Health Literacy List Moderator
>> World Education
>> jmckinney at worlded.org
>>>>> Kristina Anderson <kristina at easyreadcopywriting.com> 05/15/08  
>>>>> 11:30
>> AM >>>
>> It's my experience that using "their" does not confuse patients at  
>> all
>> because it is how we talk. I have tested low lit materials using  
>> "their"
>> when "he/she" would have been grammatically correct. No one expressed
>> confusion. I have also read, although I can't remember where, that  
>> this
>> usage is no longer considered incorrect grammar. The only people who
>> question it are the well educated.
>>
>> Our language is changing, and this is an example of that.
>>
>> Kristina
>>
>>
>>> From: "Davies, Nicola" <NDavies at dthr.ab.ca>
>>> Reply-To: The Health and Literacy Discussion List
>> <healthliteracy at nifl.gov>
>>> Date: Thu, 8 May 2008 14:40:07 -0600
>>> To: The Health and Literacy Discussion List  
>>> <healthliteracy at nifl.gov>
>>> Conversation: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>> neurtral
>>> Subject: [HealthLiteracy 1979] Re: Fw: Guidance on remaining gender
>> neurtral
>>>
>>> wherever possible I use second person: you
>>>
>>> So often I see examples like, "patients are encouraged to wash his  
>>> or
>> her
>>> hands" instead of "please wash your hands"
>>>
>>> A lot of writers use "their" but that implies plural.
>>>
>>> Nicola
>>> -----Original Message-----
>>> From: healthliteracy-bounces at nifl.gov
>>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
>>> Terri.Ades at cancer.org
>>> Sent: Thursday, May 08, 2008 9:51 AM
>>> To: healthliteracy at nifl.gov
>>> Subject: [HealthLiteracy 1977] Fw: Guidance on remaining gender
>> neurtral
>>>
>>>
>>>
>>> Our style guidelines require that we remain gender neutral. However,
>> my
>>> sense is that when writing for an audience with very limited  
>>> literacy
>>> skills, using "he or she" is not easily understood.  Suggestions  
>>> would
>> be
>>> greatly appreciated?
>>>
>>> Terri Ades, MS, FNP-BC, AOCN
>>> Director, Cancer Information
>>> Health Promotions
>>> American Cancer Society
>>> 250 Williams Street
>>> Atlanta, GA 30303-1002
>>> 404-329-7785
>>> tades at cancer.org
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Health and Literacy mailing list
>>> HealthLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>> Email delivered to ndavies at dthr.ab.ca
>>>
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Health and Literacy mailing list
>>> HealthLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>> Email delivered to kristina at easyreadcopywriting.com
>>
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to julie_mckinney at worlded.org
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to kristina at easyreadcopywriting.com
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net
>

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From jpotter at gha.org  Tue May 20 13:00:45 2008
From: jpotter at gha.org (Jan Potter)
Date: Tue, 20 May 2008 13:00:45 -0400
Subject: [HealthLiteracy 2014] Re: Wednesday Question: Writing how we
	talk:better or
In-Reply-To: <200805201523.m4KFNFKY018232@spamfilt.mfldclin.edu>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>

Okay, okay.  I am not arguing for the use of text messaging.  I truly cannot stand it.  However, I am arguing in the case of health communication that we need to consider the audience before we get hung up on the correct grammar and syntax.

If I thought this kind of messaging was more likely to produce a specific health outcome in a certain demographic, I would go for it in a New York minute.  The point is not how literate I am.  The point is making people healthier.

Jan

-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Tuesday, May 20, 2008 11:23 AM
To: Jan Potter; healthliteracy at nifl.gov
Subject: Re: [HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand" (http://www.netlingo.com/emailsh.cfm) and didn't see no health terms listed. 

IANAE but i don't think this is gonna work
TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From FMORTON at gmh.edu  Tue May 20 13:33:52 2008
From: FMORTON at gmh.edu (Felicia Morton)
Date: Tue, 20 May 2008 13:33:52 -0400
Subject: [HealthLiteracy 2015] Re: Wednesday Question: Writing how we talk:
 better or worse?
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>
References: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>
Message-ID: <4832D340020000480001F977@GMHNW5DC005.GMH.EDU>

Ms. Potter,
I just HAD to respond to your great comments.
I smiled broadly (note that I didn't say, "LOL") at your last sentence.
My mother and I are poster children for "Grammar Snobs"; we often laugh
at ourselves for acting like 2 members of an exclusive 2-member club
that no one wants to join, laughing and pointing at other people who
couldn't care less about the rules we cherish.

Funny.



Felicia J. Morton, MSPH, CHES
Patient Education Specialist
Patient Care, Quality Management & Education

Grady Health System
80 Jesse Hill Jr. Drive, SE Box 26062
Atlanta, GA 30303
(404) 616-5153
(404) 616-0685 - fax
fmorton at gmh.edu

>>> "Jan Potter" <jpotter at gha.org> 5/19/2008 12:29 PM >>>
I believe in using correct grammar and syntax - in fact, I am
obnoxiously passionate about it.  I teach in what is basically an
engineering school and I am generally appalled by my students' writing. 
However, I think that we need to consider the fact that the world is
moving away from what we think of as a written form of communication. 
These kids can send a text message in the time it takes me to figure out
how to turn on my cell phone or PDA.  I can despise the idea that we are
losing "our" method of effective communication, but I am wondering if
perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my
terms, but exactly what is the point?  If we are trying to communicate,
don't we want to do it on THEIR terms?  I am not so sure that there is a
right or a wrong way here.  We need to be more concerned - particularly
in a health setting - about whether they hear us and understand.  Text
messaging English makes me crazy but they love it and it allows them to
communicate rapidly and fairly clearly.  Good grammar and perfect syntax
allows 2 very educated people to converse (and pat themselves on the
back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards
and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18
U.S.C. ?? 2510-2521 and may be legally privileged. The information
contained in this Email is intended only for use of the individual or
entity named above. If the reader of this message is not the intended
recipient, or the employee or agent responsible to deliver it to the
intended recipient, please destroy the email after advising by reply
that you erroneously received this.  If applicable, the receipt by
anyone other than the designated recipient does not waive the
attorney-client privilege, nor will it constitute a waiver of the
work-product doctrine. If you are not the intended recipient, please
delete this message and notify us via e-mail to (PHA at gha.org
<mailto:PHA at gha.org> )

 




From Jsorensen at afmc.org  Tue May 20 15:12:25 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Tue, 20 May 2008 14:12:25 -0500
Subject: [HealthLiteracy 2016] Re: Wednesday Question: Writing how
	wetalk:better or
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA6090@AFMCFS6.NT_AFMC.local>

Amen. I'd learn and use text messaging language if I thought it would prevent teen pregnancy, help kids manage their asthma or serve some other good purpose.

But it probably wouldn't -- at least not coming from a 43-year-old woman. When grown-ups try to talk or write like teenagers, we usually come across...like grown-ups trying to act like teenagers. Pathetic and comical, in other words. (Hang on, I think that's my Justin Timberlake ringtone...)


Anyway, that doesn't mean we shouldn't try to reach our intended audience as clearly and effectively as possible, using whatever method or language is most likely to result in the desired positive behavior change. Even if it means relaxing the rules of correct grammar. Like, say, writing in incomplete sentences.

If we're writing educational materials for consumers, we have to consider what's at stake and who we're talking to. Oops...I mean, to whom we're talking.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter
Sent: Tuesday, May 20, 2008 12:01 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2014] Re: Wednesday Question: Writing how wetalk:better or

Okay, okay.  I am not arguing for the use of text messaging.  I truly cannot stand it.  However, I am arguing in the case of health communication that we need to consider the audience before we get hung up on the correct grammar and syntax.

If I thought this kind of messaging was more likely to produce a specific health outcome in a certain demographic, I would go for it in a New York minute.  The point is not how literate I am.  The point is making people healthier.

Jan

-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org]
Sent: Tuesday, May 20, 2008 11:23 AM
To: Jan Potter; healthliteracy at nifl.gov
Subject: Re: [HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand" (http://www.netlingo.com/emailsh.cfm) and didn't see no health terms listed. 

IANAE but i don't think this is gonna work TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From NDavies at dthr.ab.ca  Tue May 20 15:15:30 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 20 May 2008 13:15:30 -0600
Subject: [HealthLiteracy 2017] Re: Wednesday Question: Writing how
	wetalk:better or
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab.ca>

I wd spprt hlth ltrcy txt srvc wr kdz cn txt q's 2 a nurs & hv ans txted bck.

Or

I would support a health literacy service where kids can text questions to a nurse and have the answer texted back to them.
This is similar to the Ipod story someone sent on to the list where patients could download podcasts of instructional videos to their ipods and watch them at leisure, or could use an ipod in the doctor's office. 

The question is, should written materials be the end all of information? Should they replace talking with a doctor? Or should they bridge the gap between identifying a common question and pre-empting it, and providing a scaffold for patients to ask questions.

Thanks
Nicola

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter
Sent: Tuesday, May 20, 2008 11:01 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2014] Re: Wednesday Question: Writing how
wetalk:better or


Okay, okay.  I am not arguing for the use of text messaging.  I truly cannot stand it.  However, I am arguing in the case of health communication that we need to consider the audience before we get hung up on the correct grammar and syntax.

If I thought this kind of messaging was more likely to produce a specific health outcome in a certain demographic, I would go for it in a New York minute.  The point is not how literate I am.  The point is making people healthier.

Jan

-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Tuesday, May 20, 2008 11:23 AM
To: Jan Potter; healthliteracy at nifl.gov
Subject: Re: [HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand" (http://www.netlingo.com/emailsh.cfm) and didn't see no health terms listed. 

IANAE but i don't think this is gonna work
TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca



From Jsorensen at afmc.org  Tue May 20 15:16:09 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Tue, 20 May 2008 14:16:09 -0500
Subject: [HealthLiteracy 2018] FW: Re: Wednesday Question: Writing how
	wetalk:better or
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA6092@AFMCFS6.NT_AFMC.local>

Forgot to include my signature. Sorry...

Janet Sorensen
Technical and Educational Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: Janet Sorensen 
Sent: Tuesday, May 20, 2008 2:12 PM
To: 'The Health and Literacy Discussion List'
Subject: RE: [HealthLiteracy 2014] Re: Wednesday Question: Writing how wetalk:better or

Amen. I'd learn and use text messaging language if I thought it would prevent teen pregnancy, help kids manage their asthma or serve some other good purpose.

But it probably wouldn't -- at least not coming from a 43-year-old woman. When grown-ups try to talk or write like teenagers, we usually come across...like grown-ups trying to act like teenagers. Pathetic and comical, in other words. (Hang on, I think that's my Justin Timberlake ringtone...)


Anyway, that doesn't mean we shouldn't try to reach our intended audience as clearly and effectively as possible, using whatever method or language is most likely to result in the desired positive behavior change. Even if it means relaxing the rules of correct grammar. Like, say, writing in incomplete sentences.

If we're writing educational materials for consumers, we have to consider what's at stake and who we're talking to. Oops...I mean, to whom we're talking.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter
Sent: Tuesday, May 20, 2008 12:01 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2014] Re: Wednesday Question: Writing how wetalk:better or

Okay, okay.  I am not arguing for the use of text messaging.  I truly cannot stand it.  However, I am arguing in the case of health communication that we need to consider the audience before we get hung up on the correct grammar and syntax.

If I thought this kind of messaging was more likely to produce a specific health outcome in a certain demographic, I would go for it in a New York minute.  The point is not how literate I am.  The point is making people healthier.

Jan

-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org]
Sent: Tuesday, May 20, 2008 11:23 AM
To: Jan Potter; healthliteracy at nifl.gov
Subject: Re: [HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand" (http://www.netlingo.com/emailsh.cfm) and didn't see no health terms listed. 

IANAE but i don't think this is gonna work TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.  I teach in what is basically an engineering school and I am generally appalled by my students' writing.  However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.  These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.  I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my terms, but exactly what is the point?  If we are trying to communicate, don't we want to do it on THEIR terms?  I am not so sure that there is a right or a wrong way here.  We need to be more concerned - particularly in a health setting - about whether they hear us and understand.  Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.  Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
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(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
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***************************************************************************



From repyke at infionline.net  Wed May 21 08:43:00 2008
From: repyke at infionline.net (repyke at infionline.net)
Date: Wed, 21 May 2008 08:43:00 -0400
Subject: [HealthLiteracy 2019] Free healthcare information by mobile phone?
Message-ID: <380-22008532112430625@infionline.net>


 
Fyi,
Free healthcare information by mobile phone
This is a link to an article about a project in Africa on using mobile
phones for toll-free health information and medical emergency calls. Here
is the link: http://allafrica.com/stories/200805081046.html



Bob
repyke at infionline.net
repyke at medetel.lu

http://bob-thebobblog.blogspot.com/


Skype Name - repyke

Co administrator Telehealth List Serve and E-health List Serve and roving
editor at large.
http://www.telehealth.net/interviews/pykebio.html

North American Coordinator
Med-e-Tel - The International Educational and Networking Forum for eHealth, Telemedicine and Health ICT
www.medetel.lu

"The best journeys are the ones that answer questions that at the
outset you never even thought to ask."
Rick Ridgeway

"There are certain spots in the world where you can stand that will
change the way that you look at things forever."
Pete Whitaker
-------------- next part --------------
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From alex.friesen at sickkids.ca  Tue May 20 11:15:29 2008
From: alex.friesen at sickkids.ca (alex.friesen at sickkids.ca)
Date: Tue, 20 May 2008 11:15:29 -0400
Subject: [HealthLiteracy 2020] Re: Wednesday Question: Writing how we
	talk:	better or worse?
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DD704B5D@email.gha.local>
Message-ID: <OF8E7B19DC.CF4C87FA-ON8525744F.0051DF55-8525744F.0053F400@sickkids.ca>


Jan makes a good point about how text-message-aholics use butchered English
and it works well for them.  And there are other examples of groups using
non-standard forms of the language (e.g. AAVE, a.k.a. Black English and
Ebonics).

I would love to be able to tailor every health-related message to each of
these various groups of people (or, ideally, to individuals), but that's a
tad unrealistic, so I think what we should try to find is some form of the
language that exists in the middle ground: a form that the greatest number
of people can understand.  And that form already exists; it's Standard
English.  (For now we'll ignore national differences in forms such as
Standard Canadian English or Standard Australian English.)

The thing is, people who use non-standard language forms have no trouble
comprehending the standard for the simple reason that it's all over
mainstream media.  Newscasts in particular pretty much always stick close
to the standard, and almost everybody hears them on a daily basis.  The
point is, if our goal is to reach the widest possible audience with one
piece of writing, I can think of no more appropriate form of the language
than the standard form, presented in a (semi) casual tone.

     ...Alex...




                                                                           
             "Jan Potter"                                                  
             <jpotter at gha.org>                                             
             Sent by:                                                   To 
             healthliteracy-bo         "The Health and Literacy Discussion 
             unces at nifl.gov            List" <healthliteracy at nifl.gov>     
                                                                        cc 
                                                                           
             2008-05-19 12:29                                      Subject 
                                       [HealthLiteracy 2009] Re: Wednesday 
                                       Question: Writing how we talk:      
             Please respond to         better or worse?                    
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




I believe in using correct grammar and syntax ? in fact, I am obnoxiously
passionate about it.? I teach in what is basically an engineering school
and I am generally appalled by my students? writing.? However, I think that
we need to consider the fact that the world is moving away from what we
think of as a written form of communication.? These kids can send a text
message in the time it takes me to figure out how to turn on my cell phone
or PDA.? I can despise the idea that we are losing ?our? method of
effective communication, but I am wondering if perhaps we are missing the
point.

They communicate and they do it on their terms.? I can force them to my
terms, but exactly what is the point?? If we are trying to communicate,
don?t we want to do it on THEIR terms?? I am not so sure that there is a
right or a wrong way here.? We need to be more concerned ? particularly in
a health setting ? about whether they hear us and understand.? Text
messaging English makes me crazy but they love it and it allows them to
communicate rapidly and fairly clearly.? Good grammar and perfect syntax
allows 2 very educated people to converse (and pat themselves on the back
about how smart they are).

Too often we lose the meaning for the structure.

Jan Potter, MSTC
Communications Specialist
Partnership for Health and Accountability
770-249-4549
www.gha.org/pha

From Cheryl.Pasternack at nychhc.org  Wed May 21 10:23:12 2008
From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack)
Date: Wed, 21 May 2008 10:23:12 -0400
Subject: [HealthLiteracy 2021] Re: Wednesday Question:
	Writing	howwetalk:better or
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab.ca>
References: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>
	<521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab.ca>
Message-ID: <4833F810.0CD1.0041.0@nychhc.org>

And what if the nurse does not understand the texting lingo?  

Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 5/20/2008 3:15 PM >>>
I wd spprt hlth ltrcy txt srvc wr kdz cn txt q's 2 a nurs & hv ans
txted bck.

Or

I would support a health literacy service where kids can text questions
to a nurse and have the answer texted back to them.
This is similar to the Ipod story someone sent on to the list where
patients could download podcasts of instructional videos to their ipods
and watch them at leisure, or could use an ipod in the doctor's office.


The question is, should written materials be the end all of
information? Should they replace talking with a doctor? Or should they
bridge the gap between identifying a common question and pre-empting it,
and providing a scaffold for patients to ask questions.

Thanks
Nicola

-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter
Sent: Tuesday, May 20, 2008 11:01 AM
To: healthliteracy at nifl.gov 
Subject: [HealthLiteracy 2014] Re: Wednesday Question: Writing how
wetalk:better or


Okay, okay.  I am not arguing for the use of text messaging.  I truly
cannot stand it.  However, I am arguing in the case of health
communication that we need to consider the audience before we get hung
up on the correct grammar and syntax.

If I thought this kind of messaging was more likely to produce a
specific health outcome in a certain demographic, I would go for it in a
New York minute.  The point is not how literate I am.  The point is
making people healthier.

Jan

-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Tuesday, May 20, 2008 11:23 AM
To: Jan Potter; healthliteracy at nifl.gov 
Subject: Re: [HealthLiteracy 2009] Re: Wednesday Question: Writing how
we talk:better or

PMJI
what r u saying? 
we need to gwtf cuz textin is da bomb
RUS?
u make it sound like it's E123. 
I'm LSHMBA :)


um i checked the "List of Chat Acronyms & Text Message Shorthand"
(http://www.netlingo.com/emailsh.cfm) and didn't see no health terms
listed. 

IANAE but i don't think this is gonna work
TTYL


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality 

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org 

------Original Message------
From:	"Jan Potter" <jpotter at gha.org>
Date:	Tue May 20, 2008 -- 09:54:39 AM
To:	healthliteracy at nifl.gov 
Subject:	[HealthLiteracy 2009] Re: Wednesday Question: Writing
how we talk:better or wors

I believe in using correct grammar and syntax - in fact, I am
obnoxiously passionate about it.  I teach in what is basically an
engineering school and I am generally appalled by my students' writing. 
However, I think that we need to consider the fact that the world is
moving away from what we think of as a written form of communication. 
These kids can send a text message in the time it takes me to figure out
how to turn on my cell phone or PDA.  I can despise the idea that we are
losing "our" method of effective communication, but I am wondering if
perhaps we are missing the point.

 

They communicate and they do it on their terms.  I can force them to my
terms, but exactly what is the point?  If we are trying to communicate,
don't we want to do it on THEIR terms?  I am not so sure that there is a
right or a wrong way here.  We need to be more concerned - particularly
in a health setting - about whether they hear us and understand.  Text
messaging English makes me crazy but they love it and it allows them to
commu
nicate rapidly and fairly clearly.  Good grammar and perfect syntax
allows 2 very educated people to converse (and pat themselves on the
back about how smart they are).

 

Too often we lose the meaning for the structure.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards
and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18
U.S.C. ?? 2510-2521 and may be legally privileged. The information
contained in this Email is intended only for use of the individual or
entity named above. If the reader of this message is not the intended
recipient, or the employee or agent responsible to deliver it to the
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delete this message and notify us via e-mail to (PHA at gha.org
<mailto:PHA at gha.org> )

 


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To unsubscribe or change your subscription settings, please go to
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Email delivered to seubert.douglas at marshfieldclinic.org 



----------------------------------------------------
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HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to ndavies at dthr.ab.ca 

----------------------------------------------------
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HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
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Email delivered to cheryl.pasternack at nychhc.org
-----------------------------------------
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CONFIDENTIALITY NOTICE: The information in this E-Mail may be
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the sender by reply E-Mail and delete the message. 



From joan at ipns.com  Wed May 21 10:29:57 2008
From: joan at ipns.com (Joan Medlen)
Date: Wed, 21 May 2008 07:29:57 -0700
Subject: [HealthLiteracy 2022] Re: Wednesday Question: Writing how
 wetalk:better or
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab .ca>
References: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>
	<521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab.ca>
Message-ID: <6.0.0.22.2.20080521072951.0489e650@mail.ipns.com>

At 12:15 PM 5/20/2008, you wrote:


>I would support a health literacy service where kids can text questions to 
>a nurse and have the answer texted back to them.

I like this! 




From abirney at orcasinc.com  Wed May 21 11:30:10 2008
From: abirney at orcasinc.com (Amy Birney)
Date: Wed, 21 May 2008 08:30:10 -0700
Subject: [HealthLiteracy 2023] Re: Wednesday Question: Writing
	howwetalk:better or
In-Reply-To: <4833F810.0CD1.0041.0@nychhc.org>
References: <FFE7C75CEE15B042B0453ABA750444DD704B6F@email.gha.local>
	<521441A4F164E1418DCAC093C9EE6D9503E2BF06@DTHREXCL1.dthr.ab.ca>
	<4833F810.0CD1.0041.0@nychhc.org>
Message-ID: <35e197070805210830w7799edb7xfa1bd65d2e22d561@mail.gmail.com>

Re: And what if the nurse does not understand the texting lingo?

Then you've got the wrong nurse! ;-)

Amy

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
888-349-5472
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From seubert.douglas at marshfieldclinic.org  Wed May 21 11:34:06 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 21 May 2008 10:34:06 -0500
Subject: [HealthLiteracy 2024] Re: Wednesday Question: Writing how
	wetalk:better or w
Message-ID: <200805211534.m4LFY9I9014725@spamfilt.mfldclin.edu>

Thank you, Alex, for bringing this full circle. I think we got way off track talking about texting. The original discussion was sparked by the use of he or she or he/she or s/he, and one way to get around that is to stick the plural "their" with a singular subject, as in "Everyone should ask their doctor three questions at every visit." Some say it's OK to suspend basic rules of grammar, as long as the message stays the same and is understood by the reader. Some disagree, myself included, and believe that written materials can and should be both simple AND grammatically correct.

Standard English, plain language, and universal design --- if we stick to these guidelines we can produce written materials that can be used with and understood by 80% of patients. If you have a library of such materials (whether you write them yourself, purchase them, or find copyright free information on reputable Web sites) you can always tweak them to meet needs of particular patients of groups. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"alex.friesen at sickkids.ca" <alex.friesen at sickkids.ca>
Date:	Wed May 21, 2008 -- 10:17:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2020] Re: Wednesday Question: Writing how wetalk:	better or wors


Jan makes a good point about how text-message-aholics use butchered English
and it works well for them.  And there are other examples of groups using
non-standard forms of the language (e.g. AAVE, a.k.a. Black English and
Ebonics).

I would love to be able to tailor every health-related message to each of
these various groups of people (or, ideally, to individuals), but that's a
tad unrealistic, so I think what we should try to find is some form of the
language that exists in the middle ground: a form that the greatest number
of people can understand.  And that form already exists; it's Standard
English.  (For now we'll ignore national differences in forms such as
Standard Canadian English or Standard Australian English.)

The thing is, people who use non-standard language forms have no trouble
comprehending the standard for the simple reason that it's all over
mainstream media.  Newscasts in particular pretty much always stick close
to the standard, and almost everybody hears them on a daily basis.  The
point is, if our goal is to reach the widest possible audience with one
piece of writing, I can think of no more appropriate form of the language
than the standard form, presented in a (semi) casual tone.

     ...Alex...




                                                                           
             "Jan Potter"                                                  
             <jpotter at gha.org>                                             
             Sent by:                                                   To 
             healthliteracy-bo         "The Health and Literacy Discussion 
             unces at nifl.gov            List" <healthliteracy at nifl.gov>     
                                                                        cc 
                                                                           
             2008-05-19 12:29                                      Subject 
                                       [HealthLiteracy 2009] Re: Wednesday 
                                       Question: Writing how we talk:      
             Please respond to         better or worse?                    
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




I believe in using correct grammar and syntax ? in fact, I am obnoxiously
passionate about it.? I teach in what is basically an engineering school
and I am generally appalled by my students? writing.? However, I think that
we need to consider the fact that the world is moving away from what we
think of as a written form of communication.? These kids can send a text
message in the time it takes me to figure out how to turn on my cell phone
or PDA.? I can despise the idea that we are losing ?our? method of
effective communication, but I am wondering if perhaps we are missing the
point.

They communicate and they do it on their terms.? I can force them to my
terms, but exactly what is the point?? If we are trying to communicate,
don?t we want to do it on THEIR terms?? I am not so sure that there is a
right or a wrong way here.? We need to be more concerned ? particularly in
a health setting ? about whether they hear us and understand.? Text
messaging English makes me crazy but they love it and it allows them to
communicate rapidly and fairly clearly.? Good grammar and perfect syntax
allows 2 very educated people to converse (and pat themselves on the back
about how smart they are).

Too often we lose the meaning for the structure.

Jan Potter, MSTC
Communications Specialist
Partnership for Health and Accountability
770-249-4549
www.gha.org/pha
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From Jsorensen at afmc.org  Wed May 21 13:15:06 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Wed, 21 May 2008 12:15:06 -0500
Subject: [HealthLiteracy 2025] Re: Wednesday Question: Writing
	howwetalk:better or w
In-Reply-To: <200805211534.m4LFY9I9014725@spamfilt.mfldclin.edu>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302FA6192@AFMCFS6.NT_AFMC.local>

Unfortunately, 80% is not good enough for our purposes at my company. In fact, we spend a lot of time trying to communicate with the other 20 percent, who, I'm willing to bet, account for a large portion of Medicaid costs due to urgent and nonurgent ER visits and so forth. Our mission is improving health and health care for EVERYONE. We have to use graphics and language creatively and sometimes in nonstandard ways in order to do that effectively.

I, for one, appreciate the free flow of thought on this listserve. It often leads to issues and solutions that I might not have thought of on my own. But of course, I'm not as expert as some of you.

Janet Sorensen
Technical and Educational Writer
Arkansas Foundation for Medical Care 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Seubert, Douglas
Sent: Wednesday, May 21, 2008 10:34 AM
To: alex.friesen at sickkids.ca; healthliteracy at nifl.gov
Subject: [HealthLiteracy 2024] Re: Wednesday Question: Writing howwetalk:better or w

Thank you, Alex, for bringing this full circle. I think we got way off track talking about texting. The original discussion was sparked by the use of he or she or he/she or s/he, and one way to get around that is to stick the plural "their" with a singular subject, as in "Everyone should ask their doctor three questions at every visit." Some say it's OK to suspend basic rules of grammar, as long as the message stays the same and is understood by the reader. Some disagree, myself included, and believe that written materials can and should be both simple AND grammatically correct.

Standard English, plain language, and universal design --- if we stick to these guidelines we can produce written materials that can be used with and understood by 80% of patients. If you have a library of such materials (whether you write them yourself, purchase them, or find copyright free information on reputable Web sites) you can always tweak them to meet needs of particular patients of groups. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"alex.friesen at sickkids.ca" <alex.friesen at sickkids.ca>
Date:	Wed May 21, 2008 -- 10:17:39 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2020] Re: Wednesday Question: Writing how wetalk:	better or wors


Jan makes a good point about how text-message-aholics use butchered English and it works well for them.  And there are other examples of groups using non-standard forms of the language (e.g. AAVE, a.k.a. Black English and Ebonics).

I would love to be able to tailor every health-related message to each of these various groups of people (or, ideally, to individuals), but that's a tad unrealistic, so I think what we should try to find is some form of the language that exists in the middle ground: a form that the greatest number of people can understand.  And that form already exists; it's Standard English.  (For now we'll ignore national differences in forms such as Standard Canadian English or Standard Australian English.)

The thing is, people who use non-standard language forms have no trouble comprehending the standard for the simple reason that it's all over mainstream media.  Newscasts in particular pretty much always stick close to the standard, and almost everybody hears them on a daily basis.  The point is, if our goal is to reach the widest possible audience with one piece of writing, I can think of no more appropriate form of the language than the standard form, presented in a (semi) casual tone.

     ...Alex...




                                                                           
             "Jan Potter"                                                  
             <jpotter at gha.org>                                             
             Sent by:                                                   To 
             healthliteracy-bo         "The Health and Literacy Discussion 
             unces at nifl.gov            List" <healthliteracy at nifl.gov>     
                                                                        cc 
                                                                           
             2008-05-19 12:29                                      Subject 
                                       [HealthLiteracy 2009] Re: Wednesday 
                                       Question: Writing how we talk:      
             Please respond to         better or worse?                    
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




I believe in using correct grammar and syntax - in fact, I am obnoxiously passionate about it.? I teach in what is basically an engineering school and I am generally appalled by my students' writing.? However, I think that we need to consider the fact that the world is moving away from what we think of as a written form of communication.? These kids can send a text message in the time it takes me to figure out how to turn on my cell phone or PDA.? I can despise the idea that we are losing "our" method of effective communication, but I am wondering if perhaps we are missing the point.

They communicate and they do it on their terms.? I can force them to my terms, but exactly what is the point?? If we are trying to communicate, don't we want to do it on THEIR terms?? I am not so sure that there is a right or a wrong way here.? We need to be more concerned - particularly in a health setting - about whether they hear us and understand.? Text messaging English makes me crazy but they love it and it allows them to communicate rapidly and fairly clearly.? Good grammar and perfect syntax allows 2 very educated people to converse (and pat themselves on the back about how smart they are).

Too often we lose the meaning for the structure.

Jan Potter, MSTC
Communications Specialist
Partnership for Health and Accountability
770-249-4549
www.gha.org/pha
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://ww
w.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org



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From NDavies at dthr.ab.ca  Wed May 21 13:29:48 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 21 May 2008 11:29:48 -0600
Subject: [HealthLiteracy 2026] Re: Wednesday Question:
	Writinghowwetalk:better or
In-Reply-To: <35e197070805210830w7799edb7xfa1bd65d2e22d561@mail.gmail.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BF15@DTHREXCL1.dthr.ab.ca>

Plus, text lingo is a language, the words have a shared meaning, and that meaning can be cataogued. They may seem random, but the definition of lol is widely known, for example. There are already several dictionaries online of weblingo or txtlingo.
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Amy Birney
Sent: Wednesday, May 21, 2008 9:30 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2023] Re: Wednesday Question: Writinghowwetalk:better or


Re: And what if the nurse does not understand the texting lingo?

Then you've got the wrong nurse! ;-)

Amy

-- 
Amy Birney, MPH, CHES
Research Scientist
Oregon Center for Applied Science
260 E. 11th, Eugene OR 97401
541-349-4826 (direct)
888-349-5472 
-------------- next part --------------
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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20080521/9bf68b0c/attachment.html 

From Diane.Rydrych at state.mn.us  Wed May 21 13:30:38 2008
From: Diane.Rydrych at state.mn.us (Diane Rydrych)
Date: Wed, 21 May 2008 12:30:38 -0500
Subject: [HealthLiteracy 2027] Re: Wednesday Question: Writing
	how	wetalk:better or w
In-Reply-To: <200805211534.m4LFY9I9014725@spamfilt.mfldclin.edu>
References: <200805211534.m4LFY9I9014725@spamfilt.mfldclin.edu>
Message-ID: <483415EF.635C.002A.0@health.state.mn.us>

I've been following this thread with interest, from my dual roles as a)
the director of a statewide adverse event/error reporting system who
regularly tries to bring complex information to "average joes" and help
them understand it, and b) a teacher of English as a Second Language to
adult immigrants/refugees (on the side, in my oh-so-abundant free time).
 

I'd just note that while it's important to write in as simple &
straightforward a way as possible, it's also important to make use of
existing tools to assess the reading level of what we produce.  I rarely
if ever publish anything if I haven't used some sort of an assessment
tool to check for reading level, and tried to make as simple as possible
in terms of not only language but also format.  I often find that even
when I try to write simply, my language is full of complicated
sentences, multiple dependent clauses, etc - as it is here - so I need
an outside view to rein me in.  It's hard to break those habits.  I also
find that many assumptions still slip in about the background knowledge
and cultural norms that my readers are bringing to the table.  

If you've studied linguistics at all, you know that there are multiple
levels on which to analyze language (semantics, phonetics, morphology,
etc).  One level of meaning, pragmatics, looks at language in use & at
the difference between actual words and intended meanings.  "Pragmatic
competence," or understanding intended meaning, goes beyond issues of
vocabulary and grammar and is largely dependent on the writer/speaker
and the listener/reader sharing cultural norms & references.  In the
case of non-native English speakers, those shared understandings may
well be absent, which means that even if the reader technically
understands the words, they may miss the forest for the trees.  

Of course, I don't have a solution for this dilemma - just wanted to
point it out.  It's obviously of particular importance in some of the
communities that are most vulnerable to receiving poorer quality care
anyway, and are least likely to have access to care or the ability to
advocate for themselves.



Diane Rydrych
Assistant Director
Division of Health Policy
MN Department of Health
phone: 651-201-3564
fax: 651-201-5179

>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org>
05/21/2008 10:34 AM >>>
Thank you, Alex, for bringing this full circle. I think we got way off
track talking about texting. The original discussion was sparked by the
use of he or she or he/she or s/he, and one way to get around that is to
stick the plural "their" with a singular subject, as in "Everyone should
ask their doctor three questions at every visit." Some say it's OK to
suspend basic rules of grammar, as long as the message stays the same
and is understood by the reader. Some disagree, myself included, and
believe that written materials can and should be both simple AND
grammatically correct.

Standard English, plain language, and universal design --- if we stick
to these guidelines we can produce written materials that can be used
with and understood by 80% of patients. If you have a library of such
materials (whether you write them yourself, purchase them, or find
copyright free information on reputable Web sites) you can always tweak
them to meet needs of particular patients of groups. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality 

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org 


------Original Message------
From:	"alex.friesen at sickkids.ca" <alex.friesen at sickkids.ca>
Date:	Wed May 21, 2008 -- 10:17:39 AM
To:	healthliteracy at nifl.gov 
Subject:	[HealthLiteracy 2020] Re: Wednesday Question: Writing
how wetalk:	better or wors


Jan makes a good point about how text-message-aholics use butchered
English
and it works well for them.  And there are other examples of groups
using
non-standard forms of the language (e.g. AAVE, a.k.a. Black English
and
Ebonics).

I would love to be able to tailor every health-related message to each
of
these various groups of people (or, ideally, to individuals), but
that's a
tad unrealistic, so I think what we should try to find is some form of
the
language that exists in the middle ground: a form that the greatest
number
of people can understand.  And that form already exists; it's Standard
English.  (For now we'll ignore national differences in forms such as
Standard Canadian English or Standard Australian English.)

The thing is, people who use non-standard language forms have no
trouble
comprehending the standard for the simple reason that it's all over
mainstream media.  Newscasts in particular pretty much always stick
close
to the standard, and almost everybody hears them on a daily basis. 
The
point is, if our goal is to reach the widest possible audience with
one
piece of writing, I can think of no more appropriate form of the
language
than the standard form, presented in a (semi) casual tone.

     ...Alex...




                                                                       
   
             "Jan Potter"                                              
   
             <jpotter at gha.org>                                         
   
             Sent by:                                                  
To 
             healthliteracy-bo         "The Health and Literacy
Discussion 
             unces at nifl.gov            List" <healthliteracy at nifl.gov> 
   
                                                                       
cc 
                                                                       
   
             2008-05-19 12:29                                     
Subject 
                                       [HealthLiteracy 2009] Re:
Wednesday 
                                       Question: Writing how we talk:  
   
             Please respond to         better or worse?                
   
              The Health and                                           
   
                 Literacy                                              
   
              Discussion List                                          
   
             <healthliteracy at n                                         
   
                 ifl.gov>                                              
   
                                                                       
   
                                                                       
   




I believe in using correct grammar and syntax ? in fact, I am
obnoxiously
passionate about it.? I teach in what is basically an engineering
school
and I am generally appalled by my students? writing.? However, I think
that
we need to consider the fact that the world is moving away from what
we
think of as a written form of communication.? These kids can send a
text
message in the time it takes me to figure out how to turn on my cell
phone
or PDA.? I can despise the idea that we are losing ?our? method of
effective communication, but I am wondering if perhaps we are missing
the
point.

They communicate and they do it on their terms.? I can force them to
my
terms, but exactly what is the point?? If we are trying to
communicate,
don?t we want to do it on THEIR terms?? I am not so sure that there is
a
right or a wrong way here.? We need to be more concerned ? particularly
in
a health setting ? about whether they hear us and understand.? Text
messaging English makes me crazy but they love it and it allows them
to
communicate rapidly and fairly clearly.? Good grammar and perfect
syntax
allows 2 very educated people to converse (and pat themselves on the
back
about how smart they are).

Too often we lose the meaning for the structure.

Jan Potter, MSTC
Communications Specialist
Partnership for Health and Accountability
770-249-4549
www.gha.org/pha 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to seubert.douglas at marshfieldclinic.org 








From rmcknight at vcu.edu  Wed May 21 14:26:27 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Wed, 21 May 2008 14:26:27 -0400
Subject: [HealthLiteracy 2028] Re: Health Literacy Interventions
In-Reply-To: <20080425202854.20E9711DB3@mail.nifl.gov>
Message-ID: <OF36755FFB.08EA890B-ON85257450.006517E9-85257450.00654C93@vcu.edu>

Hi Lillian,

Its good to find you here and I was concerned about you following Katrina.

Here is a resource that may already be familiar, but you may find some 
research around it by searching for author or title.

Perhaps we can do something collaborative - I'm here at VCU now.

Let me know how you're doing.

Best to you,
Roberta McKnight
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 



"Lilian Hill" <lilian.hill at usm.edu> 
Sent by: healthliteracy-bounces at nifl.gov
04/27/2008 10:41 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 1962] Re: Health Literacy Interventions






Does anyone know of research that involves the use of visuals to 
communicate health information to low health literate people and that also 
involves a partnership between healthcare and adult education? I have lots 
of examples of research about the first part but I do not have any good 
stories of research that involves both parts. I would really appreciate 
learning about your stories.
 
Lilian H. Hill
Assistant Professor of Adult Education
University of Southern Mississippi
#5027, 118 College Drive
Hattiesburg, MS 39406-0001
601-266-4622
FAX 601-266-5141
 
Make visible what, without you, might perhaps have never been seen.
Robert Bresson
 
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Anne Murr
Sent: Thursday, April 24, 2008 5:12 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1956] Re: Health Literacy Interventions
 
The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e.,
What is my main problem?
What do I need to do?
Why is it important for me to do this?
 
They have also practiced Teach Back with Iowa Health System professionals.
 
My student's husband was recently hospitalized in a diabetic coma. 
They experienced information overload before he was released.  She 
commented to me, "I wish I'd done Teach Back with them.  We don't 
remember what they told us to do."
 
Anne
 
Anne Murr, M.S., Coordinator
Drake University Adult Literacy Center
School of Education
3206 University Ave.
Des Moines, IA 50311
anne.murr at drake.edu
   Tel    515-271-3982
   Fax   515-271-4544
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY,
   resulting in enhanced self-esteem, daily living, and lifelong learning.
 
>Hello all,
> 
>In reading the literature on literacy and health, I have noticed 
>that interventions seem to be mostly provider-focused.  Meaning, 
>there is a lot of research on strategies for reaching clients with 
>low literacy skills and communicating differently with these people. 
> Does anyone know of interventions aimed at improving health 
>literacy skills among patients themselves?  Please let me know 
>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 
>of any interventions designed to improve health literacy in clients, 
>instead of just improving the way health professionals communicate 
>with patients/clients who have inadequate health literacy skills 
>(not to say that's not important too!).
> 
>Thanks,
>Monica
> 
>Monica C. Skewes, Ph.D.
>Postdoctoral Associate
>Research Institute on Addictions
>University at Buffalo
>The State University of New York
>1021 Main Street
>Buffalo, New York 14203
>716-887-2242 (phone)
>716-887-2510 (fax)
 
-- 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lilian.hill at usm.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu
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From poledc at slu.edu  Thu May 22 09:38:03 2008
From: poledc at slu.edu (David Pole)
Date: Thu, 22 May 2008 08:38:03 -0500
Subject: [HealthLiteracy 2029] Re: Health Literacy Interventions
In-Reply-To: <OF36755FFB.08EA890B-ON85257450.006517E9-85257450.00654C93@vcu.edu>
Message-ID: <002b01c8bc11$0ef1c250$0a2e86a5@CFMJ6F23D1>

To: Roberta McKnight

I am also interested in the resource you provided to Lillian Hill, however
it was not listed in the e-mail you sent, or did not make it through as an
attachment


Thank you

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research, and
Primary Care

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Roberta K
McKnight/FS/VCU
Sent: Wednesday, May 21, 2008 1:26 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2028] Re: Health Literacy Interventions

 


Hi Lillian, 

Its good to find you here and I was concerned about you following Katrina. 

Here is a resource that may already be familiar, but you may find some
research around it by searching for author or title. 

Perhaps we can do something collaborative - I'm here at VCU now. 

Let me know how you're doing. 

Best to you, 
Roberta McKnight
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 




"Lilian Hill" <lilian.hill at usm.edu> 
Sent by: healthliteracy-bounces at nifl.gov 

04/27/2008 10:41 PM 


Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To

"'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov> 


cc

 


Subject

[HealthLiteracy 1962] Re: Health Literacy Interventions

 


 

 




Does anyone know of research that involves the use of visuals to communicate
health information to low health literate people and that also involves a
partnership between healthcare and adult education? I have lots of examples
of research about the first part but I do not have any good stories of
research that involves both parts. I would really appreciate learning about
your stories. 
  
Lilian H. Hill 
Assistant Professor of Adult Education 
University of Southern Mississippi 
#5027, 118 College Drive 
Hattiesburg, MS 39406-0001 
601-266-4622 
FAX 601-266-5141 
  
Make visible what, without you, might perhaps have never been seen. 
Robert Bresson 
  
  
  
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Anne Murr
Sent: Thursday, April 24, 2008 5:12 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1956] Re: Health Literacy Interventions 
  
The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e., 
What is my main problem? 
What do I need to do? 
Why is it important for me to do this? 
  
They have also practiced Teach Back with Iowa Health System professionals. 
  
My student's husband was recently hospitalized in a diabetic coma. 
They experienced information overload before he was released.  She 
commented to me, "I wish I'd done Teach Back with them.  We don't 
remember what they told us to do." 
  
Anne 
  
Anne Murr, M.S., Coordinator 
Drake University Adult Literacy Center 
School of Education 
3206 University Ave. 
Des Moines, IA 50311 
anne.murr at drake.edu 
   Tel    515-271-3982 
   Fax   515-271-4544 
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY, 
   resulting in enhanced self-esteem, daily living, and lifelong learning. 
  
>Hello all, 
> 
>In reading the literature on literacy and health, I have noticed 
>that interventions seem to be mostly provider-focused.  Meaning, 
>there is a lot of research on strategies for reaching clients with 
>low literacy skills and communicating differently with these people. 
> Does anyone know of interventions aimed at improving health 
>literacy skills among patients themselves?  Please let me know 
>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 
>of any interventions designed to improve health literacy in clients, 
>instead of just improving the way health professionals communicate 
>with patients/clients who have inadequate health literacy skills 
>(not to say that's not important too!). 
> 
>Thanks, 
>Monica 
> 
>Monica C. Skewes, Ph.D. 
>Postdoctoral Associate 
>Research Institute on Addictions 
>University at Buffalo 
>The State University of New York 
>1021 Main Street 
>Buffalo, New York 14203 
>716-887-2242 (phone) 
>716-887-2510 (fax) 
  
-- 
---------------------------------------------------- 
National Institute for Literacy 
Health and Literacy mailing list 
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
<http://www.nifl.gov/mailman/listinfo/healthliteracy>
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to
lilian.hill at usm.edu----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
<http://www.nifl.gov/mailman/listinfo/healthliteracy>
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu 

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From rmcknight at vcu.edu  Thu May 22 13:07:12 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Thu, 22 May 2008 13:07:12 -0400
Subject: [HealthLiteracy 2030] Re: Health Literacy Interventions
In-Reply-To: <002b01c8bc11$0ef1c250$0a2e86a5@CFMJ6F23D1>
Message-ID: <OF9F32DDEA.172EFF0A-ON85257451.005DE939-85257451.005E0B46@vcu.edu>

With embarrassed apology, here is the link

http://www.aelweb.vcu.edu/publications/healthlit/

It was my intention to reply directly to Lillian

*Blush*
Roberta McKnight
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 



"David Pole" <poledc at slu.edu> 
Sent by: healthliteracy-bounces at nifl.gov
05/22/2008 01:01 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2029] Re: Health Literacy Interventions






To: Roberta McKnight
I am also interested in the resource you provided to Lillian Hill, however 
it was not listed in the e-mail you sent, or did not make it through as an 
attachment

Thank you
 
David Pole, MPH
Deputy Director, Division of Community Health Promotion
Deputy Director, AHEC Program Office
Department of Community and Family Medicine
Saint Louis University School of Medicine
(P) 314-977-8484   (F) 314-977-5268
poledc at slu.edu
 
SLU Community and Family Medicine ~ Innovations in Education, Research, 
and Primary Care

From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Roberta K 
McKnight/FS/VCU
Sent: Wednesday, May 21, 2008 1:26 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2028] Re: Health Literacy Interventions
 

Hi Lillian, 

Its good to find you here and I was concerned about you following Katrina. 


Here is a resource that may already be familiar, but you may find some 
research around it by searching for author or title. 

Perhaps we can do something collaborative - I'm here at VCU now. 

Let me know how you're doing. 

Best to you, 
Roberta McKnight
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 


"Lilian Hill" <lilian.hill at usm.edu> 
Sent by: healthliteracy-bounces at nifl.gov 
04/27/2008 10:41 PM 


Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>



To
"'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov> 
cc
 
Subject
[HealthLiteracy 1962] Re: Health Literacy Interventions
 


 
 




Does anyone know of research that involves the use of visuals to 
communicate health information to low health literate people and that also 
involves a partnership between healthcare and adult education? I have lots 
of examples of research about the first part but I do not have any good 
stories of research that involves both parts. I would really appreciate 
learning about your stories. 
  
Lilian H. Hill 
Assistant Professor of Adult Education 
University of Southern Mississippi 
#5027, 118 College Drive 
Hattiesburg, MS 39406-0001 
601-266-4622 
FAX 601-266-5141 
  
Make visible what, without you, might perhaps have never been seen. 
Robert Bresson 
  
  
  
-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Anne Murr
Sent: Thursday, April 24, 2008 5:12 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1956] Re: Health Literacy Interventions 
  
The New Readers of Iowa have learned to use the Ask Me 3 questions, i.e., 
What is my main problem? 
What do I need to do? 
Why is it important for me to do this? 
  
They have also practiced Teach Back with Iowa Health System professionals. 

  
My student's husband was recently hospitalized in a diabetic coma. 
They experienced information overload before he was released.  She 
commented to me, "I wish I'd done Teach Back with them.  We don't 
remember what they told us to do." 
  
Anne 
  
Anne Murr, M.S., Coordinator 
Drake University Adult Literacy Center 
School of Education 
3206 University Ave. 
Des Moines, IA 50311 
anne.murr at drake.edu 
   Tel    515-271-3982 
   Fax   515-271-4544 
The MISSION OF THE ADULT LITERACY CENTER IS TO IMPROVE LITERACY, 
   resulting in enhanced self-esteem, daily living, and lifelong learning. 

  
>Hello all, 
> 
>In reading the literature on literacy and health, I have noticed 
>that interventions seem to be mostly provider-focused.  Meaning, 
>there is a lot of research on strategies for reaching clients with 
>low literacy skills and communicating differently with these people. 
> Does anyone know of interventions aimed at improving health 
>literacy skills among patients themselves?  Please let me know 
>(back-channel at mskewes at ria.buffalo.edu) if you run across or know 
>of any interventions designed to improve health literacy in clients, 
>instead of just improving the way health professionals communicate 
>with patients/clients who have inadequate health literacy skills 
>(not to say that's not important too!). 
> 
>Thanks, 
>Monica 
> 
>Monica C. Skewes, Ph.D. 
>Postdoctoral Associate 
>Research Institute on Addictions 
>University at Buffalo 
>The State University of New York 
>1021 Main Street 
>Buffalo, New York 14203 
>716-887-2242 (phone) 
>716-887-2510 (fax) 
  
-- 
---------------------------------------------------- 
National Institute for Literacy 
Health and Literacy mailing list 
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to lilian.hill at usm.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu
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From julie_mcKinney at worlded.org  Thu May 22 13:21:22 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 22 May 2008 13:21:22 -0400
Subject: [HealthLiteracy 2031]  Wednesday Question: Writing and Texting
Message-ID: <483573530200002D00006F25@dcgw.jsi.com>

Hi Everyone,

Wow, I really liked our discussion about the formality of language and
what is best to get the message across most effectively! the whole
grammar vs. clarity question has always been nagging at me. You all
brought up so many good points, and the complexity of the issue was
addressed nicely.

In the end, it seems we agree that a less formal tone is ok, but it's
best to use correct grammar unless there's a good reason not to, and to
know what is technically correct grammar (sometimes what we thought was
"incorrect" was actually ok!) 

The "know your audience" point was well-hammered, but I'd add "TEST it
with your audience!"

I also like that we acknowledged the balance between reaching 80% of the
audience and making sure to reach that other 20% somehow.

All in all, it reminds us not to be lazy with writing. If we work at it
and pay attention, we can do a much better job, be clearer and not
sacrifice grammar for clarity!

And speaking of laziness in writing, (no judgement there, I mean
concise-ness) what about this texting thing? I think someone pointed out
how it's a whole literacy in itself and is the new language of a huge
number of young people.

So today's question: should we explore the use of texting to communicate
health info? Has anyone seen it done or seen studies that could inform
this idea? Are the benefits worth the dangers?

Looking forward to hearing,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From jpotter at gha.org  Thu May 22 14:30:31 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 22 May 2008 14:30:31 -0400
Subject: [HealthLiteracy 2032]    Wednesday Question: Writing and Texting
Message-ID: <FFE7C75CEE15B042B0453ABA750444DD704B85@email.gha.local>

 

2 interesting articles on different aspects of this topic:

 

Nagging texts help teens remember to take meds

USA Today, 5/13/08

http://www.usatoday.com/tech/news/techinnovations/2008-05-12-text-message-nagging_N.htm

 

>From literacy to digiracy

May 16th 2008
The Economist,  5/16/08

http://www.economist.com/science/displaystory.cfm?story_id=11392128 

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From Cindy.Brach at ahrq.hhs.gov  Fri May 23 10:39:41 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Fri, 23 May 2008 10:39:41 -0400
Subject: [HealthLiteracy 2033] FW: AHRQ Press Release: AHRQ ANNOUNCES GUIDE
 TO HELP PATIENTS ON COUMADINR/WARFARIN THERAPY
Message-ID: <04B4EF9F9E334C48903C284C4B16A1970A49B0C4@AVN3VS004.ees.hhs.gov>

I thought you might be interested in a new easy-to-read resource from
AHRQ. 
 
Cindy Brach 
Center for Delivery, Organization, and Markets 
Agency for Healthcare Research and Quality 
540 Gaither Road 
Rockville, MD  20850 
phone: 301-427-1444 
fax: (301) 427-1430 
Cindy.Brach at ahrq.hhs.gov 


________________________________

From: Migdail, Karen J. (AHRQ) 
Sent: Thursday, May 22, 2008 2:05 PM
To: AHRQ - ALL AHRQ STAFF
Subject: AHRQ Press Release: AHRQ ANNOUNCES GUIDE TO HELP PATIENTS ON
COUMADIN(r)/WARFARIN THERAPY


Attached and below is a press release issued today, May 22.  For more
information, contact (301) 427-1244.

 

Agency for Healthcare Research and Quality

 

FOR IMMEDIATE RELEASE
Contact:   AHRQ Public Affairs

Thursday, May 22, 2008
(301) 427-1244

 
(301) 427-1865

AHRQ ANNOUNCES GUIDE TO HELP PATIENTS ON COUMADIN(r)/WARFARIN THERAPY

            The U.S. Department of Health and Human Services' (HHS)
Agency for Healthcare Research and Quality today released a new consumer
publication, Your Guide to Coumadin(r)/Warfarin Therapy.  This 20-page,
easy-to-read patient brochure explains what patients should expect and
watch out for while undergoing Coumadin(r)/warfarin therapy. 

            In 2005, more than 3.8 million Americans were taking
Coumadin(r)/warfarin at an estimated cost of nearly $963 million,
according to the latest data from AHRQ. Warfarin is a blood thinner that
is used to help prevent blood clots that can cause a stroke, heart
attack or other serious conditions. Clinicians sometimes prescribe it
for other uses as well, and the booklet is intended to help patients who
have been prescribed the drug to use it as safely as possible. Warfarin
is the second most common drug - after insulin - implicated in emergency
room visits for adverse drug events, according to HHS' Food and Drug
Administration.

            "Warfarin is an effective drug, but it must be used with
special care to avoid dangerous bleeding," said AHRQ Director Carolyn M.
Clancy, M.D. "Individuals respond differently to warfarin, so the dosage
must be personalized to each patient, and it is necessary for patients
and clinicians alike to be aware of the factors that make for safe use
of the drug." 

            A simple blood test can quickly tell whether a patient is
taking too much or too little warfarin. This brochure educates patients
about their medication therapy and potentially dangerous side effects,
explains how to communicate effectively with their health care providers
and provides tips for lifestyle modifications.  It also provides
information on remembering when to take the medicine, learning how to
stay safe while taking the medicine, maintaining a consistent diet and
alerting health care providers to concurrent drugs and/or supplements
patients are taking to avoid any potential adverse interactions.

            This publication was developed through one of AHRQ's
Partnership for Implementing Patient Safety (PIPS) grant projects at
Kirkwood Community College.  The project was led by James Levett, M.D.,
Chief Medical Officer at the Physicians Clinic of Iowa and Carla Huber,
A.R.N.P., M.S., of the Cedar Rapids Healthcare Alliance.  The purpose of
PIPS grants is to assist consumers, clinicians and health care
institutions in implementing safe practices that may eliminate or reduce
medical errors, risks, hazards and harms associated with health care
processes.

            The new booklet can be found online at 
http://www.ahrq.gov/consumer/coumadin.htm.  It is also featured on the
SOS Rx Coalition's Web site http://www.mybloodthinner.org
<http://www.mybloodthinner.org/> .  Free single copies of Your Guide to
Coumadin(r)/Warfarin Therapy are available by calling the AHRQ
Publications Clearinghouse at (800) 358-9295 or by sending an e-mail to 
AHRQPubs at ahrq.hhs.gov.

 

# # #

 

 

 

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From djrosen at comcast.net  Sat May 24 08:42:48 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 24 May 2008 08:42:48 -0400
Subject: [HealthLiteracy 2034]  AMA Medical News Article on Health Literacy
Message-ID: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or  
are comprehension difficulties so common that simpler language should  
be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that  
while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in  
July  on assessing the country's health literacy.

You'll find the article at:

http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net



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From seubert.douglas at marshfieldclinic.org  Tue May 27 10:36:33 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Tue, 27 May 2008 09:36:33 -0500
Subject: [HealthLiteracy 2035] Re: AMA Medical News Article on Health
	Literacy
Message-ID: <200805271436.m4REaaWF008007@mailhost2.mfldclin.edu>

This article, although it never mentions it by name, is talking about the Newest Vital Sign (NVS), developed by Pfizer.  

Every now and then I'll have a physician ask if there are any tools that can be used in the exam room to test a patient's health literacy. I developed a health literacy toolkit for our providers (over 700 physicians across 41 locations) and I included information about assessing health literacy, sticking with the three "biggies" -- REALM, TOFHLA and NVS. Mostly I agree with Dr. Schwartzberg in the article mentioned in the previous post that "this is fine for research" but not always appropriate for clinical practice. I like her quote, "Clinicians can better spend their time ensuring that their patients understand the medical information they need to know to care for themselves."

With that in mind, our online health literacy toolkit for providers includes information about the standard assessments that are available, along with a "fair and balanced" look at the current literature. The NVS assessment, for example, has research that both hails it as a useful tool and criticizes it as a waste of time:

Quick assessment of literacy in primary care: the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&logdbfrom=pubmed

Measuring adult literacy in health care: performance of the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

So it depends on who you ask and where you look for your information.

But I'm guessing the AMA is going to conclude that assessing for health literacy in the exam room is not effective and that plain language , coupled with the "teach back method" and short, clearly written handouts should be used with every patient.

And since we're discussing assessment tools, check out these articles (I included them in our health literacy toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical screening of literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov 9. http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

Wolf MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW. Patients' shame and attitudes toward discussing the results of literacy screening. J Health Commun. 2007 Dec;12(8):721-32. http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

I also thought this article was interesting: One screening question, "How confident are you filling out medical forms by yourself?" was accurate in detecting limited and limited/marginal health literacy skills. 

Wallace LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report: screening items to identify patients with limited health literacy skills. J Gen Intern Med. 2006 Aug;21(8):874-7. http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"David J. Rosen" <djrosen at comcast.net>
Date:	Tue May 27, 2008 -- 05:06:58 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2034]  AMA Medical News Article on Health Literacy

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or  
are comprehension difficulties so common that simpler language should  
be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that  
while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in  
July  on assessing the country's health literacy.

You'll find the article at:

http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org

	



From MSkewes at ria.buffalo.edu  Tue May 27 13:05:51 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Tue, 27 May 2008 13:05:51 -0400
Subject: [HealthLiteracy 2036] Re: AMA Medical News Article on Health
	Literacy
In-Reply-To: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
Message-ID: <OFCB53FB50.9C25AE34-ON85257456.005D32CD-85257456.005DF87A@ria.buffalo.edu>

Hello All,

This is interesting.  In my view, health literacy is not static, but is a 
dynamic construct.  We may all have base levels of health literacy, but if 
you view health literacy as the capacity to obtain, process, and utilize 
health-related information in order to make appropriate health-related 
decisions, I believe we all may experience low health literacy at times. 
For example, when I am stressed or scared or nervous, my health literacy 
is greatly diminished because my capacity to understand becomes impaired. 
Therefore, I would strongly recommend that physicians and other health 
professionals assume everyone has low health literacy and treat all 
patients the same regarding plain language, the teach-back method, and any 
other techniques shown to improve understanding among patients.  Just 
waiting unclothed in a little room for  the doctor to show up can be 
nerve-wracking enough to require more in-depth explanation, and plain 
language should be the norm, in my opinion.

Best,
Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"David J. Rosen" <djrosen at comcast.net> 
Sent by: healthliteracy-bounces at nifl.gov
05/24/2008 08:42 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
The Health and Literacy Discussion List <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2034]  AMA Medical News Article on Health Literacy






Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008 
(interesting dateline) in the American Medical news of the 
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or are 
comprehension difficulties so common that simpler language should be used 
with everyone?

Doctors are being urged by some researchers to administer  a short (on 
average, just under 3 minutes)  literacy test to their patients to 
increase the doctors' health literacy awareness. Others argue that while 
appropriate for research,  this does not make sense for clinical practice. 
They argue for plain language for all patients. 

How many patients are proficient in managing their own medical care? One 
recent study found that 

only 12% of adults have the skills to proficiently manage their own 
medical care.

The article mentions that the AMA Foundation will release a report in July 
 on assessing the country's health literacy.

You'll find the article at:

http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mskewes at ria.buffalo.edu
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From SiobhanChamp-Blackwell at creighton.edu  Tue May 27 13:33:25 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Tue, 27 May 2008 12:33:25 -0500
Subject: [HealthLiteracy 2037] Verizon Foundation Education Literacy and
	Health Grants
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0E014AAF@exbe01.blue.jays.creighton.edu>

>From the Center for Health and Health Care in Schools
http://www.healthinschools.org/News-Room/Grant-Alerts/Education-Literacy
-and-Health-Grants.aspx

 

Verizon Foundation -- Education, Literacy and Health Grants 

The Verizon Foundation aims to help people increase their literacy and
educational achievement; avoid being an abuser or a victim of domestic
violence; and achieve and sustain their health and safety. To achieve
this goal, the Foundation funds programs in the following areas of
interest: education, literacy, domestic violence prevention, healthcare
and accessibility and Internet safety.

Eligible applicants are nonprofit organizations with 501(c)(3) status.
Proposals will also be considered from elementary and secondary schools
that are registered with the National Center for Education Statistics. 

Deadline: November 1, 2008

Please Note: The Center for Health and Health Care in Schools (CHHCS)
does not administer this funding opportunity.

Contact the Verizon Foundation directly for complete program information
and application guidelines:
http://foundation.verizon.com/grant/guidelines.shtml
<http://foundation.verizon.com/grant/guidelines.shtml> 



siobhan

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/>   (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 

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From elyse at lacnyc.org  Tue May 27 13:54:45 2008
From: elyse at lacnyc.org (Elyse Barbell)
Date: Tue, 27 May 2008 13:54:45 -0400
Subject: [HealthLiteracy 2038] Re: AMA Medical News Article on Health
	Literacy
In-Reply-To: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
References: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB80105FEFC@lac-exch.lacnyc.local>

Great article and interesting issue; thanks for calling our attention to
it David. The tool they are using to measure literacy levels here is
called the Newest Vital Signs and it was developed by Pfizer. It is
indeed a popular tool and has proven to be very effective for certain
purposes. For the adult literacy community it poses particular
challenges - the base level of the exam supposes a level of prior
knowledge that many of our adult literacy students do not possess -
rendering the tool ineffective. Many will not be able to answer the
first and easiest question. It is also focused on numeracy and really
does not give you any insight into a patient's ability to comprehend or
follow a health provider's recommendations. I am not sure it will really
matter to a health practitioner if a patient reads at the 5th or 9th
grade level. Would it really change the way they offer instructions? At
the Literacy Assistance Center's health initiative we work with health
providers at all levels to understand that all patients are "health
illiterate" upon hearing a new diagnosis. Health literacy is not simply
an issue of poverty, race or education levels. Patient safety would be
greatly improved for ALL health consumers if information was presented
in a clear and straightforward manor - after which patients can learn
more at their own pace, using their optimum learning style and in a way
that they can then use the information to make good health decisions. 

 

Elyse Barbell 

Executive Director

Literacy Assistance Center

http://www.lacnyc.org/profdev/healthlit/

212.803.3302

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, May 24, 2008 8:43 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2034] AMA Medical News Article on Health
Literacy

 

Health Literacy Colleagues

 

I would like to call your attention an article, dated June 2, 2008
(interesting dateline) in the American Medical news of the 

AMA . It poses this question:

 

Should physicians adjust the communication level for each patient, or
are comprehension difficulties so common that simpler language should be
used with everyone?

 

Doctors are being urged by some researchers to administer  a short (on
average, just under 3 minutes)  literacy test to their patients to
increase the doctors' health literacy awareness. Others argue that while
appropriate for research,  this does not make sense for clinical
practice. They argue for plain language for all patients. 

 

How many patients are proficient in managing their own medical care? One
recent study found that 

 

only 12% of adults have the skills to proficiently manage their own
medical care.

 

The article mentions that the AMA Foundation will release a report in
July  on assessing the country's health literacy.

 

You'll find the article at:

 

http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm

 

 

David J. Rosen

djrosen at comcast.net

 





 

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From sandras at u.washington.edu  Tue May 27 16:50:24 2008
From: sandras at u.washington.edu (Sandra Smith)
Date: Tue, 27 May 2008 13:50:24 -0700
Subject: [HealthLiteracy 2039] Re: AMA Medical News Article on Health
	Literacy
In-Reply-To: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
References: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAACOFuVaO5ZZGhHj0GmJjk6oBAAAAAA==@u.washington.edu>

Please share the   citation for the study showing 12% have English
proficiency to manage their own care. Thanks ahead.

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, May 24, 2008 5:43 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2034] AMA Medical News Article on Health Literacy

 

Health Literacy Colleagues

 

I would like to call your attention an article, dated June 2, 2008
(interesting dateline) in the American Medical news of the 

AMA . It poses this question:

 

Should physicians adjust the communication level for each patient, or are
comprehension difficulties so common that simpler language should be used
with everyone?

 

Doctors are being urged by some researchers to administer  a short (on
average, just under 3 minutes)  literacy test to their patients to increase
the doctors' health literacy awareness. Others argue that while appropriate
for research,  this does not make sense for clinical practice. They argue
for plain language for all patients. 

 

How many patients are proficient in managing their own medical care? One
recent study found that 

 

only 12% of adults have the skills to proficiently manage their own medical
care.

 

The article mentions that the AMA Foundation will release a report in July
on assessing the country's health literacy.

 

You'll find the article at:

 

HYPERLINK
"http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm"http://www.ama-ass
n.org/amednews/2008/06/02/hlsd0602.htm

 

 

David J. Rosen

HYPERLINK "mailto:djrosen at comcast.net"djrosen at comcast.net

 





 

 

No virus found in this incoming message.
Checked by AVG.
Version: 7.5.524 / Virus Database: 269.24.1/1466 - Release Date: 5/25/2008
6:49 PM


No virus found in this outgoing message.
Checked by AVG. 
Version: 7.5.524 / Virus Database: 269.24.1/1469 - Release Date: 5/27/2008
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From seubert.douglas at marshfieldclinic.org  Wed May 28 10:55:45 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 28 May 2008 09:55:45 -0500
Subject: [HealthLiteracy 2040] Re: AMA Medical News Article on HealthLiteracy
Message-ID: <200805281459.m4SEx3SN027961@mailhost2.mfldclin.edu>

The article states, "according to data released last month by the Agency for Healthcare Research and Quality, only 12% of adults have the skills to proficiently manage their own medical care." This is found in AHRQ's National Healthcare Disparities Report (2007) [http://www.ahrq.gov/qual/nhdr07/nhdr07.pdf page 94 (or 100 if you use the pdf page numbers)].

This information comes from the National Assessment of Adult Literacy, Health Literacy Component, 2003. When looking at the totals for adults in each health literacy level, by race and ethnicity, "only 12% of adults had proficient health literacy." AHRQ adds, "In other words, nearly 9 in 10 adults may lack the skills needed to manage their health and prevent disease."


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Sandra Smith" <sandras at u.washington.edu>
Date:	Wed May 28, 2008 -- 09:31:42 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2039] Re: AMA Medical News Article on HealthLiteracy

Please share the   citation for the study showing 12% have English
proficiency to manage their own care. Thanks ahead.

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, May 24, 2008 5:43 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2034] AMA Medical News Article on Health Literacy

 

Health Literacy Colleagues

 

I would like to call your attention an article, dated June 2, 2008
(interesting dateline) in the American Medical news of the 

AMA . It poses this question:

 

Should physicians adjust the communication level for each patient, or are
comprehension difficulties so common that simpler language should be used
with everyone?

 

Doctors are being urged by some researchers to administer  a short (on
average, just under 3 minutes)  literacy test to their patients to increase
the doctors' health literacy awareness. Others argue that while appropriate
for research,  this does not make sense for clinical practice. They argue
for plain language for all patients. 

 

How many patients are proficient in managing their own medical care? One
recent study found that 

 

only 12% of adults have the skills to proficiently manage their own medical
care.

 

The article mentions that the AMA Foundation will release a report in July
on assessing the country's health literacy.

 

You'll find the article at:

 

HYPERLINK
"http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm"http://www.ama-ass
n.org/amednews/2008/06/02/hlsd0602.htm

 

 

David J. Rosen

HYPERLINK "mailto:djrosen at comcast.net"djrosen at comcast.net

 





 

 

No virus found in this incoming message.
Checked by AVG.
Version: 7.5.524 / Virus Database: 269.24.1/1466 - Release Date: 5/25/2008
6:49 PM


No virus found in this outgoing message.
Checked by AVG. 
Version: 7.5.524 / Virus Database: 269.24.1/1469 - Release Date: 5/27/2008
1:25 PM
 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From julie_mcKinney at worlded.org  Wed May 28 13:38:32 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 28 May 2008 13:38:32 -0400
Subject: [HealthLiteracy 2041] Wednesday Question: What About Health
	Numeracy?
Message-ID: <483D60580200002D00007088@dcgw.jsi.com>

Hi Everyone,

I don't want to deflect from the current thread about testing health
literacy in clinics, but two things crossed my desk recently that made
me want to ask about Health Numeracy. See the link below for some
information about a study done on diabetes management and literacy and
numeracy skills:

http://www.annals.org/cgi/content/full/148/10/I-53

In this study, they tested diabetic patients for literacy skills and
numeracy skills, and then looked at how the numeracy skills affected
their blood sugar management. There was a lot of variation in blood
sugar control, and better numeracy skills were associated with a slight
improvement in blood sugar control. But what I found most striking was
that in their sample, twice as many people had low numeracy skills
(below a 9th grade level) as those with low literacy skills.

Why are people's numeracy skills worse than their literacy skills? 
In what ways do these poor numeracy skills affect health, perhaps in
ways that we don't associate with literacy?
What are people doing out there to address numeracy skills in relation
to health literacy?

Love to hear your thoughts,
Julie

P.S. ...and see the next message for more on numeracy!

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From kbeall at onlyinternet.net  Wed May 28 12:57:40 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Wed, 28 May 2008 12:57:40 -0400
Subject: [HealthLiteracy 2042]  Focus on Basics--New Numeracy Issue
Message-ID: <009801c8c0e3$f965d9d0$020ba8c0@D14J7YD1>

The new issue of "Focus on Basics" (Volume 9, Issue A) is now available at
www.worlded.org.  Published by World Education, the theme is Numeracy.

Articles include: 

-using part-whole thinking in math

-the importance of numeracy in adult basic education

-designing instruction that addresses all of the components of numeracy

-techniques for introducing new types of activities into the math classroom

-the cultural aspects of mathematics

-teaching algebraic thinking in lower level mathematics classes

-TIAN: a professional learning model for ABE math teachers

 

*************************

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From mdomb at hcsm.org  Thu May 29 08:57:51 2008
From: mdomb at hcsm.org (Mindy Domb)
Date: Thu, 29 May 2008 08:57:51 -0400
Subject: [HealthLiteracy 2043] Re: Wednesday Question: Writing and Texting
References: <FFE7C75CEE15B042B0453ABA750444DD704B85@email.gha.local>
Message-ID: <528AEC61AB51B448A3EA86920F0A7E09623574@MAIL2K3.HCSM.org>

FYI MobileActive is "an all-volunteer community of people and organizations using mobile phones for social impact, committed to increasing the effectiveness of NGOs around the world who recognize that the 3.5 billion mobile phones provide unprecedented opportunities for organizing, communications, and service and information delivery."
 
In terms of texting and health literacy and promoting health, here are some interesting links for those interested:
 
See http://mobileactive.org/lets-talk-about-sex-baby-sexual-health-info-sms <http://mobileactive.org/lets-talk-about-sex-baby-sexual-health-info-sms> 
http://mobileactive.org/ask-about-sex-text-teenagers-learn-about-living-nigeria <http://mobileactive.org/ask-about-sex-text-teenagers-learn-about-living-nigeria> 

Lots of stuff here: http://mobileactive.org/wiki/Health <http://mobileactive.org/wiki/Health>  - for example: http://mobileactive.org/wiki/Dial-up_information_on_demand_via_mobile <http://mobileactive.org/wiki/Dial-up_information_on_demand_via_mobile> 
and see the entire section on health in this recent report: http://mobileactive.org/wireless-technology-social-change-trends-ngo-mobile-use <http://mobileactive.org/wireless-technology-social-change-trends-ngo-mobile-use> 

And finally, projects using mobiles for health info, patient monitoring, etc: http://mobileactive.org/taxonomy/term/1553 <http://mobileactive.org/taxonomy/term/1553>  from MobileActive's database....


 
 
 
Mindy Domb 
Director, SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP) programs of Health Care of Southeastern Massachusetts, Inc. 
PO Box 285 
Amherst, MA 01004 
Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 
Fax: (413)256-6371 
E-Mail: mdomb at hcsm.org 
www.hcsm.org/sphere 
www.hcsm.org/shhip

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jan Potter
Sent: Thu 5/22/2008 2:30 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2032] Wednesday Question: Writing and Texting



 

2 interesting articles on different aspects of this topic:

 

Nagging texts help teens remember to take meds

USA Today, 5/13/08

http://www.usatoday.com/tech/news/techinnovations/2008-05-12-text-message-nagging_N.htm

 

>From literacy to digiracy

May 16th 2008
The Economist,  5/16/08

http://www.economist.com/science/displaystory.cfm?story_id=11392128 

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From lshohet at dawsoncollege.qc.ca  Thu May 29 20:54:04 2008
From: lshohet at dawsoncollege.qc.ca (Linda Shohet)
Date: Thu, 29 May 2008 20:54:04 -0400
Subject: [HealthLiteracy 2044]  Health Literacy Curriculum Institute
Message-ID: <20080530005039.M60590@dawsoncollege.qc.ca>

Dear colleagues,

We have posted the description and registration information for a  health 
Literacy Institute on COnstructing Curriculum that will take place in Calgary 
Alberta on october 16-18, 2008.
The brochure can be downloaded at 
http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf 

I hope that many of you who engaged in the recent exchanges on HL curriculum 
will be able to join us.

Linda Shohet
--
Linda Shohet, PhD
Executive Director
The Centre for Literacy of Quebec
3040 Sherbrooke Street West
Montreal, Quebec
Canada, H3Z 1A4
Tel.:(514) 931-8731, ext. 1411
Fax: (514) 931-5181
E-mail: lshohet at dawsoncollege.qc.ca



From djrosen at comcast.net  Thu May 29 20:54:56 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 29 May 2008 20:54:56 -0400
Subject: [HealthLiteracy 2045] Implementation of state adult education
	content standards
Message-ID: <A1727992-F6A7-4B0D-ACCB-2FF6B30B4EB0@comcast.net>

Colleagues,

Beginning on Monday, June 9th, and continuing through Friday, June  
20th, on the National Institute for Literacy Special Topics list, we  
will discuss the implementation of state adult education content  
standards. Experts from several states have been invited to talk  
about the opportunities and challenges they have experienced as they  
work with teachers, administrators and others who are developing  
curriculum, and designing and teaching lessons that reflect their  
state's content standards. Our guests include: Miriam Kroeger, from  
Arizona; Raye Nell Spillman, from Louisiana; Karen Lisch Gianninoto,  
from Maryland; Judy Franks, from Ohio; Pam Blundel, from Oklahoma;  
Philip Anderson, from Florida; and Federico Salas, from Texas.

I hope you will join us for this discussion. You will find background  
information on several of our guest experts below.

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you  
prefer, you can stay subscribed for the next discussion.

Please forward this announcement to your colleagues who may be  
interested!

Background on Discussion Guests

Pam Blundell has been involved in Oklahoma's development and  
implementation of content standards since 2002-2003 when the state  
held its first discussions around the possibility of introducing the  
Equipped for the Future (EFF) teaching and learning system to the  
field. Pam was given the task of overseeing the state's first EFF  
pilot project in 2003-2004. During the EFF pilot year, the state  
decided to expand the EFF training and officially adopt EFF content  
standards statewide. At that time, Pam was asked to coordinate this  
long-term process. Pam has continued to be directly involved in the  
implementation and oversight of the integration of content standards  
into the adult education classroom. This process has involved the  
development of new tools and training processes and most recently,  
leading the state's Standards-In-Action (SIA) team. Prior to coming  
to the state, Pam worked as an adult education teacher integrating  
EFF standards into instruction.

Judy Franks is currently on staff at the Ohio Literacy Resource  
Center as a Literacy Projects Coordinator. She was involved  
originally with the Equipped for the Future (EFF) Standards-based  
System Reform Initiative, coordinating the Ohio Research Field Sites  
and training as a Certified State Facilitator. Judy has had  
experience developing and working with the standards at the program,  
state, and national levels. As a veteran instructor of training and  
development courses, Judy's background in adult basic education since  
1992 includes family literacy, GED classroom instruction and the  
development of a workforce training program.

Karen Lisch Gianninoto's involvement with the Maryland Content  
Standards for Adults ESL/ESOL began when she was working part-time as  
an ESL instructor. She "was one of the teachers complaining from the  
field that we needed standards". As a full time high school teacher,  
she knew how helpful standards were in guiding instruction. Not long  
after, she was appointed to the ESL Workgroup that developed the  
content standards document.

Four years ago, she became the ESL Specialist for the Maryland State  
Department of Education. When she took the position, she was  
"grateful the content standards were finished. Little did I know that  
my work was just beginning. Over the past four years, the content  
standards have been revised three times, the ESL content standards  
have been implemented in all of Maryland's programs, state trainers  
have completed a training process, and a training manual was  
completed. Yet, there is more to learn about standards. Maryland has  
been most fortunate to participate in the CAELA and SIA Projects  
funded through OVAE. These projects have helped Maryland refine our  
training and provided instructors with the tools to understand  
content standards."

Miriam Kroeger has been involved in Adult Education as a volunteer,  
teacher, coordinator, administrator and specialist since 1972 and in  
Arizona since 1978. She has taught adult English learners and adults  
studying for their secondary school credential at a variety of  
locations including elementary and secondary schools, community  
colleges, jails, and prisons; she works with K-12 and adult  
educators, and has visited teachers throughout the state of Arizona.  
Miriam has served on state, regional and national committees; on the  
boards of the Arizona Association for Lifelong Learning, the Mountain  
Plains Adult Education Association and Arizona Teachers of English to  
Speakers of Other Languages. She has been on national working groups  
involved with adult education standards and teacher development and  
was an original team member in the development and implementation of  
Arizona's Standards for Adult Learners. She was also a member of the  
Standards Specialist/Resource Teachers team that assisted programs  
and instructors in the implementation of the standards. As an  
Education Program Specialist in the Arizona Department of Education,  
Adult Education Services unit during the past six years, one of her  
responsibilities was to spearhead the revisions to the Reading,  
Writing, Math, Science, Social Studies and ELAA (ESOL) Arizona Adult  
Education Standards. These revisions were published in December 2007,  
and the training process in understanding and utilizing the standards  
continues.

Raye Nell D. Spillman has worked in the Louisiana State Department of  
Education, Office of School and Community Support, Adult and Family  
Literacy Services for four years. Ms. Spillman holds an undergraduate  
degree from Louisiana State University in the field of education. She  
has taught in the K-12 public education system and served on numerous  
committees to advance the education of children and adults. After the  
approval and adoption of The Louisiana Adult Education Content  
Standards in October 2006, Ms. Spillman was instrumental in  
introducing the standards to adult education instructors across the  
state in collaboration with the Louisiana Association for Public,  
Community and Adult Education. The following summer, Louisiana  
applied for and was one of six states accepted to participate in  
OVAE's Standards-in-Action (SIA) project. Ms. Spillman headed the  
Louisiana team who accepted their charge to pilot test training  
materials for implementing adult education standards use in the  
classroom. Again this year, Ms. Spillman and the Louisiana team are  
looking forward to participating in Part 2 of the Standards-in-Action  
project.

David J. Rosen
National Institute for Literacy
Special Topics Discussion Moderator
Djrosen at comcast.net








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From djrosen at comcast.net  Thu May 29 21:15:47 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 29 May 2008 21:15:47 -0400
Subject: [HealthLiteracy 2046] Re: AMA Medical News Article on Health
	Literacy
In-Reply-To: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAACOFuVaO5ZZGhHj0GmJjk6oBAAAAAA==@u.washington.edu>
References: <82EE52F7-9AAA-4772-B347-629693BE1205@comcast.net>
	<!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAACOFuVaO5ZZGhHj0GmJjk6oBAAAAAA==@u.washington.edu>
Message-ID: <4EE53F99-DD40-4957-AB99-31EA66A37A50@comcast.net>

Sandra and others,

On May 27, 2008, at 4:50 PM, Sandra Smith wrote:
> Please share the   citation for the study showing 12% have English  
> proficiency to manage their own care. Thanks ahead.
>
The Web page with the AHRQ article about this study will be found at

http://www.ahrq.gov/news/nn/nn051408.htm


David J. Rosen
djrosen at comcast.net
> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy- 
> bounces at nifl.gov] On Behalf Of David J. Rosen
> Sent: Saturday, May 24, 2008 5:43 AM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 2034] AMA Medical News Article on Health  
> Literacy
>
>
>
> Health Literacy Colleagues
>
>
>
> I would like to call your attention an article, dated June 2, 2008  
> (interesting dateline) in the American Medical news of the
>
> AMA . It poses this question:
>
>
>
> Should physicians adjust the communication level for each patient,  
> or are comprehension difficulties so common that simpler language  
> should be used with everyone?
>
>
>
> Doctors are being urged by some researchers to administer  a short  
> (on average, just under 3 minutes)  literacy test to their patients  
> to increase the doctors' health literacy awareness. Others argue  
> that while appropriate for research,  this does not make sense for  
> clinical practice. They argue for plain language for all patients.
>
>
>
> How many patients are proficient in managing their own medical  
> care? One recent study found that
>
>
>
> only 12% of adults have the skills to proficiently manage their own  
> medical care.
>
>
>
> The article mentions that the AMA Foundation will release a report  
> in July  on assessing the country's health literacy.
>
>
>
> You'll find the article at:
>
>
>
> http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm
>
>
>
>
>
> David J. Rosen
>
> djrosen at comcast.net
>
>
>
>
>
>
>
>
>
> No virus found in this incoming message.
> Checked by AVG.
> Version: 7.5.524 / Virus Database: 269.24.1/1466 - Release Date:  
> 5/25/2008 6:49 PM
>
>
> No virus found in this outgoing message.
> Checked by AVG.
> Version: 7.5.524 / Virus Database: 269.24.1/1469 - Release Date:  
> 5/27/2008 1:25 PM
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to djrosen at comcast.net







From BSMITH at aed.org  Fri May 30 08:24:49 2008
From: BSMITH at aed.org (William Smith)
Date: Fri, 30 May 2008 08:24:49 -0400
Subject: [HealthLiteracy 2047] Re: AMA Medical News Article on	HealthLiteracy
In-Reply-To: <200805271436.m4REaaWF008007@mailhost2.mfldclin.edu>
References: <200805271436.m4REaaWF008007@mailhost2.mfldclin.edu>
Message-ID: <483FB9C2.F39A.0028.0@aed.org>

PROPOSAL:  We should never give a health care provider a tool to
evaluate the health literacy of their patients unless we also give them
a tool at the same time to evaluate their own health literacy competence
and the competency of their practice, hospital and setting. 
 
I think this is such an important issue.  I have gotten many requests
from health care providers for guidance on "How do I know if a patient
has low health literacy?"  
 
My concern is I have never had a health care provider ask-  "How do I
know if I have a health literate practice?"...or "Can you help me find
our how health literate I am?"
 
Our choice of word-  "literacy" keeps coming back to haunt us. 
Literacy is a characteristic of a person -highly associated in all our
minds with illiteracy.  The association, no matter how hard we try,
seems to be immutable.  The use of the words science literacy, and
economic literacy exacerbate the problem because they are typically
taken to mean-  do you know the vocabulary and principle of science and
economics.  
 
We have only 12% of Americans who can understand what we are telling
them about their health.  That is not their fault.  We who write health
information, design health settings, and talk to patients are too blame
for a large % of that problem.  Yes, we need to make improvements in
patients ability to protect and understand their health; but we must
make the biggest changes in our behavior.  I think a duel health
literacy assessment would be a great first step and an important signal
to send. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org> 5/27/2008
10:36 AM >>>
This article, although it never mentions it by name, is talking about
the Newest Vital Sign (NVS), developed by Pfizer.  

Every now and then I'll have a physician ask if there are any tools
that can be used in the exam room to test a patient's health literacy. I
developed a health literacy toolkit for our providers (over 700
physicians across 41 locations) and I included information about
assessing health literacy, sticking with the three "biggies" -- REALM,
TOFHLA and NVS. Mostly I agree with Dr. Schwartzberg in the article
mentioned in the previous post that "this is fine for research" but not
always appropriate for clinical practice. I like her quote, "Clinicians
can better spend their time ensuring that their patients understand the
medical information they need to know to care for themselves."

With that in mind, our online health literacy toolkit for providers
includes information about the standard assessments that are available,
along with a "fair and balanced" look at the current literature. The NVS
assessment, for example, has research that both hails it as a useful
tool and criticizes it as a waste of time:

Quick assessment of literacy in primary care: the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&logdbfrom=pubmed


Measuring adult literacy in health care: performance of the newest
vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


So it depends on who you ask and where you look for your information.

But I'm guessing the AMA is going to conclude that assessing for health
literacy in the exam room is not effective and that plain language ,
coupled with the "teach back method" and short, clearly written handouts
should be used with every patient.

And since we're discussing assessment tools, check out these articles
(I included them in our health literacy toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical screening
of literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov 9.
http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


Wolf MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW.
Patients' shame and attitudes toward discussing the results of literacy
screening. J Health Commun. 2007 Dec;12(8):721-32.
http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


I also thought this article was interesting: One screening question,
"How confident are you filling out medical forms by yourself?" was
accurate in detecting limited and limited/marginal health literacy
skills. 

Wallace LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report:
screening items to identify patients with limited health literacy
skills. J Gen Intern Med. 2006 Aug;21(8):874-7.
http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed



Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality 

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org 

------Original Message------
From:"David J. Rosen" <djrosen at comcast.net>
Date:Tue May 27, 2008 -- 05:06:58 AM
To:healthliteracy at nifl.gov 
Subject:[HealthLiteracy 2034]  AMA Medical News Article on Health
Literacy

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or 

are comprehension difficulties so common that simpler language should 

be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that 

while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in 

July  on assessing the country's health literacy.

You'll find the article at:

http://www.ama ( http://www.ama/
)-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net 




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to seubert.douglas at marshfieldclinic.org 




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From Lendoak at aol.com  Fri May 30 13:33:47 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Fri, 30 May 2008 13:33:47 EDT
Subject: [HealthLiteracy 2046] Re: AMA Medical News Article on HealthLiteracy
Message-ID: <d52.2b8717d4.3571947b@aol.com>

Wm Smith,
 
We couldn't agree more!  If the literacy score of  every patient was already 
recorded on the medical record for the docs and nurses  to see - how would 
they communicate differently with patients at 2nd grade,  8th grade, 12 the 
grade, 16th (college grad) levels? We believe that the answer  is: For most, they 
wouldn't know what (if anything) to do  differently!  
 
In fairness, a lot has been done to create awareness  of the problem by IOM, 
AMA and others.  But with the survey showing that only 12% of patients are 
fully competent  to understand and be motivated by their healthcare instructions, 
it is pretty  clear that virtually the entire patient population could 
benefit by better  communication strategies.  This are not rocket science - 
strategies that  work and take little or no additional time can be listed on a single 
page that  can be learned in about an hour. (We provided this a few years ago 
for Pfizer's  "Principles" guidelines for their communications with the  p
ublic.)
 
What would it take to make progress on  this?
 
Len and Ceci Doak
 
 
 
 
In a message dated 5/30/2008 9:51:01 A.M. Pacific Daylight Time,  
BSMITH at aed.org writes:

PROPOSAL:  We should never give a health care provider a  tool to evaluate 
the health literacy of their patients unless we also give  them a tool at the 
same time to evaluate their own health literacy  competence and the competency 
of their practice, hospital and setting.  

I think this is such an important issue.  I have gotten many  requests from 
health care providers for guidance on "How do I know if a  patient has low 
health literacy?"  
 
My concern is I have never had a health care provider ask-  "How do  I know 
if I have a health literate practice?"...or "Can you help me find our  how 
health literate I am?"
 
Our choice of word-  "literacy" keeps coming back to haunt us.   Literacy is 
a characteristic of a person -highly associated in all our minds  with 
illiteracy.  The association, no matter how hard we  try, seems to be immutable.  The 
use of the words science literacy, and  economic literacy exacerbate the 
problem because they are typically taken to  mean-  do you know the vocabulary and 
principle of science and  economics.  
 
We have only 12% of Americans who can understand what we are telling them  
about their health.  That is not their fault.  We who write health  information, 
design health settings, and talk to patients are too blame for a  large % of 
that problem.  Yes, we need to make improvements in patients  ability to 
protect and understand their health; but we must make the biggest  changes in our 
behavior.  I think a duel health literacy assessment would  be a great first 
step and an important signal to send. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational  Development
1825 Connecticut Ave., NW
Washington, D.C.  20009

Organize policy until self-interest
does what justice  requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail:  bsmith at aed.org

>>> "Seubert, Douglas"  <seubert.douglas at marshfieldclinic.org> 5/27/2008 
10:36 AM  >>>
This article, although it never mentions it by name, is  talking about the 
Newest Vital Sign (NVS), developed by Pfizer.   

Every now and then I'll have a physician ask if there are any tools  that can 
be used in the exam room to test a patient's health literacy. I  developed a 
health literacy toolkit for our providers (over 700 physicians  across 41 
locations) and I included information about assessing health  literacy, sticking 
with the three "biggies" -- REALM, TOFHLA and NVS. Mostly I  agree with Dr. 
Schwartzberg in the article mentioned in the previous post that  "this is fine 
for research" but not always appropriate for clinical practice.  I like her 
quote, "Clinicians can better spend their time ensuring that their  patients 
understand the medical information they need to know to care for  themselves."

With that in mind, our online health literacy toolkit for  providers includes 
information about the standard assessments that are  available, along with a 
"fair and balanced" look at the current literature.  The NVS assessment, for 
example, has research that both hails it as a useful  tool and criticizes it as 
a waste of time:

Quick assessment of literacy  in primary care: the newest vital sign.
_http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.
PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&l
inkpos=3&log$=relatedarticles&logdbfrom=pubmed_ 
(http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsP
anel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&
logdbfrom=pubmed) 

Measuring  adult literacy in health care: performance of the newest vital 
sign.
_http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.
PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum_ 
(http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_Resu
ltsPanel.Pubmed_RVDocSum) 

So  it depends on who you ask and where you look for your information.

But  I'm guessing the AMA is going to conclude that assessing for health 
literacy  in the exam room is not effective and that plain language , coupled with 
the  "teach back method" and short, clearly written handouts should be used 
with  every patient.

And since we're discussing assessment tools, check out  these articles (I 
included them in our health literacy  toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical  screening of 
literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov  9. 
_http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubm
ed.Pubmed_ResultsPanel.Pubmed_RVDocSum_ 
(http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pub
med_RVDocSum) 

Wolf  MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW. Patients' 
shame  and attitudes toward discussing the results of literacy screening. J 
Health  Commun. 2007 Dec;12(8):721-32. 
_http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_R
VDocSum_ 
(http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum) 

I  also thought this article was interesting: One screening question, "How  
confident are you filling out medical forms by yourself?" was accurate in  
detecting limited and limited/marginal health literacy skills. 

Wallace  LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report: 
screening items  to identify patients with limited health literacy skills. J Gen 
Intern Med.  2006 Aug;21(8):874-7. 
_http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_Disco
veryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed_ 
(http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PE
ntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&lin
kpos=3&log$=relatedarticles&dbfrom=pubmed) 


Doug  Seubert
Quality Improvement & Care Management
Family Health  Center/Community Heath Access

Marshfield Clinic
1000 N Oak  Avenue
Marshfield, WI  54449
www.marshfieldclinic.org/quality

(715) 387-5096  (1-800-782-8581 ext.  75096)
seubert.douglas at marshfieldclinic.org

------Original  Message------
From:"David J. Rosen" <djrosen at comcast.net>
Date:Tue  May 27, 2008 -- 05:06:58  AM
To:healthliteracy at nifl.gov
Subject:[HealthLiteracy 2034]  AMA  Medical News Article on Health Literacy

Health Literacy  Colleagues

I would like to call your attention an article, dated June  2, 2008  
(interesting dateline) in the American Medical news of  the
AMA . It poses this question:

Should physicians adjust the  communication level for each patient, or  
are comprehension  difficulties so common that simpler language should  
be used with  everyone?

Doctors are being urged by some researchers to  administer  a short  
(on average, just under 3 minutes)   literacy test to their patients  
to increase the doctors' health  literacy awareness. Others argue that  
while appropriate for  research,  this does not make sense for  
clinical practice. They  argue for plain language for all patients.

How many patients are  proficient in managing their own medical care?  
One recent study  found that

only 12% of adults have the skills to proficiently manage  their own  
medical care.

The article mentions that the AMA  Foundation will release a report in  
July  on assessing the  country's health literacy.

You'll find the article at:

_http://www.ama_ (http://www.ama/) -assn.org/amednews/2008/06/02/hlsd0602.htm


David  J.  Rosen
djrosen at comcast.net




----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to 
_http://www.nifl.gov/mailman/listinfo/healthliteracy_ 
(http://www.nifl.gov/mailman/listinfo/healthliteracy) 
Email  delivered to  seubert.douglas at marshfieldclinic.org







----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  lendoak at aol.com




**************Get trade secrets for amazing burgers. Watch "Cooking with 
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(http://food.aol.com/tyler-florence?video=4&?NCID=aolfod00030000000002)
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From sandras at u.washington.edu  Fri May 30 14:04:47 2008
From: sandras at u.washington.edu (Sandra Smith)
Date: Fri, 30 May 2008 11:04:47 -0700
Subject: [HealthLiteracy 2047] Re: AMA Medical News Article on	HealthLiteracy
In-Reply-To: <483FB9C2.F39A.0028.0@aed.org>
References: <200805271436.m4REaaWF008007@mailhost2.mfldclin.edu>
	<483FB9C2.F39A.0028.0@aed.org>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAAKA+LDUAl/lNsIxWUFc99KABAAAAAA==@u.washington.edu>

Perhaps the problem is framing (low) health literacy as a deficit in the
individual, instead of as a systemic problem.  Some critics have argued that
individual  literacy historically has been used to explain and deflect
attention from larger issues related to economic pressure and increased
diversity, problems currently plaguing healthcare and the Nation. For
example Congress currently has before it 73 bills related to  ?financial
literacy? which have been introduced in response to the mortgage crisis.
Similarly the National Health Literacy Act of 2007 was introduced in Dec.
Despite the language of empowerment in literacy discussions and in these
bills, policy that focuses on individual?s deficits is unlikely to  foster
independent, ?healthcare consumers? who can mobilize their own knowledge and
associational assets to self-manage their medical care and promote personal,
family and community health.  ss

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Friday, May 30, 2008 5:25 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2047] Re: AMA Medical News Article on
HealthLiteracy

 

PROPOSAL:  We should never give a health care provider a tool to evaluate
the health literacy of their patients unless we also give them a tool at the
same time to evaluate their own health literacy competence and the
competency of their practice, hospital and setting. 

 

I think this is such an important issue.  I have gotten many requests from
health care providers for guidance on "How do I know if a patient has low
health literacy?"  

 

My concern is I have never had a health care provider ask-  "How do I know
if I have a health literate practice?"...or "Can you help me find our how
health literate I am?"

 

Our choice of word-  "literacy" keeps coming back to haunt us.  Literacy is
a characteristic of a person -highly associated in all our minds with
illiteracy.  The association, no matter how hard we try, seems to be
immutable.  The use of the words science literacy, and economic literacy
exacerbate the problem because they are typically taken to mean-  do you
know the vocabulary and principle of science and economics.  

 

We have only 12% of Americans who can understand what we are telling them
about their health.  That is not their fault.  We who write health
information, design health settings, and talk to patients are too blame for
a large % of that problem.  Yes, we need to make improvements in patients
ability to protect and understand their health; but we must make the biggest
changes in our behavior.  I think a duel health literacy assessment would be
a great first step and an important signal to send. 

 

 

Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org


>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org> 5/27/2008
10:36 AM >>>
This article, although it never mentions it by name, is talking about the
Newest Vital Sign (NVS), developed by Pfizer.  

Every now and then I'll have a physician ask if there are any tools that can
be used in the exam room to test a patient's health literacy. I developed a
health literacy toolkit for our providers (over 700 physicians across 41
locations) and I included information about assessing health literacy,
sticking with the three "biggies" -- REALM, TOFHLA and NVS. Mostly I agree
with Dr. Schwartzberg in the article mentioned in the previous post that
"this is fine for research" but not always appropriate for clinical
practice. I like her quote, "Clinicians can better spend their time ensuring
that their patients understand the medical information they need to know to
care for themselves."

With that in mind, our online health literacy toolkit for providers includes
information about the standard assessments that are available, along with a
"fair and balanced" look at the current literature. The NVS assessment, for
example, has research that both hails it as a useful tool and criticizes it
as a waste of time:

Quick assessment of literacy in primary care: the newest vital sign.
HYPERLINK
"http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem
2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_
RA&linkpos=3&log$=relatedarticles&logdbfrom=pubmed"http://www.ncbi.nlm.nih.g
ov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_Re
sultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relateda
rticles&logdbfrom=pubmed

Measuring adult literacy in health care: performance of the newest vital
sign.
HYPERLINK
"http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem
2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum"http://www.ncbi.nlm.nih
.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_
ResultsPanel.Pubmed_RVDocSum

So it depends on who you ask and where you look for your information.

But I'm guessing the AMA is going to conclude that assessing for health
literacy in the exam room is not effective and that plain language , coupled
with the "teach back method" and short, clearly written handouts should be
used with every patient.

And since we're discussing assessment tools, check out these articles (I
included them in our health literacy toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical screening of
literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov 9. HYPERLINK
"http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem
2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum"http://www.ncbi.nlm.nih
.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_
ResultsPanel.Pubmed_RVDocSum

Wolf MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW. Patients'
shame and attitudes toward discussing the results of literacy screening. J
Health Commun. 2007 Dec;12(8):721-32. HYPERLINK
"http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem
2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum"http://www.ncbi.nlm.nih
.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_
ResultsPanel.Pubmed_RVDocSum

I also thought this article was interesting: One screening question, "How
confident are you filling out medical forms by yourself?" was accurate in
detecting limited and limited/marginal health literacy skills. 

Wallace LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report:
screening items to identify patients with limited health literacy skills. J
Gen Intern Med. 2006 Aug;21(8):874-7. HYPERLINK
"http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem
2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_
RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed"http://www.ncbi.nlm.nih.gov/
pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_Resul
tsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarti
cles&dbfrom=pubmed


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:"David J. Rosen" <djrosen at comcast.net>
Date:Tue May 27, 2008 -- 05:06:58 AM
To:healthliteracy at nifl.gov
Subject:[HealthLiteracy 2034]  AMA Medical News Article on Health Literacy

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or  
are comprehension difficulties so common that simpler language should  
be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that  
while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in  
July  on assessing the country's health literacy.

You'll find the article at:

HYPERLINK
"http://www.ama/"http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to HYPERLINK
"http://www.nifl.gov/mailman/listinfo/healthliteracy"http://www.nifl.gov/mai
lman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





 

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Checked by AVG.
Version: 7.5.524 / Virus Database: 269.24.4/1474 - Release Date: 5/30/2008
7:44 AM


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From tsticht at znet.com  Fri May 30 14:45:14 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Fri, 30 May 2008 11:45:14 -0700
Subject: [HealthLiteracy 2048]  U.N. Decade of Literacy: Health Literacy
Message-ID: <1212173114.48404b3ae6cf4@webmail.znet.net>

May 30, 2008

Year 6 of the United Nations Decade of Literacy: Literacy and Health

Tom Sticht
International Consultant in Adult Education

On February 13, 2003, the United Nations Literacy Decade was launched, with
the theme of Literacy as Freedom. For the year 2008, the sub-theme of the
UN Literacy Decade is Literacy and Health. In keeping with this theme, I am
incorporating into all of my keynote and workshop presentations for the rest
of the year information about the history of integrated health and literacy
education in the field of adult literacy education over the last century in
the United States. From learning to read in the killing of Mr. Fly in
Kentucky in 1915, to learning to read the four life saving steps of first
aid in work-related contexts of the 1970s, and to the numerous health
literacy activities presently underway in several industrialized nations,
literacy education integrated into health education has followed Mahatma
Gandhi's advice to teach adults literacy in the context of practical
subjects.

For those who may be interested, following is an updated listing of dates,
venues,  and contacts for my speaking engagements through December 2008.

1. June 20, 2008. Socorro, New Mexico. New Mexico Coalition  for Literacy
Annual Meeting. Contact: Heather Heunermund, Email: heather at nmcl.org

2. August 6, 2008. Winston-Salem, North Carolina. North Carolina Community
College System Basic Skills and Family Literacy Conference. Contact: Katie
Waters, Email: watersk at nccommunitycolleges.edu

3. September 9, 2008. Hartford, Connecticut. Contact: Andy Tyskiewicz,
Email: atyskiewicz at crec.org

4. September 11, 2008. Greensboro, North Carolina. North Carolina Literacy
Association. Contact: Jennifer Gore, Email: jgore at readingconnections.org

5. October 14, 2008. Crystal Lake, Illinois. Contact: Richard Clute, Email:
rclute at mchenry.edu

6. October 22, 2008. San Diego, California. San Diego Coalition for
Literacy. Contact: Jose Cruz, Email: jcruz at literacysandiego.org

7. December 5, 2008. Bloomingdale, Illinois. Adult Education Service Center
for Northern Illinois. Contact: Laurie Bercovitz,
bercovitz at thecenterweb.org

I charge no fee for any of these workshops or presentations, but sponsors
must pay travel expenses and make all arrangements for the events. Contact
me at tsticht at aznet.net if you want to arrange for a presentation in your
area.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619)444-9595,
Email tsticht at aznet.net



From boydhdavis at yahoo.com  Fri May 30 21:12:11 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Fri, 30 May 2008 18:12:11 -0700 (PDT)
Subject: [HealthLiteracy 2049] Re: AMA Medical News Article on HealthLiteracy
In-Reply-To: <d52.2b8717d4.3571947b@aol.com>
Message-ID: <625560.40250.qm@web54603.mail.re2.yahoo.com>

Does that 12% include the 1 in 7 Americans who speaks another language at home? (Census 2000) And how does our work intersect with the fact that there are more speakers of English as a second or as a foreign language throughout the world than there are speakers of English as a first or dominant language? (See Graddol's English Next, www.britishcouncil.org/learning-research-englishnext.htm)
   
  Suddenly 12% seems pretty high. And the stakes for clear, simple, non-condescending communication are even higher
Lendoak at aol.com wrote:
      Wm Smith,
   
  We couldn't agree more!  If the literacy score of every patient was already recorded on the medical record for the docs and nurses to see - how would they communicate differently with patients at 2nd grade, 8th grade, 12 the grade, 16th (college grad) levels? We believe that the answer is: For most, they wouldn't know what (if anything) to do differently!  
   
  In fairness, a lot has been done to create awareness of the problem by IOM, AMA and others.  But with the survey showing that only 12% of patients are fully competent to understand and be motivated by their healthcare instructions, it is pretty clear that virtually the entire patient population could benefit by better communication strategies.  This are not rocket science - strategies that work and take little or no additional time can be listed on a single page that can be learned in about an hour. (We provided this a few years ago for Pfizer's "Principles" guidelines for their communications with the public.)
   
  What would it take to make progress on this?
   
  Len and Ceci Doak
   
   
   
    In a message dated 5/30/2008 9:51:01 A.M. Pacific Daylight Time, BSMITH at aed.org writes:
    PROPOSAL:  We should never give a health care provider a tool to evaluate the health literacy of their patients unless we also give them a tool at the same time to evaluate their own health literacy competence and the competency of their practice, hospital and setting. 
   
  I think this is such an important issue.  I have gotten many requests from health care providers for guidance on "How do I know if a patient has low health literacy?"  
   
  My concern is I have never had a health care provider ask-  "How do I know if I have a health literate practice?"...or "Can you help me find our how health literate I am?"
   
  Our choice of word-  "literacy" keeps coming back to haunt us.  Literacy is a characteristic of a person -highly associated in all our minds with illiteracy.  The association, no matter how hard we try, seems to be immutable.  The use of the words science literacy, and economic literacy exacerbate the problem because they are typically taken to mean-  do you know the vocabulary and principle of science and economics.  
   
  We have only 12% of Americans who can understand what we are telling them about their health.  That is not their fault.  We who write health information, design health settings, and talk to patients are too blame for a large % of that problem.  Yes, we need to make improvements in patients ability to protect and understand their health; but we must make the biggest changes in our behavior.  I think a duel health literacy assessment would be a great first step and an important signal to send. 
   
   
  Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org
  
>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org> 5/27/2008 10:36 AM >>>
This article, although it never mentions it by name, is talking about the Newest Vital Sign (NVS), developed by Pfizer.  

Every now and then I'll have a physician ask if there are any tools that can be used in the exam room to test a patient's health literacy. I developed a health literacy toolkit for our providers (over 700 physicians across 41 locations) and I included information about assessing health literacy, sticking with the three "biggies" -- REALM, TOFHLA and NVS. Mostly I agree with Dr. Schwartzberg in the article mentioned in the previous post that "this is fine for research" but not always appropriate for clinical practice. I like her quote, "Clinicians can better spend their time ensuring that their patients understand the medical information they need to know to care for themselves."

With that in mind, our online health literacy toolkit for providers includes information about the standard assessments that are available, along with a "fair and balanced" look at the current literature. The NVS assessment, for example, has research that both hails it as a useful tool and criticizes it as a waste of time:

Quick assessment of literacy in primary care: the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&logdbfrom=pubmed

Measuring adult literacy in health care: performance of the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

So it depends on who you ask and where you look for your information.

But I'm guessing the AMA is going to conclude that assessing for health literacy in the exam room is not effective and that plain language , coupled with the "teach back method" and short, clearly written handouts should be used with every patient.

And since we're discussing assessment tools, check out these articles (I included them in our health literacy toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical screening of literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov 9. http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

Wolf MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW. Patients' shame and attitudes toward discussing the results of literacy screening. J Health Commun. 2007 Dec;12(8):721-32. http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

I also thought this article was interesting: One screening question, "How confident are you filling out medical forms by yourself?" was accurate in detecting limited and limited/marginal health literacy skills. 

Wallace LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report: screening items to identify patients with limited health literacy skills. J Gen Intern Med. 2006 Aug;21(8):874-7. http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:"David J. Rosen" <djrosen at comcast.net>
Date:Tue May 27, 2008 -- 05:06:58 AM
To:healthliteracy at nifl.gov
Subject:[HealthLiteracy 2034]  AMA Medical News Article on Health Literacy

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or  
are comprehension difficulties so common that simpler language should  
be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that  
while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in  
July  on assessing the country's health literacy.

You'll find the article at:

http://www.ama-assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org







----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lendoak at aol.com



    
---------------------------------
  Get trade secrets for amazing burgers. Watch "Cooking with Tyler Florence" on AOL Food.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to boydhdavis at yahoo.com
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From SiobhanChamp-Blackwell at creighton.edu  Wed Jun  4 09:46:15 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Wed, 4 Jun 2008 08:46:15 -0500
Subject: [HealthLiteracy 2050] FW: New Comic from the Healthy Aboriginal
	Network: Staying in School
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0E1EB6FA@exbe01.blue.jays.creighton.edu>

I just got this email from the American Indian Library Association
listserv. The website is not complete yet, but the link does take you to
information on how to order health literacy comic books.

Siobhan

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/>   (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 

From: American Indian Library Association
[mailto:AILA at SI-LISTSERV.SI.EDU] On Behalf Of Lana Harman
Sent: Wednesday, June 04, 2008 8:28 AM
To: AILA at SI-LISTSERV.SI.EDU
Subject: New Comic from the Healthy Aboriginal Network: Staying in
School

 

 

The Healthy Aboriginal Network

Non-profit promotion of health, literacy & wellness





Here is the latest update on our health literacy comic books.



Staying in School

Level Up is about Terry, a kid who is contemplating dropping out of
school.  But before he gets a chance, he's asked to spend some time with
his cousin Dave, a successful game developer in the city.  Dave knows
better than to lecture Terry about school.  So much so, he makes the
importance of school relatable - he compares it to character strengths
and weaknesses in a video game.  Having put the importance of school
into terms he can understand, Terry is better able to make a decision
for his future.  Pricing can be found at www.thehealthyaboriginal.net.
All of our comics cost the same.  Please send an email if you're
interested in previewing a low res PDF.



Diabetes prevention

An Invited Threat is about a young boy and what he likes to eat more
than anything - junk food.  His family exercises and they eat together
at the table, but they don't always have time to prepare a healthy meal.
So they rely on prepared foods.  It's about someone who has the ability
to change the dietary habits of his people - the local store manager.
The story was focus group tested with youth and health professionals for
its ability to convey the idea of what is, and what is not, healthy
food.  Please send an email if you're interested in previewing a low res
PDF.



Suicide prevention

Darkness Calls is the story of a teenager who is bullied at school, is
misunderstood by his teacher and feels socially isolated from his
family.  Even though our hero, Kyle, has tremendous artistic talent and
the support of a good friend he finds one day just too overwhelming and
considers taking his own life.   The story was focus group tested with
youth and health professionals (like all of our comics) for authentic
characters, storyline and language.  Youth find the comic
non-threatening and relatable, so it's a terrific ice breaker to get
them talking about how they feel.  Darkness Calls is about to go into
its fourth print run, having sold over 65,000 copies in the past two
years.  Please send an email if you're interested in previewing a low
res PDF.



Gambling addiction

On the Turn is about a young woman that quite un-expectantly gets hooked
on poker at school.  But through counselling at her local friendship
centre and the support of her parents, she is able to make amends to the
people she hurt the most - her family.  Please send an email if you're
interested in previewing a low res PDF.



Please feel free to pass this email on to anyone who might be
interested.  We appreciate your time.





Sean Muir

Executive Director





328 East Thirty Second Avenue   Vancouver, BC   V5V 2Y4

P 604-876-0243   F 604-876-0248   sean at thehealthyaboriginal.net

BC incorporated non-profit Society No. S-48530 

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From vlewis at suffolk.lib.ny.us  Thu Jun  5 12:34:51 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 5 Jun 2008 12:34:51 -0400
Subject: [HealthLiteracy 2051] Re: AMA Medical News Article on	HealthLiteracy
In-Reply-To: <483FB9C2.F39A.0028.0@aed.org>
Message-ID: <004701c8c72a$140ab8e0$8a63a8c0@suffolknet.org>

Hello All, 

I would add to this that we should have a self evaluation method of access
to health care and health care information for people with disabilities. 

Many medical and health care providers can give information on where someone
can purchase a wheelchair and whether or not insurance will cover the cost.
However, most health care providers and medical environments have no
education on interacting, communicating or providing their highly skilled
services to individuals with disabilities. 

Of equal importance, many of these environments are not physically
accessible to individuals with disabilities....and as I have stated many
times before.....the literature and life sustaining information is not
usable by, and therefore is useless to, people with certain disabilities. 

Education of the health care profession must begin at the earliest possible
levels. In many educational settings, we have incorporated the teachings of
cultural competence.....where is the competence when it comes to
communicating and providing valuable and effective health care services to
individuals with disabilities?

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Friday, May 30, 2008 8:25 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2047] Re: AMA Medical News Article on
HealthLiteracy

PROPOSAL:  We should never give a health care provider a tool to evaluate
the health literacy of their patients unless we also give them a tool at the
same time to evaluate their own health literacy competence and the
competency of their practice, hospital and setting. 
 
I think this is such an important issue.  I have gotten many requests from
health care providers for guidance on "How do I know if a patient has low
health literacy?"  
 
My concern is I have never had a health care provider ask-  "How do I know
if I have a health literate practice?"...or "Can you help me find our how
health literate I am?"
 
Our choice of word-  "literacy" keeps coming back to haunt us.  Literacy is
a characteristic of a person -highly associated in all our minds with
illiteracy.  The association, no matter how hard we try, seems to be
immutable.  The use of the words science literacy, and economic literacy
exacerbate the problem because they are typically taken to mean-  do you
know the vocabulary and principle of science and economics.  
 
We have only 12% of Americans who can understand what we are telling them
about their health.  That is not their fault.  We who write health
information, design health settings, and talk to patients are too blame for
a large % of that problem.  Yes, we need to make improvements in patients
ability to protect and understand their health; but we must make the biggest
changes in our behavior.  I think a duel health literacy assessment would be
a great first step and an important signal to send. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org> 5/27/2008
10:36 AM >>>
This article, although it never mentions it by name, is talking about the
Newest Vital Sign (NVS), developed by Pfizer.  

Every now and then I'll have a physician ask if there are any tools that can
be used in the exam room to test a patient's health literacy. I developed a
health literacy toolkit for our providers (over 700 physicians across 41
locations) and I included information about assessing health literacy,
sticking with the three "biggies" -- REALM, TOFHLA and NVS. Mostly I agree
with Dr. Schwartzberg in the article mentioned in the previous post that
"this is fine for research" but not always appropriate for clinical
practice. I like her quote, "Clinicians can better spend their time ensuring
that their patients understand the medical information they need to know to
care for themselves."

With that in mind, our online health literacy toolkit for providers includes
information about the standard assessments that are available, along with a
"fair and balanced" look at the current literature. The NVS assessment, for
example, has research that both hails it as a useful tool and criticizes it
as a waste of time:

Quick assessment of literacy in primary care: the newest vital sign.
http://www.ncbi.nlm.nih.gov/pubmed/16338915?ordinalpos=1&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_R
A&linkpos=3&log$=relatedarticles&logdbfrom=pubmed

Measuring adult literacy in health care: performance of the newest vital
sign.
http://www.ncbi.nlm.nih.gov/pubmed/17931135?ordinalpos=6&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

So it depends on who you ask and where you look for your information.

But I'm guessing the AMA is going to conclude that assessing for health
literacy in the exam room is not effective and that plain language , coupled
with the "teach back method" and short, clearly written handouts should be
used with every patient.

And since we're discussing assessment tools, check out these articles (I
included them in our health literacy toolkit):

Paasche-Orlow MK, Wolf MS. Evidence does not support clinical screening of
literacy. J Gen Intern Med. 2008 Jan;23(1):100-2. Epub 2007 Nov 9.
http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

Wolf MS, Williams MV, Parker RM, Parikh NS, Nowlan AW, Baker DW. Patients'
shame and attitudes toward discussing the results of literacy screening. J
Health Commun. 2007 Dec;12(8):721-32.
http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum

I also thought this article was interesting: One screening question, "How
confident are you filling out medical forms by yourself?" was accurate in
detecting limited and limited/marginal health literacy skills. 

Wallace LS, Rogers ES, Roskos SE, Holiday DB, Weiss BD. Brief report:
screening items to identify patients with limited health literacy skills. J
Gen Intern Med. 2006 Aug;21(8):874-7.
http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_R
A&linkpos=3&log$=relatedarticles&dbfrom=pubmed


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:"David J. Rosen" <djrosen at comcast.net>
Date:Tue May 27, 2008 -- 05:06:58 AM
To:healthliteracy at nifl.gov
Subject:[HealthLiteracy 2034]  AMA Medical News Article on Health Literacy

Health Literacy Colleagues

I would like to call your attention an article, dated June 2, 2008  
(interesting dateline) in the American Medical news of the
AMA . It poses this question:

Should physicians adjust the communication level for each patient, or  
are comprehension difficulties so common that simpler language should  
be used with everyone?

Doctors are being urged by some researchers to administer  a short  
(on average, just under 3 minutes)  literacy test to their patients  
to increase the doctors' health literacy awareness. Others argue that  
while appropriate for research,  this does not make sense for  
clinical practice. They argue for plain language for all patients.

How many patients are proficient in managing their own medical care?  
One recent study found that

only 12% of adults have the skills to proficiently manage their own  
medical care.

The article mentions that the AMA Foundation will release a report in  
July  on assessing the country's health literacy.

You'll find the article at:

http://www.ama <http://www.ama/> -assn.org/amednews/2008/06/02/hlsd0602.htm


David J. Rosen
djrosen at comcast.net




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org








From vlewis at suffolk.lib.ny.us  Thu Jun  5 15:05:46 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 5 Jun 2008 15:05:46 -0400
Subject: [HealthLiteracy 2052] Re: Wednesday Question: Writing and Texting
In-Reply-To: <528AEC61AB51B448A3EA86920F0A7E09623574@MAIL2K3.HCSM.org>
Message-ID: <009101c8c73f$29a73470$8a63a8c0@suffolknet.org>

Hello All, 

Please keep in mind that most mobile devices are not accessible to many
individuals with disabilities. The most enticing feature to most people,
which is the tiny portability of these devices, leaves them virtually
useless to many people who are visually impaired. Most cell phones on the
market have flat panels for dialing and accessing the phone. This prohibits
individuals with visual impairments from having any type of tactile access.
Most mobile devices have no audio output which does not allow a person with
a visual impairment to access the device. There are some (very few) mobile
phone companies that offer a software that allows access, but in general
these access software are several hundred dollars and not usable by most
cell phones. 

Additionally, many people with physical disability or mobility impairments
cannot use these devices, or will have great difficulty trying to use the
devices.  

It would seem to be ideal for a person  with a disability to have access to
mobile devices, because in many cases transportation and physical barriers
would pose obstacles to health care, but what happens in many cases is that
the mobile access.....is not accessible. How interesting.

Valerie

		"Let the shameful walls of exclusion finally come tumbling
down"
			
			Preamble to the Americans with Disabilities Act	
					George Bush, 1990


Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
Phone: (631)286-1600, X1365
FAX:   (631)286-1647
vlewis at suffolk.lib.ny.us









-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb
Sent: Thursday, May 29, 2008 8:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2043] Re: Wednesday Question: Writing and Texting

FYI MobileActive is "an all-volunteer community of people and organizations
using mobile phones for social impact, committed to increasing the
effectiveness of NGOs around the world who recognize that the 3.5 billion
mobile phones provide unprecedented opportunities for organizing,
communications, and service and information delivery."
 
In terms of texting and health literacy and promoting health, here are some
interesting links for those interested:
 
See http://mobileactive.org/lets-talk-about-sex-baby-sexual-health-info-sms
<http://mobileactive.org/lets-talk-about-sex-baby-sexual-health-info-sms> 
http://mobileactive.org/ask-about-sex-text-teenagers-learn-about-living-nige
ria
<http://mobileactive.org/ask-about-sex-text-teenagers-learn-about-living-nig
eria> 

Lots of stuff here: http://mobileactive.org/wiki/Health
<http://mobileactive.org/wiki/Health>  - for example:
http://mobileactive.org/wiki/Dial-up_information_on_demand_via_mobile
<http://mobileactive.org/wiki/Dial-up_information_on_demand_via_mobile> 
and see the entire section on health in this recent report:
http://mobileactive.org/wireless-technology-social-change-trends-ngo-mobile-
use
<http://mobileactive.org/wireless-technology-social-change-trends-ngo-mobile
-use> 

And finally, projects using mobiles for health info, patient monitoring,
etc: http://mobileactive.org/taxonomy/term/1553
<http://mobileactive.org/taxonomy/term/1553>  from MobileActive's
database....


 
 
 
Mindy Domb 
Director, SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP)
programs of Health Care of Southeastern Massachusetts, Inc. 
PO Box 285 
Amherst, MA 01004 
Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 
Fax: (413)256-6371 
E-Mail: mdomb at hcsm.org 
www.hcsm.org/sphere 
www.hcsm.org/shhip

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Jan Potter
Sent: Thu 5/22/2008 2:30 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2032] Wednesday Question: Writing and Texting



 

2 interesting articles on different aspects of this topic:

 

Nagging texts help teens remember to take meds

USA Today, 5/13/08

http://www.usatoday.com/tech/news/techinnovations/2008-05-12-text-message-na
gging_N.htm

 

>From literacy to digiracy

May 16th 2008
The Economist,  5/16/08

http://www.economist.com/science/displaystory.cfm?story_id=11392128 

 

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

Remember, Ginger Rogers did everything Fred Astaire did, but backwards and
in high heels.
  - Faith Whittlesey

 

This Email is covered by the Electronic Communications Privacy Act, 18
U.S.C. ?? 2510-2521 and may be legally privileged. The information contained
in this Email is intended only for use of the individual or entity named
above. If the reader of this message is not the intended recipient, or the
employee or agent responsible to deliver it to the intended recipient,
please destroy the email after advising by reply that you erroneously
received this.  If applicable, the receipt by anyone other than the
designated recipient does not waive the attorney-client privilege, nor will
it constitute a waiver of the work-product doctrine. If you are not the
intended recipient, please delete this message and notify us via e-mail to
(PHA at gha.org <mailto:PHA at gha.org> )

 




From mcggayer at sbcglobal.net  Thu Jun  5 18:18:38 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Thu, 5 Jun 2008 15:18:38 -0700 (PDT)
Subject: [HealthLiteracy 2053]  Health Literacy Assessment Survey
Message-ID: <198958.30107.qm@web83007.mail.mud.yahoo.com>

Hello All-
    I am health literacy intern this summer at a county health department in Missouri.  My first goal is to assess the current health literacy rate of the county so we can identify strengths and weaknesses, then prepare an implementation plan tailored to best fit the community.  In order to assess current health literacy, I proposed that a survey of some sort would probably be necessary in order to formulate our initial research.  I have been able to thus far find any examples of such a survey/questionnaire, and was wondering if anyone had used/created one or knew from where I could find one.  I very much appreciate any help with this as I prepare to begin the first steps in our new health literacy program.  Thank you.
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From jespar at lsuhsc.edu  Fri Jun  6 08:58:02 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 6 Jun 2008 07:58:02 -0500
Subject: [HealthLiteracy 2054] New current awareness resource on health
	literacy resources
Message-ID: <E969F95345B2B443B4AAA5DC2473999A06734000@SH-EXCHBE2.master.lsuhsc.edu>

Friends,

 

I would like to announce the recently created Health Literacy Alerts
http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> .  This resource is to try to
capture studies, reports and other information regarding health literacy
in one place.  This was created as a companion resource to my LSUHSC-S
Medical Library Evidence Alert.   You can use a feed reader to know when
the site is updated or you can bookmark the page and return to it often.
If I see resources mentioned online I will post those as well.  It won't
be able to gather everything published but it will at least give us one
way to try to stay on top of the literature.  Most of the resources will
NOT be available free since most are reports in journals.  Your library
will need to have access to the journal or you might have to ask to
receive the resource via interlibrary loan.  The focus will be on health
literacy and not general literacy.  I just wouldn't have time to cover
all the literature published in general literacy.  If you see a resource
please let me know and I can make an entry for it.  

 

Please let me know if you have any questions.  

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From helen at healthliteracy.com  Fri Jun  6 10:41:37 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Fri, 6 Jun 2008 10:41:37 -0400
Subject: [HealthLiteracy 2055] Re: New current awareness resource on
	healthliteracy resources
References: <E969F95345B2B443B4AAA5DC2473999A06734000@SH-EXCHBE2.master.lsuhsc.edu>
Message-ID: <003f01c8c7e3$6d3bfa50$6401a8c0@HLC>

Hello all,

The new Health Literacy Alert looks great! Thanks to Julie Esparza for 
creating it.

One new resource that might be of interest is my latest On Call article, "In 
Other Words...Communicating Health Information through Community 
Coalitions." In this article, I interviewed our own NIFL-Health moderator 
Julie McKinney as well as fellow subscriber, Jan Potter.

You can access this article at http://www.boston.com/jobs/healthcare/oncall 
and are welcome to share the link with others you think might be interested.

Best,
~Helen Osborne

Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor



From frankish at interchange.ubc.ca  Fri Jun  6 10:59:12 2008
From: frankish at interchange.ubc.ca (jimf)
Date: Fri, 06 Jun 2008 07:59:12 -0700
Subject: [HealthLiteracy 2056]  Needle Literacy?
Message-ID: <0K2100HOXQYVMN@smtp.interchange.ubc.ca>

Hi

I am looking for information on the planning, implementation or 
evaluation of school or community-based, needle/syringe awareness 
programs or activities. All assistance greatly appreciated. Thanks Jim

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
College for Interdisciplinary Studies & School of  Population & 
Public Health, UBC
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205, frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com, Partners in Community 
Health Research Training Program, www.pchr.net




From NDavies at dthr.ab.ca  Fri Jun  6 11:08:11 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Fri, 6 Jun 2008 09:08:11 -0600
Subject: [HealthLiteracy 2057] Re: New current awareness resource on
	healthliteracy resources
In-Reply-To: <E969F95345B2B443B4AAA5DC2473999A06734000@SH-EXCHBE2.master.lsuhsc.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BF8C@DTHREXCL1.dthr.ab.ca>

Julie, 
What a wonderful resource! Excellent start to a Friday morning!
 
Cheers
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Esparza, Julia M.
Sent: Friday, June 06, 2008 6:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2054] New current awareness resource on healthliteracy resources



Friends,

 

I would like to announce the recently created Health Literacy Alerts  <http://healthliteracyalerts.blogspot.com> http://healthliteracyalerts.blogspot.com.  This resource is to try to capture studies, reports and other information regarding health literacy in one place.  This was created as a companion resource to my LSUHSC-S Medical Library Evidence Alert.   You can use a feed reader to know when the site is updated or you can bookmark the page and return to it often.  If I see resources mentioned online I will post those as well.  It won't be able to gather everything published but it will at least give us one way to try to stay on top of the literature.  Most of the resources will NOT be available free since most are reports in journals.  Your library will need to have access to the journal or you might have to ask to receive the resource via interlibrary loan.  The focus will be on health literacy and not general literacy.  I just wouldn't have time to cover all the literature published in general literacy.  If you see a resource please let me know and I can make an entry for it.  

 

Please let me know if you have any questions.  

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

 <http://lsuhsc-sevidencealert.blogspot.com/> http://lsuhsc-sevidencealert.blogspot.com 

Health Literacy Alerts

 <http://healthliteracyalerts.blogspot.com> http://healthliteracyalerts.blogspot.com

318-675-4179

318-675-5442 Fax

 <mailto:jespar at lsuhsc.edu> jespar at lsuhsc.edu

 
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From Jsorensen at afmc.org  Fri Jun  6 12:00:47 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Fri, 6 Jun 2008 11:00:47 -0500
Subject: [HealthLiteracy 2058]  health literacy assessment survey
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30306CB89@AFMCFS6.NT_AFMC.local>

Matt, if you or whoever replies to you would cc me (or possibly the
whole list if anyone else is interested), I'd greatly appreciate it.
We're working on assessing the health literacy of the Medicaid
population in a specific county in Arkansas, and I'd love to see some
examples of this kind of survey or other tools. Thanks!
Janet Sorensen
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov [mailto:  ] On Behalf Of Matt
Gayer
Sent: Thursday, June 05, 2008 5:19 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2053] Health Literacy Assessment Survey


Hello All-
  I am health literacy intern this summer at a county health department
in Missouri.  My first goal is to assess the current health literacy
rate of the county so we can identify strengths and weaknesses, then
prepare an implementation plan tailored to best fit the community.  In
order to assess current health literacy, I proposed that a survey of
some sort would probably be necessary in order to formulate our initial
research.  I have been able to thus far find any examples of such a
survey/questionnaire, and was wondering if anyone had used/created one
or knew from where I could find one.  I very much appreciate any help
with this as I prepare to begin the first steps in our new health
literacy program.  Thank you.
************************************************************************
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From seubert.douglas at marshfieldclinic.org  Fri Jun  6 11:26:07 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 06 Jun 2008 10:26:07 -0500
Subject: [HealthLiteracy 2059] Re: Health Literacy Assessment Survey
Message-ID: <200806061528.m56FSuAJ019395@mailhost2.mfldclin.edu>

Matt:

I'm not aware of any specific surveys that were developed or used to "assess the current health literacy rate of a county," but there are a lot of data that already exist that you can draw from. Perhaps the reason you cannot find any examples of a survey is a sign that these surveys are not an efficient way to gather the information you are looking for.

Here are some of my suggestions and a few resources:

Low Literacy Prevalence Calculator
http://www.pfizerhealthliteracy.com/physicians-providers/prevalence-calculator.html
Estimate what portion of your patients face health literacy challenges.
(Source: Pfizer Clear Health Communication Initiative)

According to the above tool, providers can get an estimate of the percentage of their patients who might have limited health literacy by determining the percentage of patients in these key areas:

Percent over 65 years of age
Percent enrolled in Medicaid or other public assistance program
Percentage that are White
Percentage that are Black (African American)
Percentage that are Hispanic
Percentage that mainly speak a language other than English

If you looked up the statistics for your county in these areas and entered the percentages into the calculator, you would get "a rough estimate" of the percentage of the population in your county that might have limited health literacy. 

I guess you'd need to think about whether a rough estimate is enough to go on, or if you really want to exert the energy and resources to try and get a more exact estimate. Perhaps the calculator is something to use with individual clinics or providers so they can see an estimate for their own practice.

The information for this tool is pulled from the National Assessment of Adult Literacy (NAAL). There was a state component to this as well, and Missouri was one of the states that participated. You can get specific data below:

State Results from the National Assessment of Adult Literacy: Missouri
http://www.air.org/publications/documents/SAAL_MO_web.pdf

These guys are listed as contacts for the state:

	Don Eisinger
	Coordinator 
	Adult Education and Employment Training Unit
	Missouri Department of Elementary and Secondary Ed
	Phone: 573 751 2571
	don.eisinger at dese.mo.gov

	Ron Jewell
	Director, Adult Education and Literacy
	Adult Education
	Phone: 573 526 4822
	ron.jewell at dese.mo.gov

I hope this information is helpful. I look forward to seeing other replies on the topic of surveys to access health literacy of a county.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Matt Gayer" <mcggayer at sbcglobal.net>
Date:	Thu Jun 05, 2008 -- 09:12:38 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2053]  Health Literacy Assessment Survey

Hello All-
    I am health literacy intern this summer at a county health department in Missouri.  My first goal is to assess the current health literacy rate of the county so we can identify strengths and weaknesses, then prepare an implementation plan tailored to best fit the community.  In order to assess current health literacy, I proposed that a survey of some sort would probably be necessary in order to formulate our initial research.  I have been able to thus far find any examples of such a survey/questionnaire, and was wondering if anyone had used/created one or knew from where I could find one.  I very much appreciate any help with this as I prepare to begin the first steps in our new health literacy program.  Thank you.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From MSkewes at ria.buffalo.edu  Fri Jun  6 14:06:03 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Fri, 6 Jun 2008 14:06:03 -0400
Subject: [HealthLiteracy 2060] Re: health literacy assessment survey
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD30306CB89@AFMCFS6.NT_AFMC.local>
Message-ID: <OF5146F003.472A7F30-ON85257460.00633FCC-85257460.00637C3E@ria.buffalo.edu>

Perhaps you can take a random sample of the population (using random digit 
dialing or some other effective method of random sampling) and administer 
the S-TOFHLA, REALM, NVS, or other measure of health literacy.  If random 
sampling is done properly, you should be able to generalize from your 
sample to the population of interest.  Just an idea! 

Best,
Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"Janet Sorensen" <Jsorensen at afmc.org> 
Sent by: healthliteracy-bounces at nifl.gov
06/06/2008 12:00 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2058]  health literacy assessment survey






Matt, if you or whoever replies to you would cc me (or possibly the whole 
list if anyone else is interested), I'd greatly appreciate it. We're 
working on assessing the health literacy of the Medicaid population in a 
specific county in Arkansas, and I'd love to see some examples of this 
kind of survey or other tools. Thanks!
Janet Sorensen
Arkansas Foundation for Medical Care

From: healthliteracy-bounces at nifl.gov [mailto:  ] On Behalf Of Matt Gayer
Sent: Thursday, June 05, 2008 5:19 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2053] Health Literacy Assessment Survey

Hello All-
  I am health literacy intern this summer at a county health department in 
Missouri.  My first goal is to assess the current health literacy rate of 
the county so we can identify strengths and weaknesses, then prepare an 
implementation plan tailored to best fit the community.  In order to 
assess current health literacy, I proposed that a survey of some sort 
would probably be necessary in order to formulate our initial research.  I 
have been able to thus far find any examples of such a 
survey/questionnaire, and was wondering if anyone had used/created one or 
knew from where I could find one.  I very much appreciate any help with 
this as I prepare to begin the first steps in our new health literacy 
program.  Thank you.
***************************************************************************
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(AFMC) uses regularly updated anti-virus software in an attempt
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virus-free.
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Janet Sorensen
Arkansas Foundation for Medical Care
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----------------------------------------------------
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From seubert.douglas at marshfieldclinic.org  Fri Jun  6 14:57:53 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Fri, 06 Jun 2008 13:57:53 -0500
Subject: [HealthLiteracy 2061] Re: Health Literacy Assessment Survey
Message-ID: <200806061859.m56IxUft003265@mailhost2.mfldclin.edu>

If you really want to do a thorough survey to assess the health literacy of a county population, there are probably many areas you'd need to cover in your questionnaire. 

The example of the Low Literacy Prevalence Calculator I mentioned in my previous post is a good starting point. It looks at these key areas:

Percent over 65 years of age
Percent enrolled in Medicaid or other public assistance program
Percentage that are White
Percentage that are Black (African American)
Percentage that are Hispanic
Percentage that mainly speak a language other than English

So, you would want to collect demographic data on age, gender, race (would asking about a person's primary language be part of race?). Considering those enrolled in Medicaid or other public assistance programs is only one aspect concerning income and poverty status. What the calculator does is look at some of the BIG factors impacting literacy. (see my closing comments below for more on this).

An example of a comprehensive health survey that covers many of these key areas -- and has lots of sample questions -- is the California Health Interview Survey conducted by the UCLA Center for Health Policy Research in 2007.  The results were just released in March 2008. You can view the entire report here: http://www.chis.ucla.edu/pdf/CHIS2007_adult_q.pdf

For a "health literacy" survey, you might want to consider questions from these areas:

SECTION A ? DEMOGRAPHIC INFORMATION, PART I
Age 
Gender
Ethnicity
Race 
Marital Status

SECTION G ? DEMOGRAPHIC INFORMATION, PART II
Country of Birth
Language Spoken at Home
Additional Language Use 
Citizenship and Immigration
Child and Teen Selection 
Paid Child Care, Cost 
Educational Attainment

SECTION K ? EMPLOYMENT, INCOME, POVERTY STATUS, FOOD SECURITY
Hours Worked
Income Last Month 
Annual Household Income
Number of persons supported
Poverty level test 
Food Availability in Household
Hunger

SECTION L - PUBLIC PROGRAM PARTICIPATION
TANF/CalWORKS 
Food Stamps 
Supplemental Security Income
WIC
Assets 
Alimony/Child Support 
Social security/Pension Payments 

SECTION M ? HOUSING, PARKS, TRANSPORTATION 
Housing


OK, that's a lot of ground to cover! Most of this data is probably already collected in your state and is available by county. Since we know some of the BIG factors that impact literacy, we can conclude that they also effect health literacy. Both, however, crossover into every part of our culture. Asking someone's race, education level and employment status may not tell you anything about their health literacy level. For that you almost need to use one of the health literacy assessment tools like REALM or TOFHLA. I suppose you could include some demographic questions and then as a few questions specific to health literacy. 

But as stated many times by many experts, health literacy fluctuates. Stress, hearing bad news from a doctor, anxiety, exhaustion, and any number of uncontrollable factors can effect understanding. How do you collect that type of information in a survey?

Also, keep in mind these studies:

Evidence does not support clinical screening of literacy --- According to a recent article in the Journal of General Internal Medicine, clinical screening for literacy is not recommended: "Limited health literacy is a significant risk factor for adverse health outcomes. Despite controversy, many health care professionals have called for routine clinical screening of patients' literacy skills. Whereas brief literacy screening tools exist that with further evaluation could potentially be used to detect limited literacy in clinical settings, no screening program for limited literacy has been shown to be effective. Yet there is a noted potential for harm, in the form of shame and alienation, which might be induced through clinical screening. There is fair evidence to suggest that possible harm outweighs any current benefits; therefore, clinical screening for literacy should not be recommended at this time." http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


Patients' shame and attitudes toward discussing the results of literacy screening --- Health care providers must recognize the potential shame patients might experience as a result of literacy screening. http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


AND MOST INTERESTING OF ALL --- Brief report: screening items to identify patients with limited health literacy skills: According to this study, one screening question, "How confident are you filling out medical forms by yourself?" was accurate in detecting limited and limited/marginal health literacy skills.  http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed

According to this study, researchers were able to accurately predict which patients had low health literacy skills by asking one question. The results were just as accurate had they used REALM or TOFHLA. So maybe your survey only needs one question????

The idea of a survey for a large population seems like a lot of effort and expense, especially since NAAL already did that for you. We know the BIG factors that impact literacy, and they carry over into health literacy (race, language spoken, education level, employment status) and you should already have access to this information for your county.

A survey won't measure those uncontrollable things that effect us all day to day. Who among us hasn't experienced a time when we didn't understand what someone was telling us (for any of the various reasons I already mentioned). If you give me the TOHFLA test I'd do really well. Or if I took the NAAL survey (http://nces.ed.gov/NAAL/sample_results.asp) right now I'd score in the proficient range. Under stress I wouldn't do as well.  

So, think about using the data already available to you. Create a demographic profile of your county population. List out the BIG factors. Estimate how many people might have low literacy. Use more of your time and energy for educating health care organizations and social services in your community about the need to communicate clearly. Consider the "universal design" concept. Everyone benefits from clear, simple communication. 

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Matt Gayer" <mcggayer at sbcglobal.net>
Date:	Thu Jun 05, 2008 -- 09:12:38 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2053]  Health Literacy Assessment Survey

Hello All-
    I am health literacy intern this summer at a county health department in Missouri.  My first goal is to assess the current health literacy rate of the county so we can identify strengths and weaknesses, then prepare an implementation plan tailored to best fit the community.  In order to assess current health literacy, I proposed that a survey of some sort would probably be necessary in order to formulate our initial research.  I have been able to thus far find any examples of such a survey/questionnaire, and was wondering if anyone had used/created one or knew from where I could find one.  I very much appreciate any help with this as I prepare to begin the first steps in our new health literacy program.  Thank you.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From djrosen at comcast.net  Sat Jun  7 18:16:07 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 7 Jun 2008 18:16:07 -0400
Subject: [HealthLiteracy 2062] Adult Education Content Standards Discussion
	begins Monday
Message-ID: <400CCBA2-EDA0-47AF-A425-C601C0A8AB3E@comcast.net>

Colleagues,

Beginning Monday, June 9th, and continuing through Friday, June 20th,  
on the National Institute for Literacy Special Topics list, we will  
discuss the implementation of state adult education content  
standards. Experts from several states will talk about the  
opportunities and challenges they have experienced as they work with  
teachers, administrators and others who are developing curriculum,  
and designing and teaching lessons that reflect their state's content  
standards. Our guests include: Miriam Kroeger, from Arizona; Raye  
Nell Spillman, from Louisiana; Karen Lisch Gianninoto, from Maryland;  
Judy Franks, from Ohio; Pam Blundel, from Oklahoma; Philip Anderson,  
from Florida; and Federico Salas, from Texas. You will find  
background information on all of our guest experts below. I hope you  
will join us for this discussion. I hope you will also forward this  
announcement to your colleagues who may be interested!

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you  
prefer, you can stay subscribed for the next discussion.

Adult Education Content Standards Warehouse

Sponsored by the U.S. Department of Education, the Adult Education  
Content Standards Warehouse "provides access to materials for  
developing, aligning, and implementing adult education content  
standards in the areas of English language acquisition, mathematics,  
and reading. On this site you can find content standards from a  
variety of states and organizations; learn about the process of  
developing standards in A Process Guide for Establishing State Adult  
Education Content Standards; and find field resources on professional  
development and national and international standards." The web site  
address is:

http://www.adultedcontentstandards.ed.gov/


Background on Discussion Guests

Philip Anderson started his English teaching career in 1974 as a  
Peace Corps volunteer in the Dominican Republic.  English teaching  
was a sideline to his main project of helping farmers groups with pig  
raising projects.  After Peace Corps, Phil continued to live in the  
Dominican Republic as a pastor for small church groups, and he  
continued to teach English to adults who wanted to emigrate to the  
U.S.  In 1986, he returned to the states to finish college at UC  
Davis.  With a MS in community development, Phil went to Haiti in  
1991.  There, Phil taught woodworking at a vocational school, taught  
English, managed a large soil conservation project (not all at the  
same time)!  In 1995, Phil returned to the states, and became a part- 
time adult ESOL instructor at night for Palm Beach county in Belle  
Glade, Florida.  In 1998, he joined the adult ESOL program at South  
Florida Community College, where he was department chair from  
2000-2004.  Since 2004, Phil has worked at the Florida Department of  
Education.  There Phil manages EL Civics state leadership grants and  
provides technical assistance trainings to adult ESOL instructors  
statewide.

Pam Blundell has been involved in Oklahoma's development and  
implementation of content standards since 2002-2003 when the state  
held its first discussions around the possibility of introducing the  
Equipped for the Future (EFF) teaching and learning system to the  
field. Pam was given the task of overseeing the state's first EFF  
pilot project in 2003-2004. During the EFF pilot year, the state  
decided to expand the EFF training and officially adopt EFF content  
standards statewide. At that time, Pam was asked to coordinate this  
long-term process. Pam has continued to be directly involved in the  
implementation and oversight of the integration of content standards  
into the adult education classroom. This process has involved the  
development of new tools and training processes and most recently,  
leading the state's Standards-In-Action (SIA) team. Prior to coming  
to the state, Pam worked as an adult education teacher integrating  
EFF standards into instruction.

Judy Franks is currently on staff at the Ohio Literacy Resource  
Center as a Literacy Projects Coordinator. She was involved  
originally with the Equipped for the Future (EFF) Standards-based  
System Reform Initiative, coordinating the Ohio Research Field Sites  
and training as a Certified State Facilitator. Judy has had  
experience developing and working with the standards at the program,  
state, and national levels. As a veteran instructor of training and  
development courses, Judy's background in adult basic education since  
1992 includes family literacy, GED classroom instruction and the  
development of a workforce training program.

Karen Lisch Gianninoto's involvement with the Maryland Content  
Standards for Adults ESL/ESOL began when she was working part-time as  
an ESL instructor. She "was one of the teachers complaining from the  
field that we needed standards". As a full time high school teacher,  
she knew how helpful standards were in guiding instruction. Not long  
after, she was appointed to the ESL Workgroup that developed the  
content standards document.

Four years ago, she became the ESL Specialist for the Maryland State  
Department of Education. When she took the position, she was  
"grateful the content standards were finished. Little did I know that  
my work was just beginning. Over the past four years, the content  
standards have been revised three times, the ESL content standards  
have been implemented in all of Maryland's programs, state trainers  
have completed a training process, and a training manual was  
completed. Yet, there is more to learn about standards. Maryland has  
been most fortunate to participate in the CAELA and SIA Projects  
funded through OVAE. These projects have helped Maryland refine our  
training and provided instructors with the tools to understand  
content standards."

Miriam Kroeger has been involved in Adult Education as a volunteer,  
teacher, coordinator, administrator and specialist since 1972 and in  
Arizona since 1978. She has taught adult English learners and adults  
studying for their secondary school credential at a variety of  
locations including elementary and secondary schools, community  
colleges, jails, and prisons; she works with K-12 and adult  
educators, and has visited teachers throughout the state of Arizona.  
Miriam has served on state, regional and national committees; on the  
boards of the Arizona Association for Lifelong Learning, the Mountain  
Plains Adult Education Association and Arizona Teachers of English to  
Speakers of Other Languages. She has been on national working groups  
involved with adult education standards and teacher development and  
was an original team member in the development and implementation of  
Arizona's Standards for Adult Learners. She was also a member of the  
Standards Specialist/Resource Teachers team that assisted programs  
and instructors in the implementation of the standards. As an  
Education Program Specialist in the Arizona Department of Education,  
Adult Education Services unit during the past six years, one of her  
responsibilities was to spearhead the revisions to the Reading,  
Writing, Math, Science, Social Studies and ELAA (ESOL) Arizona Adult  
Education Standards. These revisions were published in December 2007,  
and the training process in understanding and utilizing the standards  
continues.

Federico Salas-Isnardi is Assistant State Director of Adult Education  
in Texas.  He oversees the Professional Development System in the  
state.  He has worked for 20 years in the field of adult Education as  
an ESL and GED instructor, professional developer, curriculum writer,  
and program administrator.  He has trained adult educators for over  
18 years on topics ranging from language acquisition to  
individualized professional development planning, and from cross- 
cultural communication and multicultural awareness to educational  
leadership.

Between 2004 and 2007, Federico represented the state office of adult  
education in the AE Content Standards Project team that adopted the  
standards and wrote the benchmarks for Texas AE Content Standards  
document.  In that capacity he worked with the project staff and  
observed the work of the standards writers.  He also helped  
articulate the vision of the state in regards to the adoption  
process.  During the first two years of the project, Federico was the  
state?s liaison to the National Adult Education Content Standards  
Consortium.

Raye Nell D. Spillman has worked in the Louisiana State Department of  
Education, Office of School and Community Support, Adult and Family  
Literacy Services for four years. Ms. Spillman holds an undergraduate  
degree from Louisiana State University in the field of education. She  
has taught in the K-12 public education system and served on numerous  
committees to advance the education of children and adults. After the  
approval and adoption of The Louisiana Adult Education Content  
Standards in October 2006, Ms. Spillman was instrumental in  
introducing the standards to adult education instructors across the  
state in collaboration with the Louisiana Association for Public,  
Community and Adult Education. The following summer, Louisiana  
applied for and was one of six states accepted to participate in  
OVAE's Standards-in-Action (SIA) project. Ms. Spillman headed the  
Louisiana team who accepted their charge to pilot test training  
materials for implementing adult education standards use in the  
classroom. Again this year, Ms. Spillman and the Louisiana team are  
looking forward to participating in Part 2 of the Standards-in-Action  
project.

David J. Rosen
National Institute for Literacy
Special Topics Discussion Moderator
Djrosen at comcast.net




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From Cindy.Brach at ahrq.hhs.gov  Mon Jun  9 13:51:21 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Mon, 9 Jun 2008 13:51:21 -0400
Subject: [HealthLiteracy 2063] Re: Health Literacy Assessment Survey
References: <200806061859.m56IxUft003265@mailhost2.mfldclin.edu>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19708A1F891@AVN3VS004.ees.hhs.gov>

Nikki Lurie at RAND and A.I.R. (the contractor that conducted the NAAL) are developing a geographic health literacy estimator using NAAL health literacy data. I believe they will have a working model for one state this summer, and plan to expand it further pending additional funding.
 
Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Seubert, Douglas
Sent: Fri 6/6/2008 2:57 PM
To: healthliteracy at nifl.gov; Jsorensen at afmc.org; mcggayer at sbcglobal.net
Subject: [HealthLiteracy 2061] Re: Health Literacy Assessment Survey


 

If you really want to do a thorough survey to assess the health literacy of a county population, there are probably many areas you'd need to cover in your questionnaire.

The example of the Low Literacy Prevalence Calculator I mentioned in my previous post is a good starting point. It looks at these key areas:

Percent over 65 years of age
Percent enrolled in Medicaid or other public assistance program
Percentage that are White
Percentage that are Black (African American)
Percentage that are Hispanic
Percentage that mainly speak a language other than English

So, you would want to collect demographic data on age, gender, race (would asking about a person's primary language be part of race?). Considering those enrolled in Medicaid or other public assistance programs is only one aspect concerning income and poverty status. What the calculator does is look at some of the BIG factors impacting literacy. (see my closing comments below for more on this).

An example of a comprehensive health survey that covers many of these key areas -- and has lots of sample questions -- is the California Health Interview Survey conducted by the UCLA Center for Health Policy Research in 2007.  The results were just released in March 2008. You can view the entire report here: http://www.chis.ucla.edu/pdf/CHIS2007_adult_q.pdf

For a "health literacy" survey, you might want to consider questions from these areas:

SECTION A - DEMOGRAPHIC INFORMATION, PART I
Age
Gender
Ethnicity
Race
Marital Status

SECTION G - DEMOGRAPHIC INFORMATION, PART II
Country of Birth
Language Spoken at Home
Additional Language Use
Citizenship and Immigration
Child and Teen Selection
Paid Child Care, Cost
Educational Attainment

SECTION K - EMPLOYMENT, INCOME, POVERTY STATUS, FOOD SECURITY
Hours Worked
Income Last Month
Annual Household Income
Number of persons supported
Poverty level test
Food Availability in Household
Hunger

SECTION L - PUBLIC PROGRAM PARTICIPATION
TANF/CalWORKS
Food Stamps
Supplemental Security Income
WIC
Assets
Alimony/Child Support
Social security/Pension Payments

SECTION M - HOUSING, PARKS, TRANSPORTATION
Housing


OK, that's a lot of ground to cover! Most of this data is probably already collected in your state and is available by county. Since we know some of the BIG factors that impact literacy, we can conclude that they also effect health literacy. Both, however, crossover into every part of our culture. Asking someone's race, education level and employment status may not tell you anything about their health literacy level. For that you almost need to use one of the health literacy assessment tools like REALM or TOFHLA. I suppose you could include some demographic questions and then as a few questions specific to health literacy.

But as stated many times by many experts, health literacy fluctuates. Stress, hearing bad news from a doctor, anxiety, exhaustion, and any number of uncontrollable factors can effect understanding. How do you collect that type of information in a survey?

Also, keep in mind these studies:

Evidence does not support clinical screening of literacy --- According to a recent article in the Journal of General Internal Medicine, clinical screening for literacy is not recommended: "Limited health literacy is a significant risk factor for adverse health outcomes. Despite controversy, many health care professionals have called for routine clinical screening of patients' literacy skills. Whereas brief literacy screening tools exist that with further evaluation could potentially be used to detect limited literacy in clinical settings, no screening program for limited literacy has been shown to be effective. Yet there is a noted potential for harm, in the form of shame and alienation, which might be induced through clinical screening. There is fair evidence to suggest that possible harm outweighs any current benefits; therefore, clinical screening for literacy should not be recommended at this time." http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


Patients' shame and attitudes toward discussing the results of literacy screening --- Health care providers must recognize the potential shame patients might experience as a result of literacy screening. http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


AND MOST INTERESTING OF ALL --- Brief report: screening items to identify patients with limited health literacy skills: According to this study, one screening question, "How confident are you filling out medical forms by yourself?" was accurate in detecting limited and limited/marginal health literacy skills.  http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_RA&linkpos=3&log$=relatedarticles&dbfrom=pubmed

According to this study, researchers were able to accurately predict which patients had low health literacy skills by asking one question. The results were just as accurate had they used REALM or TOFHLA. So maybe your survey only needs one question????

The idea of a survey for a large population seems like a lot of effort and expense, especially since NAAL already did that for you. We know the BIG factors that impact literacy, and they carry over into health literacy (race, language spoken, education level, employment status) and you should already have access to this information for your county.

A survey won't measure those uncontrollable things that effect us all day to day. Who among us hasn't experienced a time when we didn't understand what someone was telling us (for any of the various reasons I already mentioned). If you give me the TOHFLA test I'd do really well. Or if I took the NAAL survey (http://nces.ed.gov/NAAL/sample_results.asp) right now I'd score in the proficient range. Under stress I wouldn't do as well. 

So, think about using the data already available to you. Create a demographic profile of your county population. List out the BIG factors. Estimate how many people might have low literacy. Use more of your time and energy for educating health care organizations and social services in your community about the need to communicate clearly. Consider the "universal design" concept. Everyone benefits from clear, simple communication.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:   "Matt Gayer" <mcggayer at sbcglobal.net>
Date:   Thu Jun 05, 2008 -- 09:12:38 PM
To:     healthliteracy at nifl.gov
Subject:        [HealthLiteracy 2053]  Health Literacy Assessment Survey

Hello All-
    I am health literacy intern this summer at a county health department in Missouri.  My first goal is to assess the current health literacy rate of the county so we can identify strengths and weaknesses, then prepare an implementation plan tailored to best fit the community.  In order to assess current health literacy, I proposed that a survey of some sort would probably be necessary in order to formulate our initial research.  I have been able to thus far find any examples of such a survey/questionnaire, and was wondering if anyone had used/created one or knew from where I could find one.  I very much appreciate any help with this as I prepare to begin the first steps in our new health literacy program.  Thank you.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





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From MSkewes at ria.buffalo.edu  Fri Jun  6 14:00:03 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Fri, 6 Jun 2008 14:00:03 -0400
Subject: [HealthLiteracy 2064] Re: New current awareness resource
	on	healthliteracy resources
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BF8C@DTHREXCL1.dthr.ab.ca>
Message-ID: <OF499CDBED.5CDDBCDA-ON85257460.0062D759-85257460.0062EF61@ria.buffalo.edu>

I agree!  This is fantastic!  Thanks so much.

Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"Davies, Nicola" <NDavies at dthr.ab.ca> 
Sent by: healthliteracy-bounces at nifl.gov
06/06/2008 11:08 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2057] Re: New current awareness resource on healthliteracy 
resources






Julie, 
What a wonderful resource! Excellent start to a Friday morning!
 
Cheers
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Esparza, Julia M.
Sent: Friday, June 06, 2008 6:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2054] New current awareness resource on 
healthliteracy resources

Friends,
 
I would like to announce the recently created Health Literacy Alerts 
http://healthliteracyalerts.blogspot.com.  This resource is to try to 
capture studies, reports and other information regarding health literacy 
in one place.  This was created as a companion resource to my LSUHSC-S 
Medical Library Evidence Alert.   You can use a feed reader to know when 
the site is updated or you can bookmark the page and return to it often. 
If I see resources mentioned online I will post those as well.  It won?t 
be able to gather everything published but it will at least give us one 
way to try to stay on top of the literature.  Most of the resources will 
NOT be available free since most are reports in journals.  Your library 
will need to have access to the journal or you might have to ask to 
receive the resource via interlibrary loan.  The focus will be on health 
literacy and not general literacy.  I just wouldn?t have time to cover all 
the literature published in general literacy.  If you see a resource 
please let me know and I can make an entry for it. 
 
Please let me know if you have any questions. 
 
Julie
 
Julie Esparza
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA

LSUHSC-S Medical Library Evidence Alert 
http://lsuhsc-sevidencealert.blogspot.com 
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com

318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu
 ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mskewes at ria.buffalo.edu

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From darren_dewalt at med.unc.edu  Mon Jun  9 15:53:20 2008
From: darren_dewalt at med.unc.edu (DeWalt, Darren)
Date: Mon, 9 Jun 2008 15:53:20 -0400
Subject: [HealthLiteracy 2065] Universal Precautions Toolkit for Primary Care
Message-ID: <ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB@medexch.med.unc.edu>

Dear Colleagues,

 

We are developing a Health Literacy Universal Precautions toolkit for
use in primary care practices.  Therefore, we are looking for a broad
range of tools that can be used by practices to help patients get the
most out of their health care.  This includes but is not limited to:

 

1.       Staff training to improve cultural or literacy sensitivity and
patient communication & education

2.       Strategies for serving patients with low literacy or cultural
differences

3.       Strategies for practices to link with literacy or cultural
resources provided in the community

 

Please reply with any questions or if you have a tool that may be useful
to include. If you have a tool, please let us know the name of the tool,
how it is used, and what it costs.

 

How to Reply: Email: vhawk at med.unc.edu or fax: 919 966-1739 ATTN:
Victoria Hawk, HL Toolkit Mgr.

 

When to Reply: by June 16, 2008.

 

What to Include in Your Reply: In addition to information about tools,
please include contact information: Name, Organization, Phone, Fax,
Mailing Address and Email.

 

We look forward to hearing from you.

 

Sincerely,

 

Darren 

 

Darren A. DeWalt, MD, MPH

Assistant Professor of Medicine

Division of General Internal Medicine

5039 Old Clinic Building, CB#7110

Chapel Hill, NC  27599

Campus Office: 919-966-2276, ext 245

Sheps Center Office: 919-966-0926

fax: 919-966-2274

 

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From christina.zarcadoolas at mssm.edu  Tue Jun 10 08:58:02 2008
From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina)
Date: Tue, 10 Jun 2008 08:58:02 -0400
Subject: [HealthLiteracy 2066] Re: Universal Precautions Toolkit for Primary
	Care
References: <ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB@medexch.med.unc.edu>
Message-ID: <3C2E20E79C37CC468509A3C8B57A01F04BC378@EXCH-EVS2.ExchMail.mssm.edu>

I'm not sure if I understand the request - toolkit. 
 
Working with the NYC Dept of Health, Chronic Disease Division's Clinical Systems Improvement, we have just completed an Obesity Detailing Kit. This new kit uses an elaborated model of health literacy to discuss obesity with providers and their patients.  It was developed collaboratively using expert, provider and consumer discussion. 

Is this the kind of material you're requesting?

http://home2.nyc.gov/html/doh/html/csi/csi-obesity.shtml

Thanks,

Chris 

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative 
Associate Clinical Professor 
Mount Sinai School of Medicine 
Dept. of Community and Preventive Medicine 
Box 1057
One Gustave L. Levy Place 
New York, NY 10029 
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of DeWalt, Darren
Sent: Mon 6/9/2008 3:53 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2065] Universal Precautions Toolkit for Primary Care
 
Dear Colleagues,

 

We are developing a Health Literacy Universal Precautions toolkit for
use in primary care practices.  Therefore, we are looking for a broad
range of tools that can be used by practices to help patients get the
most out of their health care.  This includes but is not limited to:

 

1.       Staff training to improve cultural or literacy sensitivity and
patient communication & education

2.       Strategies for serving patients with low literacy or cultural
differences

3.       Strategies for practices to link with literacy or cultural
resources provided in the community

 

Please reply with any questions or if you have a tool that may be useful
to include. If you have a tool, please let us know the name of the tool,
how it is used, and what it costs.

 

How to Reply: Email: vhawk at med.unc.edu or fax: 919 966-1739 ATTN:
Victoria Hawk, HL Toolkit Mgr.

 

When to Reply: by June 16, 2008.

 

What to Include in Your Reply: In addition to information about tools,
please include contact information: Name, Organization, Phone, Fax,
Mailing Address and Email.

 

We look forward to hearing from you.

 

Sincerely,

 

Darren 

 

Darren A. DeWalt, MD, MPH

Assistant Professor of Medicine

Division of General Internal Medicine

5039 Old Clinic Building, CB#7110

Chapel Hill, NC  27599

Campus Office: 919-966-2276, ext 245

Sheps Center Office: 919-966-0926

fax: 919-966-2274

 


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From poledc at slu.edu  Tue Jun 10 09:39:27 2008
From: poledc at slu.edu (David Pole)
Date: Tue, 10 Jun 2008 08:39:27 -0500
Subject: [HealthLiteracy 2067] Re: Universal Precautions Toolkit for Primary
	Care
In-Reply-To: <ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB@medexch.med.unc.edu>
Message-ID: <004501c8caff$6704d3e0$0a2e86a5@CFMJ6F23D1>

I would be very interested in what you come up with to put in a Universal
Precautions toolkit for Primary Care practices.

 

We have been using the tool developed by the Association of American Medical
Colleges (AAMC) to assess our curriculum around issues of cultural
competency knowledge, attitudes, and skills. The tool is called TACCT - Tool
for Assessing Cultural Competency Training and it is available on the AAMC
website.  Perhaps the tool could be used to assess how practices are
creating and supporting a culture where these KAS are discussed, developed,
and incorporated into practice.  The AAMC website also has the guidelines
for using and the bibliography that supports the TACCT  Tool

 

If there were a comparable tool for addressing KAS for Health literacy, I
think it would be very helpful.

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research, and
Primary Care

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of DeWalt, Darren
Sent: Monday, June 09, 2008 2:53 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2065] Universal Precautions Toolkit for Primary
Care

 

Dear Colleagues,

 

We are developing a Health Literacy Universal Precautions toolkit for use in
primary care practices.  Therefore, we are looking for a broad range of
tools that can be used by practices to help patients get the most out of
their health care.  This includes but is not limited to:

 

1.       Staff training to improve cultural or literacy sensitivity and
patient communication & education

2.       Strategies for serving patients with low literacy or cultural
differences

3.       Strategies for practices to link with literacy or cultural
resources provided in the community

 

Please reply with any questions or if you have a tool that may be useful to
include. If you have a tool, please let us know the name of the tool, how it
is used, and what it costs.

 

How to Reply: Email: vhawk at med.unc.edu or fax: 919 966-1739 ATTN: Victoria
Hawk, HL Toolkit Mgr.

 

When to Reply: by June 16, 2008.

 

What to Include in Your Reply: In addition to information about tools,
please include contact information: Name, Organization, Phone, Fax, Mailing
Address and Email.

 

We look forward to hearing from you.

 

Sincerely,

 

Darren 

 

Darren A. DeWalt, MD, MPH

Assistant Professor of Medicine

Division of General Internal Medicine

5039 Old Clinic Building, CB#7110

Chapel Hill, NC  27599

Campus Office: 919-966-2276, ext 245

Sheps Center Office: 919-966-0926

fax: 919-966-2274

 

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From jespar at lsuhsc.edu  Tue Jun 10 14:18:00 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 10 Jun 2008 13:18:00 -0500
Subject: [HealthLiteracy 2068] Re: Universal Precautions Toolkit for
	PrimaryCare
In-Reply-To: <3C2E20E79C37CC468509A3C8B57A01F04BC378@EXCH-EVS2.ExchMail.mssm.edu>
References: <ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB@medexch.med.unc.edu>
	<3C2E20E79C37CC468509A3C8B57A01F04BC378@EXCH-EVS2.ExchMail.mssm.edu>
Message-ID: <2E9263050F8EE046972BE0510E7A71DA5DEC@SH-EXCHBE2.master.lsuhsc.edu>

Chris,

 

I just put this resource on the Health Literacy Alerts
http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com>  blog that I have.  Cool
materials.

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Zarcadoolas,
Christina
Sent: Tuesday, June 10, 2008 7:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2066] Re: Universal Precautions Toolkit for
PrimaryCare

 

I'm not sure if I understand the request - toolkit.

Working with the NYC Dept of Health, Chronic Disease Division's Clinical
Systems Improvement, we have just completed an Obesity Detailing Kit.
This new kit uses an elaborated model of health literacy to discuss
obesity with providers and their patients.  It was developed
collaboratively using expert, provider and consumer discussion.

Is this the kind of material you're requesting?

http://home2.nyc.gov/html/doh/html/csi/csi-obesity.shtml

Thanks,

Chris

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative
Associate Clinical Professor
Mount Sinai School of Medicine
Dept. of Community and Preventive Medicine
Box 1057
One Gustave L. Levy Place
New York, NY 10029
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of DeWalt, Darren
Sent: Mon 6/9/2008 3:53 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2065] Universal Precautions Toolkit for Primary
Care

Dear Colleagues,



We are developing a Health Literacy Universal Precautions toolkit for
use in primary care practices.  Therefore, we are looking for a broad
range of tools that can be used by practices to help patients get the
most out of their health care.  This includes but is not limited to:



1.       Staff training to improve cultural or literacy sensitivity and
patient communication & education

2.       Strategies for serving patients with low literacy or cultural
differences

3.       Strategies for practices to link with literacy or cultural
resources provided in the community



Please reply with any questions or if you have a tool that may be useful
to include. If you have a tool, please let us know the name of the tool,
how it is used, and what it costs.



How to Reply: Email: vhawk at med.unc.edu or fax: 919 966-1739 ATTN:
Victoria Hawk, HL Toolkit Mgr.



When to Reply: by June 16, 2008.



What to Include in Your Reply: In addition to information about tools,
please include contact information: Name, Organization, Phone, Fax,
Mailing Address and Email.



We look forward to hearing from you.



Sincerely,



Darren



Darren A. DeWalt, MD, MPH

Assistant Professor of Medicine

Division of General Internal Medicine

5039 Old Clinic Building, CB#7110

Chapel Hill, NC  27599

Campus Office: 919-966-2276, ext 245

Sheps Center Office: 919-966-0926

fax: 919-966-2274





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From SandraW.Hilfiker at hhs.gov  Tue Jun 10 14:18:58 2008
From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS))
Date: Tue, 10 Jun 2008 14:18:58 -0400
Subject: [HealthLiteracy 2069]  New healthfinder.gov - available in beta
In-Reply-To: <004501c8caff$6704d3e0$0a2e86a5@CFMJ6F23D1>
References: <ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB@medexch.med.unc.edu>
	<004501c8caff$6704d3e0$0a2e86a5@CFMJ6F23D1>
Message-ID: <B323ED7FC61FA8449EEB1E74FCBAC4B9013705FE@AVN3VS002.ees.hhs.gov>

Dear Colleague,

 

The U.S. Department of Health and Human Services, Office of Disease
Prevention and Health Promotion is pleased to announce a completely
redesigned healthfinder.gov!  The site is available in beta and we look
forward to getting your feedback.  

 

The new site has a prevention focus and has been redesigned based on
usability and health literacy principles. As a result of audience
research and user testing, healthfinder.gov now offers:

*         a user friendly interface;

*         simple navigation and information organization; and

*         an easy-to-read format.

 

We've also added some new features, including: 

*         The Quick Guide to Healthy Living
<http://beta.healthfinder.gov/prevention/myHealthfinder.aspx>  - basic,
easy-to-understand information on key prevention topics, including the
benefits of taking recommended actions and tips on how to get started. 

*         myhealthfinder <http://beta.healthfinder.gov/>  - personalized
health recommendations based on age and sex from the U.S. Preventive
Services Task Force, supported by the Agency for Healthcare Research and
Quality (AHRQ). 

*         Personal Health Tools
<http://beta.healthfinder.gov/HealthTools/>  - menu and activity
planners, health calculators, online check-ups, and more.  

 

We are counting on you to help us make healthfinder.gov even better.
Here's what you can do:

*         Try out the new beta site and tell us what you think.  Go to
http://beta.healthfinder.gov <http://beta.healthfinder.gov/>  and look
for the feedback button. Encourage your constituents to do the

same.

*         Post a link to healthfinder.gov from your organization's Web
site.  A Web banner and instructions are located at:
http://beta.healthfinder.gov/aboutus/linking.aspx. 

*         Feature an announcement about the new healthfinder site in
your organization's electronic or print newsletter. For your
convenience, we have   provided copy below

that you can use as is or tailor.

 

Thank you!

 

Sincerely,

 

Office of Disease Prevention and Health Promotion

C/O healthfinder.gov/National Health Information Center (NHIC)

P.O. Box 1133

Washington, DC  20013-1133

healthfinder at nhic.org

(301) 565-4167

 

healthfinder(r) and National Health Information Center (NHIC) are
services of the Office of Disease Prevention and Health Promotion, U.S.
Department of Health and Human Services.

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - -

Suggested Newsletter Copy:

 

healthfinder.gov has been redesigned to give you even more news, tips,
and tools to stay healthy!

 

The site features these new and easy-to-use features:

 

*	Quick Guide to Healthy Living
<http://beta.healthfinder.gov/prevention/> -Discover the top five things
you can do to stay healthy. 
*	myhealthfinder <http://beta.healthfinder.gov/> -Find out which
important screening tests you need this year.  Plus: get other health
recommendations based on your age and sex.
*	Personal Health Tools
<http://beta.healthfinder.gov/HealthTools/> - How healthy are you?  Take
a quiz to learn about your health and lifestyle. 

 

Give your feedback on the new site while it is in beta.  Visit
http://beta.healthfinder.gov <http://beta.healthfinder.gov/>  and click
on the feedback icon!

 

healthfinder.gov is a consumer health information Web site sponsored by
the Office of Disease Prevention and Health Promotion (ODPHP), U.S.
Department of Health and Human Services.

 

 

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From bcmrose at telus.net  Wed Jun 11 02:24:13 2008
From: bcmrose at telus.net (Marg Rose)
Date: Tue, 10 Jun 2008 23:24:13 -0700
Subject: [HealthLiteracy 2070]  two assessment resources
In-Reply-To: <mailman.38839.1213101681.13921.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGKEIODMAA.bcmrose@telus.net>

Two resources may assist you in measuring and reporting on health literacy
rates:

1. If you contact Dr. Scott Murray, he could consult on the health literacy
survey that he used, and tied to the IALS/ALLS Adult Literacy and Life
Skills data set to make a compelling case for the correlations between low
health literacy and low health, economic stability, education, etc. He's at
baboon at rogers.blackberry.net. A list of his publications shows you the depth
of his scholarship to lend a seasoned statistician's eye to your survey:

http://library.nald.ca/research/browse/author?name=T.+Scott+Murray

2. A team of researchers at the University of Victoria have designed an
e-survey for teens to measure their ability to understand and use
information about their health. Contact Deborah Begoray (dbegoray at uvic.ca)
or Dr. Irv Rootman, the Exec Director of the Health and Learning Knowledge
Centre of the Canadian Council on Learning (irootman at telus.net) for
information or to test drive their model.

Marg Rose
Victoria, BC



"Life is 10% what you make it and 90% how you take it."
                                                                   ~Irving
Berlin

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of
healthliteracy-request at nifl.gov
Sent: Tuesday, June 10, 2008 5:41 AM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 33, Issue 5


Send HealthLiteracy mailing list submissions to
	healthliteracy at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
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Today's Topics:

   1. [HealthLiteracy 2060] Re: health literacy assessment survey
      (MSkewes at ria.buffalo.edu)
   2. [HealthLiteracy 2061] Re: Health Literacy Assessment Survey
      (Seubert, Douglas)
   3. [HealthLiteracy 2062] Adult Education Content Standards
      Discussion	begins Monday (David J. Rosen)
   4. [HealthLiteracy 2063] Re: Health Literacy Assessment Survey
      (Brach, Cindy (AHRQ))
   5. [HealthLiteracy 2064] Re: New current awareness resource	on
      healthliteracy resources (MSkewes at ria.buffalo.edu)
   6. [HealthLiteracy 2065] Universal Precautions Toolkit for
      Primary Care (DeWalt, Darren)


----------------------------------------------------------------------

Message: 1
Date: Fri, 6 Jun 2008 14:06:03 -0400
From: MSkewes at ria.buffalo.edu
Subject: [HealthLiteracy 2060] Re: health literacy assessment survey
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Message-ID:
	<OF5146F003.472A7F30-ON85257460.00633FCC-85257460.00637C3E at ria.buffalo.edu>

Content-Type: text/plain; charset="us-ascii"

Perhaps you can take a random sample of the population (using random digit
dialing or some other effective method of random sampling) and administer
the S-TOFHLA, REALM, NVS, or other measure of health literacy.  If random
sampling is done properly, you should be able to generalize from your
sample to the population of interest.  Just an idea!

Best,
Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"Janet Sorensen" <Jsorensen at afmc.org>
Sent by: healthliteracy-bounces at nifl.gov
06/06/2008 12:00 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2058]  health literacy assessment survey






Matt, if you or whoever replies to you would cc me (or possibly the whole
list if anyone else is interested), I'd greatly appreciate it. We're
working on assessing the health literacy of the Medicaid population in a
specific county in Arkansas, and I'd love to see some examples of this
kind of survey or other tools. Thanks!
Janet Sorensen
Arkansas Foundation for Medical Care

From: healthliteracy-bounces at nifl.gov [mailto:  ] On Behalf Of Matt Gayer
Sent: Thursday, June 05, 2008 5:19 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2053] Health Literacy Assessment Survey

Hello All-
  I am health literacy intern this summer at a county health department in
Missouri.  My first goal is to assess the current health literacy rate of
the county so we can identify strengths and weaknesses, then prepare an
implementation plan tailored to best fit the community.  In order to
assess current health literacy, I proposed that a survey of some sort
would probably be necessary in order to formulate our initial research.  I
have been able to thus far find any examples of such a
survey/questionnaire, and was wondering if anyone had used/created one or
knew from where I could find one.  I very much appreciate any help with
this as I prepare to begin the first steps in our new health literacy
program.  Thank you.
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Janet Sorensen
Arkansas Foundation for Medical Care
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Message: 2
Date: Fri, 06 Jun 2008 13:57:53 -0500
From: "Seubert, Douglas" <seubert.douglas at marshfieldclinic.org>
Subject: [HealthLiteracy 2061] Re: Health Literacy Assessment Survey
To: "healthliteracy at nifl.gov" <healthliteracy at nifl.gov>,
	"Jsorensen at afmc.org" <Jsorensen at afmc.org>,	"mcggayer at sbcglobal.net"
	<mcggayer at sbcglobal.net>
Message-ID: <200806061859.m56IxUft003265 at mailhost2.mfldclin.edu>
Content-Type: text/plain; charset="us-ascii"

If you really want to do a thorough survey to assess the health literacy of
a county population, there are probably many areas you'd need to cover in
your questionnaire.

The example of the Low Literacy Prevalence Calculator I mentioned in my
previous post is a good starting point. It looks at these key areas:

Percent over 65 years of age
Percent enrolled in Medicaid or other public assistance program
Percentage that are White
Percentage that are Black (African American)
Percentage that are Hispanic
Percentage that mainly speak a language other than English

So, you would want to collect demographic data on age, gender, race (would
asking about a person's primary language be part of race?). Considering
those enrolled in Medicaid or other public assistance programs is only one
aspect concerning income and poverty status. What the calculator does is
look at some of the BIG factors impacting literacy. (see my closing comments
below for more on this).

An example of a comprehensive health survey that covers many of these key
areas -- and has lots of sample questions -- is the California Health
Interview Survey conducted by the UCLA Center for Health Policy Research in
2007.  The results were just released in March 2008. You can view the entire
report here: http://www.chis.ucla.edu/pdf/CHIS2007_adult_q.pdf

For a "health literacy" survey, you might want to consider questions from
these areas:

SECTION A ? DEMOGRAPHIC INFORMATION, PART I
Age
Gender
Ethnicity
Race
Marital Status

SECTION G ? DEMOGRAPHIC INFORMATION, PART II
Country of Birth
Language Spoken at Home
Additional Language Use
Citizenship and Immigration
Child and Teen Selection
Paid Child Care, Cost
Educational Attainment

SECTION K ? EMPLOYMENT, INCOME, POVERTY STATUS, FOOD SECURITY
Hours Worked
Income Last Month
Annual Household Income
Number of persons supported
Poverty level test
Food Availability in Household
Hunger

SECTION L - PUBLIC PROGRAM PARTICIPATION
TANF/CalWORKS
Food Stamps
Supplemental Security Income
WIC
Assets
Alimony/Child Support
Social security/Pension Payments

SECTION M ? HOUSING, PARKS, TRANSPORTATION
Housing


OK, that's a lot of ground to cover! Most of this data is probably already
collected in your state and is available by county. Since we know some of
the BIG factors that impact literacy, we can conclude that they also effect
health literacy. Both, however, crossover into every part of our culture.
Asking someone's race, education level and employment status may not tell
you anything about their health literacy level. For that you almost need to
use one of the health literacy assessment tools like REALM or TOFHLA. I
suppose you could include some demographic questions and then as a few
questions specific to health literacy.

But as stated many times by many experts, health literacy fluctuates.
Stress, hearing bad news from a doctor, anxiety, exhaustion, and any number
of uncontrollable factors can effect understanding. How do you collect that
type of information in a survey?

Also, keep in mind these studies:

Evidence does not support clinical screening of literacy --- According to a
recent article in the Journal of General Internal Medicine, clinical
screening for literacy is not recommended: "Limited health literacy is a
significant risk factor for adverse health outcomes. Despite controversy,
many health care professionals have called for routine clinical screening of
patients' literacy skills. Whereas brief literacy screening tools exist that
with further evaluation could potentially be used to detect limited literacy
in clinical settings, no screening program for limited literacy has been
shown to be effective. Yet there is a noted potential for harm, in the form
of shame and alienation, which might be induced through clinical screening.
There is fair evidence to suggest that possible harm outweighs any current
benefits; therefore, clinical screening for literacy should not be
recommended at this time."
http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSyst
 em2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


Patients' shame and attitudes toward discussing the results of literacy
screening --- Health care providers must recognize the potential shame
patients might experience as a result of literacy screening.
http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


AND MOST INTERESTING OF ALL --- Brief report: screening items to identify
patients with limited health literacy skills: According to this study, one
screening question, "How confident are you filling out medical forms by
yourself?" was accurate in detecting limited and limited/marginal health
literacy skills.
http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_R
A&linkpos=3&log$=relatedarticles&dbfrom=pubmed

According to this study, researchers were able to accurately predict which
patients had low health literacy skills by asking one question. The results
were just as accurate had they used REALM or TOFHLA. So maybe your survey
only needs one question????

The idea of a survey for a large population seems like a lot of effort and
expense, especially since NAAL already did that for you. We know the BIG
factors that impact literacy, and they carry over into health literacy
(race, language spoken, education level, employment status) and you should
already have access to this information for your county.

A survey won't measure those uncontrollable things that effect us all day to
day. Who among us hasn't experienced a time when we didn't understand what
someone was telling us (for any of the various reasons I already mentioned).
If you give me the TOHFLA test I'd do really well. Or if I took the NAAL
survey (http://nces.ed.gov/NAAL/sample_results.asp) right now I'd score in
the proficient range. Under stress I wouldn't do as well.

So, think about using the data already available to you. Create a
demographic profile of your county population. List out the BIG factors.
Estimate how many people might have low literacy. Use more of your time and
energy for educating health care organizations and social services in your
community about the need to communicate clearly. Consider the "universal
design" concept. Everyone benefits from clear, simple communication.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Matt Gayer" <mcggayer at sbcglobal.net>
Date:	Thu Jun 05, 2008 -- 09:12:38 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2053]  Health Literacy Assessment Survey

Hello All-
    I am health literacy intern this summer at a county health department in
Missouri.  My first goal is to assess the current health literacy rate of
the county so we can identify strengths and weaknesses, then prepare an
implementation plan tailored to best fit the community.  In order to assess
current health literacy, I proposed that a survey of some sort would
probably be necessary in order to formulate our initial research.  I have
been able to thus far find any examples of such a survey/questionnaire, and
was wondering if anyone had used/created one or knew from where I could find
one.  I very much appreciate any help with this as I prepare to begin the
first steps in our new health literacy program.  Thank you.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




------------------------------

Message: 3
Date: Sat, 7 Jun 2008 18:16:07 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [HealthLiteracy 2062] Adult Education Content Standards
	Discussion	begins Monday
To: The Assessment Discussion List <assessment at nifl.gov>,	The Adult
	English Language Learners Discussion List	<englishlanguage at nifl.gov>,
	The Family Literacy Discussion List <familyliteracy at nifl.gov>,	The
	Health and Literacy Discussion List <healthliteracy at nifl.gov>,	The
	Learning Disabilities Discussion List <learningdisabilities at nifl.gov>,
	diversity at nifl.gov,	The Adult Literacy Professional Development
	Discussion List	<professionaldevelopment at nifl.gov>, 	The Technology
	and Literacy Discussion List <technology at nifl.gov>,	The Workplace
	Literacy Discussion List <workplace at nifl.gov>
Message-ID: <400CCBA2-EDA0-47AF-A425-C601C0A8AB3E at comcast.net>
Content-Type: text/plain; charset="windows-1252"

Colleagues,

Beginning Monday, June 9th, and continuing through Friday, June 20th,
on the National Institute for Literacy Special Topics list, we will
discuss the implementation of state adult education content
standards. Experts from several states will talk about the
opportunities and challenges they have experienced as they work with
teachers, administrators and others who are developing curriculum,
and designing and teaching lessons that reflect their state's content
standards. Our guests include: Miriam Kroeger, from Arizona; Raye
Nell Spillman, from Louisiana; Karen Lisch Gianninoto, from Maryland;
Judy Franks, from Ohio; Pam Blundel, from Oklahoma; Philip Anderson,
from Florida; and Federico Salas, from Texas. You will find
background information on all of our guest experts below. I hope you
will join us for this discussion. I hope you will also forward this
announcement to your colleagues who may be interested!

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you
prefer, you can stay subscribed for the next discussion.

Adult Education Content Standards Warehouse

Sponsored by the U.S. Department of Education, the Adult Education
Content Standards Warehouse "provides access to materials for
developing, aligning, and implementing adult education content
standards in the areas of English language acquisition, mathematics,
and reading. On this site you can find content standards from a
variety of states and organizations; learn about the process of
developing standards in A Process Guide for Establishing State Adult
Education Content Standards; and find field resources on professional
development and national and international standards." The web site
address is:

http://www.adultedcontentstandards.ed.gov/


Background on Discussion Guests

Philip Anderson started his English teaching career in 1974 as a
Peace Corps volunteer in the Dominican Republic.  English teaching
was a sideline to his main project of helping farmers groups with pig
raising projects.  After Peace Corps, Phil continued to live in the
Dominican Republic as a pastor for small church groups, and he
continued to teach English to adults who wanted to emigrate to the
U.S.  In 1986, he returned to the states to finish college at UC
Davis.  With a MS in community development, Phil went to Haiti in
1991.  There, Phil taught woodworking at a vocational school, taught
English, managed a large soil conservation project (not all at the
same time)!  In 1995, Phil returned to the states, and became a part-
time adult ESOL instructor at night for Palm Beach county in Belle
Glade, Florida.  In 1998, he joined the adult ESOL program at South
Florida Community College, where he was department chair from
2000-2004.  Since 2004, Phil has worked at the Florida Department of
Education.  There Phil manages EL Civics state leadership grants and
provides technical assistance trainings to adult ESOL instructors
statewide.

Pam Blundell has been involved in Oklahoma's development and
implementation of content standards since 2002-2003 when the state
held its first discussions around the possibility of introducing the
Equipped for the Future (EFF) teaching and learning system to the
field. Pam was given the task of overseeing the state's first EFF
pilot project in 2003-2004. During the EFF pilot year, the state
decided to expand the EFF training and officially adopt EFF content
standards statewide. At that time, Pam was asked to coordinate this
long-term process. Pam has continued to be directly involved in the
implementation and oversight of the integration of content standards
into the adult education classroom. This process has involved the
development of new tools and training processes and most recently,
leading the state's Standards-In-Action (SIA) team. Prior to coming
to the state, Pam worked as an adult education teacher integrating
EFF standards into instruction.

Judy Franks is currently on staff at the Ohio Literacy Resource
Center as a Literacy Projects Coordinator. She was involved
originally with the Equipped for the Future (EFF) Standards-based
System Reform Initiative, coordinating the Ohio Research Field Sites
and training as a Certified State Facilitator. Judy has had
experience developing and working with the standards at the program,
state, and national levels. As a veteran instructor of training and
development courses, Judy's background in adult basic education since
1992 includes family literacy, GED classroom instruction and the
development of a workforce training program.

Karen Lisch Gianninoto's involvement with the Maryland Content
Standards for Adults ESL/ESOL began when she was working part-time as
an ESL instructor. She "was one of the teachers complaining from the
field that we needed standards". As a full time high school teacher,
she knew how helpful standards were in guiding instruction. Not long
after, she was appointed to the ESL Workgroup that developed the
content standards document.

Four years ago, she became the ESL Specialist for the Maryland State
Department of Education. When she took the position, she was
"grateful the content standards were finished. Little did I know that
my work was just beginning. Over the past four years, the content
standards have been revised three times, the ESL content standards
have been implemented in all of Maryland's programs, state trainers
have completed a training process, and a training manual was
completed. Yet, there is more to learn about standards. Maryland has
been most fortunate to participate in the CAELA and SIA Projects
funded through OVAE. These projects have helped Maryland refine our
training and provided instructors with the tools to understand
content standards."

Miriam Kroeger has been involved in Adult Education as a volunteer,
teacher, coordinator, administrator and specialist since 1972 and in
Arizona since 1978. She has taught adult English learners and adults
studying for their secondary school credential at a variety of
locations including elementary and secondary schools, community
colleges, jails, and prisons; she works with K-12 and adult
educators, and has visited teachers throughout the state of Arizona.
Miriam has served on state, regional and national committees; on the
boards of the Arizona Association for Lifelong Learning, the Mountain
Plains Adult Education Association and Arizona Teachers of English to
Speakers of Other Languages. She has been on national working groups
involved with adult education standards and teacher development and
was an original team member in the development and implementation of
Arizona's Standards for Adult Learners. She was also a member of the
Standards Specialist/Resource Teachers team that assisted programs
and instructors in the implementation of the standards. As an
Education Program Specialist in the Arizona Department of Education,
Adult Education Services unit during the past six years, one of her
responsibilities was to spearhead the revisions to the Reading,
Writing, Math, Science, Social Studies and ELAA (ESOL) Arizona Adult
Education Standards. These revisions were published in December 2007,
and the training process in understanding and utilizing the standards
continues.

Federico Salas-Isnardi is Assistant State Director of Adult Education
in Texas.  He oversees the Professional Development System in the
state.  He has worked for 20 years in the field of adult Education as
an ESL and GED instructor, professional developer, curriculum writer,
and program administrator.  He has trained adult educators for over
18 years on topics ranging from language acquisition to
individualized professional development planning, and from cross-
cultural communication and multicultural awareness to educational
leadership.

Between 2004 and 2007, Federico represented the state office of adult
education in the AE Content Standards Project team that adopted the
standards and wrote the benchmarks for Texas AE Content Standards
document.  In that capacity he worked with the project staff and
observed the work of the standards writers.  He also helped
articulate the vision of the state in regards to the adoption
process.  During the first two years of the project, Federico was the
state?s liaison to the National Adult Education Content Standards
Consortium.

Raye Nell D. Spillman has worked in the Louisiana State Department of
Education, Office of School and Community Support, Adult and Family
Literacy Services for four years. Ms. Spillman holds an undergraduate
degree from Louisiana State University in the field of education. She
has taught in the K-12 public education system and served on numerous
committees to advance the education of children and adults. After the
approval and adoption of The Louisiana Adult Education Content
Standards in October 2006, Ms. Spillman was instrumental in
introducing the standards to adult education instructors across the
state in collaboration with the Louisiana Association for Public,
Community and Adult Education. The following summer, Louisiana
applied for and was one of six states accepted to participate in
OVAE's Standards-in-Action (SIA) project. Ms. Spillman headed the
Louisiana team who accepted their charge to pilot test training
materials for implementing adult education standards use in the
classroom. Again this year, Ms. Spillman and the Louisiana team are
looking forward to participating in Part 2 of the Standards-in-Action
project.

David J. Rosen
National Institute for Literacy
Special Topics Discussion Moderator
Djrosen at comcast.net




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Message: 4
Date: Mon, 9 Jun 2008 13:51:21 -0400
From: "Brach, Cindy (AHRQ)" <Cindy.Brach at ahrq.hhs.gov>
Subject: [HealthLiteracy 2063] Re: Health Literacy Assessment Survey
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<04B4EF9F9E334C48903C284C4B16A19708A1F891 at AVN3VS004.ees.hhs.gov>
Content-Type: text/plain; charset="iso-8859-1"

Nikki Lurie at RAND and A.I.R. (the contractor that conducted the NAAL) are
developing a geographic health literacy estimator using NAAL health literacy
data. I believe they will have a working model for one state this summer,
and plan to expand it further pending additional funding.

Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Seubert, Douglas
Sent: Fri 6/6/2008 2:57 PM
To: healthliteracy at nifl.gov; Jsorensen at afmc.org; mcggayer at sbcglobal.net
Subject: [HealthLiteracy 2061] Re: Health Literacy Assessment Survey




If you really want to do a thorough survey to assess the health literacy of
a county population, there are probably many areas you'd need to cover in
your questionnaire.

The example of the Low Literacy Prevalence Calculator I mentioned in my
previous post is a good starting point. It looks at these key areas:

Percent over 65 years of age
Percent enrolled in Medicaid or other public assistance program
Percentage that are White
Percentage that are Black (African American)
Percentage that are Hispanic
Percentage that mainly speak a language other than English

So, you would want to collect demographic data on age, gender, race (would
asking about a person's primary language be part of race?). Considering
those enrolled in Medicaid or other public assistance programs is only one
aspect concerning income and poverty status. What the calculator does is
look at some of the BIG factors impacting literacy. (see my closing comments
below for more on this).

An example of a comprehensive health survey that covers many of these key
areas -- and has lots of sample questions -- is the California Health
Interview Survey conducted by the UCLA Center for Health Policy Research in
2007.  The results were just released in March 2008. You can view the entire
report here: http://www.chis.ucla.edu/pdf/CHIS2007_adult_q.pdf

For a "health literacy" survey, you might want to consider questions from
these areas:

SECTION A - DEMOGRAPHIC INFORMATION, PART I
Age
Gender
Ethnicity
Race
Marital Status

SECTION G - DEMOGRAPHIC INFORMATION, PART II
Country of Birth
Language Spoken at Home
Additional Language Use
Citizenship and Immigration
Child and Teen Selection
Paid Child Care, Cost
Educational Attainment

SECTION K - EMPLOYMENT, INCOME, POVERTY STATUS, FOOD SECURITY
Hours Worked
Income Last Month
Annual Household Income
Number of persons supported
Poverty level test
Food Availability in Household
Hunger

SECTION L - PUBLIC PROGRAM PARTICIPATION
TANF/CalWORKS
Food Stamps
Supplemental Security Income
WIC
Assets
Alimony/Child Support
Social security/Pension Payments

SECTION M - HOUSING, PARKS, TRANSPORTATION
Housing


OK, that's a lot of ground to cover! Most of this data is probably already
collected in your state and is available by county. Since we know some of
the BIG factors that impact literacy, we can conclude that they also effect
health literacy. Both, however, crossover into every part of our culture.
Asking someone's race, education level and employment status may not tell
you anything about their health literacy level. For that you almost need to
use one of the health literacy assessment tools like REALM or TOFHLA. I
suppose you could include some demographic questions and then as a few
questions specific to health literacy.

But as stated many times by many experts, health literacy fluctuates.
Stress, hearing bad news from a doctor, anxiety, exhaustion, and any number
of uncontrollable factors can effect understanding. How do you collect that
type of information in a survey?

Also, keep in mind these studies:

Evidence does not support clinical screening of literacy --- According to a
recent article in the Journal of General Internal Medicine, clinical
screening for literacy is not recommended: "Limited health literacy is a
significant risk factor for adverse health outcomes. Despite controversy,
many health care professionals have called for routine clinical screening of
patients' literacy skills. Whereas brief literacy screening tools exist that
with further evaluation could potentially be used to detect limited literacy
in clinical settings, no screening program for limited literacy has been
shown to be effective. Yet there is a noted potential for harm, in the form
of shame and alienation, which might be induced through clinical screening.
There is fair evidence to suggest that possible harm outweighs any current
benefits; therefore, clinical screening for literacy should not be
recommended at this time."
http://www.ncbi.nlm.nih.gov/pubmed/17992564?ordinalpos=5&itool=EntrezSyst
 em2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


Patients' shame and attitudes toward discussing the results of literacy
screening --- Health care providers must recognize the potential shame
patients might experience as a result of literacy screening.
http://www.ncbi.nlm.nih.gov/pubmed/18030638?ordinalpos=7&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVDocSum


AND MOST INTERESTING OF ALL --- Brief report: screening items to identify
patients with limited health literacy skills: According to this study, one
screening question, "How confident are you filling out medical forms by
yourself?" was accurate in detecting limited and limited/marginal health
literacy skills.
http://www.ncbi.nlm.nih.gov/pubmed/16881950?ordinalpos=1&itool=EntrezSystem2
.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_Discovery_R
A&linkpos=3&log$=relatedarticles&dbfrom=pubmed

According to this study, researchers were able to accurately predict which
patients had low health literacy skills by asking one question. The results
were just as accurate had they used REALM or TOFHLA. So maybe your survey
only needs one question????

The idea of a survey for a large population seems like a lot of effort and
expense, especially since NAAL already did that for you. We know the BIG
factors that impact literacy, and they carry over into health literacy
(race, language spoken, education level, employment status) and you should
already have access to this information for your county.

A survey won't measure those uncontrollable things that effect us all day to
day. Who among us hasn't experienced a time when we didn't understand what
someone was telling us (for any of the various reasons I already mentioned).
If you give me the TOHFLA test I'd do really well. Or if I took the NAAL
survey (http://nces.ed.gov/NAAL/sample_results.asp) right now I'd score in
the proficient range. Under stress I wouldn't do as well.

So, think about using the data already available to you. Create a
demographic profile of your county population. List out the BIG factors.
Estimate how many people might have low literacy. Use more of your time and
energy for educating health care organizations and social services in your
community about the need to communicate clearly. Consider the "universal
design" concept. Everyone benefits from clear, simple communication.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:   "Matt Gayer" <mcggayer at sbcglobal.net>
Date:   Thu Jun 05, 2008 -- 09:12:38 PM
To:     healthliteracy at nifl.gov
Subject:        [HealthLiteracy 2053]  Health Literacy Assessment Survey

Hello All-
    I am health literacy intern this summer at a county health department in
Missouri.  My first goal is to assess the current health literacy rate of
the county so we can identify strengths and weaknesses, then prepare an
implementation plan tailored to best fit the community.  In order to assess
current health literacy, I proposed that a survey of some sort would
probably be necessary in order to formulate our initial research.  I have
been able to thus far find any examples of such a survey/questionnaire, and
was wondering if anyone had used/created one or knew from where I could find
one.  I very much appreciate any help with this as I prepare to begin the
first steps in our new health literacy program.  Thank you.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





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Message: 5
Date: Fri, 6 Jun 2008 14:00:03 -0400
From: MSkewes at ria.buffalo.edu
Subject: [HealthLiteracy 2064] Re: New current awareness resource	on
	healthliteracy resources
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Message-ID:
	<OF499CDBED.5CDDBCDA-ON85257460.0062D759-85257460.0062EF61 at ria.buffalo.edu>

Content-Type: text/plain; charset="utf-8"

I agree!  This is fantastic!  Thanks so much.

Monica

Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"Davies, Nicola" <NDavies at dthr.ab.ca>
Sent by: healthliteracy-bounces at nifl.gov
06/06/2008 11:08 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2057] Re: New current awareness resource on healthliteracy
resources






Julie,
What a wonderful resource! Excellent start to a Friday morning!

Cheers
Nicola
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Esparza, Julia M.
Sent: Friday, June 06, 2008 6:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2054] New current awareness resource on
healthliteracy resources

Friends,

I would like to announce the recently created Health Literacy Alerts
http://healthliteracyalerts.blogspot.com.  This resource is to try to
capture studies, reports and other information regarding health literacy
in one place.  This was created as a companion resource to my LSUHSC-S
Medical Library Evidence Alert.   You can use a feed reader to know when
the site is updated or you can bookmark the page and return to it often.
If I see resources mentioned online I will post those as well.  It won?t
be able to gather everything published but it will at least give us one
way to try to stay on top of the literature.  Most of the resources will
NOT be available free since most are reports in journals.  Your library
will need to have access to the journal or you might have to ask to
receive the resource via interlibrary loan.  The focus will be on health
literacy and not general literacy.  I just wouldn?t have time to cover all
the literature published in general literacy.  If you see a resource
please let me know and I can make an entry for it.

Please let me know if you have any questions.

Julie

Julie Esparza
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA

LSUHSC-S Medical Library Evidence Alert
http://lsuhsc-sevidencealert.blogspot.com
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com

318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu
 ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mskewes at ria.buffalo.edu

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Message: 6
Date: Mon, 9 Jun 2008 15:53:20 -0400
From: "DeWalt, Darren" <darren_dewalt at med.unc.edu>
Subject: [HealthLiteracy 2065] Universal Precautions Toolkit for
	Primary Care
To: "The Health and Literacy Discussion List"
	<healthliteracy at nifl.gov>
Message-ID:
	<ADBAFA5ADB37AE409553D3F7B2F8F9B30290B2AB at medexch.med.unc.edu>
Content-Type: text/plain; charset="us-ascii"

Dear Colleagues,



We are developing a Health Literacy Universal Precautions toolkit for
use in primary care practices.  Therefore, we are looking for a broad
range of tools that can be used by practices to help patients get the
most out of their health care.  This includes but is not limited to:



1.       Staff training to improve cultural or literacy sensitivity and
patient communication & education

2.       Strategies for serving patients with low literacy or cultural
differences

3.       Strategies for practices to link with literacy or cultural
resources provided in the community



Please reply with any questions or if you have a tool that may be useful
to include. If you have a tool, please let us know the name of the tool,
how it is used, and what it costs.



How to Reply: Email: vhawk at med.unc.edu or fax: 919 966-1739 ATTN:
Victoria Hawk, HL Toolkit Mgr.



When to Reply: by June 16, 2008.



What to Include in Your Reply: In addition to information about tools,
please include contact information: Name, Organization, Phone, Fax,
Mailing Address and Email.



We look forward to hearing from you.



Sincerely,



Darren



Darren A. DeWalt, MD, MPH

Assistant Professor of Medicine

Division of General Internal Medicine

5039 Old Clinic Building, CB#7110

Chapel Hill, NC  27599

Campus Office: 919-966-2276, ext 245

Sheps Center Office: 919-966-0926

fax: 919-966-2274



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----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

End of HealthLiteracy Digest, Vol 33, Issue 5
*********************************************



From mcggayer at sbcglobal.net  Wed Jun 11 11:43:00 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Wed, 11 Jun 2008 08:43:00 -0700 (PDT)
Subject: [HealthLiteracy 2071]  Medical Provider Health Literacy Education
Message-ID: <54591.92237.qm@web83003.mail.mud.yahoo.com>

Colleagues,
    I am a Community Health Intern at a county health department.  My focus area is improving health literacy in our county.  I am very interested in targeting medical providers in our communities, and alerting them to both the prevalence of health literacy issues and also to how they can make their offices more health literacy friendly.  One way in which we thought about going about this is to offer a new service that would check the readability levels of information they disseminate in their office to their patients.  We also were possibly thinking of developing a toolkit for health providers on how to ensure they are practicing clear health communication practices in both verbal and written communication.  My question is if anyone else has tackled health literacy from this standpoint of addressing the providers, and if so, what kind of programs worked/ did not work for you.  Also, I want to ensure we have an appropriate evaluation/assessment tool for the program so at
 the end we can quantitatively identify the changes that were made, like average reading level, patient satisfaction, etc.  Any suggestions for this evaluation would also be appreciated.  I appreciate your input as we all work together to improve health literacy.
   
  Matt Gayer
  Community Health Intern
  Jefferson County Health Department
  1818 Lonedell Drive
  Arnold, Missouri, 63010
  636-282-1010
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From julie_mcKinney at worlded.org  Wed Jun 11 13:34:54 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 11 Jun 2008 13:34:54 -0400
Subject: [HealthLiteracy 2072] Wednesday Question: List Housekeeping
	Questions
Message-ID: <484FD47F0200002D000073CB@dcgw.jsi.com>

Hi Everyone,

Ok, sorry for the boring Wednedsay Question, but I want to ask for your
advice on a couple things about the list itself. There are two
situations when I'm not sure to pass all messages through or not. I can
see reasons for both. I like this to be a casual and friendly discourse,
but I want to avoid cluttering the list with too many messages.

1. When someone sends in a great resource, several people write in to
say "Great resource! Thanks!" I like to pass these through to let the
person who sent it know that the resource is well received, and also to
let others know that it has been reviewed and liked by some, which helps
its credibilty. But I also know that everyone reads way too e-mails each
day and we need to be concise. So what do you think? 

Suggestion: I could NOT pass them through, but send one e-mail a week
later verifying that it was well-liked.

2. The other situation is when someone ask for a certain kind of
resource, (like a survey or tool, research backing up a point, etc.) and
several others write in and say "Hey, if you find that, let me know!"
What I hope is that people will always assume that the list will be
interested and all resources of value should be shared with the list
anyway! But when this happens, should I send the message out or not?

Suggestion: Everyone should answer these requests on the list if
possible, so that we all can see what is being recommended. (If it is
something very obsure, then you can make your recommendation directly to
the person who posted the request.) Then we can all assume that the
relevant information will, indeed, be shared on the list.

What do you all think? I'd like to get your input, so we can make sure
the list is doing its best for you all.

Thanks for your patience w/ this!
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From Jennifer.Staple at aya.yale.edu  Wed Jun 11 19:30:08 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Wed, 11 Jun 2008 23:30:08 +0000
Subject: [HealthLiteracy 2073]  Volunteer in Africa and Asia
Message-ID: <2e2c062156e5456487c3f16bb4249b1c@slate.technolutions.com>

Please forward widely. Currently accepting applications for 2008 and 2009.

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN International and Recently in The New York Times


Volunteer Abroad in Summer, Fall, Winter, or Spring: http://www.uniteforsight.org/intl_volunteer

WITH THE ASSISTANCE OF VOLUNTEERS LIKE YOU, UNITE FOR SIGHT RESTORED SIGHT TO 10,062 PATIENTS AND PROVIDED EYE CARE TO 300,000 IN 2006 AND 2007

How Do I Apply? The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/intl_volunteer/

Who Is Eligible To Volunteer Abroad?: Volunteers are 18 years and older, and there is no upper age limit. Volunteers range from undergraduate/college students to medical and optometry students, public health students and professionals, business students, filmmakers and photographers, nurses and nursing students, social workers, physician's assistants, teachers and educators, opticians, optometrists and ophthalmologists.

Unite For Sight welcomes volunteers who may not have previous health or eye care experience. Volunteers receive all necessary training from Unite For Sight so that they are able to assist eye doctors with community eye outreach programs. Unite For Sight also welcomes volunteers to participate as photographers and filmmakers.

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness.

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages. Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to practice cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities. Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access. The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages. The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery. Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds. Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness. These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:


"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight. The program provides volunteers with a unique and hands-on involvement -- being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

"While in Ghana, I worked with an ophthalmologist (Dr. James Clarke), two eye nurses (Robert Dolo, Kartee Karloweah), an assistant (Bismark Boryor), and a coordinator (Seth). Working with the Unite for Sight team on these outreaches in service to these wonderful people of Ghana was the single most rewarding work I've done in my life. The people of Ghana are some of the friendliest and most thankful of anyone I have ever met. Overall, the experience has changed the way I view the world, my own country, and my role in the world forever. The only way to understand the way 4/5 of the world lives is to go yourself and get involved. The staff I worked with that are the heart and soul of Unite for Sight in Accra were some of the brightest and hard working individuals I have ever met. They are accomplishing feats few ever accomplish in their lives, and I am truly blessed to have had the opportunity to work with them and now call them my friends. I look forward to future work with Unite for Sight as an Ophthalmologist. The task at hand in Ghana, and I'm sure in all of Unite for Sight's locations throughout the world, is enormous. The more people that get involved, the more accessible services will be to these wonderful people. Plain and simple, the more we help, the more people can see the world they live in!"?Brian Fowler

Hundreds of volunteer narratives, volunteer diaries, as well as videos of alumni volunteers and partner eye doctors are available on the Unite For Sight website: http://www.uniteforsight.org/intl_volunteer

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From seubert.douglas at marshfieldclinic.org  Thu Jun 12 11:09:08 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 12 Jun 2008 10:09:08 -0500
Subject: [HealthLiteracy 2073] Re: Medical Provider Health Literacy Education
Message-ID: <200806121514.m5CFEooS018494@mailhost2.mfldclin.edu>

Matt and others interested in health literacy toolkits for providers:

I am continuously working on and updating our health literacy toolkit at Marshfield Clinic. It is on our Intranet, so there isn't a way I can give you a link that will work so you can see it. So I converted the web site to a PDF file and attached it (it kinda got mucked up in the conversion process). It will give you an idea of what I have included in our toolkit. If the links connect to another sections of our Intranet, they won't open for you. If you want to see the content that's under any of these links, let me know and I can convert those pages too and send them via email.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Matt Gayer" <mcggayer at sbcglobal.net>
Date:	Wed Jun 11, 2008 -- 08:21:10 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2071]  Medical Provider Health Literacy Education

Colleagues,
    I am a Community Health Intern at a county health department.  My focus area is improving health literacy in our county.  I am very interested in targeting medical providers in our communities, and alerting them to both the prevalence of health literacy issues and also to how they can make their offices more health literacy friendly.  One way in which we thought about going about this is to offer a new service that would check the readability levels of information they disseminate in their office to their patients.  We also were possibly thinking of developing a toolkit for health providers on how to ensure they are practicing clear health communication practices in both verbal and written communication.  My question is if anyone else has tackled health literacy from this standpoint of addressing the providers, and if so, what kind of programs worked/ did not work for you.  Also, I want to ensure we have an appropriate evaluation/assessment tool for the program so at
 the end we can quantitatively identify the changes that were made, like average reading level, patient satisfaction, etc.  Any suggestions for this evaluation would also be appreciated.  I appreciate your input as we all work together to improve health literacy.
   
  Matt Gayer
  Community Health Intern
  Jefferson County Health Department
  1818 Lonedell Drive
  Arnold, Missouri, 63010
  636-282-1010

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org



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From mcggayer at sbcglobal.net  Thu Jun 12 11:53:50 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Thu, 12 Jun 2008 08:53:50 -0700 (PDT)
Subject: [HealthLiteracy 2074]  WIC Mother's Health Literacy Campaign
Message-ID: <101310.74960.qm@web83001.mail.mud.yahoo.com>

Colleagues - 
    I am starting the planning phase of a health literacy campaign targeting WIC participants in our county.  I was wandering if anyone else has done a similiar program, or if anyone else is interested in this. I would love to share our ideas with you and discuss your ideas as we try to develop an effective program.  Thank you.
   
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
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From lisab at whattoexpect.org  Thu Jun 12 14:04:50 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Thu, 12 Jun 2008 14:04:50 -0400
Subject: [HealthLiteracy 2075] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <101310.74960.qm@web83001.mail.mud.yahoo.com>
References: <101310.74960.qm@web83001.mail.mud.yahoo.com>
Message-ID: <da4079490806121104j15996fb7pbe288b6ade5ad905@mail.gmail.com>

Matt,
Our Baby Basics Prenatal Health Literacy Program has a lower literacy
pregnancy guide and complete prenatal health/health literacy curriculum that
includes nutrition and breastfeeding information infused with health
literacy skills.  Our training and curriculum helps health educators
understand how to use adult literacy teaching strategies when working with
underserved expecting women either one-on-one or during group education.  We
help moms learn how to look up information in a book, make plans for
nutrition and breastfeeding decisions, and write down questions for their
provider.

We are right now working on the Family's First Year Basics book and health
literacy program that will include baby and family nutrition and a complete
breastfeeding resource - as well as curriculum training etc.
Take a look at our website www.whattoexpect.org.
Lisa

Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.

n Thu, Jun 12, 2008 at 11:53 AM, Matt Gayer <mcggayer at sbcglobal.net> wrote:

> Colleagues -
>   I am starting the planning phase of a health literacy campaign targeting
> WIC participants in our county.  I was wandering if anyone else has done a
> similiar program, or if anyone else is interested in this. I would love to
> share our ideas with you and discuss your ideas as we try to develop an
> effective program.  Thank you.
>
> Matt
>
>
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone 636-232-4703
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>



--
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From Jsorensen at afmc.org  Thu Jun 12 14:30:55 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 12 Jun 2008 13:30:55 -0500
Subject: [HealthLiteracy 2076] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <101310.74960.qm@web83001.mail.mud.yahoo.com>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30306D144@AFMCFS6.NT_AFMC.local>

I'm interested. We recently applied for a grant to develop a health
literacy curriculum for Head Start parents in a county in Arkansas. The
primary goal, specified in the RFP, is to reduce nonurgent emergency
room visits. We have some ideas, which we laid out in our proposal, but
nothing set in stone. We are thinking about a fotonovela for the
Hispanic parents, and it might be adaptable for the rest of the parents
as well.
Janet Sorensen
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
Sent: Thursday, June 12, 2008 10:54 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2074] WIC Mother's Health Literacy Campaign


Colleagues - 
  I am starting the planning phase of a health literacy campaign
targeting WIC participants in our county.  I was wandering if anyone
else has done a similiar program, or if anyone else is interested in
this. I would love to share our ideas with you and discuss your ideas as
we try to develop an effective program.  Thank you.
 
Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
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From NDavies at dthr.ab.ca  Thu Jun 12 14:52:36 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 12 Jun 2008 12:52:36 -0600
Subject: [HealthLiteracy 2077] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <101310.74960.qm@web83001.mail.mud.yahoo.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2BFD5@DTHREXCL1.dthr.ab.ca>

Hi Matt, You'll have to forgive those non-clinicals among us - could you define WIC? I do very general campaigns for HL in October, and may have some ideas to help you with your project. The reason mine are general is because (going from the 3 part model of access, interpretation, action) I work very closely with patients on the access of health information as well as with clinical managers on the creation of health information.
 
Regards
Nicola Davies
 

Nicola Davies, BA<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Matt Gayer
Sent: Thursday, June 12, 2008 9:54 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2074] WIC Mother's Health Literacy Campaign


Colleagues - 
  I am starting the planning phase of a health literacy campaign targeting WIC participants in our county.  I was wandering if anyone else has done a similiar program, or if anyone else is interested in this. I would love to share our ideas with you and discuss your ideas as we try to develop an effective program.  Thank you.
 
Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
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From joan at ipns.com  Fri Jun 13 05:44:52 2008
From: joan at ipns.com (Joan Guthrie Medlen)
Date: Fri, 13 Jun 2008 03:44:52 -0600 (MDT)
Subject: [HealthLiteracy 2078] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BFD5@DTHREXCL1.dthr.ab.ca>
References: <521441A4F164E1418DCAC093C9EE6D9503E2BFD5@DTHREXCL1.dthr.ab.ca>
Message-ID: <37266.216.57.88.74.1213350292.squirrel@webmail.ipns.com>

HI Matt -

I'd like to hear a little more. WIC (the Women, Infants and Chldren)
Programs typically try to develop programs for lower literacy levels, but
I"m sure it can use work! Many of my colleagues are WIC program
administrators, which may be a good collaboration for you (NOrth Carolina,
Montana, and Oregon are easiest contacts).

The WIC program has a picture based tool for motivational interviewing
that is interesting. I've not used it or seen it in action, but it's a
step. How/why did you choose WIC?  It's a good target audience. Whatever
you do will likely make an impact.

Joan Guthrie Medlen, RD, LD
Clinical Advisor, Health Literacy and Communications
Special Olympics, Inc.

>
>
> Colleagues -
>   I am starting the planning phase of a health literacy campaign targeting
> WIC participants in our county.  I was wandering if anyone else has done
> a similiar program, or if anyone else is interested in this. I would
> love to share our ideas with you and discuss your ideas as we try to
> develop an effective program.  Thank you.
>
> Matt
>
>
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone
> 636-232-4703----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to joan at ipns.com




From mcggayer at sbcglobal.net  Fri Jun 13 09:17:57 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Fri, 13 Jun 2008 06:17:57 -0700 (PDT)
Subject: [HealthLiteracy 2079] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2BFD5@DTHREXCL1.dthr.ab.ca>
Message-ID: <99099.57856.qm@web83005.mail.mud.yahoo.com>

Sorry, WIC is a government program, basically for pregnant women, and also supports women and children after pregnancy, I believe until the kids are five years old.  They support proper nutrition and health, as well as breastfeeding.  Any informatino or reosurces pertaining to preganacay health, pregnancy nutrition, or early childhood nutrition I believe would fit perfectly into their program ideas.  This is my first time possibly collaborating with the organization, so I am not familiar with their entire program, but I believe this is an appropriate synopsis.  Thank you for your interest and I am very interested to hear of any resources or expetise you could offer.
   
  Thank you,
  Matt
   
  

"Davies, Nicola" <NDavies at dthr.ab.ca> wrote:
      Hi Matt, You'll have to forgive those non-clinicals among us - could you define WIC? I do very general campaigns for HL in October, and may have some ideas to help you with your project. The reason mine are general is because (going from the 3 part model of access, interpretation, action) I work very closely with patients on the access of health information as well as with clinical managers on the creation of health information.
   
  Regards
  Nicola Davies
   
      Nicola Davies, BA  Health Literacy Specialist
  Wellness Centre Coordinator
  Consumer Health Information Technician
  8 ndavies at dthr.ab.ca
  )  (403) 352-7643
  * Red Deer Regional Hospital
          3942-50A Ave
          Red Deer, AB
        T4N 4E7

  -----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Matt Gayer
Sent: Thursday, June 12, 2008 9:54 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2074] WIC Mother's Health Literacy Campaign


  Colleagues - 
    I am starting the planning phase of a health literacy campaign targeting WIC participants in our county.  I was wandering if anyone else has done a similiar program, or if anyone else is interested in this. I would love to share our ideas with you and discuss your ideas as we try to develop an effective program.  Thank you.
   
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mcggayer at sbcglobal.net


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
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From poledc at slu.edu  Fri Jun 13 10:17:00 2008
From: poledc at slu.edu (David Pole)
Date: Fri, 13 Jun 2008 09:17:00 -0500
Subject: [HealthLiteracy 2080] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <da4079490806121104j15996fb7pbe288b6ade5ad905@mail.gmail.com>
Message-ID: <003201c8cd60$251f6c70$0a2e86a5@CFMJ6F23D1>

Matt and others

There are two program books that were created by the Institute for
Healthcare Advancement (IHA) which have been studied and shown to reduce ER
visits and improve support from new mothers/parents.  The program is
designed for patients at lower literacy levels, included a book for the
parent and there are training manuals on the use of the books also
available.

 

"What to do when you are having a baby"

"What to do when your child gets sick"

 

Additional information can be found on their website at
http://www.iha4health.org/ 

 

The "Baby Basics" program and website also look great, Lisa thanks for
sharing

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research, and
Primary Care

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein
Sent: Thursday, June 12, 2008 1:05 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2075] Re: WIC Mother's Health Literacy Campaign

 

Matt,

Our Baby Basics Prenatal Health Literacy Program has a lower literacy
pregnancy guide and complete prenatal health/health literacy curriculum that
includes nutrition and breastfeeding information infused with health
literacy skills.  Our training and curriculum helps health educators
understand how to use adult literacy teaching strategies when working with
underserved expecting women either one-on-one or during group education.  We
help moms learn how to look up information in a book, make plans for
nutrition and breastfeeding decisions, and write down questions for their
provider.  

 

We are right now working on the Family's First Year Basics book and health
literacy program that will include baby and family nutrition and a complete
breastfeeding resource - as well as curriculum training etc. 

Take a look at our website www.whattoexpect.org
<http://www.whattoexpect.org/> .
Lisa
 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting. 

 

n Thu, Jun 12, 2008 at 11:53 AM, Matt Gayer <mcggayer at sbcglobal.net> wrote:

Colleagues - 

  I am starting the planning phase of a health literacy campaign targeting
WIC participants in our county.  I was wandering if anyone else has done a
similiar program, or if anyone else is interested in this. I would love to
share our ideas with you and discuss your ideas as we try to develop an
effective program.  Thank you.

 

Matt



Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lisab at whattoexpect.org




-- 

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From Chelsea.McCall at chpw.org  Fri Jun 13 13:55:53 2008
From: Chelsea.McCall at chpw.org (Chelsea McCall)
Date: Fri, 13 Jun 2008 10:55:53 -0700
Subject: [HealthLiteracy 2081] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <003201c8cd60$251f6c70$0a2e86a5@CFMJ6F23D1>
References: <da4079490806121104j15996fb7pbe288b6ade5ad905@mail.gmail.com>
	<003201c8cd60$251f6c70$0a2e86a5@CFMJ6F23D1>
Message-ID: <390B8EB7F9D0B14A8FA6292E0AE5609508D14AB7@seaexch01.chpw.chnw.span>

Community Health Plan has created a pilot project that we are expanding
during this next year modeled off the UCLA Johnson & Johnson Head Start
training.  It involves providing families with the "What To Do When Your
Child Gets Sick" book.  We love the book because it is written at a low
reading level, has simple explanations, and is available in English,
Spanish, Chinese, Vietnamese and Korean.  The training manual that you
can purchase from IHA is helpful as well.  It includes a lot of tips.
Also, IHA was willing to send me a lot of information about programs
around the country that are successfully using the book.  It would be
worth asking for if you are interested.
 
Chelsea McCall Coblentz
 
Chelsea M. McCall Coblentz
Quality Project Manager
Community Health Plan
206-613-8914 (direct)
206-521-8833 (general)
206-521-8834 (fax)
Chelsea.McCall at chpw.org <mailto:Chelsea.McCall at chpw.org> 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David Pole
Sent: Friday, June 13, 2008 7:17 AM
To: lisab at whattoexpect.org; 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2080] Re: WIC Mother's Health Literacy Campaign



Matt and others

There are two program books that were created by the Institute for
Healthcare Advancement (IHA) which have been studied and shown to reduce
ER visits and improve support from new mothers/parents.  The program is
designed for patients at lower literacy levels, included a book for the
parent and there are training manuals on the use of the books also
available.

 

"What to do when you are having a baby"

"What to do when your child gets sick"

 

Additional information can be found on their website at
http://www.iha4health.org/ 

 

The "Baby Basics" program and website also look great, Lisa thanks for
sharing

 

David Pole, MPH

Deputy Director, Division of Community Health Promotion

Deputy Director, AHEC Program Office

Department of Community and Family Medicine

Saint Louis University School of Medicine

(P) 314-977-8484   (F) 314-977-5268

poledc at slu.edu

 

SLU Community and Family Medicine ~ Innovations in Education, Research,
and Primary Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein
Sent: Thursday, June 12, 2008 1:05 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2075] Re: WIC Mother's Health Literacy Campaign

 

Matt,

Our Baby Basics Prenatal Health Literacy Program has a lower literacy
pregnancy guide and complete prenatal health/health literacy curriculum
that includes nutrition and breastfeeding information infused with
health literacy skills.  Our training and curriculum helps health
educators understand how to use adult literacy teaching strategies when
working with underserved expecting women either one-on-one or during
group education.  We help moms learn how to look up information in a
book, make plans for nutrition and breastfeeding decisions, and write
down questions for their provider.  

 

We are right now working on the Family's First Year Basics book and
health literacy program that will include baby and family nutrition and
a complete breastfeeding resource - as well as curriculum training etc. 

Take a look at our website www.whattoexpect.org
<http://www.whattoexpect.org/> .
Lisa
 
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need
know what to expect when expecting. 

 

n Thu, Jun 12, 2008 at 11:53 AM, Matt Gayer <mcggayer at sbcglobal.net>
wrote:

	Colleagues - 

	  I am starting the planning phase of a health literacy campaign
targeting WIC participants in our county.  I was wandering if anyone
else has done a similiar program, or if anyone else is interested in
this. I would love to share our ideas with you and discuss your ideas as
we try to develop an effective program.  Thank you.

	 

	Matt

	
	
	Matt Gayer
	Community Health Intern
	Jefferson County Health Department
	1818 Lonedell Drive
	Arnold, Missouri, 63010
	Work Phone 636-282-1010
	Cell Phone 636-232-4703
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to lisab at whattoexpect.org




-- 

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From jbkimbro at uncg.edu  Mon Jun 16 09:36:56 2008
From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO)
Date: Mon, 16 Jun 2008 09:36:56 -0400
Subject: [HealthLiteracy 2082] Re: WIC Mother's Health Literacy Campaign
In-Reply-To: <da4079490806121104j15996fb7pbe288b6ade5ad905@mail.gmail.com>
References: <101310.74960.qm@web83001.mail.mud.yahoo.com>,
	<da4079490806121104j15996fb7pbe288b6ade5ad905@mail.gmail.com>
Message-ID: <OF1737AD51.E454F667-ON8525746A.004ACAF6-8525746A.004ACAF7@uncg.edu>

Hi!

We have used the "What to Do..." series from the Institute for Healthcare
Advancement with Head Start and Early Head Start moms with a great deal of
success.  These materials are written at about a 3rd grade level and
include a very detailed curriculum and training guide to help individuals
with low literacy understand and use the guides.  The families we have
worked with found the materials and workshops extremely helpful, and we
have multiple success stories to report from "crisis averted" to "more
confident in taking care of my child's health.'

We have also used this series with parents of children in ESOL classes in
our community, also with great success and appreciation of the parents.

Happy to share additional details, if anyone is interested...

Jen

Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737



-----healthliteracy-bounces at nifl.gov wrote: -----


To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
From: "Lisa Bernstein" <lisab at whattoexpect.org>
Sent by: healthliteracy-bounces at nifl.gov
Date: 06/12/2008 02:04PM
Subject: [HealthLiteracy 2075] Re: WIC Mother's Health Literacy Campaign


Matt,
Our Baby Basics Prenatal Health Literacy Program has a lower literacy
pregnancy guide and complete prenatal health/health literacy curriculum
that includes nutrition and breastfeeding information infused with health
literacy skills.  Our training and curriculum helps health educators
understand how to use adult literacy teaching strategies when working with
underserved expecting women either one-on-one or during group education.
We help moms learn how to look up information in a book, make plans for
nutrition and breastfeeding decisions, and write down questions for their
provider.

We are right now working on the Family's First Year Basics book and health
literacy program that will include baby and family nutrition and a complete
breastfeeding resource - as well as curriculum training etc.
Take a look at our website www.whattoexpect.org .
Lisa

Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.

n Thu, Jun 12, 2008 at 11:53 AM, Matt Gayer < mcggayer at sbcglobal.net >
wrote:

Colleagues -
  I am starting the planning phase of a health literacy campaign targeting
  WIC participants in our county.  I was wandering if anyone else has done
  a similiar program, or if anyone else is interested in this. I would love
  to share our ideas with you and discuss your ideas as we try to develop
  an effective program.  Thank you.

Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lisab at whattoexpect.org




-- ----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu



From julie_mcKinney at worlded.org  Mon Jun 16 11:13:48 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 16 Jun 2008 11:13:48 -0400
Subject: [HealthLiteracy 2083]  ehealth Fellowship
Message-ID: <48564AEC0200002D000074B1@dcgw.jsi.com>

Hi Everyone,

I'm passing on this announcement from the Department of Health and Human
Services' Office of Disease Prevention and Health Promotion.

All the best,
Julie

*****************
Greetings,

The Association for Prevention Teaching and Research (APTR) and the
Office of Disease Prevention and Health Promotion (ODPHP), U.S.
Department of Health and Human Services proudly announce the request for
applications for the ehealth fellowship as part of the APTR-ODPHP Health
Policy Fellowship Program.

This newly offered fellowship offers opportunities in public health
planning as well as federal initiatives in ehealth and health
communication.  Fellows will gain leadership experience working in an
inter-professional setting, and training alongside leading experts.

The application package describes this opportunity in greater detail and
includes all the materials candidates need in order to apply. This
application package, along with more information, is available on the
training portion of the APTR website:
http://www.aptrweb.org/prof_dev/fellowships_HCF.html.  

Please pass this material on to your students and career offices for
dissemination.  Deadline for submissions is July 25, 2008, and fellows
would start in early to mid summer or early fall, 2008.

Please contact Scott Galla of APTR (sbg at aptrweb.org; 202-463-0550, ext.
137) regarding any questions that should arise regarding the application
process or administration of the fellowship.  Please contact Wendy
Braund of ODPHP (wendy.braund at hhs.gov) with questions related to the
content of the fellowship.

For more information on ODPHP, please visit
http://odphp.osophs.dhhs.gov/. 


Scott B. Galla
Program Coordinator
The Association for Prevention Teaching and Research
1001 Connecticut Avenue, NW, Suite 610
Washington DC  20036
e-mail: sbg at aptrweb.org <mailto:sbg at aptrweb.org>
voice: 202.463.0550 ext. 137
fax: 202.463.0555


Take a look at our new website: www.aptrweb.org
<http://www.aptrweb.org/>






Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


From cjackson at humana.com  Thu Jun 19 12:18:43 2008
From: cjackson at humana.com (Charles Jackson)
Date: Thu, 19 Jun 2008 12:18:43 -0400
Subject: [HealthLiteracy 2084] Health Literacy-related Public Service
	Announcements (PSAs)
Message-ID: <OF71BA3F72.8F7027A5-ON8525746D.00594276-8525746D.00599A94@humana.com>




My Internet search only found one free PSA online:  the US Dept of Health &
Human Services PSA called "Questions are the Answer."
http://www.ahrq.gov/questionsaretheanswer/level2col_1.asp?nav=2colNav00&content=09_0_videos

Are there others?


Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From pgwitte at yahoo.com  Thu Jun 19 14:09:55 2008
From: pgwitte at yahoo.com (Priscilla Witte)
Date: Thu, 19 Jun 2008 11:09:55 -0700 (PDT)
Subject: [HealthLiteracy 2085]  adult literacy
Message-ID: <77758.51848.qm@web31104.mail.mud.yahoo.com>

Hi Everyone,
?
I'm a doctoral student who is developing a passionate interest in health literacy. My concentration has been in reading, and I would like to see the literacy community become even more involved with research in health literacy. I'm finding that knowledge of this particular type of literacy is lacking in my field.
?
I'm working on a manuscript and would like your ideas about the?viable and practical?implications for adult literacy centers? Specific suggestions about resources, partnerships with the medical community, and curricular resources would be greatly appreciated.
?
Thanks.
?
Priscilla Grace Witte
Northern Ilinois University


      
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From mvillaire at iha4health.org  Fri Jun 20 12:43:26 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Fri, 20 Jun 2008 09:43:26 -0700
Subject: [HealthLiteracy 2086]  FW: ehealth Fellowship Opportunity
Message-ID: <9F8831D6F89CC14897300484F62E17BE480299@ihaex01.iha4health.pri>

I'm sure many on this list received the notice below, but passing it
along just in case. 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

(562) 690-4001 ext. 202

________________________________

From: OS Health Literacy [mailto:HealthLiteracy at hhs.gov] 
Sent: Friday, June 20, 2008 9:39 AM
To: Bogley, Brenda (HHS/OPHS)
Cc: Locke, Joanne N (HHS/OPHS)
Subject: ehealth Fellowship Opportunity

 

We thought you might be interested in this opportunity or know of
someone who might be interested.  Feel free to share it among your
colleagues. 

Joanne Locke

Office of Disease Prevention and Health Promotion

US Department of Health and Human Services

Greetings,

The Association for Prevention Teaching and Research (APTR) and the
Office of Disease Prevention and Health Promotion (ODPHP), U.S.
Department of Health and Human Services proudly announce the request for
applications for the ehealth fellowship as part of the APTR-ODPHP Health
Policy Fellowship Program.

This newly offered fellowship offers opportunities in public health
planning as well as federal initiatives in ehealth and health
communication.  Fellows will gain leadership experience working in an
inter-professional setting, and training alongside leading experts.

The enclosed application package describes this opportunity in greater
detail and includes all the materials candidates need in order to apply.

Please pass this material on to your students and career offices for
dissemination.  Deadline for submissions is July 25, 2008, and fellows
would start in early to mid summer or early fall, 2008.

Information as well as the application package is also available on the
training portion of the APTR website:
http://www.aptrweb.org/prof_dev/fellowships_HCF.html.  

Please contact Scott Galla of APTR (sbg at aptrweb.org; 202-463-0550, ext.
137) regarding any questions that should arise regarding the application
process or administration of the fellowship.  Please contact Wendy
Braund of ODPHP (wendy.braund at hhs.gov) with questions related to the
content of the fellowship.

For more information on ODPHP, please visit
http://odphp.osophs.dhhs.gov/. 


Scott B. Galla
Program Coordinator
The Association for Prevention Teaching and Research
1001 Connecticut Avenue, NW, Suite 610
Washington DC  20036
e-mail: sbg at aptrweb.org
voice: 202.463.0550 ext. 137
fax: 202.463.0555


Take a look at our new website: www.aptrweb.org
<http://www.aptrweb.org/> 

 

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From mcggayer at sbcglobal.net  Fri Jun 20 17:15:49 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Fri, 20 Jun 2008 14:15:49 -0700 (PDT)
Subject: [HealthLiteracy 2087]  Baby Basics Initiative for WIC families
Message-ID: <660403.63337.qm@web83001.mail.mud.yahoo.com>

Colleagues,
    I have posted before about our WIC Health Literacy program that the county health departments I work for are creating.  One major aspect of this program is likely to be the adoption of the Baby Basics Initiative from the What To Expect Foundation.  I was wondering if anyone was familiar with this program,and its level of success.  I have been so far unable to contact the foundation, but hope to soon.  Thank you, and have a good weekend.
   
  Matt
   
   
   


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
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From Cindy.Brach at ahrq.hhs.gov  Fri Jun 20 18:12:23 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Fri, 20 Jun 2008 18:12:23 -0400
Subject: [HealthLiteracy 2088] Re: Health Literacy-related Public Service
 Announcements (PSAs)
In-Reply-To: <OF71BA3F72.8F7027A5-ON8525746D.00594276-8525746D.00599A94@humana.com>
References: <OF71BA3F72.8F7027A5-ON8525746D.00594276-8525746D.00599A94@humana.com>
Message-ID: <04B4EF9F9E334C48903C284C4B16A1970AA2C5E4@AVN3VS004.ees.hhs.gov>

AHRQ has recently put out several Podcasts on health literacy. Check
out: http://healthcare411.ahrq.gov/column.aspx?id=373. Click on titles
on the right hand side to hear the Podcasts.
 
We also have the PSA, Real Men Wear Gowns
(http://www.ahrq.gov/realmen/watchvideos.htm) to encourage men to go to
the doctor (also available in Spanish), and our Spanish language
Superhero campaign (http://www.ahrq.gov/superheroes/anuncios.htm)
Cindy Brach 
Center for Delivery, Organization, and Markets 
Agency for Healthcare Research and Quality 
540 Gaither Road 
Rockville, MD  20850 
phone: 301-427-1444 
fax: (301) 427-1430 
Cindy.Brach at ahrq.hhs.gov 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Thursday, June 19, 2008 12:19 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2084] Health Literacy-related Public Service
Announcements (PSAs)



My Internet search only found one free PSA online: the US Dept of Health
& Human Services PSA called "Questions are the Answer."
http://www.ahrq.gov/questionsaretheanswer/level2col_1.asp?nav=2colNav00&
content=09_0_videos
<http://www.ahrq.gov/questionsaretheanswer/level2col_1.asp?nav=2colNav00
&content=09_0_videos> 

Are there others?


Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

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From helen at healthliteracy.com  Sun Jun 22 15:20:34 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Sun, 22 Jun 2008 15:20:34 -0400
Subject: [HealthLiteracy 2089] Re: adult literacy
References: <77758.51848.qm@web31104.mail.mud.yahoo.com>
Message-ID: <002f01c8d49d$0c62ba90$6401a8c0@HLC>

Hi Priscilla,

You asked about community partnerships between literacy and medical programs. There are many stellar examples. Matter of fact, my "In other words..." column in On Call magazine this month highlights community partnerships of two NIFL-Health-ers: Jan Potter and Julie McKinney (our moderator). And later this summer, there will be another article featuring the collaboration between a literacy program and medical school. 

You can find this article as well as many others at both the On Call website http://www.boston.com/jobs/healthcare/oncall/ and my Health Literacy Consulting website at www.healthliteracy.com.     
  
There are many interesting examples of community collaboration at the Events page of the Health Literacy Month website, www.healthliteracymonth.org

Good work happens when we work together,
~Helen 

Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor
  ----- Original Message ----- 
  From: Priscilla Witte 
  To: HealthLiteracy at nifl.gov 
  Sent: Thursday, June 19, 2008 2:09 PM
  Subject: [HealthLiteracy 2085] adult literacy


        Hi Everyone,



        I'm a doctoral student who is developing a passionate interest in health literacy. My concentration has been in reading, and I would like to see the literacy community become even more involved with research in health literacy. I'm finding that knowledge of this particular type of literacy is lacking in my field.



        I'm working on a manuscript and would like your ideas about the viable and practical implications for adult literacy centers? Specific suggestions about resources, partnerships with the medical community, and curricular resources would be greatly appreciated.



        Thanks.



        Priscilla Grace Witte

        Northern Ilinois University
       




------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to helen at healthliteracy.com
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From mcggayer at sbcglobal.net  Mon Jun 23 14:43:49 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Mon, 23 Jun 2008 11:43:49 -0700 (PDT)
Subject: [HealthLiteracy 2090]  New Health Literacy Website
Message-ID: <406216.88537.qm@web83005.mail.mud.yahoo.com>

Colleagues,
    We just developed a health literacy portion on our website for the Jefferson County Health Department.  This is one of the first steps in the first effort to improve health literacy in our county, and to serve as positive models and resources for other counties to follow. I would greatly appreciate it if you could take the time to view the health literacy portion that I just developed and provide any and all positive or negative feedback concerning the site.  The link will take you to the health literacy homepage of our website, with links on the left to our health literacy page for patients, providers, and public health professionals, as well as a resource page.  I hope this site can serve as a resource to you and I look forward to hearing your comments regarding the health literacy site.  The website is:
  http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
   
   
  Thank you,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone 636-232-4703
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From sbeaman at webster.edu  Mon Jun 23 16:31:47 2008
From: sbeaman at webster.edu (Sarah Beaman-Jones)
Date: Mon, 23 Jun 2008 15:31:47 -0500
Subject: [HealthLiteracy 2091] Re: New Health Literacy Website
In-Reply-To: <406216.88537.qm@web83005.mail.mud.yahoo.com>
Message-ID: <C4857263.3D5C%sbeaman@webster.edu>

Matt,

Congratulations on making a real effort to reach out to low literate
patients!

A quick look at the patient information brought two things to mind.  One is
that the print font is san serif which is not as easy to read for a low
literate person than a serif font.  Secondly, the readability level is that
of a seventh grade plus.  I would rewrite this to make it on a fourth or
fifth grade readability at most.  You might want to have an adult education
class take a look at the information to see if it is clear to them.

All the best!

Sarah Beaman-Jones

On 6/23/08 1:43 PM, "Matt Gayer" <mcggayer at sbcglobal.net> wrote:

> Colleagues,
>   
>   We just developed a health literacy portion on our website for the Jefferson
> County Health Department.  This is one of the first steps in the first effort
> to improve health literacy in our county, and to serve as positive models and
> resources for other counties to follow. I would greatly appreciate it if you
> could take the time to view the health literacy portion that I just developed
> and provide any and all positive or negative feedback concerning the site.
> The link will take you to the health literacy homepage of our website, with
> links on the left to our health literacy page for patients, providers, and
> public health professionals, as well as a resource page.  I hope this site can
> serve as a resource to you and I look forward to hearing your comments
> regarding the health literacy site.  The website is:
>   
> http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
>   
>  
>   
>  
>   
> Thank you,
>   
> Matt
> 
> 
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone 636-232-4703
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sbeaman at webster.edu

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From marcia.trenter at fda.hhs.gov  Fri Jun 20 16:23:21 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Fri, 20 Jun 2008 16:23:21 -0400
Subject: [HealthLiteracy 2092] Re: Health Literacy-related Public
	ServiceAnnouncements (PSAs)
In-Reply-To: <OF71BA3F72.8F7027A5-ON8525746D.00594276-8525746D.00599A94@humana.com>
References: <OF71BA3F72.8F7027A5-ON8525746D.00594276-8525746D.00599A94@humana.com>
Message-ID: <628709BFB7B3794986640730395B300B054FBDE2@FMD3VS012.fda.gov>

Charles,
 
If you find others, will you please let me know? 
 
BTW, I recall NIH being an award-winning resource for health literacy
publications,  I do not know if they did anything PSA-like for their
employees. But it might be a interesting to learn how they engaged their
writers to become health literacy writing award winners. 
 
Good luck,
Marcia
_________________ 
Marcia L. Trenter 
Special Assistant to the Office Director 
Office of Training and Communications 
Center for Drug Evaluation and Research 
U.S. Food and Drug Administration 
Rm 2436, Bldg. 51 
10903 New Hampshire Avenue 
Silver Spring, MD 20993-0002 
Office: 301-796-3172 
Fax: 301-847-8718 
E-mail: marcia.trenter at fda.hhs.gov 
______________________ 
P Please consider the environment before printing this e-mail. 



________________________________

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
	Sent: Thursday, June 19, 2008 12:19 PM
	To: healthliteracy at nifl.gov
	Subject: [HealthLiteracy 2084] Health Literacy-related Public
ServiceAnnouncements (PSAs)
	
	

	My Internet search only found one free PSA online: the US Dept
of Health & Human Services PSA called "Questions are the Answer."
http://www.ahrq.gov/questionsaretheanswer/level2col_1.asp?nav=2colNav00&
content=09_0_videos
<http://www.ahrq.gov/questionsaretheanswer/level2col_1.asp?nav=2colNav00
&content=09_0_videos> 
	
	Are there others?
	
	
	Charles Jackson
	Project Manager
	Humana Foundation, 500 W. Main St., Louisville, KY 40202
	502-580-1245 telephone\voice-mail
	502-580-1256 fax 
	The information transmitted is intended only for the person or
entity to which it is addressed and may contain CONFIDENTIAL material.
If you receive this material/information in error, please contact the
sender and delete or destroy the material/information. 

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From sandersv at slu.edu  Mon Jun 23 16:03:26 2008
From: sandersv at slu.edu (Vetta Sanders-Thompson)
Date: Mon, 23 Jun 2008 15:03:26 -0500
Subject: [HealthLiteracy 2093] Re: New Health Literacy Website
In-Reply-To: <406216.88537.qm@web83005.mail.mud.yahoo.com>
References: <406216.88537.qm@web83005.mail.mud.yahoo.com>
Message-ID: <7f2656180806231303y6ccff1eax1d8a37ca2dde59c1@mail.gmail.com>

Hello Matt,

You may want to contact one of the MFH funded Health Literacy Enhancement
Centers in the state. Go to http://hcrl.slu.edu/health_literacy to register
and obtain information on the Centers. Any of us would be happy to consult
with you.

Vetta Thompson


On 6/23/08, Matt Gayer <mcggayer at sbcglobal.net> wrote:
>
> Colleagues,
>   We just developed a health literacy portion on our website for the
> Jefferson County Health Department.  This is one of the first steps in the
> first effort to improve health literacy in our county, and to serve as
> positive models and resources for other counties to follow. I would greatly
> appreciate it if you could take the time to view the health literacy portion
> that I just developed and provide any and all positive or negative feedback
> concerning the site.  The link will take you to the health literacy homepage
> of our website, with links on the left to our health literacy page for
> patients, providers, and public health professionals, as well as a resource
> page.  I hope this site can serve as a resource to you and I look forward to
> hearing your comments regarding the health literacy site.  The website is:
> http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
>
>
> Thank you,
> Matt
>
>
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone 636-232-4703
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sandersv at slu.edu
>
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From IHABRAMSON at aol.com  Mon Jun 23 22:47:54 2008
From: IHABRAMSON at aol.com (IHABRAMSON at aol.com)
Date: Mon, 23 Jun 2008 22:47:54 EDT
Subject: [HealthLiteracy 2094] Re: New Health Literacy Website
Message-ID: <ca9.2a369de8.3591ba5a@aol.com>

 
Great suggestions,Sarah and great job, Matt!  Please be sure the font  is not 
too large.  If it is, it will look like a young child's reader and  degrade 
the adults who already feel embarrassed because of their  pre-developed skills.
 
Ilene
_ihabramson at aol.com_ (mailto:ihabramson at aol.com) 
 
 In a message dated 6/23/2008 9:42:47 P.M. Eastern Daylight Time,  
sbeaman at webster.edu writes:

Matt,

Congratulations on  making a real effort to reach out to low literate 
patients!

A quick  look at the patient information brought two things to mind.  One is 
that  the print font is san serif which is not as easy to read for a low 
literate  person than a serif font.  Secondly, the readability level is that of a  
seventh grade plus.  I would rewrite this to make it on a fourth or fifth  
grade readability at most.  You might want to have an adult education  class take 
a look at the information to see if it is clear to them.

All  the best!

Sarah Beaman-Jones

On 6/23/08 1:43 PM, "Matt Gayer"  <_mcggayer at sbcglobal.net_ 
(mip://05cce318/mcggayer at sbcglobal.net) >  wrote:


Colleagues,

We just  developed a health literacy portion on our website for the Jefferson 
County  Health Department.  This is one of the first steps in the first 
effort  to improve health literacy in our county, and to serve as positive models  
and resources for other counties to follow. I would greatly appreciate it if  
you could take the time to view the health literacy portion that I just  
developed and provide any and all positive or negative feedback concerning  the 
site.  The link will take you to the health literacy homepage of  our website, 
with links on the left to our health literacy page for  patients, providers, and 
public health professionals, as well as a resource  page.  I hope this site 
can serve as a resource to you and I look  forward to hearing your comments 
regarding the health literacy site.  The website is:

_http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx_ 
(http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx) 





Thank  you,

Matt


Matt Gayer
Community Health  Intern
Jefferson County Health Department
1818 Lonedell  Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010
Cell Phone  636-232-4703
 
____________________________________
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing list
_HealthLiteracy at nifl.gov_ (mip://05cce318/HealthLiteracy at nifl.gov) 
To  unsubscribe or change your subscription settings, please go to 
_http://www.nifl.gov/mailman/listinfo/healthliteracy_ 
(http://www.nifl.gov/mailman/listinfo/healthliteracy) 
Email  delivered to _sbeaman at webster.edu_ 
(mip://05cce318/sbeaman at webster.edu) 



----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com


 



**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From LWallace at mc.utmck.edu  Tue Jun 24 10:42:19 2008
From: LWallace at mc.utmck.edu (Wallace, Lorraine S)
Date: Tue, 24 Jun 2008 10:42:19 -0400
Subject: [HealthLiteracy 2095]  PMOSE/IKirsch Scale and DHHS guidelines
Message-ID: <4B2A684CDF93D24A814D0458D95C7C1A053B6654@MSEXCH1.utmck.edu>

Hello,

 

I am working on a project and need some information regarding:

 

*	PMOSE/IKirsch Scale  
*	Department of Health & Human Services (DHHS) measure designed to
reflect adherence to written standards 

 

Thanks in advance,

Lorraine Wallace

 

Lorraine S. Wallace, Ph.D., Associate Professor

University of Tennessee Graduate School of Medicine

Department of Family Medicine

1924 Alcoa Highway, U-67

Knoxville, TN  37920

Phone: 865-544-9352

FAX: 865-544-6532

Email:lwallace at mc.utmck.edu

 

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From RRUDD at hsph.harvard.edu  Tue Jun 24 15:59:21 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Tue, 24 Jun 2008 15:59:21 -0400
Subject: [HealthLiteracy 2093] Re: PMOSE/IKirsch Scale and DHHS	guidelines
In-Reply-To: <4B2A684CDF93D24A814D0458D95C7C1A053B6654@MSEXCH1.utmck.edu>
References: <4B2A684CDF93D24A814D0458D95C7C1A053B6654@MSEXCH1.utmck.edu>
Message-ID: <486119D7.960B.00AF.0@hsph.harvard.edu>

Hello Lorraine,
I frequently use the PMOSE/IKIRSCH and you can find it on my website: www.hsph.harvard.edu/healthliteracy under assessment tools. What is it you want to know?
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Wallace, Lorraine S" <LWallace at mc.utmck.edu> 6/24/2008 10:42 AM >>>
Hello,

 

I am working on a project and need some information regarding:

 

*	PMOSE/IKirsch Scale  
*	Department of Health & Human Services (DHHS) measure designed to
reflect adherence to written standards 

 

Thanks in advance,

Lorraine Wallace

 

Lorraine S. Wallace, Ph.D., Associate Professor

University of Tennessee Graduate School of Medicine

Department of Family Medicine

1924 Alcoa Highway, U-67

Knoxville, TN  37920

Phone: 865-544-9352

FAX: 865-544-6532

Email:lwallace at mc.utmck.edu 

 



From ansons at epix.net  Tue Jun 24 19:43:17 2008
From: ansons at epix.net (Laurie Anson)
Date: Tue, 24 Jun 2008 19:43:17 -0400
Subject: [HealthLiteracy 2094] Re: New Health Literacy Website
In-Reply-To: <406216.88537.qm@web83005.mail.mud.yahoo.com>
References: <406216.88537.qm@web83005.mail.mud.yahoo.com>
Message-ID: <5C52A49C-247B-46BF-B6FA-4DF56B891DDD@epix.net>

Matt -

I like the font size - for elders in particular and for those whose  
reading difficulties have to do with eyesight, your font size seems  
about right. It is for me, at any rate - at my advanced age!

Also, our medical facility recommends a sans-serif font for its  
publications, as the serifs occasionally "blur" the image of the words  
and make the text appear too dense.

Laurie Anson, RN
Geisinger Wyoming Valley Medical Center


On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:

> Colleagues,
>   We just developed a health literacy portion on our website for the  
> Jefferson County Health Department.  This is one of the first steps  
> in the first effort to improve health literacy in our county, and to  
> serve as positive models and resources for other counties to follow.  
> I would greatly appreciate it if you could take the time to view the  
> health literacy portion that I just developed and provide any and  
> all positive or negative feedback concerning the site.  The link  
> will take you to the health literacy homepage of our website, with  
> links on the left to our health literacy page for patients,  
> providers, and public health professionals, as well as a resource  
> page.  I hope this site can serve as a resource to you and I look  
> forward to hearing your comments regarding the health literacy  
> site.  The website is:
> http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
>
>
> Thank you,
> Matt
>
>
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone  
> 636-232-4703----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net

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From info at nifl.gov  Thu Jun 26 10:22:20 2008
From: info at nifl.gov (info at nifl.gov)
Date: Thu, 26 Jun 2008 10:22:20 -0400 (EDT)
Subject: [HealthLiteracy 2095]  Institute Director Search Underway
Message-ID: <20080626142220.5D37211CBB@mail.nifl.gov>

Institute Director Search Underway

About the position: 
The Director of the National Institute for Literacy works with the Institute's Interagency Group, in consultation with the Advisory Board, in determining priorities and work projects related to the national effort to improve literacy. The Director supervises and guides the Institute's staff of sixteen employees using a variety of leadership skills to encourage a high performance workplace, develop staff leadership capacity, and promote flexibility to ensure that the Institute thrives in a changing environment. The Director ensures that agency administrative, management, and contracting processes are executed in accordance with the Institute's Interagency Agreement and federal regulations and policies. 

The Director serves as the senior staff person for the Interagency Group and Advisory Board to ensure the Institute fulfills its role as a leader in the field by keeping abreast of major research findings and innovations in education. The Director serves as a spokesperson for literacy issues and the Institute's liaison with literacy organizations. The Director guides strategic planning efforts, assesses future needs for projects and activities, and provides comprehensive recommendations on long-range project planning to the Interagency Group and the Advisory Board.

To learn more about the position or to apply: http://www.nifl.gov/nifl/career/NIFL_vacancy_11.html 

For additional information about the Institute and its staff, please visit the National Institute for Literacy website: 
http://www.nifl.gov 

 


From khorton at vdh.state.vt.us  Wed Jun 25 10:59:21 2008
From: khorton at vdh.state.vt.us (Horton, Kathleen)
Date: Wed, 25 Jun 2008 10:59:21 -0400
Subject: [HealthLiteracy 2096] Re: New Health Literacy Website
In-Reply-To: <5C52A49C-247B-46BF-B6FA-4DF56B891DDD@epix.net>
Message-ID: <C487D589.4F12%khorton@vdh.state.vt.us>

This brings up an interesting debate about fonts.

It is my understanding that we should use sans-serif fonts online and serif
fonts in print. What does the research say? I keep finding conflicting
information. Is there any consensus about this?

Thanks,
Kathleen
-- 
Kathleen Horton
Marketing & Outreach Coordinator
Vermont Department of Health
PO Box 70
Burlington, VT 05402
802.951.5154
khorton at vdh.state.vt.us



On 6/24/08 7:43 PM, "Laurie Anson" <ansons at epix.net> wrote:

> Matt -
> 
> I like the font size - for elders in particular and for those whose reading
> difficulties have to do with eyesight, your font size seems about right. It is
> for me, at any rate - at my advanced age!
> 
> Also, our medical facility recommends a sans-serif font for its publications,
> as the serifs occasionally "blur" the image of the words and make the text
> appear too dense.
> 
> Laurie Anson, RN
> Geisinger Wyoming Valley Medical Center
> 
> 
> On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:
> 
>> Colleagues,
>>   
>>   We just developed a health literacy portion on our website for the
>> Jefferson County Health Department.  This is one of the first steps in the
>> first effort to improve health literacy in our county, and to serve as
>> positive models and resources for other counties to follow. I would greatly
>> appreciate it if you could take the time to view the health literacy portion
>> that I just developed and provide any and all positive or negative feedback
>> concerning the site.  The link will take you to the health literacy homepage
>> of our website, with links on the left to our health literacy page for
>> patients, providers, and public health professionals, as well as a resource
>> page.  I hope this site can serve as a resource to you and I look forward to
>> hearing your comments regarding the health literacy site.  The website is:
>>   
>> http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
>>   
>>  
>>   
>>  
>>   
>> Thank you,
>>   
>> Matt
>> 
>> 
>> Matt Gayer
>> Community Health Intern
>> Jefferson County Health Department
>> 1818 Lonedell Drive
>> Arnold, Missouri, 63010
>> Work Phone 636-282-1010
>> Cell Phone 636-232-4703----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to ansons at epix.net
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to khorton at vdh.state.vt.us


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From seubert.douglas at marshfieldclinic.org  Wed Jun 25 11:55:00 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 25 Jun 2008 10:55:00 -0500
Subject: [HealthLiteracy 2097] Re: New Health Literacy Website and FONT SIZE
Message-ID: <200806251555.m5PFt6Bb023377@mailhost2.mfldclin.edu>

I think the discussion on type font size is good. Keep in mind, web design is different than designing for print. Most (not all) people with vision impairment already know how to adjust the font size on web sites. Internet Explorer has options to set the default to larger font size. 

Another thing to think about is programming different font size choices right into your web site design. You've probably seen that on some web pages. It might be a series of A's near the top of the page, each one getting proportionately larger to signify increasing font size.  Or it may be like the National Heart, Lung, and Blood Institute web site that uses "S, M, L" --  see http://www.nhlbi.nih.gov/ (upper right corner of the page).

So how do you do this on your own web pages? There are a number of ways it can be done, some require more coding than others. Here's a few options:

http://www.dyn-web.com/code/fontsizer/

http://labnol.blogspot.com/2006/12/allow-site-visitors-to-change-font.html

http://www.dynamicdrive.com/dynamicindex9/textsizer.htm

This is something Marshfield Clinic does not have on their public web site... yet. But I believe it's on the web team's "to do list."

Giving viewers of your web site the option to increase the font size puts them in control (as long as the font increase buttons are clearly labeled and easy to find). It also avoids the issue someone mentioned earlier... of making web sites look "too childish" by using oversized fonts. If you do that, you'll need more room for your text and that means more scrolling for viewers (which is often annoying!). 

Using dynamic coding to give viewers the option to increase/decrease fonts as a matter of usability or personal preference seems like a win-win, provided you can figure out how to code it. Once you do figure it out, I believe you can make it part of your cascading style sheet (CSS) so that the code is replicated on all of your pages.


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Laurie Anson" <ansons at epix.net>
Date:	Wed Jun 25, 2008 -- 09:38:19 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2094] Re: New Health Literacy Website

Matt -

I like the font size - for elders in particular and for those whose  
reading difficulties have to do with eyesight, your font size seems  
about right. It is for me, at any rate - at my advanced age!

Also, our medical facility recommends a sans-serif font for its  
publications, as the serifs occasionally "blur" the image of the words  
and make the text appear too dense.

Laurie Anson, RN
Geisinger Wyoming Valley Medical Center


On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:

> Colleagues,
>   We just developed a health literacy portion on our website for the  
> Jefferson County Health Department.  This is one of the first steps  
> in the first effort to improve health literacy in our county, and to  
> serve as positive models and resources for other counties to follow.  
> I would greatly appreciate it if you could take the time to view the  
> health literacy portion that I just developed and provide any and  
> all positive or negative feedback concerning the site.  The link  
> will take you to the health literacy homepage of our website, with  
> links on the left to our health literacy page for patients,  
> providers, and public health professionals, as well as a resource  
> page.  I hope this site can serve as a resource to you and I look  
> forward to hearing your comments regarding the health literacy  
> site.  The website is:
> http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
>
>
> Thank you,
> Matt
>
>
> Matt Gayer
> Community Health Intern
> Jefferson County Health Department
> 1818 Lonedell Drive
> Arnold, Missouri, 63010
> Work Phone 636-282-1010
> Cell Phone  
> 636-232-4703----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From IHABRAMSON at aol.com  Wed Jun 25 12:13:24 2008
From: IHABRAMSON at aol.com (IHABRAMSON at aol.com)
Date: Wed, 25 Jun 2008 12:13:24 EDT
Subject: [HealthLiteracy 2098] Re: New Health Literacy Website
Message-ID: <ca2.32ea933d.3593c8a4@aol.com>

 
Hi All.
 
Does anyone know a way to create a happy medium?  A larger font  size would 
be great for older readers but sadly, can humiliate other  users.  I have seen 
this happen.
 
Ilene
 
In a message dated 6/25/2008 10:39:06 A.M. Eastern Daylight Time,  
ansons at epix.net writes:

Matt -  


I like the font size - for elders in particular and for those whose  reading 
difficulties have to do with eyesight, your font size seems about  right. It 
is for me, at any rate - at my advanced age! 


Also, our medical facility recommends a sans-serif font for its  
publications, as the serifs occasionally "blur" the image of the words and  make the text 
appear too dense.


Laurie Anson, RN
Geisinger Wyoming Valley Medical Center




On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:


Colleagues,
  We just developed a health literacy portion on our website for  the 
Jefferson County Health Department.  This is one of the first steps  in the first 
effort to improve health literacy in our county, and to serve  as positive models 
and resources for other counties to follow. I would  greatly appreciate it if 
you could take the time to view the health literacy  portion that I just 
developed and provide any and all positive or negative  feedback concerning the 
site.  The link will take you to the health  literacy homepage of our website, 
with links on the left to our health  literacy page for patients, providers, 
and public health professionals, as  well as a resource page.  I hope this site 
can serve as a resource to  you and I look forward to hearing your comments 
regarding the health  literacy site.  The website is:
_http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx_ 
(http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx) 
 
 
Thank you,
Matt


Matt Gayer
Community Health Intern
Jefferson  County Health Department
1818 Lonedell Drive
Arnold, Missouri,  63010
Work Phone 636-282-1010
Cell Phone  636-232-4703----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing list
_HealthLiteracy at nifl.gov_ (mailto:HealthLiteracy at nifl.gov) 
To  unsubscribe or change your subscription settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ansons at epix.net



=

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com


 



**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From kbeall at onlyinternet.net  Wed Jun 25 14:11:24 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Wed, 25 Jun 2008 14:11:24 -0400
Subject: [HealthLiteracy 2099]  Health Literacy Curricula
In-Reply-To: <486119D7.960B.00AF.0@hsph.harvard.edu>
References: <4B2A684CDF93D24A814D0458D95C7C1A053B6654@MSEXCH1.utmck.edu>
	<486119D7.960B.00AF.0@hsph.harvard.edu>
Message-ID: <000a01c8d6ee$e150ab60$020ba8c0@D14J7YD1>

Does anyone know if "The Health Literacy Environment of Hospitals and Health
Centers - Partners for Action: Making Your Healthcare Facility
Literacy-Friendly" curriculum developed by the Harvard School of Public
Health, Health Literacy Studies, is available in hard copy, and how to order
it? I found the curriculum at:
http://www.hsph.harvard.edu/healthliteracy/curricula.html
Thanks,
Kaye 

Kaye Beall
Project Director
World Education
6760 West Street
Linn Grove, IN 46711
765-717-3942
kaye_beall at worlded.org
www.worlded.org
 




From AHasselkus at asha.org  Thu Jun 26 10:47:46 2008
From: AHasselkus at asha.org (Amy Hasselkus)
Date: Thu, 26 Jun 2008 10:47:46 -0400
Subject: [HealthLiteracy 2100]  Patient education materials
Message-ID: <94D9AF8794045B489FB48E865CE8E5600245C941@EXCH2005.hq.asha.org>

Hello,

 

I have been looking for research on the written patient education
materials (how many people report using them, the effectiveness of them,
anything related to the use of written materials). So far I have not
found much and I am wondering if any of you can direct me to resources
you know of?

 

Thanks!

 

Amy

 

Amy Hasselkus, M.A., CCC-SLP

 

Amy Hasselkus, M.A., CCC-SLP

Associate Director, Health Care Services in Speech-Language Pathology

American Speech-Language-Hearing Association

2200 Research Boulevard

Rockville, MD 20850

(800) 498-2071

(301) 296-5686

ahasselkus at asha.org 

 

ASHA Elections Underway-Vote Now! Watch your inbox for the 2008 election
brochure.  Don't forget to VOTE for Board of Directors and Advisory
Council candidates! Voting begins June 1 and ends on June 30 at noon
EDT. Meet the candidates, go to
http://www.asha.org/about/leadership-projects/election/default.htm
<BLOCKED::BLOCKED::http://www.asha.org/about/leadership-projects/electio
n/default.htm> 

 

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From RRUDD at hsph.harvard.edu  Thu Jun 26 12:37:56 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Thu, 26 Jun 2008 12:37:56 -0400
Subject: [HealthLiteracy 2101] Re: Health Literacy Curricula
In-Reply-To: <000a01c8d6ee$e150ab60$020ba8c0@D14J7YD1>
References: <4B2A684CDF93D24A814D0458D95C7C1A053B6654@MSEXCH1.utmck.edu>
	<486119D7.960B.00AF.0@hsph.harvard.edu>
	<000a01c8d6ee$e150ab60$020ba8c0@D14J7YD1>
Message-ID: <48638DA3.960B.00AF.0@hsph.harvard.edu>

"The Health Literacy Environment of Hospitals and Health Centers - Partners for Action: Making Your Healthcare Facility Literacy-Friendly" is, as Kaye noted, available on line. We had limited funds and were able to print enough copies to send out to all State DOE and State DPH as well as to a variety of hospital organizations in every state. We have a limited number left and will be happy to send out a copy on request to collaborative groups if you would kindly cover mailing costs [$10 check to Harvard University]. I will be looking for additional funds for another printing and will post availability. 
Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Kaye Beall" <kbeall at onlyinternet.net> 6/25/2008 2:11 PM >>>
Does anyone know if "The Health Literacy Environment of Hospitals and Health
Centers - Partners for Action: Making Your Healthcare Facility
Literacy-Friendly" curriculum developed by the Harvard School of Public
Health, Health Literacy Studies, is available in hard copy, and how to order
it? I found the curriculum at:
http://www.hsph.harvard.edu/healthliteracy/curricula.html 
Thanks,
Kaye 

Kaye Beall
Project Director
World Education
6760 West Street
Linn Grove, IN 46711
765-717-3942
kaye_beall at worlded.org 
www.worlded.org 
 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu


From AboutDiabetes at aol.com  Thu Jun 26 12:43:20 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Thu, 26 Jun 2008 12:43:20 EDT
Subject: [HealthLiteracy 2102] Re: New Health Literacy Website
Message-ID: <d43.1fab1bda.35952128@aol.com>

Ilene:
 
For those who can afford it, a home page or download link offering the  
option to print materials in 12 point or 14 point font size is an easy solution  to 
this dilemma. I can't  think of a site right now that uses this  approach, 
but perhaps others can. Sites offering this option are definitely  out there 
and, funding permitting, we would like to offer this option on  our own site 
someday.  
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)   



**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From bclarke at utk.edu  Thu Jun 26 14:25:50 2008
From: bclarke at utk.edu (Barbara P Clarke/FCS/EXT/UTIA)
Date: Thu, 26 Jun 2008 14:25:50 -0400
Subject: [HealthLiteracy 2103]  Fw:  Re: New Health Literacy Website
Message-ID: <OF32E30B78.809260BC-ON85257474.00651D87-85257474.006525BE@ag.utk.edu>


Hello All. I thought insight from our web designer might be helpful
concerning fonts. See below.

Barbara (Bobbi) P. Clarke, Ph.D., R.D.
Professor & Extension Health Specialist
Co-Director, UT Center for Community Health Literacy
The University of Tennessee Extension
Family & Consumer Sciences
2621 Morgan Circle, 119 Morgan Hall
Knoxville, TN  37996-4501
phone: (865) 974-8197
fax: (865) 974-5370
e-mail: bclarke at utk.edu
----- Forwarded by Barbara P Clarke/FCS/EXT/UTIA on 06/26/2008 02:23 PM
-----
                                                                           
             Dallas T                                                      
             Sacca/FCS/EXT/UTI                                             
             A                                                          To 
                                       Barbara P Clarke/FCS/EXT/UTIA at UTIA  
             06/26/2008 01:54                                           cc 
             PM                                                            
                                                                   Subject 
                                       Re: Fw: [HealthLiteracy 2096] Re:   
                                       New Health Literacy Website         
                                       (Document link: Barbara P Clarke)   
                                                                           
                                                                           
                                                                           
                                                                           
                                                                           
                                                                           



General consensus is sans-serif (such as Arial) for screen viewing, it's
easier to read at a variety of sizes, serif fonts (such as Times New Roman)
tend to pixilate and become illegible if the size is too small.  It's okay
to use serif fonts for headers since they are a minor player in the web
sites content and the text size is usually larger than the standard
paragraph font size.  Here are a couple of old articles written when the
debate regarding serif & sans-serif font use on the web was in full swing.
Now-a-days nobody writes about it because it's assumed that designers
realize the difference in the mediums they design for (print vs. screen)
and design accordingly.

http://www.sitepoint.com/article/anatomy-web-fonts

Here is an interesting excerpt from this article (
http://www.wpdfd.com/issues/23/typography/ ) that pretty well summarizes
the issues with serif fonts on the web.
      Times, still the most popular option (though one could argue out of
      ignorance), is an excellent typeface for printing newspapers, but it
      is a pain for reading on-screen. Its original version was designed to
      squeeze as many letters as possible on a printed page and still
      remain legible. Therefore its print version has a medium x-height
      while being fairly narrow, with sharp and small serifs. Its small
      ascenders and descenders make it very economical, because they reduce
      the need for leading, enabling the typesetter to set more lines per
      page.


      The major problem with the bitmapped version of Times (the one that
      appears on the screen) is that it doesn't translate those subtleties.
      A pixel is a pixel - the smallest possible unit - there is no such
      thing as half a pixel and even anti aliasing doesn't help at copy
      sizes. So a formerly tiny serif is now as big as a stem and adds a
      lot of unnecessary visual noise, especially within 'small' and narrow
      fonts like Times. Most screen fonts were never designed to be
      legible, they were only designed to resemble their printer fonts as
      closely as possible at 72 ppi in PageMaker or XPress.


      What makes it even worse is the fact that all screen fonts are
      displayed with close to no leading in all pre-CSS browsers. If a
      designer would choose a font with a large x-height for printed pages,
      he would have to use extra linefeed so that the reader's eye easily
      finds the beginning of the next line, something that's not possible
      on the web without the use of Style Sheets, but something that is
      badly needed for most older fonts.



~~~~~~~~~~~~~~~~~~~~~~~~
Dallas Sacca
IT Specialist
University of Tennessee Institute of Agriculture
Information Technology
224 Morgan Hall
Knoxville, TN  37996-4515
Phone: 865/974-4017
E-mail: dsacca at tennessee.edu



                                                                           
             Barbara P                                                     
             Clarke/FCS/EXT/UT                                             
             IA                                                         To 
                                       Dallas T Sacca/FCS/EXT/UTIA at UTIA    
             06/26/2008 01:04                                           cc 
             PM                                                            
                                                                   Subject 
                                       Fw: [HealthLiteracy 2096] Re: New   
                                       Health Literacy Website             
                                                                           
                                                                           
                                                                           
                                                                           
                                                                           
                                                                           



Hello Dallas, wondering in your tech world is there anything about this?

Barbara (Bobbi) P. Clarke, Ph.D., R.D.
Professor & Extension Health Specialist
Co-Director, UT Center for Community Health Literacy
The University of Tennessee Extension
Family & Consumer Sciences
2621 Morgan Circle, 119 Morgan Hall
Knoxville, TN  37996-4501
phone: (865) 974-8197
fax: (865) 974-5370
e-mail: bclarke at utk.edu
----- Forwarded by Barbara P Clarke/FCS/EXT/UTIA on 06/26/2008 01:02 PM
-----
                                                                           
             "Horton,                                                      
             Kathleen"                                                     
             <khorton at vdh.stat                                          To 
             e.vt.us>                  The Health and Literacy Discussion  
             Sent by:                  List <healthliteracy at nifl.gov>      
             healthliteracy-bo                                          cc 
             unces at nifl.gov                                                
                                                                   Subject 
                                       [HealthLiteracy 2096] Re: New       
             06/26/2008 12:23          Health Literacy Website             
             PM                                                            
                                                                           
                                                                           
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




This brings up an interesting debate about fonts.

It is my understanding that we should use sans-serif fonts online and serif
fonts in print. What does the research say? I keep finding conflicting
information. Is there any consensus about this?

Thanks,
Kathleen
--
Kathleen Horton
Marketing & Outreach Coordinator
Vermont Department of Health
PO Box 70
Burlington, VT 05402
802.951.5154
khorton at vdh.state.vt.us



On 6/24/08 7:43 PM, "Laurie Anson" <ansons at epix.net> wrote:

      Matt -

      I like the font size - for elders in particular and for those whose
      reading difficulties have to do with eyesight, your font size seems
      about right. It is for me, at any rate - at my advanced age!

      Also, our medical facility recommends a sans-serif font for its
      publications, as the serifs occasionally "blur" the image of the
      words and make the text appear too dense.

      Laurie Anson, RN
      Geisinger Wyoming Valley Medical Center


      On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:

            Colleagues,

              We just developed a health literacy portion on our website
            for the Jefferson County Health Department.  This is one of the
            first steps in the first effort to improve health literacy in
            our county, and to serve as positive models and resources for
            other counties to follow. I would greatly appreciate it if you
            could take the time to view the health literacy portion that I
            just developed and provide any and all positive or negative
            feedback concerning the site.  The link will take you to the
            health literacy homepage of our website, with links on the left
            to our health literacy page for patients, providers, and public
            health professionals, as well as a resource page.  I hope this
            site can serve as a resource to you and I look forward to
            hearing your comments regarding the health literacy site.  The
            website is:

            http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx






            Thank you,

            Matt


            Matt Gayer
            Community Health Intern
            Jefferson County Health Department
            1818 Lonedell Drive
            Arnold, Missouri, 63010
            Work Phone 636-282-1010
            Cell Phone
            636-232-4703----------------------------------------------------

            National Institute for Literacy
            Health and Literacy mailing list
            HealthLiteracy at nifl.gov
            To unsubscribe or change your subscription settings, please go
            to http://www.nifl.gov/mailman/listinfo/healthliteracy
            Email delivered to ansons at epix.net


      ----------------------------------------------------
      National Institute for Literacy
      Health and Literacy mailing list
      HealthLiteracy at nifl.gov
      To unsubscribe or change your subscription settings, please go to
      http://www.nifl.gov/mailman/listinfo/healthliteracy
      Email delivered to khorton at vdh.state.vt.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bclarke at utk.edu



From AboutDiabetes at aol.com  Thu Jun 26 15:02:03 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Thu, 26 Jun 2008 15:02:03 EDT
Subject: [HealthLiteracy 2104] Re: New Health Literacy Website
Message-ID: <d2e.251aa4a2.359541ab@aol.com>

Hello again. 
 
Here are two ways to approach this that may be helpful (and I'm sure there  
are more):
 
You can build it in. 
_http://www.dlife.com/_ (http://www.dlife.com/)     See TEXT SIZE at the top 
of the home page.

or  
 
allow users to download from your site.
_http://www.big.com/faq.php_ (http://www.big.com/faq.php) 
 
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  







**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From cjackson at humana.com  Tue Jul  1 09:47:02 2008
From: cjackson at humana.com (Charles Jackson)
Date: Tue, 1 Jul 2008 09:47:02 -0400
Subject: [HealthLiteracy 2105]  Basic health information in Swahili?
Message-ID: <OFFA630B1A.36A4B9C3-ON85257479.004B8916-85257479.004BB7E8@humana.com>


We are partnering with a Louisville community center in a health literacy
project.  Is basic health information available in Swahili either in print
or electronic format?  Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From julie_mcKinney at worlded.org  Tue Jul  1 10:07:13 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 01 Jul 2008 10:07:13 -0400
Subject: [HealthLiteracy 2106] Re: Basic health information in	Swahili?
Message-ID: <486A01D10200002D00007714@dcgw.jsi.com>

Charles,

The Hesperian Foundation has a variety of materials and books, some of
which are translated into Swahili. They focus on health care as it is
delivered in the developing world, but it could be useful to your group
because their materials are written in simple language with lots of
pictures and good explanations of basic conditions. Go to this link:

http://www.hesperian.org/publications_translation.php

All the other sites I know of didn't have anything in Swahili!

Best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Charles Jackson <cjackson at humana.com> 07/01/08 9:58 AM >>>

We are partnering with a Louisville community center in a health
literacy
project.  Is basic health information available in Swahili either in
print
or electronic format?  Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material.  If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information.


From jespar at lsuhsc.edu  Tue Jul  1 10:13:34 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 1 Jul 2008 09:13:34 -0500
Subject: [HealthLiteracy 2107] Librarians/libraries involved in health
	literacy in Honolulu, HI
Message-ID: <2E9263050F8EE046972BE0510E7A71DA3A8DCF@SH-EXCHBE2.master.lsuhsc.edu>

Hi,

 

Please respond directly to me at jespar @ lsuhsc.edu (remove spaces).  

 

I am interested in talking with librarians or libraries involved in
health literacy in Honolulu.  I'm looking for a list of speakers to
present to a group planning a program session at the Medical Librarian
Association Annual Meeting in May 15-20 2009 (I won't have a specific
day for several months).  I don't have any confirmation that the program
will go but I want to start compiling a list of names just in case.
This speaker will be the anchor speaker with contributed papers (that is
our goal at least).  

 

This is the tentative abstract for the program.  We are looking for at
least one invited speaker to set the stage.   We would prefer a
librarian or library that is involved health literacy issues since that
will be the target audience but we are actually very open depending on
the research or program initiatives that might be presented.

 

To see the theme for the annual meeting go to
http://mlanet.org/am/am2009/pdf/mla09_call.pdf 

 

Fusing Culture and Community to Improve Health Literacy

 

DESCRIPTION: Healthcare professionals and institutions are being
challenged with the goal of improving health communication by providing
information in the appropriate cultural or community context,  as well
as in the context of special diseases i.e. people with cancer, mental
illness, HIV/AIDS, etc.  As a result, health communication is being
developed for specific cultural, community, and illness groups.  This
session will focus on the role libraries and information professionals
play in contributing to this developing area of literacy.
Research/topics may range from but are not limited to educational
support for patients with cancer and support for survivors and
survivorship issues, support for nurses and allied health professionals
providing patient education on the front line, demystifying acronyms
used to talk about people with mental disorders (BD, PTSD, OCD, ADHD,
etc.) and defusing the stereotypes that come with them, how health
professionals can communicate with the LGBT community, and serving the
healthcare needs of those with limited English literacy.

 

As I said above the program is not approved so everything is very
tentative. 

 

Thanks,

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From btw01 at health.state.ny.us  Tue Jul  1 10:15:33 2008
From: btw01 at health.state.ny.us (Benjamin T Wise)
Date: Tue, 1 Jul 2008 10:15:33 -0400
Subject: [HealthLiteracy 2108]  Examples of "plain data"
Message-ID: <20080701141543.57DD811C24@mail.nifl.gov>


I am looking for samples of research or survey summaries that are simple
and effective at getting the key points across, using text and data
(graphs, charts, or simple tables).

We are developing a brief of New York State's Behavioral Risk Factor
Surveillance Survey on STD behaviors, and would like to produce something
that is simple and to-the-point.  We already plan on writing using plain
language and ~6th grade reading level (target audience = policymakers,
school boards/superintendents/principals/teachers, and
community/faith-based organizations; not general public distribution).

This is a new direction compared to previous briefs that we have developed,
and are looking for some good products to borrow ideas from - both from a
data perspective and a layout/aesthetic perspective.  Unfortunately, there
are many products that present data poorly or present too much/too complex
data.

Any guidance/assistance would be appreciated.
Thanks,
Ben

*********************************************************
Benjamin T. Wise, MS, CHES
Public Health Educator
NYS Department of Health
Bureau of Sexually Transmitted Disease Control
1168 Corning Tower, ESP
Albany, NY 12237-0670
Phone: (518) 471-3598
Fax: (518) 474-3491
e-mail: btw01 at health.state.ny.us


IMPORTANT NOTICE:  This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure.  It is intended only for the addressee.  If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments.  Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation.


From Betty.Merriman at cancer.org  Tue Jul  1 11:29:20 2008
From: Betty.Merriman at cancer.org (Betty.Merriman at cancer.org)
Date: Tue, 1 Jul 2008 11:29:20 -0400
Subject: [HealthLiteracy 2109] Re: Basic health information in Swahili?
In-Reply-To: <OFFA630B1A.36A4B9C3-ON85257479.004B8916-85257479.004BB7E8@humana.com>
Message-ID: <OFFFD802F6.2C5B4232-ON85257479.0054F7D9-85257479.00551614@cancer.org>

Charles,

My daughter has an MPH and had been living in Tanzania. She says there is
information in Swahili. Can you tell me more specifically what kind of
health information you're looking for?

Betty

Betty Merriman, Content Developer: Readability
American Cancer Society, National Home Office
betty.merriman at cancer.org
770-934-0508: home and office
cell: 404-441-7950






                                                                           
             Charles Jackson                                               
             <cjackson at humana.                                             
             com>                                                       To 
             Sent by:                  healthliteracy at nifl.gov             
             healthliteracy-bo                                          cc 
             unces at nifl.gov                                                
                                                                   Subject 
                                       [HealthLiteracy 2105]  Basic health 
             07/01/2008 10:01          information in Swahili?             
             AM                                                            
                                                                           
                                                                           
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           




We are partnering with a Louisville community center in a health literacy
project. Is basic health information available in Swahili either in print
or electronic format? Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax



The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you receive
this material/information in error, please contact the sender and delete or
destroy the material/information.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to betty.merriman at cancer.org




From kristina at easyreadcopywriting.com  Tue Jul  1 12:41:39 2008
From: kristina at easyreadcopywriting.com (Kristina Anderson)
Date: Tue, 01 Jul 2008 10:41:39 -0600
Subject: [HealthLiteracy 2110] Re: Basic health information in Swahili?
In-Reply-To: <OFFA630B1A.36A4B9C3-ON85257479.004B8916-85257479.004BB7E8@humana.com>
Message-ID: <C48FBA63.566F%kristina@easyreadcopywriting.com>

Charles,

Check the Ethnomed website. They have health information in many different
languages. I think the URL is www.ethnomed.org. It?s a University of
Washington project.

Kristina



From: Charles Jackson <cjackson at humana.com>
Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Date: Tue, 1 Jul 2008 09:47:02 -0400
To: <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 2105]  Basic health information in Swahili?

We are partnering with a Louisville community center in a health literacy
project.  Is basic health information available in Swahili either in print
or electronic format?  Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material.  If you receive
this material/information in error, please contact the sender and delete or
destroy the material/information.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to kristina at easyreadcopywriting.com

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From drcalderon at sbcglobal.net  Tue Jul  1 13:47:32 2008
From: drcalderon at sbcglobal.net (DrCalderon)
Date: Tue, 1 Jul 2008 10:47:32 -0700 (PDT)
Subject: [HealthLiteracy 2111] New Health Literacy Website? Not good for
	enhancing health literacy!
Message-ID: <28326.74644.qm@web81203.mail.mud.yahoo.com>

Type 2?diabetes information on the first?link has readability score of 17.8 (Flesh-Kincaid?Grade Level) and 24.4 (Flesch Reading Ease) as measured using MicroSoft Word Spell Check readabiltiy statistics.? This is not usable?information for most people.? This is where the problem lies!? Americans do not read well and racial/ethnic minorities who are at highest risk even less so overall.? So this website may not be useful.? Also we should keep in mind internet access.? Who has it, who uses it?? I copy below information from the first link below.
http://www.dlife.com/??
Type 2 diabetes is more common in adults aged 50 and older, although it can occur in children and adolescents as well.1 Being overweight or obese and leading a sedentary (i.e., nonactive) lifestyle are major risk factors for developing type 2 diabetes, as is having a family history of the disease. People of African-American, American Indian, Asian American, Latino, and Pacific Islander background are more likely to develop type 2 diabetes.
Type 2 diabetes is the most prevalent form of the disease, accounting for 90 to 95% of all diabetes cases in America.2 Unlike type 1 diabetes, where destruction of the pancreas reduces and eventually stops the supply of the hormone insulin, most people with type 2 diabetes are still able to produce insulin at diagnosis. However, the insulin they produce is unable to perform its primary job, which is helping the body's cells use glucose for energy. Usually this is due to a problem with the body?s insulin receptors, the location on cells where insulin binds so that glucose can enter (although less frequently there may be a problem with the chemical makeup of the insulin itself). This condition is called insulin resistance.
?
Jos? Luis Calder?n, MD
Associate Professor
Health Professions Division
Nova Southeastern University
Ft Lauderdale, FL

?



----- Original Message ----
From: "AboutDiabetes at aol.com" <AboutDiabetes at aol.com>
To: healthliteracy at nifl.gov
Sent: Thursday, June 26, 2008 3:02:03 PM
Subject: [HealthLiteracy 2104] Re: New Health Literacy Website

Hello again. 
?
Here are two ways to approach this that may be helpful (and I'm sure there are more):
?You can build it in. 
http://www.dlife.com/?? See TEXT SIZE at the top of the home page.

or? 
?
allow users to download from your site.
http://www.big.com/faq.php
?
?
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org 


?




________________________________
Gas prices getting you down? Search AOL Autos for fuel-efficient used cars.
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From SStableford at une.edu  Tue Jul  1 16:09:44 2008
From: SStableford at une.edu (Sue Stableford)
Date: Tue, 01 Jul 2008 16:09:44 -0400
Subject: [HealthLiteracy 2112] Re: Examples of "plain data"
In-Reply-To: <20080701141543.57DD811C24@mail.nifl.gov>
References: <20080701141543.57DD811C24@mail.nifl.gov>
Message-ID: <486A56C7.57C7.00F6.0@une.edu>

Ben,

The best reference I know about how to create clear, accessible charts and graphs is this: Bigwood S and Spore M. Presenting Numbers, Tables, and Charts. New York: Oxford University Press, 2003. It's a small paperback that's easy to use with great tips and examples. It seems to be currently unavailable on Amazon so you may need to contact the publisher.

There are also some very nice examples of re-inventing clear charts in this guide: Southern Institute on Children and Families. The Health Literacy Style Manual, 2005. Available at: http://coveringkidsandfamilies.org/resources/docs/stylemanual.pdf 
As you can see, this one is publicly accessible online.

Kudos to you for recognizing that even well-educated audiences appreciate clear health communication. Good luck!

Sue Stableford

Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> Benjamin T Wise <btw01 at health.state.ny.us> 7/1/2008 10:15 AM >>>

I am looking for samples of research or survey summaries that are simple
and effective at getting the key points across, using text and data
(graphs, charts, or simple tables).

We are developing a brief of New York State's Behavioral Risk Factor
Surveillance Survey on STD behaviors, and would like to produce something
that is simple and to-the-point.  We already plan on writing using plain
language and ~6th grade reading level (target audience = policymakers,
school boards/superintendents/principals/teachers, and
community/faith-based organizations; not general public distribution).

This is a new direction compared to previous briefs that we have developed,
and are looking for some good products to borrow ideas from - both from a
data perspective and a layout/aesthetic perspective.  Unfortunately, there
are many products that present data poorly or present too much/too complex
data.

Any guidance/assistance would be appreciated.
Thanks,
Ben

*********************************************************
Benjamin T. Wise, MS, CHES
Public Health Educator
NYS Department of Health
Bureau of Sexually Transmitted Disease Control
1168 Corning Tower, ESP
Albany, NY 12237-0670
Phone: (518) 471-3598
Fax: (518) 474-3491
e-mail: btw01 at health.state.ny.us 


IMPORTANT NOTICE:  This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure.  It is intended only for the addressee.  If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments.  Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation.

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to sstableford at une.edu


From btw01 at health.state.ny.us  Tue Jul  1 16:17:34 2008
From: btw01 at health.state.ny.us (Benjamin T Wise)
Date: Tue, 1 Jul 2008 16:17:34 -0400
Subject: [HealthLiteracy 2113] Re: New Health Literacy Website? Not good
	for	enhancing health literacy!
In-Reply-To: <28326.74644.qm@web81203.mail.mud.yahoo.com>
Message-ID: <20080701201739.F2B5711C90@mail.nifl.gov>

In response to Dr. Calderon's post re: the www.dlife.org website:

My impression is that the initial poster was referring to the variable text
size feature (which is also now more common among national news websites
such as cnn.com (although the "text size - +" buttons are quite small), and
not the actual content on the dlife website.  I had the same initial
reaction about the materials.  I hope that more websites include variable
text coding, and make finding the options more easy!

As far as access to the internet, Pew Internet & American Life Project's
research indicates an increasing number of older Americans both with access
(dial-up and broadband) as well as use for health information (although
access for health information across the ages was approx. 20% in late
2004).  More information can be found at www.pewinternet.org/.  Additional
information specific to e-health and the "elderly" (although I don't
consider 65+ as elderly) can be found at
http://www.kff.org/entmedia/7223.cfm.

It is also important to recognize the baby boomer effect will likely follow
through with web access across topic areas, including e-health.  Current
research indicates that approximately 70-80% of 50-64 year olds have access
to and frequently (at least weekly) go online; these numbers are much
higher than the current senior citizen population, and will likely transfer
over the next decade.  Therefore, developing and implementing health
literacy and plain language, as well as mechanisms to facilitate web access
for these populations should be kept in mind.  Other things to consider for
the opposite end of the spectrum (adolescents and young adults): mobile
accessible websites.. but that's a whole different topic of discussion!

*********************************************************
Benjamin T. Wise, MS, CHES
Public Health Educator
NYS Department of Health
Bureau of Sexually Transmitted Disease Control
1168 Corning Tower, ESP
Albany, NY 12237-0670
Phone: (518) 471-3598
Fax: (518) 474-3491
e-mail: btw01 at health.state.ny.us


IMPORTANT NOTICE:  This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure.  It is intended only for the addressee.  If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments.  Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation.


From AboutDiabetes at aol.com  Tue Jul  1 16:31:12 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Tue, 1 Jul 2008 16:31:12 EDT
Subject: [HealthLiteracy 2114] Re: New Health Literacy Website? Not good for
	enhancing...
Message-ID: <c6d.29dc7bcd.359bee10@aol.com>

Some confusion here, I guess. 
 
My note was in reply to the person seeking information about online  printing 
options for the visually impaired. 
 
_www.dlife.com_ (http://www.dlife.com)  offers a 3 font size  option for 
printing documents on their home page. The merits of how they  provide content is 
another matter. 
 
My apologies if the brevity of my note  created the misunderstanding.   
 
Regards, 
 
Paul 
Learning About Diabetes, Inc. 
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  



**************Gas prices getting you down? Search AOL Autos for 
fuel-efficient used cars.      (http://autos.aol.com/used?ncid=aolaut00050000000007)
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From thaines at pace.edu  Tue Jul  1 18:18:36 2008
From: thaines at pace.edu (thaines at pace.edu)
Date: Tue, 01 Jul 2008 18:18:36 -0400
Subject: [HealthLiteracy 2115] Re: Examples of "plain data"
In-Reply-To: <20080701141543.57DD811C24@mail.nifl.gov>
References: <20080701141543.57DD811C24@mail.nifl.gov>
Message-ID: <953fe677628183b.486a74fc@pace.edu>

Have you seen the Suitability Assessment of Materials? (SAM) from Doak Doak and Root?  It is a great tool to use when developing materials.  http://www.hsph.harvard.edu/healthliteracy/doak.html
Terry Haines

----- Original Message -----
From: Benjamin T Wise <btw01 at health.state.ny.us>
Date: Tuesday, July 1, 2008 4:07 pm
Subject: [HealthLiteracy 2108]  Examples of "plain data"
To: HealthLiteracy at nifl.gov

> 
> I am looking for samples of research or survey summaries that 
> are simple
> and effective at getting the key points across, using text and data
> (graphs, charts, or simple tables).
> 
> We are developing a brief of New York State's Behavioral Risk Factor
> Surveillance Survey on STD behaviors, and would like to produce 
> somethingthat is simple and to-the-point.  We already plan 
> on writing using plain
> language and ~6th grade reading level (target audience = policymakers,
> school boards/superintendents/principals/teachers, and
> community/faith-based organizations; not general public distribution).
> 
> This is a new direction compared to previous briefs that we have 
> developed,and are looking for some good products to borrow ideas 
> from - both from a
> data perspective and a layout/aesthetic perspective.  
> Unfortunately, there
> are many products that present data poorly or present too 
> much/too complex
> data.
> 
> Any guidance/assistance would be appreciated.
> Thanks,
> Ben
> 
> *********************************************************
> Benjamin T. Wise, MS, CHES
> Public Health Educator
> NYS Department of Health
> Bureau of Sexually Transmitted Disease Control
> 1168 Corning Tower, ESP
> Albany, NY 12237-0670
> Phone: (518) 471-3598
> Fax: (518) 474-3491
> e-mail: btw01 at health.state.ny.us
> 
> 
> IMPORTANT NOTICE:  This e-mail and any attachments may 
> contain confidential or sensitive information which is, or may 
> be, legally privileged or otherwise protected by law from 
> further disclosure.  It is intended only for the 
> addressee.  If you received this in error or from someone 
> who was not authorized to send it to you, please do not 
> distribute, copy or use it or any attachments.  Please 
> notify the sender immediately by reply e-mail and delete this 
> from your system. Thank you for your cooperation.
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go 
> to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to thaines at pace.edu
> 
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From ansons at epix.net  Wed Jul  2 07:58:39 2008
From: ansons at epix.net (Denis Anson)
Date: Wed, 2 Jul 2008 07:58:39 -0400
Subject: [HealthLiteracy 2116] Re: New Health Literacy Website? Not good
	for	enhancing health literacy!
In-Reply-To: <20080701201739.F2B5711C90@mail.nifl.gov>
References: <20080701201739.F2B5711C90@mail.nifl.gov>
Message-ID: <09154780-A7F5-4E61-8B05-86F59B4F42C1@epix.net>

The text size feature is an example of thinking locally about a  
systemic problem.   The odds are that if I need enlarged text (as many  
seniors do, for example, I'll need it on all web sites, not just on  
the health one.  It's a much better strategy to design the page using  
proportional measures (all font sizes specified in ems or percent  
rather than point size or pixels) so that the user can instruct their  
browser to show pages in the preferred size.   After all, what are the  
chances that the designer knows the sizes that the many visitors might  
need.

Each browser has a mechanism to show fonts in a larger size:  in  
Firefox, Control-+, in IE, it's on the Tools menu.   This allows a  
much greater degree of control for the reader than any built in setting.

Denis Anson, MS,  OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University


On Jul 1, 2008, at 4:17 PM, Benjamin T Wise wrote:

> In response to Dr. Calderon's post re: the www.dlife.org website:
>
> My impression is that the initial poster was referring to the  
> variable text
> size feature (which is also now more common among national news  
> websites
> such as cnn.com (although the "text size - +" buttons are quite  
> small), and
> not the actual content on the dlife website.  I had the same initial
> reaction about the materials.  I hope that more websites include  
> variable
> text coding, and make finding the options more easy!
>
> As far as access to the internet, Pew Internet & American Life  
> Project's
> research indicates an increasing number of older Americans both with  
> access
> (dial-up and broadband) as well as use for health information  
> (although
> access for health information across the ages was approx. 20% in late
> 2004).  More information can be found at www.pewinternet.org/.   
> Additional
> information specific to e-health and the "elderly" (although I don't
> consider 65+ as elderly) can be found at
> http://www.kff.org/entmedia/7223.cfm.
>
> It is also important to recognize the baby boomer effect will likely  
> follow
> through with web access across topic areas, including e-health.   
> Current
> research indicates that approximately 70-80% of 50-64 year olds have  
> access
> to and frequently (at least weekly) go online; these numbers are much
> higher than the current senior citizen population, and will likely  
> transfer
> over the next decade.  Therefore, developing and implementing health
> literacy and plain language, as well as mechanisms to facilitate web  
> access
> for these populations should be kept in mind.  Other things to  
> consider for
> the opposite end of the spectrum (adolescents and young adults):  
> mobile
> accessible websites.. but that's a whole different topic of  
> discussion!
>
> *********************************************************
> Benjamin T. Wise, MS, CHES
> Public Health Educator
> NYS Department of Health
> Bureau of Sexually Transmitted Disease Control
> 1168 Corning Tower, ESP
> Albany, NY 12237-0670
> Phone: (518) 471-3598
> Fax: (518) 474-3491
> e-mail: btw01 at health.state.ny.us
>
>
> IMPORTANT NOTICE:  This e-mail and any attachments may contain  
> confidential or sensitive information which is, or may be, legally  
> privileged or otherwise protected by law from further disclosure.   
> It is intended only for the addressee.  If you received this in  
> error or from someone who was not authorized to send it to you,  
> please do not distribute, copy or use it or any attachments.  Please  
> notify the sender immediately by reply e-mail and delete this from  
> your system. Thank you for your cooperation.
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ansons at epix.net
>


From jataylor at utk.edu  Tue Jul  1 18:51:29 2008
From: jataylor at utk.edu (Taylor, Jackie)
Date: Tue, 1 Jul 2008 18:51:29 -0400
Subject: [HealthLiteracy 2117] Student Involvement and Critical Thinking in
	Adult Literacy - Discussion July 7-14
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC024D098D@KFSVS2.utk.tennessee.edu>

Dear Colleagues:

 

What do you do in your teaching that empowers students? Why do you do
that? Why does it matter?

 

Beginning July 7 - 14, 2008 the Adult Literacy Professional Development
List will host a guest discussion of Student Involvement and Critical
Thinking in Adult Literacy. Join our guests, Cynthia Peters, Editor of
The Change Agent, and Marty Finsterbusch, Executive Director of VALUE,
to share issues, strategies, and resources for instruction and staff
development. 

 

This discussion is the first in a mini-series of guest discussions this
summer and fall on Literacy for Social Change. Join us now to plan
instruction and staff development for fall. 

 

To participate, subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment 

(Subscribing is free and you can unsubscribe after the discussion ends.)

 

=======================================

 

Discussion Resources

 

Resources subscribers share will be compiled and posted at the week's
end. Some resources for discussion include:

 

http://www.nelrc.org/changeagent/ 

-- The Change Agent Web site, see any issue including the most recent on
Democracy in Action.

 

http://www.valueusa.org/

-- Web site of Voice of Adult Learners United to Educate 

 

http://wiki.literacytent.org/index.php/Learner_Leadership

-- See the Adult Learner Leadership Resources section, including:

 

*         How to Start and Support a Student Council at Your Program

http://www.sabes.org/administration/studentcouncils.htm 

 

*         Adult Learners as Leaders (from NJALL)

http://www.njall.org/index.php?option=com_content&task=view&id=36&Itemid
=60 

 

*         Massachusetts Alliance for Adult Literacy

http://www.sabes.org/student/massaal.htm 

 

*         Student Leadership Resources

http://www.sabes.org/student/student-resources.htm 

 

*         Student Leadership Field Notes, Volume 16 No. 2

http://www.sabes.org/resources/publications/fieldnotes/vol16/fn162.pdf

 

*         Learner Perspectives on the Adult Literacy Education (ALE)
Wiki

          http://wiki.literacytent.org/index.php/Learner_Perspectives 

 

=======================================

 

About Our Guests

 

Cynthia Peters is the editor of The Change Agent
(http://www.nelrc.org/changeagent/), a magazine focused on fostering
critical thinking and student engagement.



Cynthia Peters is a former ESOL and ABE teacher with a union-based
program. She is also a long-time community activist who has been
involved in tenants' rights, anti-war, and many other struggles. As the
editor of The Change Agent, she brings her teaching experience together
with her activism and works to create materials that give students the
tools to think critically about issues that affect them and their
families. 



Marty Finsterbusch is the Executive Director of Voice of Adult Learners
United to Educate (VALUE), a national adult learner leader organization.

 

In 2001, Marty Finsterbusch was appointed VALUE's first Executive
Director. VALUE, www.valueusa.org <http://www.valueusa.org/> , is the
only national nonprofit adult literacy organization in the U.S. governed
and operated by current and former literacy students. Under his
leadership, the organization has developed and delivered leadership
training throughout the U.S.; conducted five biennial National Adult
Learner Leadership Institutes; and achieved national prominence as the
authority on learner involvement in adult literacy. In 2008, VALUE
launched its Social Change Initiative, which calls for the modernization
and expansion of adult basic education in the U.S. to better serve our
nation's 90 million low-literate adults.

 

Since 2000, Marty has served on Pennsylvania's Adult Basic and Literacy
Education Interagency Coordinating Council, having been appointed by
three Governors. During his National Institute for Literacy Fellowship
in 2000, Marty studied adult learner involvement in all 50 states. He
has served on the governing boards of several national and state
organizations including the Student Coalition for Action in Literacy
Education (SCALE), Laubach Literacy Action, and Pennsylvania's State
Coalition for Literacy. 

 

Before becoming VALUE's Executive Director in 2001, Marty worked 17
years in food service at Villanova University, supervising a staff of 80
employees. He entered a local literacy program as an adult learner in
1984 and then earned a degree in Hotel-Restaurant Management. Marty
became the Student Coordinator of his local literacy program in 1986,
after which he served ten years on its board of directors. Since 1987,
Marty has been a planner, speaker, and workshop presenter for numerous
national, regional, and state conferences throughout the U.S. Marty is
married and has three daughters, ages 14, 12, and 6.

 

=======================================

 

 

-- I hope you'll join us! Until then...Jackie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu  
National Institute for Literacy http://www.nifl.gov/
Association of Adult Literacy Professional Developers
http://www.aalpd.org/

 

To participate, subscribe by visiting:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment

 

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From bertiemo at yahoo.com  Wed Jul  2 13:24:01 2008
From: bertiemo at yahoo.com (Bertha Mo)
Date: Wed, 2 Jul 2008 10:24:01 -0700 (PDT)
Subject: [HealthLiteracy 2118] Re: New Health Literacy Website? Not good for
	enhancing...
In-Reply-To: <c6d.29dc7bcd.359bee10@aol.com>
Message-ID: <780612.54741.qm@web45104.mail.sp1.yahoo.com>

I work with seniors.? Can anyone tell me where to find information about developing client satisfaction surveys for seniors.? I'm looking for information re. what would be helpful for people with visual, cognitive difficulties associated with advancing age.

Thanks.

Bertie

--- On Wed, 7/2/08, AboutDiabetes at aol.com <AboutDiabetes at aol.com> wrote:
From: AboutDiabetes at aol.com <AboutDiabetes at aol.com>
Subject: [HealthLiteracy 2114] Re: New Health Literacy Website? Not good for enhancing...
To: healthliteracy at nifl.gov
Received: Wednesday, July 2, 2008, 12:31 AM



 

Some confusion here, I guess. 
?
My note was in reply to the person seeking information about online 
printing options for the?visually impaired. 
?
www.dlife.com?offers a 3 font size 
option for printing documents on their home page.?The merits of how they 
provide content is another matter. 
?
My apologies if the brevity of my note 
created?the?misunderstanding.???
?
Regards, 
?
Paul 
Learning About Diabetes, Inc. 
www.learningaboutdiabetes.org?


Gas prices getting you down? Search AOL Autos for fuel-efficient used cars.----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bertiemo at yahoo.com
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From TThomas at city.cleveland.oh.us  Wed Jul  2 16:05:15 2008
From: TThomas at city.cleveland.oh.us (Thomas, Teleange)
Date: Wed, 2 Jul 2008 16:05:15 -0400 
Subject: [HealthLiteracy 2119]  Baby Basics in Cleveland Ohio
Message-ID: <5C8BD4CCEC82CE4DB463F6D21076D8930529387F@exch3>

MomsFirst a program of the Cleveland Department of Public Health in
Cleveland Ohio has had the pleasure of implementing Baby Basics as a pilot
project over the past 6-months. Our program, formerly known as Healthy
Family, Healthy Start serves high risk pregnant women and teens from
pregnancy until the baby reaches age 1. The goal of our program is to reduce
the disparities in infant mortality in Cleveland Ohio.

 

The infusion of Baby Basics into our program has been a great enhancement.
Over the past 6-months, a portion of our staff and some community partners
have been trained in the Baby Basics materials and MomsClub curriculum. Our
staff has continuously commented on how the Baby Basics materials are
beautiful, user friendly and a true enhancement to the education we provide
during our home visits. They can readily see how the program will increase
our moms chances for a healthy pregnancy and get them excited about
learning.

 

Working with the What to Expect Foundation has been a treat as well. The
staff has been readily available to answer our questions, provide technical
support and ensure that we have a successful implementation. Their
dedication to moms, healthy pregnancies and the reduction of infant
mortality is unmatched!

 

If you have not already visited the web-site and been debriefed on Baby
Basics, I strongly suggest that you take a few minutes to do so
(www.whattoexpect.org <http://www.whattoexpect.org/> ). The program is great
and is an excellent fit for healthy start model programs, general home
visiting programs and community-based clinics.

 

We look forward to expanding the program into all of our sites and providing
these great materials and education to all of our participants!

 

 

Teleange Thomas

Deput y Project Director

Cleveland Department of Public Health

MomsFirst Program

1925 St. Clair Avenue NE | Cleveland, Ohio 44114

(office) 216-664-3499 | (fax) 216-664-2501 

tthomas at city.cleveland.oh.us <mailto:tthomas at city.cleveland.oh.us>  |
www.clevelandhealth.org <http://www.clevelandhealth.org/> 

 

A helping hand for your pregnancy... and your baby.

 

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From SiobhanChamp-Blackwell at creighton.edu  Thu Jul  3 16:22:32 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Thu, 3 Jul 2008 15:22:32 -0500
Subject: [HealthLiteracy 2120] Re: Basic health information in Swahili?
In-Reply-To: <C48FBA63.566F%kristina@easyreadcopywriting.com>
References: <OFFA630B1A.36A4B9C3-ON85257479.004B8916-85257479.004BB7E8@humana.com>
	<C48FBA63.566F%kristina@easyreadcopywriting.com>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0E828847@exbe01.blue.jays.creighton.edu>

Refugee Health Information Network (RHIN) has some material in Swahili
http://www.rhin.org/ 

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/>   (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson
Sent: Tuesday, July 01, 2008 11:42 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2110] Re: Basic health information in Swahili?

 

Charles,

Check the Ethnomed website. They have health information in many
different languages. I think the URL is www.ethnomed.org. It's a
University of Washington project.

Kristina



________________________________

From: Charles Jackson <cjackson at humana.com>
Reply-To: The Health and Literacy Discussion List
<healthliteracy at nifl.gov>
Date: Tue, 1 Jul 2008 09:47:02 -0400
To: <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 2105]  Basic health information in Swahili?

We are partnering with a Louisville community center in a health
literacy project.  Is basic health information available in Swahili
either in print or electronic format?  Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material.  If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information.

________________________________

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to kristina at easyreadcopywriting.com

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From suscortjohn at frontiernet.net  Wed Jul  9 14:14:45 2008
From: suscortjohn at frontiernet.net (Susan Cort Johnson)
Date: Wed, 9 Jul 2008 11:14:45 -0700
Subject: [HealthLiteracy 2121]  information on photo-novellas
Message-ID: <00c401c8e1ef$aafa68b0$6601a8c0@Home>

B. Denise Hawkins, assoc. director of communications for the National Institute for Literacy, suggested I post questions on photo-novellas-their use and creation-on this discussion list. I am working on an article for Patient Education Management [a monthly published by AHC Media in Atlanta, GA] and will use the information for the piece. Therefore, I would appreciate full names, degrees, position titles and place of employment from responders so I can identify the source. 

            If you have any questions, or would rather talk in person please contact me at the information below:

Susan Cort Johnson, Editor

Patient Education Management

suscortjohn at frontiernet.net

(530) 256-2749

 

 

Questions on photo-novellas

 

  1.. Before creating a photo-novella what criteria should you use to evaluate the project to determine if it will be time and money well spent?
 

  2.. Is there a particular audience/s this type of educational literature works well with and who are they? Why are photo-novellas pleasing to this audience?
 

  3.. What tools, resources are required to create a good photo-novella [photographer, printer, etc.] What kind of a timeline should the editor expect?
 

  4.. Are there any pitfalls to creating a photo-novella? What pieces of advice can you give for avoiding problems?
 

  5.. Is a photo-novella always based on a personal story? How do you find a good personal story?
 

  6.. Have you completed a photo-novella? If so, what topic did it address and how do you use it? Did it achieve its intended outcome? Please explain.
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From szach at hcpl.net  Thu Jul 10 10:43:46 2008
From: szach at hcpl.net (Steve Zach)
Date: Thu, 10 Jul 2008 09:43:46 -0500
Subject: [HealthLiteracy 2122] Re: information on photo-novellas
In-Reply-To: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
References: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
Message-ID: <001401c8e29b$5c0d6890$142839b0$@net>

If the agency planning the photo-novella has time and intends the audience
to be adults, maybe it be worthwhile to ask some adult education classes in
the community to create some as class projects.  The purpose would be to
find out how the students in the class view the topic and see if they come
up with ideas you may not have otherwise.   You could give them suggested
guidelines, such as that it be based on a personal story etc.  it is a good
activity for ESL classes especially, but the instructors might need a month
or two to fit it in.  Expanding the number of classes participating
increases the audience.

Steve Zach

Literacy coordinator

Harris County Public Library

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Cort Johnson
Sent: Wednesday, July 09, 2008 1:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2121] information on photo-novellas

 

B. Denise Hawkins, assoc. director of communications for the National
Institute for Literacy, suggested I post questions on photo-novellas-their
use and creation-on this discussion list. I am working on an article for
Patient Education Management [a monthly published by AHC Media in Atlanta,
GA] and will use the information for the piece. Therefore, I would
appreciate full names, degrees, position titles and place of employment from
responders so I can identify the source. 

            If you have any questions, or would rather talk in person please
contact me at the information below:

Susan Cort Johnson, Editor

Patient Education Management

suscortjohn at frontiernet.net

(530) 256-2749

 

 

Questions on photo-novellas

 

1.	Before creating a photo-novella what criteria should you use to
evaluate the project to determine if it will be time and money well spent?

 

2.	Is there a particular audience/s this type of educational literature
works well with and who are they? Why are photo-novellas pleasing to this
audience?

 

3.	What tools, resources are required to create a good photo-novella
[photographer, printer, etc.] What kind of a timeline should the editor
expect?

 

4.	Are there any pitfalls to creating a photo-novella? What pieces of
advice can you give for avoiding problems?

 

5.	Is a photo-novella always based on a personal story? How do you find
a good personal story?

 

6.	Have you completed a photo-novella? If so, what topic did it address
and how do you use it? Did it achieve its intended outcome? Please explain.

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From NDavies at dthr.ab.ca  Thu Jul 10 15:27:34 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Thu, 10 Jul 2008 13:27:34 -0600
Subject: [HealthLiteracy 2123]  Racism affecting doctor-patient interaction
In-Reply-To: <BB3EEC584579204DB6E2CA0F6DB7566F0E828847@exbe01.blue.jays.creighton.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C092@DTHREXCL1.dthr.ab.ca>

http://www.cnn.com/2008/HEALTH/07/09/virtual.patient.bias/index.html
 
An interesting, although not too surprising, result from the States.
 
A great next step would be to study the incidence of bias against overweight and obese patients. As more and more media attention is given to obesity, e.g., "click here to see a map of America's fattest cities", and the argument for genetic predisposition to obesity, it is certainly something worth studying.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
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From sauger at mindspring.com  Fri Jul 11 11:04:39 2008
From: sauger at mindspring.com (Susan Auger)
Date: Fri, 11 Jul 2008 11:04:39 -0400
Subject: [HealthLiteracy 2124] Re: information on photo-novellas
In-Reply-To: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
References: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
Message-ID: <003401c8e367$715917e0$9ea65741@yourus67pi6luv>

Hi Susan

Fotonovelas/photonovels can be created and used in a variety of ways to
accomplish a diverse set of aims.

 

You might interested in a book chapter we wrote on our use of photonovels
with Latinas to teach prenatal education. It  was recently published in
'Emerging Perspectives in Health Communication: Meaning, Culture, and Power
'  (Editors: Heather Zoller and Mohan Dutta). The book is now available at
Routledge and Amazon, along with other book sellers.  

 

This method of teaching with stories using photonovels was recognized by the
Ludwig Boltzmann Institute for the Sociology of Health and Medicine,
University of Vienna as an international best practice model for
incorporating health literacy and health empowerment principles in prenatal
education.

 

In addition, as I mentioned previously on the listserv, the Center for
Healthcare Strategies included the use of photonovels with the
Teach-With-Stories (TWS) Method in their 2007 Toolkit for Strategies to
Reduce Health Disparities. In a national demonstration project at the
Neighborhood Health Plan of Rhode Island, 90.5% of women in the TWS
intervention received optimal prenatal care compared to 65% of women in the
control group.

 

We are currently conducting an NIH study examining research to practice
issues involving teaching with photonovels, group education and lay
educators.

For further information about the Teach-with-Stories method and photonovels
you can view a short online video that we developed for the first phase of
the study (a series of interviews that have now been completed):

 
<http://www.playstream.com/theater.aspx?path=/twsstudy/TWSphotonovel&file=TW
S2d768K_Stream.mov&w=320&h=240>
http://www.playstream.com/theater.aspx?path=/twsstudy/TWSphotonovel&file=TWS
2d768K_Stream.mov&w=320&h=240

 

(Note: QuickTime Player is required to view this clip. If you do not have
this program, a QuickTime player plug-in can be downloaded at no charge. Or
if you have a problem opening the above link, try this alternate link:

 <http://video.google.com/videoplay?docid=4581841882626028800&hl=en>
http://video.google.com/videoplay?docid=4581841882626028800&hl=en

 

If you have any questions or would like additional information,

you can reach me off-line. My contact info is below.

Hope this helpful.

Susan Auger

 

auger at augercommunications.com

(t) 919-361-1857

 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Cort Johnson
Sent: Wednesday, July 09, 2008 2:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2121] information on photo-novellas

 

B. Denise Hawkins, assoc. director of communications for the National
Institute for Literacy, suggested I post questions on photo-novellas-their
use and creation-on this discussion list. I am working on an article for
Patient Education Management [a monthly published by AHC Media in Atlanta,
GA] and will use the information for the piece. Therefore, I would
appreciate full names, degrees, position titles and place of employment from
responders so I can identify the source. 

            If you have any questions, or would rather talk in person please
contact me at the information below:

Susan Cort Johnson, Editor

Patient Education Management

suscortjohn at frontiernet.net

(530) 256-2749

 

 

Questions on photo-novellas

 

1.	Before creating a photo-novella what criteria should you use to
evaluate the project to determine if it will be time and money well spent?

 

2.	Is there a particular audience/s this type of educational literature
works well with and who are they? Why are photo-novellas pleasing to this
audience?

 

3.	What tools, resources are required to create a good photo-novella
[photographer, printer, etc.] What kind of a timeline should the editor
expect?

 

4.	Are there any pitfalls to creating a photo-novella? What pieces of
advice can you give for avoiding problems?

 

5.	Is a photo-novella always based on a personal story? How do you find
a good personal story?

 

6.	Have you completed a photo-novella? If so, what topic did it address
and how do you use it? Did it achieve its intended outcome? Please explain.

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From frankish at interchange.ubc.ca  Sat Jul 12 15:58:33 2008
From: frankish at interchange.ubc.ca (jimf)
Date: Sat, 12 Jul 2008 12:58:33 -0700
Subject: [HealthLiteracy 2125] Upcoming Early Bird Deadline - International
 Conference on Urban Health (Vancouver, October 08)
Message-ID: <0K3W00M3LSTH2F@smtp.interchange.ubc.ca>


>PLEASE EXCUSE CROSS-POSTINGS
>
>NOTE:  The upcoming <http://www.icuh2008.com/>Seventh International 
>Conference on Urban Health will be held in Vancouver, BC on October 
>29 - October 31, 2008 (The Westin Bayshore Resort & Marina). The 
>theme of the conference is "Knowledge Integrations: Successful 
>Interventions in Urban Health ."
>
>Early Bird Registration Deadline is July 28, 2008.
>
>PLEASE FORWARD

Dr. Jim Frankish
Professor & Director, Centre for Population Health Promotion Research
Human Early Learning Partnership (HELP), University of British Columbia
College for Interdisciplinary Studies, and Department of Healthcare & 
Epidemiology (Medicine)
Senior Scholar, Michael Smith Foundation for Health Research
Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3
O: 604-822-9205, F: 822-9210, C: 778-987-9205, frankish at interchange.ubc.ca
Personal web - http://www.jimfrankish.com
Partners in Community Health Research Training Program, www.pchr.net



From DN0913 at ecu.edu  Sun Jul 13 17:50:53 2008
From: DN0913 at ecu.edu (Neal, Donna Vick)
Date: Sun, 13 Jul 2008 17:50:53 -0400
Subject: [HealthLiteracy 2126] Re: Racism affecting doctor-patient
	interaction
References: <521441A4F164E1418DCAC093C9EE6D9503E2C092@DTHREXCL1.dthr.ab.ca>
Message-ID: <AFFF68183000B144ADC93984FA3EED431BB894@ecust8.intra.ecu.edu>

This book emphasizes this issue in greater detail. The entire book is available online...try Google. 
 
Smedley, B., Stith, A., & Nelson, A. (2003). Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. Washington, DC: The National Academies Press
 
Donna
Respiratory Therapist/Educator
Graduate Student

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Davies, Nicola
Sent: Thu 7/10/2008 3:27 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2123] Racism affecting doctor-patient interaction


http://www.cnn.com/2008/HEALTH/07/09/virtual.patient.bias/index.html
 
An interesting, although not too surprising, result from the States.
 
A great next step would be to study the incidence of bias against overweight and obese patients. As more and more media attention is given to obesity, e.g., "click here to see a map of America's fattest cities", and the argument for genetic predisposition to obesity, it is certainly something worth studying.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
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From DN0913 at ecu.edu  Sun Jul 13 19:14:58 2008
From: DN0913 at ecu.edu (Neal, Donna Vick)
Date: Sun, 13 Jul 2008 19:14:58 -0400
Subject: [HealthLiteracy 2127]  Health Literacy Curriculum
Message-ID: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>

To improve health outcomes we must find ways to overcome the challenge of low health literacy. A key to meeting this challenge is better trained healthcare providers. I have been an educator in a respiratory therapy program for 15 years. Two of the major units included in the curriculum are patient communication and patient education. However, there has been little focus on health literacy. I would like to develop a more comprehensive health literacy curriculum that can be used to supplement the content that is currently taught. Having said that, I am soliciting ideas for a health literacy curriculum. Any information would be helpful. 
 
Donna Neal
Respiratory Therapist/Educator
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From jbkimbro at uncg.edu  Mon Jul 14 12:16:13 2008
From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO)
Date: Mon, 14 Jul 2008 12:16:13 -0400
Subject: [HealthLiteracy 2126] Re: Health Literacy Curriculum
In-Reply-To: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
References: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
Message-ID: <OF94A3E7B2.CB810BE1-ON85257486.00596026-85257486.00596026@uncg.edu>

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From RRUDD at hsph.harvard.edu  Mon Jul 14 12:52:26 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Mon, 14 Jul 2008 12:52:26 -0400
Subject: [HealthLiteracy 2127]   Re: information on photo-novellas
In-Reply-To: <003401c8e367$715917e0$9ea65741@yourus67pi6luv>
References: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
	<003401c8e367$715917e0$9ea65741@yourus67pi6luv>
Message-ID: <487B4C09.960B.00AF.0@hsph.harvard.edu>

Hello, 
Photonovels, as many of you know, are a popular form of literature in various parts of the world. Photonovels, like comic books, carry a story through visuals and brief dialogue. As you explore and think about using photonovels, I urge you to consider a participatory approach rather than rely on experts to develop the materials. 

In the late 1970s, John Comings and Bonnie Cain [then doctoral students at the University of Massachusetts] were approached by the New England Farmworkers Union to develop literacy classes for union members. Unable to find appropriate adult materials for beginning readers in English, they decided to work directly with the farmworkers and help them develop their own stories that could then be used to in adult education literacy classes. Comings and Cain were inspired by Paulo Freire in this participatory materials development approach. They used a photonovel format which, nicely enough, supports even broader participation because members of the intended audience could also serve as actors as well as writers, planners, and photographers. Furthermore, the photonovel could illustrate local faces and places and - in further extension, be printed by local groups.  Comings based his doctoral dissertation on an analysis and evaluation of this work. 

Soon thereafter, Debra Roter and I worked with Comings on the evaluation of a participatory photonovel focused on environmental issues and then began to apply the same approach for a wide variety of health related issues in various settings --  working with public schools, building trade unions, and community organizations. You can read about these approaches, the theoretical model, and our evaluation findings in the following articles and book chapter: 

Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health Education Material for the Construction Trades.  International Quarterly of Community Health Education 7; 7(2): 109-121. 1986-7.
Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials Development in Health Education. Public Health Reports, 96(2):169-172. 1987.
Rudd RE, Comings JP.  Learner Developed Materials: An Empowering Product, Health Education Quarterly 21(3):33-47. 1994.
Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health Education Materials, chapter in Matiella (ed), Comprehensive Health Education in the Multiethnic Classroom, Santa Cruz, CA: ETR Associates, 1994.

Dr. Roter?s graduate students at Hopkins develop new photonovels each year and several have gone on to develop and evaluate such work in various parts of Africa and Asia. You can find the Rudd and Comings Health Education Quarterly article as well as additional background materials and examples:  www.hsph.harvard.edu/healthliteracy/innovative materials

Rima Rudd



Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From mlawlor at pmi.edu  Mon Jul 14 13:37:47 2008
From: mlawlor at pmi.edu (Maureen Lawlor)
Date: Mon, 14 Jul 2008 10:37:47 -0700
Subject: [HealthLiteracy 2128] Re: Health Literacy Curriculum
In-Reply-To: <OF94A3E7B2.CB810BE1-ON85257486.00596026-85257486.00596026@uncg.edu>
Message-ID: <ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>

This is great information. One of the courses in our associate degree
programs, Communications, now includes as one of the outcomes, "Develop
and increase health literacy through an exploration of health issues,
trends, and terms." I'm helping faculty find effective ways to meet this
outcome and this discussion list is most valuable. Thanks to all!

 

Maureen Lawlor, Ph.D., R.T., (R), (N)

Faculty Coordinator

Pima Medical Institute

9709 Third Avenue NE, Suite 400

Seattle, WA 98115

(206) 322-6100

 

Do, all day, with all your heart, with joy and energy.

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jen Kimbrough
JBKIMBRO
Sent: Monday, July 14, 2008 9:16 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2126] Re: Health Literacy Curriculum

 

We include cultural competency, communication skills, teach-back
training, adult learning & memory, and the idea of "universal
precautions" for health literacy in our provider trainings.  I'm sure
there are more pieces to include!!

 

Good luck & please share your final product.  I would love to know what
is working for others.

Jen Kimbrough, PhD 
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737

 

-----healthliteracy-bounces at nifl.gov wrote: -----

To: <healthliteracy at nifl.gov>
From: "Neal, Donna Vick" <DN0913 at ecu.edu>
Sent by: healthliteracy-bounces at nifl.gov
Date: 07/13/2008 07:14PM
Subject: [HealthLiteracy 2127] Health Literacy Curriculum

To improve health outcomes we must find ways to overcome the challenge
of low health literacy. A key to meeting this challenge is better
trained healthcare providers. I have been an educator in a respiratory
therapy program for 15 years. Two of the major units included in the
curriculum are patient communication and patient education. However,
there has been little focus on health literacy. I would like to develop
a more comprehensive health literacy curriculum that can be used to
supplement the content that is currently taught. Having said that, I am
soliciting ideas for a health literacy curriculum. Any information would
be helpful. 

  

Donna Neal 

Respiratory Therapist/Educator 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

 

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From Joanne.Schwartzberg at ama-assn.org  Mon Jul 14 15:07:44 2008
From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg)
Date: Mon, 14 Jul 2008 14:07:44 -0500
Subject: [HealthLiteracy 2129] Re: Health Literacy Curriculum
In-Reply-To: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
References: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE7803B7FC5F@EXV1.ad.ama-assn.org>

You might want to take a look at the materials developed by the AMA and
AMA Foundation. Go to the web site:
www.amafoundation.org/go/healthliteracy and you can see the videos, the
clinicians manual, and other educational materials.
 
Joanne 
 
Joanne G. Schwartzberg, MD
Director, Aging and Community Health
American Medical Association
515 N. State St.
Chicago, IL  60610
312-464-5355
fax: 312-464-5841
Joanne.Schwartzberg at ama-assn.org
 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Neal, Donna Vick
Sent: Sunday, July 13, 2008 6:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2127] Health Literacy Curriculum


To improve health outcomes we must find ways to overcome the challenge
of low health literacy. A key to meeting this challenge is better
trained healthcare providers. I have been an educator in a respiratory
therapy program for 15 years. Two of the major units included in the
curriculum are patient communication and patient education. However,
there has been little focus on health literacy. I would like to develop
a more comprehensive health literacy curriculum that can be used to
supplement the content that is currently taught. Having said that, I am
soliciting ideas for a health literacy curriculum. Any information would
be helpful. 
 
Donna Neal
Respiratory Therapist/Educator
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From tsticht at znet.com  Mon Jul 14 15:30:30 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 14 Jul 2008 12:30:30 -0700
Subject: [HealthLiteracy 2130] Re: information on photo-novellas
Message-ID: <1216063830.487ba9568225e@webmail.znet.net>

Colleagues: The following summary note includes the first photo novel I have
found used for teaching illiterate and non-English speaking soldiers during
World War 11. The use of a comic strip was also introduced in the Army
literacy programs, and included information about health for soldiers. Hope
this is of interest. Tom Sticht

Paper prepared for the conference of the International Reading Association
in San Antonio May 2005

Paul Witty and Learning to Read With Private Pete in World War II Paul A.
Witty (1898-1976).

Tom Sticht

During World War II the armed services faced the need to utilize hundreds of
thousands of men who were illiterate or poorly literate. Paul Andrew Witty,
with an M.A. (1923) and Ph. D. (1931) from Columbia University in
Psychology, specialized in understanding the process of learning to read
and in developing methods for helping students who were having difficulties
in learning to read. With this background, he was called upon to serve as an
education officer in the War Department.

In his work for the Army?s Special Training Units for litercy instruction,
Witty directed the production of numerous adult literacy education
materials which today would be known as developing "multiple literacies":

(1) The first film media materials including a 1943 film strip entitled Meet
Private Pete which introduced 40 sight words. . In this film strip, soldiers
were introduced to Private Pete, a fictional fellow member of a Special
Training Unit who was also learning reading, writing, and arithmetic. The
idea was that soldier's would be able to identify with Private Pete and
understand what they were reading about him because they shared common
experiences, such as living in the camp, sleeping in the barracks, eating
in the mess hall, and so forth. Witty was apparently the first adult
literacy educator to use this approach of trying to motivate adults
learning to read by providing a fictional counterpart with whom they could
identify.

(2) Witty introduced Army Technical Manual TM 21-500, entitled the "Army
Reader" which provided practice in reading the words used in the film
strip. The Army Reader was divided into four parts, from least to most
difficult, and dealt not only with reading but also writing and arithmetic
for daily camp life and meeting family obligations for insurance,
allotments for spouses, and so forth.

(3) The first systematic approach to assessing progress in learning to read
was introduced by Witty in TM 21-500 by the use of pre- and post-unit tests
for each part of the four part manual to determine if the soldier was ready
to progress from one part to the next, more difficult part of the reading
program.

(4) A comic strip which appeared in a special newspaper for soldiers
learning to read called Our War featured Witty?s Private Pete and his buddy
Daffy in various activities that were frequently aligned with major holidays
such as Thanksgiving, Christmas, New Years Day, Valentine?s Day and so
forth.

(5) The first photo novella for teaching adults to read used real people as
models for Private Pete, Daffy, and other fictional soldiers portrayed in
materials for soldiers who were getting ready to be discharged from the
Army but who had missed entry literacy education in the Special Training
Units. In this approach Witty used real people as models for Private Pete,
Daffy, and other fictional soldiers and took photos of them engaged in
various activities as they prepare to get discharged and as they travel
home. The trip home includes a ride aboard a ship that passes the Statue of
Liberty. One photo shows a group of soldiers passing the skyline of New York
City and a second shows a group looking at the Statue of Liberty. One of
the soldiers says, "It is hard to tell how I feel. Everybody has this
feeling when he first sees the Statue of Liberty. She has welcomed many
human beings to this country. She has furnished hope for many men. To some,
she stands for justice. To others, she represents freedom and a kindly
feeling for all human beings." In the final pages of the photo novel
Private Pete, now civilian Pete Smith and back home again, marries his
pre-war sweetheart Mary on Christmas day and they build a home together.

Witty's approach reflected the influence of William S. Gray, one of the
founders of the famous Dick and Jane series for children, which provided a
model for Witty's use of Private Pete in the Army?s literacy programs, and
Arthur I. Gates, a leading reading professor at Columbia University. Both
of these men were advocates of the "meaning emphasis" approach known as the
"word" method. In this method students first develop readiness to read by
discussing illustrations from the readers. Then they learn a basic store of
sight words used in the readiness training. Then they move on to simple
sentences made up of the sight words. In this approach, phonics instruction
is postponed until the student can do quite a bit of reading based upon
discussion and whole word recognition training.

Positive Outcomes From the World War II Literacy Education

Among the major outcomes of the teaching of illiterates in World War II was
the demonstration that hundreds of thousands of adults whom many thought
were not capable of learning to read were, in fact, capable of acquiring at
least rudimentary reading ability in a fairly brief time, generally less
than three months. Furthermore most of them went on to learn and perform
their Army duties in a satisfactory manner.

There are lessons here regarding factors important in teaching reading for
children, adolescents and adults. In World War II the functional nature of
the material, relating as it did to the daily lives and needs of soldiers,
created motivation for learning that may be missed in many instructional
contexts. For reading teachers, the main lesson may be that what makes the
most difference in teaching reading may not be reading methods such as the
so-called "meaning" or "code" methods, but rather an emphasis upon the
interests of the readers and an understanding of the factors underlying
their desire for learning.

Thomas G. Sticht
International Consultant in Adult Education
Email: tsticht at aznet.net



From BSMITH at aed.org  Mon Jul 14 16:22:32 2008
From: BSMITH at aed.org (William Smith)
Date: Mon, 14 Jul 2008 16:22:32 -0400
Subject: [HealthLiteracy 2131]   Re: Health Literacy Curriculum
In-Reply-To: <ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>
References: <OF94A3E7B2.CB810BE1-ON85257486.00596026-85257486.00596026@uncg.edu>
	<ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>
Message-ID: <487B7D47.F39A.0028.0@aed.org>

I was interested in the framing of you're health literacy work.  While a
huge amount of work has been done in the field there is still a good
deal of confusion about the meaning of health literacy.  
 
I highly recommend the IOM Report - Health Literacy: A Prescription to
the end the Confusion.  I bring this up because it sounds like you are
looking at health literacy in the way many people view computer
literacy, or financial literacy - as a series of ideas and vocabulary
people need to learn.  Actually the health literacy has taken a
considerably different approach- seeing health literacy as a function of
society designed to improve the ability of patients to act upon health
information in beneficial ways.  The focus has been on system change -
how providers and patients communicate; how hospitals and other health
facilities act to make their health information more accessible; the
design of written and spoken language to reduce jargon and respond to
the needs of patients.  
 
While there may be certain basic information one could call health
savvy - the health literacy community and research has focused more on
this process orientation.   The AMA materials that Joanne suggested are
also excellent examples of this process approach. 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org
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From RRUDD at hsph.harvard.edu  Mon Jul 14 16:26:27 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Mon, 14 Jul 2008 16:26:27 -0400
Subject: [HealthLiteracy 2132]   Re: Health Literacy Curriculum
In-Reply-To: <ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>
References: <OF94A3E7B2.CB810BE1-ON85257486.00596026-85257486.00596026@uncg.edu>
	<ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>
Message-ID: <487B7E31.960B.00AF.0@hsph.harvard.edu>

Hello again,
As many of you know, I developed a graduate course on health literacy here at the Harvard School of Public Health in 1992 and have been offering versions of such a course over the years. Here is a course syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants share responsibility for reading analyses and for presentations. Participants are expected to engage in a site visit, to prepare an observation report, and to develop a course project. 

Content: 
Course participants are introduced to the multi-layered links between literacy and health. Course readings, projects, and discussions will enable participants to:
1. Become familiar with national and international statistics on literacy and health literacy with particular attention to functional measures
o	Examine and assess functional literacy measures from the NALS, IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify literacy related barriers
4. Become familiar with key health reports from the Department of Health and Human Services, the Institute of Medicine, the Agency for Healthcare Research and Quality, the Educational Testing Service, and the Joint Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and structured assignments to familiarize them with the environment of health facilities and of the demands of health materials. Course readings are drawn from key reports and texts. The required texts are available at the coop. Reports can be downloaded from the appropriate link on the internet.  Finally, participants are expected to become familiar with the HSPH Health Literacy website:  www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching Patients with Low Literacy Skills [on line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and Improve the National and State Adult Education and Literacy Systems [www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the heading: curriculum]
?	Health and Human Services Publication: Communicating Health http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in America http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health Outcomes, Evidence Report/Technology Assessment Number 87 http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving Health Literacy to Protect Patient Safety.  http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From LN at uvic.ca  Mon Jul 14 18:18:40 2008
From: LN at uvic.ca (Laura Nimmon)
Date: Mon, 14 Jul 2008 15:18:40 -0700 (PDT)
Subject: [HealthLiteracy 2133]  information on photo-novellas
In-Reply-To: <487B4C09.960B.00AF.0@hsph.harvard.edu>
References: <00c401c8e1ef$aafa68b0$6601a8c0@Home>
	<003401c8e367$715917e0$9ea65741@yourus67pi6luv>
	<487B4C09.960B.00AF.0@hsph.harvard.edu>
Message-ID: <1462.142.104.193.193.1216073920.squirrel@wm3.uvic.ca>

Greetings,
Inspired by Paulo Freire's approach to critical pedagogy, my MA research
involved having immigrant ESL speaking women create a participatory
photonovel about eating well in Canada.  The process of creating a
photonovel was found to be a consciousness raising experience for the
women. Furthermore, the tangible result was a comprehensible health
literacy tool for this population of Canadians (see www.photonovel.ca).
In response to the growing interest in using photonovels as a health
literacy tool, I have created a new website at www.photonovela.com
The goal of this site is to have a place where photonovels can be shared
and disseminated more widely (the site still needs a little work and
should be finished in a couple of weeks).
Along with the great resources already mentioned on photonovels see also:

Nimmon, L. (2007).  Within the eyes of the people: Using a photonovel as a
consciousness-raising health literacy tool with ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4), 337-340.

James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen,
P., et al. (2005). The effects of a systematically developed photonovella
on knowledge, attitudes, communication and behavioural intentions with
respect to sexually transmitted infections among secondary school learners
in South Africa. Health Promotion International, 20(2), 157-165.

Wang, C., & Burris, A. (1994). Empowerment through photonovella: Portraits
of participation. Health Education Quarterly, 21(2), 171-186.

Laura Nimmon
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
Faculty of Education-University of British Columbia


Hello,
Photonovels, as many of you know, are a popular form of literature in
various parts of the world. Photonovels, like comic books, carry a story
> through visuals and brief dialogue. As you explore and think about using
> photonovels, I urge you to consider a participatory approach rather than
> rely on experts to develop the materials.
>
> In the late 1970s, John Comings and Bonnie Cain [then doctoral students at
> the University of Massachusetts] were approached by the New England
> Farmworkers Union to develop literacy classes for union members. Unable to
> find appropriate adult materials for beginning readers in English, they
> decided to work directly with the farmworkers and help them develop their
> own stories that could then be used to in adult education literacy
> classes. Comings and Cain were inspired by Paulo Freire in this
> participatory materials development approach. They used a photonovel
> format which, nicely enough, supports even broader participation because
> members of the intended audience could also serve as actors as well as
> writers, planners, and photographers. Furthermore, the photonovel could
> illustrate local faces and places and - in further extension, be printed
> by local groups.  Comings based his doctoral dissertation on an analysis
> and evaluation of this work.
>
> Soon thereafter, Debra Roter and I worked with Comings on the evaluation
> of a participatory photonovel focused on environmental issues and then
> began to apply the same approach for a wide variety of health related
> issues in various settings --  working with public schools, building trade
> unions, and community organizations. You can read about these approaches,
> the theoretical model, and our evaluation findings in the following
> articles and book chapter:
>
> Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health Education
> Material for the Construction Trades.  International Quarterly of
> Community Health Education 7; 7(2): 109-121. 1986-7.
> Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials
> Development in Health Education. Public Health Reports, 96(2):169-172.
> 1987.
> Rudd RE, Comings JP.  Learner Developed Materials: An Empowering Product,
> Health Education Quarterly 21(3):33-47. 1994.
> Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health
> Education Materials, chapter in Matiella (ed), Comprehensive Health
> Education in the Multiethnic Classroom, Santa Cruz, CA: ETR Associates,
> 1994.
>
> Dr. Roter???s graduate students at Hopkins develop new photonovels each
> year and several have gone on to develop and evaluate such work in various
> parts of Africa and Asia. You can find the Rudd and Comings Health
> Education Quarterly article as well as additional background materials and
> examples:  www.hsph.harvard.edu/healthliteracy/innovative materials
>
> Rima Rudd
>
>
>
> Rima E. Rudd, ScD, MSPH
> Department of Society, Human Development & Health
> Harvard School of Public Health
> 677 Huntington Avenue
> Boston MA 02115
> Phone: 617 432 1135
> fax:     617 432 3123
> web:    www.hsph.harvard.edu/healthliteracy
> www.hsph.harvard.edu/sisterstogether
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ln at uvic.ca
>



From cfairweather at misn-ny.org  Tue Jul 15 10:28:50 2008
From: cfairweather at misn-ny.org (Caren Fairweather)
Date: Tue, 15 Jul 2008 10:28:50 -0400
Subject: [HealthLiteracy 2134] Re: information on photo-novellas
In-Reply-To: <1462.142.104.193.193.1216073920.squirrel@wm3.uvic.ca>
Message-ID: <000501c8e687$19edfde0$0800a8c0@misn.local>

Hello,

Thank you for sharing the photonovelas and your website.

Question: when using a participatory approach and photos of students or
patients or clients, whatr sort of releases are required to publish the
photos in a photonovela?

Caren Fairweather, Executive Director
Maternal-Infant Services Network
of Orange, Sullivan and Ulster Counties, Inc.
(845) 928-7448
www.misn-ny.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Monday, July 14, 2008 6:19 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2133] information on photo-novellas


Greetings,
Inspired by Paulo Freire's approach to critical pedagogy, my MA research
involved having immigrant ESL speaking women create a participatory
photonovel about eating well in Canada.  The process of creating a
photonovel was found to be a consciousness raising experience for the
women. Furthermore, the tangible result was a comprehensible health
literacy tool for this population of Canadians (see www.photonovel.ca).
In response to the growing interest in using photonovels as a health
literacy tool, I have created a new website at www.photonovela.com The
goal of this site is to have a place where photonovels can be shared and
disseminated more widely (the site still needs a little work and should
be finished in a couple of weeks). Along with the great resources
already mentioned on photonovels see also:

Nimmon, L. (2007).  Within the eyes of the people: Using a photonovel as
a consciousness-raising health literacy tool with ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4), 337-340.

James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen,
P., et al. (2005). The effects of a systematically developed
photonovella on knowledge, attitudes, communication and behavioural
intentions with respect to sexually transmitted infections among
secondary school learners in South Africa. Health Promotion
International, 20(2), 157-165.

Wang, C., & Burris, A. (1994). Empowerment through photonovella:
Portraits of participation. Health Education Quarterly, 21(2), 171-186.

Laura Nimmon
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
Faculty of Education-University of British Columbia


Hello,
Photonovels, as many of you know, are a popular form of literature in
various parts of the world. Photonovels, like comic books, carry a story
> through visuals and brief dialogue. As you explore and think about 
> using photonovels, I urge you to consider a participatory approach 
> rather than rely on experts to develop the materials.
>
> In the late 1970s, John Comings and Bonnie Cain [then doctoral 
> students at the University of Massachusetts] were approached by the 
> New England Farmworkers Union to develop literacy classes for union 
> members. Unable to find appropriate adult materials for beginning 
> readers in English, they decided to work directly with the farmworkers

> and help them develop their own stories that could then be used to in 
> adult education literacy classes. Comings and Cain were inspired by 
> Paulo Freire in this participatory materials development approach. 
> They used a photonovel format which, nicely enough, supports even 
> broader participation because members of the intended audience could 
> also serve as actors as well as writers, planners, and photographers. 
> Furthermore, the photonovel could illustrate local faces and places 
> and - in further extension, be printed by local groups.  Comings based

> his doctoral dissertation on an analysis and evaluation of this work.
>
> Soon thereafter, Debra Roter and I worked with Comings on the 
> evaluation of a participatory photonovel focused on environmental 
> issues and then began to apply the same approach for a wide variety of

> health related issues in various settings --  working with public 
> schools, building trade unions, and community organizations. You can 
> read about these approaches, the theoretical model, and our evaluation

> findings in the following articles and book chapter:
>
> Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health 
> Education Material for the Construction Trades.  International 
> Quarterly of Community Health Education 7; 7(2): 109-121. 1986-7. 
> Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials 
> Development in Health Education. Public Health Reports, 96(2):169-172.

> 1987. Rudd RE, Comings JP.  Learner Developed Materials: An Empowering

> Product, Health Education Quarterly 21(3):33-47. 1994.
> Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health
> Education Materials, chapter in Matiella (ed), Comprehensive Health
> Education in the Multiethnic Classroom, Santa Cruz, CA: ETR
Associates,
> 1994.
>
> Dr. Roter???s graduate students at Hopkins develop new photonovels 
> each year and several have gone on to develop and evaluate such work 
> in various parts of Africa and Asia. You can find the Rudd and Comings

> Health Education Quarterly article as well as additional background 
> materials and
> examples:  www.hsph.harvard.edu/healthliteracy/innovative materials
>
> Rima Rudd
>
>
>
> Rima E. Rudd, ScD, MSPH
> Department of Society, Human Development & Health
> Harvard School of Public Health
> 677 Huntington Avenue
> Boston MA 02115
> Phone: 617 432 1135
> fax:     617 432 3123
> web:    www.hsph.harvard.edu/healthliteracy
> www.hsph.harvard.edu/sisterstogether
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ln at uvic.ca
>


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cfairweather at misn-ny.org


From sabrina_kurtz-rossi at comcast.net  Tue Jul 15 10:49:38 2008
From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi)
Date: Tue, 15 Jul 2008 10:49:38 -0400
Subject: [HealthLiteracy 2135]  FW:  Re: Health Literacy Curriculum
Message-ID: <20080715144935.156BC11C39@mail.nifl.gov>

Dear All, 

Earlier this year the list discussed available health literacy curricula.
Andrew Pleasant developed an HTML page with the syllabus/curricula that list
members submitted.  See message and link below.   

Sabrina Kurtz-Rossi, M.Ed., Coordinator
Health Information Literacy Research Project 
Medical Library Association 
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant
Sent: Tuesday, January 15, 2008 6:29 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 1661] Re: Medical School curriculum

Hi everyone,

I pulled together various submissions for syllabus/ curricula on health
literacy as per the earlier discussion.

You can find the collection I have received to date at ... 
http://www.advancinghealthliteracy.com/curricula.html


There aren't that many actually - so I suspect it may not a complete 
list. I will update this as I receive more submissions .. so keep 
them coming! If I missed any earlier contributions, apologies and do 
let me know if that was the case and I'll correct asap.

Best wishes,

Andrew Pleasant



-- 

-----------------------------------------------
Andrew Pleasant
Assistant Professor
Department of Human Ecology
Extension Department of Family and Community Health Sciences
Rutgers, the State University of New Jersey
Cook Office Building, 55 Dudley Road #207
New Brunswick, NJ 08901
phone: 732-932-9153 x. 320; fax: 732-932-6667
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sabrina_kurtz-rossi at comcast.net


From jespar at lsuhsc.edu  Tue Jul 15 13:25:40 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 15 Jul 2008 12:25:40 -0500
Subject: [HealthLiteracy 2136]  Arch Intern Med - Relationship, Communication,
	and Efficiency in the Medical Encounter: Creating a Clinical Model
	From a Literature Review
Message-ID: <2E9263050F8EE046972BE0510E7A71DA4D65B0@SH-EXCHBE2.master.lsuhsc.edu>

I just posted this to my Health Literacy Alerts blog.  You might want to
check out the article if you have access to Archives of Internal
Medicine.  I thought this was too interesting not to pass on as an email
as well.  

 

http://healthliteracyalerts.blogspot.com/2008/07/arch-intern-med-relatio
nship.html  Click on Article under the Arch Intern Med - Relationship...
title.  You can at least read an abstract or you call access the
full-text if your institution has a subscription.  

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From julie_mcKinney at worlded.org  Tue Jul 15 13:44:26 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 15 Jul 2008 13:44:26 -0400
Subject: [HealthLiteracy 2137] Re: Health Literacy Curriculum
Message-ID: <487CA9BA0200002D000079BD@dcgw.jsi.com>

Rima,

What kind of people take this graduate course? Are they mostly from the
health or public health field, education, or other fields? Are they
usually at the beginning of their career or coming back to learn about
health literacy to help them in their current field?

I'm curious how people out there are using the different kinds of health
literacy trainings.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50 AM >>>
Hello again,
As many of you know, I developed a graduate course on health literacy
here at the Harvard School of Public Health in 1992 and have been
offering versions of such a course over the years. Here is a course
syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants
share responsibility for reading analyses and for presentations.
Participants are expected to engage in a site visit, to prepare an
observation report, and to develop a course project. 

Content: 
Course participants are introduced to the multi-layered links between
literacy and health. Course readings, projects, and discussions will
enable participants to:
1. Become familiar with national and international statistics on
literacy and health literacy with particular attention to functional
measures
o	Examine and assess functional literacy measures from the NALS,
IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment
tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify
literacy related barriers
4. Become familiar with key health reports from the Department of Health
and Human Services, the Institute of Medicine, the Agency for Healthcare
Research and Quality, the Educational Testing Service, and the Joint
Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and
structured assignments to familiarize them with the environment of
health facilities and of the demands of health materials. Course
readings are drawn from key reports and texts. The required texts are
available at the coop. Reports can be downloaded from the appropriate
link on the internet.  Finally, participants are expected to become
familiar with the HSPH Health Literacy website: 
www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching Patients with Low Literacy Skills [on
line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available
at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key
Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and
Improve the National and State Adult Education and Literacy Systems
[www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at
www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
heading: curriculum]
?	Health and Human Services Publication: Communicating Health
http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in America
http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy
Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health
Outcomes, Evidence Report/Technology Assessment Number 87
http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving
Health Literacy to Protect Patient Safety. 
http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

From rrudd at hsph.harvard.edu  Tue Jul 15 13:57:23 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Tue, 15 Jul 2008 13:57:23 -0400
Subject: [HealthLiteracy 2138]   Re: Health Literacy Curriculum
In-Reply-To: <487CA9BA0200002D000079BD@dcgw.jsi.com>
References: <487CA9BA0200002D000079BD@dcgw.jsi.com>
Message-ID: <487CACBD.C34B.00AF.0@hsph.harvard.edu>

Hi Julie,
This course is offered at the Harvard School of Public Health. Over the years, students have come from the MPH program [students with an MD returning to school for a public health degree; more recently students who completed their third year of medical school, taking a year off to do an MPH and then return to medical school] and from the ScM program. I've had only two students come over from the school of education. 
Hope this is helpful.
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Julie McKinney" <julie_mcKinney at worlded.org> 7/15/2008 1:44 PM >>>
Rima,

What kind of people take this graduate course? Are they mostly from the
health or public health field, education, or other fields? Are they
usually at the beginning of their career or coming back to learn about
health literacy to help them in their current field?

I'm curious how people out there are using the different kinds of health
literacy trainings.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50 AM >>>
Hello again,
As many of you know, I developed a graduate course on health literacy
here at the Harvard School of Public Health in 1992 and have been
offering versions of such a course over the years. Here is a course
syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants
share responsibility for reading analyses and for presentations.
Participants are expected to engage in a site visit, to prepare an
observation report, and to develop a course project. 

Content: 
Course participants are introduced to the multi-layered links between
literacy and health. Course readings, projects, and discussions will
enable participants to:
1. Become familiar with national and international statistics on
literacy and health literacy with particular attention to functional
measures
o	Examine and assess functional literacy measures from the NALS,
IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment
tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify
literacy related barriers
4. Become familiar with key health reports from the Department of Health
and Human Services, the Institute of Medicine, the Agency for Healthcare
Research and Quality, the Educational Testing Service, and the Joint
Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and
structured assignments to familiarize them with the environment of
health facilities and of the demands of health materials. Course
readings are drawn from key reports and texts. The required texts are
available at the coop. Reports can be downloaded from the appropriate
link on the internet.  Finally, participants are expected to become
familiar with the HSPH Health Literacy website: 
www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching Patients with Low Literacy Skills [on
line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available
at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key
Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and
Improve the National and State Adult Education and Literacy Systems
[www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at
www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
heading: curriculum]
?	Health and Human Services Publication: Communicating Health
http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in America
http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy
Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health
Outcomes, Evidence Report/Technology Assessment Number 87
http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving
Health Literacy to Protect Patient Safety. 
http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy 
www.hsph.harvard.edu/sisterstogether 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to julie_mckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu

From lshohet at dawsoncollege.qc.ca  Tue Jul 15 14:30:12 2008
From: lshohet at dawsoncollege.qc.ca (Linda Shohet)
Date: Tue, 15 Jul 2008 14:30:12 -0400
Subject: [HealthLiteracy 2139] Re: FW:  Re: Health Literacy Curriculum
In-Reply-To: <20080715144935.156BC11C39@mail.nifl.gov>
References: <20080715144935.156BC11C39@mail.nifl.gov>
Message-ID: <20080715181736.M18659@dawsoncollege.qc.ca>


Hello all, 
I've noted a continuing interest in health literacy curriculum on the list 
recently, and hope that some of you may be able to attend the three-day  
Institute on developing HL curriculum that we are co-hosting in October in 
Calgary, Alberta(foothills of the Rockies, south of Banff). Andrew Pleasant 
will be the resident respondent.  We have participants from across the US, 
Canada, UK (representatives from the Department of Health and from NIACE) and 
Australia and NZ (awaiting confirmation). HL curriculum is considered from 
different perspectives in different countries, and we enrich our 
understanding in looking at varied models. 

Some contributors to this list have participated in past Institutes that we 
run annually in Montreal every June.  The HL Institute is an additional event 
that we have undertaken this year with partners in the west. 

An Information and registration package
can be downloaded from our web site at www.centreforliteracy.qc.ca
The early-bird registration is available until the end of August. 

We will be posting updates as various agencies confirm their attendance.

Linda Shohet

On Tue, 15 Jul 2008 10:49:38 -0400, Sabrina Kurtz-Rossi wrote
> Dear All,
> 
> Earlier this year the list discussed available health literacy curricula.
> Andrew Pleasant developed an HTML page with the syllabus/curricula 
> that list members submitted.  See message and link below.
> 
> Sabrina Kurtz-Rossi, M.Ed., Coordinator
> Health Information Literacy Research Project 
> Medical Library Association 
> 781-835-6488 phone; 781-391-4409 fax;
> sabrina_kurtz-rossi at comcast.net
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant
> Sent: Tuesday, January 15, 2008 6:29 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 1661] Re: Medical School curriculum
> 
> Hi everyone,
> 
> I pulled together various submissions for syllabus/ curricula on health
> literacy as per the earlier discussion.
> 
> You can find the collection I have received to date at ... 
> http://www.advancinghealthliteracy.com/curricula.html
> 
> There aren't that many actually - so I suspect it may not a complete 
> list. I will update this as I receive more submissions .. so keep 
> them coming! If I missed any earlier contributions, apologies and do 
> let me know if that was the case and I'll correct asap.
> 
> Best wishes,
> 
> Andrew Pleasant
> 
> --
> 
> -----------------------------------------------
> Andrew Pleasant
> Assistant Professor
> Department of Human Ecology
> Extension Department of Family and Community Health Sciences
> Rutgers, the State University of New Jersey
> Cook Office Building, 55 Dudley Road #207
> New Brunswick, NJ 08901
> phone: 732-932-9153 x. 320; fax: 732-932-6667
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sabrina_kurtz-rossi at comcast.net
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lshohet at dawsoncollege.qc.ca


--
Linda Shohet, PhD
Executive Director
The Centre for Literacy of Quebec
3040 Sherbrooke Street West
Montreal, Quebec
Canada, H3Z 1A4
Tel.:(514) 931-8731, ext. 1411
Fax: (514) 931-5181
E-mail: lshohet at dawsoncollege.qc.ca


From Jennifer.Staple at aya.yale.edu  Tue Jul 15 15:10:17 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Tue, 15 Jul 2008 19:10:17 +0000
Subject: [HealthLiteracy 2140] CALL FOR ABSTRACTS: Global Health &
	Development Conference
Message-ID: <9d1cd962755d46e794da73e95333ccda@slate.technolutions.com>

Please forward widely. First abstract deadline is August 15.

Unite For Sight 6th Annual Global Health & Development Conference
"Achieving Global Goals Through Innovation"
http://www.uniteforsight.org/conference


When: April 18-19, 2009
Where: Yale University, New Haven, Connecticut, USA
What: Join 2,500 conference participants for a stimulating international conference
As Featured On CNN: The Unite For Sight Conference Is What CNN Calls "A Meeting Of Minds"

NOW OPEN: Registration and Abstract Submission  http://www.uniteforsight.org/conference (First abstract deadline is August 15 (oral presentation deadline and early bird poster presentation deadline)

200 Speakers, Including Keynote Addresses by Dr. Jeffrey Sachs and Dr. Sonia Sachs

Register For Conference: REGISTER BY JULY 31 TO SECURE LOWEST RATE. Rate escalates each month.

Who is eligible to submit an abstract?  Anyone may submit an abstract. Abstract submitters range from students to professionals.


Who should attend?   Anyone interested in international health, public health, international development, medicine, nonprofits, eye care, philanthropy, microfinance, social entrepreneurship, bioethics, economics, anthropology, health policy, advocacy, environmental health, service-learning, medical education, and public service.

Keynote Addresses

	? Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon
	? Sonia Sachs, MD, MPH, Health Coordinator, Millennium Villages

200 Featured Speakers (Listed Below Are The Speakers Confirmed Thus Far)

Sam Abbenyi, MD, MSc, Director, Programs and Logistics, International Trachoma Initiative

Jane Aronson, MD, Director, International Pediatric Health Services; Founder and Executive Executive Officer, Worldwide Orphans Foundation (WWO); Clinical Assistant Professor of Pediatrics, Weill Medical College of Cornell University

Thomas Baah, MD, MSc, Ophthalmologist, Our Lady of Grace Hospital, Ghana

Richard Baraniuk, PhD, Founder, Connexions; Victor E. Cameron Professor, Electrical and Computer Engineering, Rice University

Paul Berman, OD, FAAO, Senior Global Clinical Advisor and Founder, Special Olympics Lions Clubs, International Opening Eyes

David Bloom, Chair, Department of Global Health and Population; Clarence James Gamble Professor of Economics and Demography, Department of Global Health and Population, Harvard School of Public Health

Peter Bourne, MA, MD, Visiting Scholar, Oxford University; Vice Chancellor Emeritus, St. George's University; Formerly Special Assistant to the President of the United States for Health Issues; Chair, Medical Education Cooperation with Cuba (MEDICC)

Ronald Braswell, MD, MS, Department of Ophthalmology, University of Alabama-Birmingham

Harry Brown, MD, Founder, Surgical Eye Expeditions (SEE) International

Richard Bucala, MD, PhD, Professor of Medicine, Pathology, and Epidemiology and Public Health, Yale University School of Medicine

James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana

Emmanuel d'Harcourt, Senior Child Survival Technical Advisor, International Rescue Committee

Margaret Duah-Mensah, RN, ON, Ophthalmic Nurse, Crystal Eye Clinic, Ghana

Dabney Evans, MPH, Executive Director, Emory University Institute of Human Rights; Lecturer, Hubert Department of Global Health, Rollins School of Public Health at Emory University

Susan Forster, MD, Associate Clinical Professor, Department of Medical Studies, Department of Ophthalmology, Yale School of Medicine; Chief, Ophthalmology, Yale University Health Services

Stanley O. Foster, MD, MPH, Professor, Hubert Department of Global Health Rollins School of Public Health, Emory University

James Fraser, MA, Co-Founder and Executive Director, Dignitas International

Ulrick Gaillard, JD, CEO, The Batey Relief Alliance

Gannon Gillespie, Director of US Operations, Tostan

Susan Hayes, MD, President and CEO, Interplast

Scott Hillstrom, Chairman of the Board, CEO and Co-Founder, HealthStore Foundation

Samuel Ho, MD, Lui Hac Minh Professor of Surgery; Director, Asian Liver Center; Director, Liver Cancer Program, Stanford University School of Medicine

Debbie Humphries, MPH, PhD, Clinical Instructor, Division of Chronic Disease Epidemiology, Social and Behavioral Sciences Program, Yale University School of Medicine

Marcelo Jacobs-Lorena, PhD, Department of Molecular Microbiology and Immunology, Malaria Research Institute, Johns Hopkins School of Public Health

Kaveh Khoshnood, PhD, Assistant Professor in Public Health Practice, Division of Epidemiology of Microbial Diseases, Yale School of Public Health

Karen King, MA, Elementary School Teacher, Reed Intermediate School; Unite For Sight Volunteer in Accra, Ghana

Laura Murray-Kolb, PhD, Assistant Professor, Center for Human Nutrition, Department of International Health, The Johns Hopkins University Bloomberg School of Public Health

Jamie Lachman, Clowns Without Borders

Doug Lawrence, Vice President/General Manager, BD Medical - Ophthalmic Systems

Robert Lawrence, MD, Center for A Livable future Professor; Professor of Environmental Health Sciences, Health Policy & International Health; Director, Center for a Livable Future, Department of Environmental Health Sciences; Johns Hopkins Bloomberg School of Public Health

Robert Malkin, PhD, Professor of Practice of Biomedical Engineering Director, Duke-Engineering World Health, Duke University

Charles MacCormack, PhD, President and CEO, Save The Children

John McGoldrick, JD, Senior Vice President, International AIDS Vaccine Initiative (IAVI)

Michelle McMurry, Director, Health, Biomedical Science and Society Initiative, The Aspen Institute

Benjamin Mason Meier, JD, LLM, MPhil, Public Health Law Project Manager, Center for Health Policy, IGERT-International Development and Globalization Fellow, Columbia University

Carol McLaughlin, MD, MPH, Global Health, Center for High Impact Philanthropy, School of Social Policy and Practice, University of Pennsylvania

Mini Murthy, MD, MPH, MS, Assistant Professor, Department of Behavioral Science and Community Health, Program Director Global Health, New York Medical College School of Public Health

Neal Nathanson, MD, Associate Dean, Global Health Programs, University of Pennsylvania School of Medicine

Edward O'Neil, Jr, MD, Omni Med

Santa Ono, PhD, Vice Provost for Academic Initiatives and Deputy Provost of Emory University; Professor, Department of Ophthalmology, Emory Eye Center

Robin Paetzold, MBA, Director, Global Programs, University of Iowa Carver College of Medicine

Steven C. Phillips, MD, MPH, Medical Director, Global Issues and Projects, Exxon Mobil Corporation

Suzanne Rainey, Forum One Communications

Susan Reef, MD, CDC

Steven Rothstein, President, Perkins School For The Blind

Lisa Russell, MPH, Filmmaker

Jinan Saaddine, MD, MPH, Medical Epidemiologist, Vision Health Initiative Team Leader, Division of Diabetes Translation, Centers for Disease Control and Prevention

Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon

Sonia Ehrlich Sachs, MD, MPH, Health Coordinator, Millennium Village Project

Sarwat Salim, MD, Assistant Professor of Ophthalmology, University of Tennessee-Memphis

Sarang Samal, Kalinga Eye Hospital, Orissa, India

Shlomit Sandler, MD, New York Eye and Ear Infirmary

Harshad Sanghvi, MD, Medical Director, JHPIEGO, Johns Hopkins University

Howard Schiffer, President and Founder, Vitamin Angels

Daniel D. Sedmak, MD, Director, Office of Global Health Education; Executive Vice Dean, College of Medicine; Executive Director, Center for Personalized Health care; Senior Associate Vice President, Office of Health Sciences, The Ohio State University

Bruce Shields, MD, Chair Emeritus, Yale Department of Ophthalmology

Kuldev Singh, MD, MPH, Professor of Ophthalmology, Stanford University School of Medicine

Ajit Sinha, MBBS, Founder and Director, AB Eye Institute; Former President, All India Ophthalmological Society

Pooja Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India

Satyajit Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India

D. Scott Smith, MD, MSc, DTM&H, Chief of Infectious Diseases and Geographic Medicine, Kaiser Redwood City Hospital

Janice K. Smith, MD, MPH, PAHO/WHO Collaborating Center for Training in International Health at UTMB

Georgia Sambunaris, MA, Senior Financial Markets Specialist, USAID

Chris Stout, PsyD, Founding Director, Center for Global Initiatives; Clinical Professor, College of Medicine, University of Illinois at Chicago

James C. Tsai, MD, Robert R. Young Professor and Chairman, Department of Ophthalmology and Visual Sciences, Yale University School of Medicine; Chief of Ophthalmology, Yale-New Haven Hospital

Philippe Van Denbossche, Executive Director, Raising Malawi

Harold Varmus, MD, President and Chief Executive, Memorial Sloan-Kettering Cancer Center; Former Director of the NIH; Nobel Prize Recipient

Seth Wanye, MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana

Tanya Whitehead, PhD, Research Associate Professor, University of Missouri - Kansas City

David Zakus, BSc, MES, MSc, PhD, Director, Centre for International Health; Associate Professor, Department of Public Health Sciences; Associate Professor, Department of Health Policy, Management and Evaluation; Faculty of Medicine, University of Toronto, Canada

Debrework Zewdie, Director, Global HIV/AIDS Program of the World Bank Human Development Network World Bank

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From MMaralit at NIFL.gov  Tue Jul 15 16:11:09 2008
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 15 Jul 2008 16:11:09 -0400
Subject: [HealthLiteracy 2141]  A note of thanks...
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>

Dearest all,

I wanted to let you know that my last day at the National Institute for
Literacy will be Friday, July 18.  Next week, I will be moving to a position
at the U.S. Department of Education, Office of Vocational and Adult
Education.

In the past 5 years of working at the National Institute for Literacy on the
LINCS project and with the discussion lists, I have learned a lot from the
field.  I am grateful to have had the opportunity to work with such a
wonderful, committed group adult education researchers, policymakers,
administrators, practitioners, and students. 

I hope that our paths cross in the near future.  Many thanks for your
support throughout the years.

Sincerely,
Jo Maralit




From christina.zarcadoolas at mssm.edu  Wed Jul 16 10:08:07 2008
From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina)
Date: Wed, 16 Jul 2008 10:08:07 -0400
Subject: [HealthLiteracy 2142] Re: A note of thanks...
References: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
Message-ID: <3C2E20E79C37CC468509A3C8B57A01F04BC4D6@EXCH-EVS2.ExchMail.mssm.edu>

Jo, 
Thank you for all your work on the part of literacy.  
chris

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative 
Associate Clinical Professor 
Mount Sinai School of Medicine 
Dept. of Community and Preventive Medicine 
Box 1057
One Gustave L. Levy Place 
New York, NY 10029 
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Maralit, Mary Jo
Sent: Tue 7/15/2008 4:11 PM
To: lincs at nifl.gov
Subject: [HealthLiteracy 2141]  A note of thanks...
 
Dearest all,

I wanted to let you know that my last day at the National Institute for
Literacy will be Friday, July 18.  Next week, I will be moving to a position
at the U.S. Department of Education, Office of Vocational and Adult
Education.

In the past 5 years of working at the National Institute for Literacy on the
LINCS project and with the discussion lists, I have learned a lot from the
field.  I am grateful to have had the opportunity to work with such a
wonderful, committed group adult education researchers, policymakers,
administrators, practitioners, and students. 

I hope that our paths cross in the near future.  Many thanks for your
support throughout the years.

Sincerely,
Jo Maralit



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to christina.zarcadoolas at mssm.edu

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From BSMITH at aed.org  Wed Jul 16 10:42:44 2008
From: BSMITH at aed.org (William Smith)
Date: Wed, 16 Jul 2008 10:42:44 -0400
Subject: [HealthLiteracy 2143] Re: A note of thanks...
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
References: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
Message-ID: <487DD0A0.F39A.0028.0@aed.org>

Wonderful news.  The DOE is definitely a winner. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org
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From julie_mcKinney at worlded.org  Wed Jul 16 11:15:31 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 16 Jul 2008 11:15:31 -0400
Subject: [HealthLiteracy 2144] Re: A note of thanks...
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
References: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
Message-ID: <487DD853.9F4A.002D.0@worlded.org>

I want to extend a public and heartfelt "Thank You" to Jo Maralit for
her years of support and guidance to this and all the NIFL discussion
lists. She has kept thediscussion lists going, and supported the
moderators and the continued improvement of these  lists since their
creation years ago. 

I am grateful for Jo's significant, yet behind-the-scenes contribution
to the field of adult literacy through her work with the LINCS program.

Thank you, Jo, for all your hard work, and we all wish you the best of
luck with your new position!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

>>> "Maralit, Mary Jo" <MMaralit at NIFL.gov> 7/15/2008 4:11 PM >>>
Dearest all,

I wanted to let you know that my last day at the National Institute
for
Literacy will be Friday, July 18.  Next week, I will be moving to a
position
at the U.S. Department of Education, Office of Vocational and Adult
Education.

In the past 5 years of working at the National Institute for Literacy
on the
LINCS project and with the discussion lists, I have learned a lot from
the
field.  I am grateful to have had the opportunity to work with such a
wonderful, committed group adult education researchers, policymakers,
administrators, practitioners, and students. 

I hope that our paths cross in the near future.  Many thanks for your
support throughout the years.

Sincerely,
Jo Maralit



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to julie_mckinney at worlded.org

From wayscue at email.pittcc.edu  Tue Jul 15 23:18:37 2008
From: wayscue at email.pittcc.edu (Wendy Ayscue)
Date: Tue, 15 Jul 2008 23:18:37 -0400
Subject: [HealthLiteracy 2145] Re: Racism affecting
	doctor-patient	interaction
Message-ID: <487D304D020000B600010034@email.pittcc.edu>

Nicola, as I read this article the day it was published I was excited that someone proved what has been thought for many years. I completely agree that more studies like this should be done. When I think about performing a patient assessment there are very few reasons why it should matter to me what the color of someone's skin should be. One reason would be to consider a particular disease process; for example sickle cell anemia primarily occurs in the African-American population. If I were trying to make that diagnosis, but I was not willing to spend the required time necessary with them I might not ever know what is truly wrong with them.  Thank you for sharing, Wendy

Wendy W. Ayscue, BS, RRT, RCP
Respiratory Therapy and Polysomnography
Pitt Community College
PO Drawer 7007
Greenville, NC 27835

Phone: 252-493-7378
Fax: 252-321-4451
Email: wayscue at email.pittcc.edu


>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 07/10/08 3:27 PM >>>
http://www.cnn.com/2008/HEALTH/07/09/virtual.patient.bias/index.html
 
An interesting, although not too surprising, result from the States.
 
A great next step would be to study the incidence of bias against overweight and obese patients. As more and more media attention is given to obesity, e.g., "click here to see a map of America's fattest cities", and the argument for genetic predisposition to obesity, it is certainly something worth studying.
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
--------------------------------------------------------------------------------------------------------------------------
E-mail correspondence to and from this sender may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132)

From wayscue at email.pittcc.edu  Tue Jul 15 23:48:46 2008
From: wayscue at email.pittcc.edu (Wendy Ayscue)
Date: Tue, 15 Jul 2008 23:48:46 -0400
Subject: [HealthLiteracy 2146]  Pediatric Literacy Issues
Message-ID: <487D375E020000B600010052@email.pittcc.edu>

As a Respiratory Therapist for 12 years I have had many pediatric patients with parents who were not always able to comprehend the information provided to them about their child or children. As an educator in an AAS degree Respiratory Therapy program, 21 months in length, I teach a Neonatal/Pediatric course. I have found that there is not a lot of room to add new content for things such as communication or comprehension of the information. I feel that it is extremely important that the students understand how they should approach a parent or a child who may be illiterate or low literate level when providing information about the care being provided. Does anyone have suggestions for an abbreviated course in communication/literacy skills that is specific to healthcare involving pediatric patients and family?

Wendy Ayscue
Respiratory Therapist/Educator

Wendy W. Ayscue, BS, RRT, RCP
Respiratory Therapy and Polysomnography
Pitt Community College
PO Drawer 7007
Greenville, NC 27835

Phone: 252-493-7378
Fax: 252-321-4451
Email: wayscue at email.pittcc.edu


--------------------------------------------------------------------------------------------------------------------------
E-mail correspondence to and from this sender may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132)

From lilian.hill at usm.edu  Wed Jul 16 10:49:35 2008
From: lilian.hill at usm.edu (Lilian Hill)
Date: Wed, 16 Jul 2008 09:49:35 -0500
Subject: [HealthLiteracy 2147] Re: Health Literacy Curriculum
In-Reply-To: <ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>
Message-ID: <20080716145029.3A25311C0E@mail.nifl.gov>

I don't know if this article will be of any help-my former colleague and I
describe our efforts to create a health literacy curriculum and document its
effects:

 

Sicat, B. L., & Hill, L. H. (2005). Enhancing student knowledge about the
prevalence and consequences of low health literacy. American Journal of
Pharmaceutical Education, 69(4), Article 62. To view:
<http://www.ajpe.org/galleys/aj690462/aj690462.pdf>
http://www.ajpe.org/view.asp?art=aj690462&pdf=yes 

 

 

Lilian H. Hill 
Assistant Professor of Adult Education 
University of Southern Mississippi 
#5027, 118 College Drive 
Hattiesburg, MS 39406-0001 
601-266-4622 
FAX 601-266-5141 

Make visible what, without you, might perhaps have never been seen. 
Robert Bresson 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Maureen Lawlor
Sent: Monday, July 14, 2008 12:38 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2128] Re: Health Literacy Curriculum

 

This is great information. One of the courses in our associate degree
programs, Communications, now includes as one of the outcomes, "Develop and
increase health literacy through an exploration of health issues, trends,
and terms." I'm helping faculty find effective ways to meet this outcome and
this discussion list is most valuable. Thanks to all!

 

Maureen Lawlor, Ph.D., R.T., (R), (N)

Faculty Coordinator

Pima Medical Institute

9709 Third Avenue NE, Suite 400

Seattle, WA 98115

(206) 322-6100

 

Do, all day, with all your heart, with joy and energy.

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jen Kimbrough JBKIMBRO
Sent: Monday, July 14, 2008 9:16 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2126] Re: Health Literacy Curriculum

 

We include cultural competency, communication skills, teach-back training,
adult learning & memory, and the idea of "universal precautions" for health
literacy in our provider trainings.  I'm sure there are more pieces to
include!!

 

Good luck & please share your final product.  I would love to know what is
working for others.

Jen Kimbrough, PhD 
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737

 

-----healthliteracy-bounces at nifl.gov wrote: -----

To: <healthliteracy at nifl.gov>
From: "Neal, Donna Vick" <DN0913 at ecu.edu>
Sent by: healthliteracy-bounces at nifl.gov
Date: 07/13/2008 07:14PM
Subject: [HealthLiteracy 2127] Health Literacy Curriculum

To improve health outcomes we must find ways to overcome the challenge of
low health literacy. A key to meeting this challenge is better trained
healthcare providers. I have been an educator in a respiratory therapy
program for 15 years. Two of the major units included in the curriculum are
patient communication and patient education. However, there has been little
focus on health literacy. I would like to develop a more comprehensive
health literacy curriculum that can be used to supplement the content that
is currently taught. Having said that, I am soliciting ideas for a health
literacy curriculum. Any information would be helpful. 

  

Donna Neal 

Respiratory Therapist/Educator 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jbkimbro at uncg.edu

 

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From lshohet at dawsoncollege.qc.ca  Wed Jul 16 11:21:15 2008
From: lshohet at dawsoncollege.qc.ca (Linda Shohet)
Date: Wed, 16 Jul 2008 11:21:15 -0400
Subject: [HealthLiteracy 2148] Re: A note of thanks...
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
References: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
Message-ID: <20080716151949.M43580@dawsoncollege.qc.ca>

Jo, you have kept one of the best managed lists I've seen. A great loss for 
NIFL.
Good luck in the new position. 
Linda


On Tue, 15 Jul 2008 16:11:09 -0400, Maralit, Mary Jo wrote
> Dearest all,
> 
> I wanted to let you know that my last day at the National Institute for
> Literacy will be Friday, July 18.  Next week, I will be moving to a position
> at the U.S. Department of Education, Office of Vocational and Adult
> Education.
> 
> In the past 5 years of working at the National Institute for 
> Literacy on the LINCS project and with the discussion lists, I have 
> learned a lot from the field.  I am grateful to have had the 
> opportunity to work with such a wonderful, committed group adult 
> education researchers, policymakers, administrators, practitioners,
>  and students.
> 
> I hope that our paths cross in the near future.  Many thanks for your
> support throughout the years.
> 
> Sincerely,
> Jo Maralit
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lshohet at dawsoncollege.qc.ca


--
Linda Shohet, PhD
Executive Director
The Centre for Literacy of Quebec
3040 Sherbrooke Street West
Montreal, Quebec
Canada, H3Z 1A4
Tel.:(514) 931-8731, ext. 1411
Fax: (514) 931-5181
E-mail: lshohet at dawsoncollege.qc.ca


From NDavies at dthr.ab.ca  Wed Jul 16 11:22:48 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 16 Jul 2008 09:22:48 -0600
Subject: [HealthLiteracy 2149] Re: A note of thanks...
In-Reply-To: <487DD0A0.F39A.0028.0@aed.org>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C0E6@DTHREXCL1.dthr.ab.ca>

Best wishes, many thanks for everything.
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of William Smith
Sent: Wednesday, July 16, 2008 8:43 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2143] Re: A note of thanks...


Wonderful news.  The DOE is definitely a winner. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org
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From lisab at whattoexpect.org  Wed Jul 16 13:34:11 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Wed, 16 Jul 2008 13:34:11 -0400
Subject: [HealthLiteracy 2150] Re: Pediatric Literacy Issues
In-Reply-To: <487D375E020000B600010052@email.pittcc.edu>
References: <487D375E020000B600010052@email.pittcc.edu>
Message-ID: <da4079490807161034q6d0a3e46m2fa20765c9440380@mail.gmail.com>

Wendy,
The What To Expect Foundation is working right now on expanding our Baby
Basics Prenatal Health Literacy Program into the Baby's First Year of Life.
 The program will include a lower literacy book, called "Families First Year
Basics" and training for pediatricians, nurses, clerical staff, as well as a
parenting/health literacy program for home visitors and early head start
educators.  The training will provide strategies and tools for engaging
parents in their child's healthcare and empowering them to advocate for
their child's health.

>From our research for the program, we see that pediatricians, while
passionate about their young patients, have rarely been taught strategies
for partnering with parents (frequently falling back on their own parenting
experience or our book What To Expect The First Year for advice) - so when
those parents are underserved, low literacy, or do not speak English
pediatricians are on their own to develop communication skills.

Right now our materials and training will focus on pediatric health literacy
in general - eventually we hope to expand into chronic disease management.

If anyone is interested in serving on our advisory board or learning more as
this project continues please feel free to email me off line...

-- 
Read what USA TODAY says about The What To Expect Foundation by going to
this link:
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basics_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.




On Tue, Jul 15, 2008 at 11:48 PM, Wendy Ayscue <wayscue at email.pittcc.edu>
wrote:

> As a Respiratory Therapist for 12 years I have had many pediatric patients
> with parents who were not always able to comprehend the information provided
> to them about their child or children. As an educator in an AAS degree
> Respiratory Therapy program, 21 months in length, I teach a
> Neonatal/Pediatric course. I have found that there is not a lot of room to
> add new content for things such as communication or comprehension of the
> information. I feel that it is extremely important that the students
> understand how they should approach a parent or a child who may be
> illiterate or low literate level when providing information about the care
> being provided. Does anyone have suggestions for an abbreviated course in
> communication/literacy skills that is specific to healthcare involving
> pediatric patients and family?
>
> Wendy Ayscue
> Respiratory Therapist/Educator
>
> Wendy W. Ayscue, BS, RRT, RCP
> Respiratory Therapy and Polysomnography
> Pitt Community College
> PO Drawer 7007
> Greenville, NC 27835
>
> Phone: 252-493-7378
> Fax: 252-321-4451
> Email: wayscue at email.pittcc.edu
>
>
>
> --------------------------------------------------------------------------------------------------------------------------
> E-mail correspondence to and from this sender may be subject to the North
> Carolina Public Records Law and may be disclosed to third parties by an
> authorized state official. (NCGS.Ch.132)
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>
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From seubert.douglas at marshfieldclinic.org  Wed Jul 16 14:07:39 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 16 Jul 2008 13:07:39 -0500
Subject: [HealthLiteracy 2151] Re: Pediatric Literacy Issues
Message-ID: <200807161808.m6GI81JF021469@mailhost2.mfldclin.edu>

The Alabama Medicaid Agency developed two CBT modules that can be taken for CME credit (or not, too).  One of the trainings is geared to peds. The training is free, and if you take the post test and fill out the survey, they mail you a certificate of completion and a transcript.  You can access the CBT at http://www.medicalhome.alabama.gov/default.aspx?id=541

Each of the CBTs have a few "curbsides" which are clinical scenarios. It's worth checking out the CBT just for those! Here's an example from the Peds health literacy CBT: "A 3 year old patient presents to your office with her maternal great grandmother who takes care of her while her "mom" works. "Mom" is actually the maternal grandmother who has custody. Patient has Medicaid. Maternal grandmother works in the cafeteria at a local school. You estimate the maternal great grandmother to be about 70 years old.  What risk factors for low health literacy are present in this interaction?"


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Wendy Ayscue" <wayscue at email.pittcc.edu>
Date:	Wed Jul 16, 2008 -- 12:14:46 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2146]  Pediatric Literacy Issues

As a Respiratory Therapist for 12 years I have had many pediatric patients with parents who were not always able to comprehend the information provided to them about their child or children. As an educator in an AAS degree Respiratory Therapy program, 21 months in length, I teach a Neonatal/Pediatric course. I have found that there is not a lot of room to add new content for things such as communication or comprehension of the information. I feel that it is extremely important that the students understand how they should approach a parent or a child who may be illiterate or low literate level when providing information about the care being provided. Does anyone have suggestions for an abbreviated course in communication/literacy skills that is specific to healthcare involving pediatric patients and family?

Wendy Ayscue
Respiratory Therapist/Educator

Wendy W. Ayscue, BS, RRT, RCP
Respiratory Therapy and Polysomnography
Pitt Community College
PO Drawer 7007
Greenville, NC 27835

Phone: 252-493-7378
Fax: 252-321-4451
Email: wayscue at email.pittcc.edu


--------------------------------------------------------------------------------------------------------------------------
E-mail correspondence to and from this sender may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132)
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From RRUDD at hsph.harvard.edu  Wed Jul 16 14:52:49 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Wed, 16 Jul 2008 14:52:49 -0400
Subject: [HealthLiteracy 2152] Re: A note of thanks...
In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
References: <4062487BDB6029428A763CAEF4E1FE5B1B592D2B@wdcrobe2m03.ed.gov>
Message-ID: <487E0B3F.960B.00AF.0@hsph.harvard.edu>

Best of luck to you and many thanks.... Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From LN at uvic.ca  Tue Jul 15 18:18:07 2008
From: LN at uvic.ca (Laura Nimmon)
Date: Tue, 15 Jul 2008 15:18:07 -0700 (PDT)
Subject: [HealthLiteracy 2153]  information on photonovellas
In-Reply-To: <000501c8e687$19edfde0$0800a8c0@misn.local>
References: <000501c8e687$19edfde0$0800a8c0@misn.local>
Message-ID: <1971.142.104.193.193.1216160287.squirrel@wm3.uvic.ca>

Hi Caren,
I ask participants to sign an image release consent form before they
create their photonovelas.  With their permission, I can then publish
their photographs on the web and via hard copy for dissemination.
In the case of the photonovels with adolescent girls, "Science Venture"
had the girls sign image release consent forms when they started the
club/program.  For my MA research, human ethics passed the consent forms,
but I was not permitted to publish the women's names.  I was permitted,
however, to acknowledge the immigrant organization where the research took
place.
If you would like an example of an image release consent form I can email
one to you.
Laura

-- 
Laura Nimmon, MA
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research



> Hello,
>
> Thank you for sharing the photonovelas and your website.
>
> Question: when using a participatory approach and photos of students or
> patients or clients, whatr sort of releases are required to publish the
> photos in a photonovela?
>
> Caren Fairweather, Executive Director
> Maternal-Infant Services Network
> of Orange, Sullivan and Ulster Counties, Inc.
> (845) 928-7448
> www.misn-ny.org
>
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
> Sent: Monday, July 14, 2008 6:19 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 2133] information on photo-novellas
>
>
> Greetings,
> Inspired by Paulo Freire's approach to critical pedagogy, my MA research
> involved having immigrant ESL speaking women create a participatory
> photonovel about eating well in Canada.  The process of creating a
> photonovel was found to be a consciousness raising experience for the
> women. Furthermore, the tangible result was a comprehensible health
> literacy tool for this population of Canadians (see www.photonovel.ca).
> In response to the growing interest in using photonovels as a health
> literacy tool, I have created a new website at www.photonovela.com The
> goal of this site is to have a place where photonovels can be shared and
> disseminated more widely (the site still needs a little work and should
> be finished in a couple of weeks). Along with the great resources
> already mentioned on photonovels see also:
>
> Nimmon, L. (2007).  Within the eyes of the people: Using a photonovel as
> a consciousness-raising health literacy tool with ESL-speaking immigrant
> women. Canadian Journal of Public Health, 98(4), 337-340.
>
> James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen,
> P., et al. (2005). The effects of a systematically developed
> photonovella on knowledge, attitudes, communication and behavioural
> intentions with respect to sexually transmitted infections among
> secondary school learners in South Africa. Health Promotion
> International, 20(2), 157-165.
>
> Wang, C., & Burris, A. (1994). Empowerment through photonovella:
> Portraits of participation. Health Education Quarterly, 21(2), 171-186.
>
> Laura Nimmon
> Doctoral Fellow
> Social Sciences & Humanities Research Council of Canada
> Michael Smith Foundation for Health Research
> Faculty of Education-University of British Columbia
>
>
> Hello,
> Photonovels, as many of you know, are a popular form of literature in
> various parts of the world. Photonovels, like comic books, carry a story
>> through visuals and brief dialogue. As you explore and think about
>> using photonovels, I urge you to consider a participatory approach
>> rather than rely on experts to develop the materials.
>>
>> In the late 1970s, John Comings and Bonnie Cain [then doctoral
>> students at the University of Massachusetts] were approached by the
>> New England Farmworkers Union to develop literacy classes for union
>> members. Unable to find appropriate adult materials for beginning
>> readers in English, they decided to work directly with the farmworkers
>
>> and help them develop their own stories that could then be used to in
>> adult education literacy classes. Comings and Cain were inspired by
>> Paulo Freire in this participatory materials development approach.
>> They used a photonovel format which, nicely enough, supports even
>> broader participation because members of the intended audience could
>> also serve as actors as well as writers, planners, and photographers.
>> Furthermore, the photonovel could illustrate local faces and places
>> and - in further extension, be printed by local groups.  Comings based
>
>> his doctoral dissertation on an analysis and evaluation of this work.
>>
>> Soon thereafter, Debra Roter and I worked with Comings on the
>> evaluation of a participatory photonovel focused on environmental
>> issues and then began to apply the same approach for a wide variety of
>
>> health related issues in various settings --  working with public
>> schools, building trade unions, and community organizations. You can
>> read about these approaches, the theoretical model, and our evaluation
>
>> findings in the following articles and book chapter:
>>
>> Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health
>> Education Material for the Construction Trades.  International
>> Quarterly of Community Health Education 7; 7(2): 109-121. 1986-7.
>> Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials
>> Development in Health Education. Public Health Reports, 96(2):169-172.
>
>> 1987. Rudd RE, Comings JP.  Learner Developed Materials: An Empowering
>
>> Product, Health Education Quarterly 21(3):33-47. 1994.
>> Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health
>> Education Materials, chapter in Matiella (ed), Comprehensive Health
>> Education in the Multiethnic Classroom, Santa Cruz, CA: ETR
> Associates,
>> 1994.
>>
>> Dr. Roter???s graduate students at Hopkins develop new photonovels
>> each year and several have gone on to develop and evaluate such work
>> in various parts of Africa and Asia. You can find the Rudd and Comings
>
>> Health Education Quarterly article as well as additional background
>> materials and
>> examples:  www.hsph.harvard.edu/healthliteracy/innovative materials
>>
>> Rima Rudd
>>
>>
>>
>> Rima E. Rudd, ScD, MSPH
>> Department of Society, Human Development & Health
>> Harvard School of Public Health
>> 677 Huntington Avenue
>> Boston MA 02115
>> Phone: 617 432 1135
>> fax:     617 432 3123
>> web:    www.hsph.harvard.edu/healthliteracy
>> www.hsph.harvard.edu/sisterstogether
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to ln at uvic.ca
>>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cfairweather at misn-ny.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ln at uvic.ca
>
>





From SiobhanChamp-Blackwell at creighton.edu  Thu Jul 17 09:02:04 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Thu, 17 Jul 2008 08:02:04 -0500
Subject: [HealthLiteracy 2154]  cultural and health literacy modules
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0EA97F0A@exbe01.blue.jays.creighton.edu>

The University of Minnesota School of Public Health has created two
online training modules that discuss how inequalities in health
information contribute to unequal treatment and health outcomes for
culturally diverse populations. The modules also make suggestions
regarding what communities can do to close this disparities gap and to
improve health literacy. For more information and to register for the
training, http://cpheo1.sph.umn.edu/healthlit/ [posted on Minority
Health Connection--July 2008
http://www.familiesusa.org/issues/minority-health/newsletter/minority-he
alth-connection-7.html#NEW_MEDIA ]

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/>   (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 

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From RS-Metternich at wiu.edu  Thu Jul 17 09:42:58 2008
From: RS-Metternich at wiu.edu (Rebecca Metternich)
Date: Thu, 17 Jul 2008 08:42:58 -0500 (CDT)
Subject: [HealthLiteracy 2155] Re: Health Literacy Curriculum
In-Reply-To: <487CACBD.C34B.00AF.0@hsph.harvard.edu>
Message-ID: <676610770.304161216302178650.JavaMail.root@zcs4.wiu.edu>

Is this course offered online?

Rebecca Metternich

----- Original Message -----
From: "Rima Rudd" <rrudd at hsph.harvard.edu>
To: healthliteracy at nifl.gov
Sent: Tuesday, July 15, 2008 12:57:23 PM GMT -06:00 US/Canada Central
Subject: [HealthLiteracy 2138]   Re: Health Literacy Curriculum

Hi Julie,
This course is offered at the Harvard School of Public Health. Over the years, students have come from the MPH program [students with an MD returning to school for a public health degree; more recently students who completed their third year of medical school, taking a year off to do an MPH and then return to medical school] and from the ScM program. I've had only two students come over from the school of education. 
Hope this is helpful.
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Julie McKinney" <julie_mcKinney at worlded.org> 7/15/2008 1:44 PM >>>
Rima,

What kind of people take this graduate course? Are they mostly from the
health or public health field, education, or other fields? Are they
usually at the beginning of their career or coming back to learn about
health literacy to help them in their current field?

I'm curious how people out there are using the different kinds of health
literacy trainings.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50 AM >>>
Hello again,
As many of you know, I developed a graduate course on health literacy
here at the Harvard School of Public Health in 1992 and have been
offering versions of such a course over the years. Here is a course
syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants
share responsibility for reading analyses and for presentations.
Participants are expected to engage in a site visit, to prepare an
observation report, and to develop a course project. 

Content: 
Course participants are introduced to the multi-layered links between
literacy and health. Course readings, projects, and discussions will
enable participants to:
1. Become familiar with national and international statistics on
literacy and health literacy with particular attention to functional
measures
o	Examine and assess functional literacy measures from the NALS,
IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment
tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify
literacy related barriers
4. Become familiar with key health reports from the Department of Health
and Human Services, the Institute of Medicine, the Agency for Healthcare
Research and Quality, the Educational Testing Service, and the Joint
Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and
structured assignments to familiarize them with the environment of
health facilities and of the demands of health materials. Course
readings are drawn from key reports and texts. The required texts are
available at the coop. Reports can be downloaded from the appropriate
link on the internet.  Finally, participants are expected to become
familiar with the HSPH Health Literacy website: 
www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching Patients with Low Literacy Skills [on
line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available
at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key
Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and
Improve the National and State Adult Education and Literacy Systems
[www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at
www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
heading: curriculum]
?	Health and Human Services Publication: Communicating Health
http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in America
http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy
Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health
Outcomes, Evidence Report/Technology Assessment Number 87
http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving
Health Literacy to Protect Patient Safety. 
http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy 
www.hsph.harvard.edu/sisterstogether 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to julie_mckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rs-metternich at wiu.edu

From rrudd at hsph.harvard.edu  Thu Jul 17 11:45:41 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Thu, 17 Jul 2008 11:45:41 -0400
Subject: [HealthLiteracy 2156]   Re: Health Literacy Curriculum
In-Reply-To: <676610770.304161216302178650.JavaMail.root@zcs4.wiu.edu>
References: <487CACBD.C34B.00AF.0@hsph.harvard.edu>
	<676610770.304161216302178650.JavaMail.root@zcs4.wiu.edu>
Message-ID: <487F30D8.C34B.00AF.0@hsph.harvard.edu>

Thanks for asking Rebecca. No, the course is only for enrolled graduate students at HSPH. I posted the syllabus as a sample for others who are thinking of developing courses. Rima


Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> Rebecca Metternich <RS-Metternich at wiu.edu> 7/17/2008 9:42 AM >>>
Is this course offered online?

Rebecca Metternich

----- Original Message -----
From: "Rima Rudd" <rrudd at hsph.harvard.edu>
To: healthliteracy at nifl.gov 
Sent: Tuesday, July 15, 2008 12:57:23 PM GMT -06:00 US/Canada Central
Subject: [HealthLiteracy 2138]   Re: Health Literacy Curriculum

Hi Julie,
This course is offered at the Harvard School of Public Health. Over the years, students have come from the MPH program [students with an MD returning to school for a public health degree; more recently students who completed their third year of medical school, taking a year off to do an MPH and then return to medical school] and from the ScM program. I've had only two students come over from the school of education. 
Hope this is helpful.
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy 
www.hsph.harvard.edu/sisterstogether 

>>> "Julie McKinney" <julie_mcKinney at worlded.org> 7/15/2008 1:44 PM >>>
Rima,

What kind of people take this graduate course? Are they mostly from the
health or public health field, education, or other fields? Are they
usually at the beginning of their career or coming back to learn about
health literacy to help them in their current field?

I'm curious how people out there are using the different kinds of health
literacy trainings.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50 AM >>>
Hello again,
As many of you know, I developed a graduate course on health literacy
here at the Harvard School of Public Health in 1992 and have been
offering versions of such a course over the years. Here is a course
syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants
share responsibility for reading analyses and for presentations.
Participants are expected to engage in a site visit, to prepare an
observation report, and to develop a course project. 

Content: 
Course participants are introduced to the multi-layered links between
literacy and health. Course readings, projects, and discussions will
enable participants to:
1. Become familiar with national and international statistics on
literacy and health literacy with particular attention to functional
measures
o	Examine and assess functional literacy measures from the NALS,
IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment
tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify
literacy related barriers
4. Become familiar with key health reports from the Department of Health
and Human Services, the Institute of Medicine, the Agency for Healthcare
Research and Quality, the Educational Testing Service, and the Joint
Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and
structured assignments to familiarize them with the environment of
health facilities and of the demands of health materials. Course
readings are drawn from key reports and texts. The required texts are
available at the coop. Reports can be downloaded from the appropriate
link on the internet.  Finally, participants are expected to become
familiar with the HSPH Health Literacy website: 
www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching Patients with Low Literacy Skills [on
line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available
at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key
Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and
Improve the National and State Adult Education and Literacy Systems
[www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at
www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
heading: curriculum]
?	Health and Human Services Publication: Communicating Health
http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in America
http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy
Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health
Outcomes, Evidence Report/Technology Assessment Number 87
http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving
Health Literacy to Protect Patient Safety. 
http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy 
www.hsph.harvard.edu/sisterstogether 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to julie_mckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rs-metternich at wiu.edu 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu

From julie_mcKinney at worlded.org  Thu Jul 17 12:01:20 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 17 Jul 2008 12:01:20 -0400
Subject: [HealthLiteracy 2157]  Wed Question: HL Trainings -- Adult Lit
Message-ID: <487F34900200002D00007A25@dcgw.jsi.com>

Hi Everyone,

As the subject of Health Literacy trainings of various kinds is coming
back to the surface, I'd like to explore what we feel is needed in this
regard. It was nice to get a sense from Rima of who enrolls in a
graduate program in health literacy. And Sabrina reminded us of Andrew's
list of other trainings that are available.

I would like to hear (as always) from both those in Adult Literacy, and
those in health fields about what kind of professional development you
would find helpful for your staff in order to better address health
literacy in your setting.

******************
PLEASE NOTE:

If you are in the Adult Education field, reply to this message!

If you are in a Health field, reply to the next message with the subject
line: Wed Question: HL Trainings -- Health Fields

That way, we can find the answers we are each looking for more easily.
(If you are in a different field, you can choose one)
******************

So think about these questions and let us know what you would like to
see out there:

1. What specific health literacy topics should be addressed? 
2. What skills do your staff need to learn?
3. What method is best: online, workshop, other?
4. How much time can your staff devote to professional development
activities?

I hope that your feedback can help us as a field to fill the gaps in
health literacy professional development!

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Thu Jul 17 12:03:51 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 17 Jul 2008 12:03:51 -0400
Subject: [HealthLiteracy 2158]  Wed Question: HL Trainings -- Health Fields
Message-ID: <487F35270200002D00007A29@dcgw.jsi.com>

Hi Everyone,

This is a copy of the last message...
******************
PLEASE NOTE:

If you are in the Adult Education field, reply to the previous message
with the subject line: Wed Question: HL Trainings -- Adult Lit!

If you are in a Health field, reply to this message!

That way, we can find the answers we are each looking for more easily.
(If you are in a different field, you can choose one)
******************

As the subject of Health Literacy trainings of various kinds is coming
back to the surface, I'd like to explore what we feel is needed in this
regard. It was nice to get a sense from Rima of who enrolls in a
graduate program in health literacy. And Sabrina reminded us of Andrew's
list of other trainings that are available.

I would like to hear (as always) from both those in Adult Literacy, and
those in health fields about what kind of professional development you
would find helpful for your staff in order to better address health
literacy in your setting.

So think about these questions and let us know what you would like to
see out there:

1. What specific health literacy topics should be addressed? 
2. What skills do your staff need to learn?
3. What method is best: online, workshop, other?
4. How much time can your staff devote to professional development
activities?

I hope that your feedback can help us as a field to fill the gaps in
health literacy professional development!

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From LN at uvic.ca  Thu Jul 17 16:51:05 2008
From: LN at uvic.ca (Laura Nimmon)
Date: Thu, 17 Jul 2008 13:51:05 -0700 (PDT)
Subject: [HealthLiteracy 2159] Edited: Photonovel Image Release Consent Form
In-Reply-To: <49748.142.104.193.193.1216326792.squirrel@wm3.uvic.ca>
References: <49748.142.104.193.193.1216326792.squirrel@wm3.uvic.ca>
Message-ID: <49798.142.104.193.193.1216327865.squirrel@wm3.uvic.ca>

Sorry, this is the correct form.

Hi Maricel and Caren,

Here is an example of a Photonovel Image Release Consent Form.
Photonovela.com is now up and running.  I hope this site will provide a
space where photonovels can be disseminated more widely.

 Photonovel Image Release Consent Form                                    
                         Date


I , ______________________, consent that the photographs used in the
photonovel, in which I appear, may be used on the Internet, and in
publications and conference presentations.  I permit (facilitator's name)
to publish, reproduce and distribute the photonovel
free of all claims and/or damages that may incur.

Participant's Name (print) __________________________
Signature of Participant or Parent/Guardian (if necessary)
_____________________
Date ___________________________

Address______________________
City_________________________
Province/State________________________
Area Code/Zip Code____________________

Name and Contact Information of Photonovel Facilitator
 --
Laura Nimmon, MA
Doctoral Fellow - University of British Columbia
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
www.photonovel.ca



From drubin at uga.edu  Thu Jul 17 23:56:25 2008
From: drubin at uga.edu (Don Rubin)
Date: Thu, 17 Jul 2008 23:56:25 -0400
Subject: [HealthLiteracy 2160] NPHIC solicits brief reports of HL activities
Message-ID: <48801469.4040009@uga.edu>

The National Public Health Information Coaliation (www.nphic.org) is 
seeking brief news reports (maximum 300 words) showcasing successful 
health literacy practices and programs.  The reports will appear in the 
October issue of the NPHIC Newsletter.

NPHIC originated as an organization serving the chief U.S. state and 
territorial public health information officers.  Although NPHIC now 
welcomes associate members from any jurisdiction or health 
agency/organization (members of this list might want to check it out), 
the mission remains "to make public health public."

Deadline for submitting a write-up is September 1.  To submit, or to 
inquire further, please contact Barbara Beiser, Colorado Department of 
Health at barbara.beiser at state.co.us

-- 
Don Rubin
Center for Health & Risk Communication
107 Paul D. Coverdell Center
University of Georgia
Athens, GA 30602-7394	
phone: 706.542.3247	
fax: 706.683.0853
email: drubin at uga.edu





From pgwitte at yahoo.com  Fri Jul 18 01:23:29 2008
From: pgwitte at yahoo.com (Priscilla Witte)
Date: Thu, 17 Jul 2008 22:23:29 -0700 (PDT)
Subject: [HealthLiteracy 2161] Re: Health Literacy Curriculum
Message-ID: <416399.15980.qm@web31105.mail.mud.yahoo.com>

Why is it that only two students from the school of education have taken your class? I would have expected more. I also wonder why there are only small handful of articles about health literacy in the ERIC database (contrasted by the thousands in MEDLINE).

?
The 26 matches in ERIC include?excellent articles?by Rima Rudd and
Lilian Hill, and several other articles that appeared in health education and school
health journals, but it seems as if a literacy issue?that affects the
quality and length of life should generate much interest. Since low
levels of health literacy takes a toll on the health care system in
terms of costs, and also takes a toll on underserved people in terms of
suffering, wouldn't it be a win-win situation to focus more on health literacy in adult education centers. What needs to happen...better funding? 

Priscilla Grace Witte
Northern Illinois University



--- On Tue, 7/15/08, Rima Rudd <rrudd at hsph.harvard.edu> wrote:
From: Rima Rudd <rrudd at hsph.harvard.edu>
Subject: [HealthLiteracy 2138]   Re: Health Literacy Curriculum
To: healthliteracy at nifl.gov
Date: Tuesday, July 15, 2008, 12:57 PM

Hi Julie,
This course is offered at the Harvard School of Public Health. Over the years,
students have come from the MPH program [students with an MD returning to
school for a public health degree;
 more recently students who completed their
third year of medical school, taking a year off to do an MPH and then return to
medical school] and from the ScM program. I've had only two students come
over from the school of education. 
Hope this is helpful.
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Julie McKinney" <julie_mcKinney at worlded.org>
7/15/2008 1:44 PM >>>
Rima,

What kind of people take this graduate course? Are they mostly from the
health or public health field, education, or other fields? Are they
usually at the beginning of their career or coming back to learn about
health literacy to help them in their current
 field?

I'm curious how people out there are using the different kinds of health
literacy trainings.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50
AM >>>
Hello again,
As many of you know, I developed a graduate course on health literacy
here at the Harvard School of Public Health in 1992 and have been
offering versions of such a course over the years. Here is a course
syllabus brief from this year's offering:
Health Literacy
Dr. Rima E. Rudd with Dr. Alexa McCray
Format: The course is designed as a discussion seminar. Participants
share responsibility for reading analyses and for presentations.
Participants are expected to engage in a site visit, to prepare an
observation report, and to develop a course project. 

Content: 
Course
 participants are introduced to the multi-layered links between
literacy and health. Course readings, projects, and discussions will
enable participants to:
1. Become familiar with national and international statistics on
literacy and health literacy with particular attention to functional
measures
o	Examine and assess functional literacy measures from the NALS,
IALS, NAAL and ALLS
o	Examine and assess commonly used ?health literacy? assessment
tools 
2. Explore links between literacy and health disparities
o	Define vulnerable population groups
o	Evaluate health outcome studies
3. Examine literacy related demands and barriers
o	Apply and assess tools used to measure print materials 
o	Conduct analyses of materials and environments to identify
literacy related barriers
4. Become familiar with key health reports from the Department of Health
and Human Services, the Institute of Medicine, the Agency
 for Healthcare
Research and Quality, the Educational Testing Service, and the Joint
Commission as well as selected white papers on health literacy. 
o	Define health literacy and its scope
o	Delineate research findings and gaps  
5. Examine and assess an array of health literacy programs and studies
o	Define underlying pedagogies
o	Identify best practices 
 
Course participants engage in and report on analysis of readings and
structured assignments to familiarize them with the environment of
health facilities and of the demands of health materials. Course
readings are drawn from key reports and texts. The required texts are
available at the coop. Reports can be downloaded from the appropriate
link on the internet.  Finally, participants are expected to become
familiar with the HSPH Health Literacy website: 
www.hsph.harvard.edu/healthliteracy 

Required Texts:
?	Doak, Doak, Root, Teaching
 Patients with Low Literacy Skills [on
line at www.hsph.harvard.edu/healthliteracy ]
?	Purcell-Gates, Other People?s Words [available at the coop]
?	IOM, Health Literacy: A Prescription to End Confusion [available
at the coop and on-line].

Required Reports 
?	MassINC: New Skills for a New Economy: Adult Education?s Key
Role in Sustaining Economic Growth and Expanding Opportunity.
?	NCSALL: Building a Level Playing Field: The Need to Expand and
Improve the National and State Adult Education and Literacy Systems
[www.ncsall.net]
?	HALL/NCSALL: Health Literacy Study Circles [available at
www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
heading: curriculum]
?	Health and Human Services Publication: Communicating Health
http://odphp.osoph.dhhs.gov/projects/healthcomm 
?	Educational Testing Services: Literacy and Health in
 America
http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
http://www.hsph.harvard.edu/healthliteracy 
	under the heading: reports] 
?	Educational Testing Services: The International Adult Literacy
Surveys: Understanding What Was Measured [http://www.ets.org]
?	Agency for Healthcare Research and Quality: Literacy and Health
Outcomes, Evidence Report/Technology Assessment Number 87
http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
?	The Joint Commission, ?What did the doctor say??: Improving
Health Literacy to Protect Patient Safety. 
http://www,jointcommission.org 

Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
 
www.hsph.harvard.edu/sisterstogether 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to julie_mckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to rrudd at hsph.harvard.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go
 to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to pgwitte at yahoo.com


      
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From zornm at mail.nlm.nih.gov  Fri Jul 18 10:20:53 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Fri, 18 Jul 2008 10:20:53 -0400
Subject: [HealthLiteracy 2162] Re: Health Literacy Curriculum
In-Reply-To: <416399.15980.qm@web31105.mail.mud.yahoo.com>
References: <416399.15980.qm@web31105.mail.mud.yahoo.com>
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE1914828CA@NIHCESMLBX15.nih.gov>

A very quick answer to Priscilla Grace Witte?s question concerning why fewer ?health literacy? articles are in the ERIC database compared to the number in MEDLINE: The ERIC database indexes only 600 journals.  By comparison, 5,246 journals are currently indexed for MEDLINE (as of January 2008).

 

But I wonder what kind of ERIC search only got ?a handful? of articles about health literacy.  I just did one (I searched for Health AND literacy in the Keyword field) and got a total of 1864 items.  When I browsed the titles and abstracts of the first 50 for the phrase ?health literacy?, I found that many use the phrase, especially the newer ones.  

 

Some citations don?t have the phrase per se, but when I read the abstract (and descriptors), they are still highly relevant to the concept.  And some of these articles are not in MEDLINE.  For example, ? Numeracy, Ratio Bias, and Denominator Neglect in Judgments of Risk and Probability (EJ786722) by Reyna, Valerie F.; Brainerd, Charles J. Source:  Learning and Individual Differences, v18 n1 p89-107 2008.  Abstract:

"Numeracy," so-called on analogy with literacy, is essential for making health and other social judgments in everyday life [Reyna, V. F., & Brainerd, C. J. (in press) The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. "Learning and Individual Differences."]. Recent research on numeracy in health decision making has shown that many adults fail to solve simple ratio and decimal problems, concepts that are prerequisites for understanding health-relevant risk communications?.

 

So, especially since both ERIC and MEDLINE are free, I encourage researchers to always search both.

 

I hope this is helpful.

 

Marcia Zorn, M.A., M.L.S.

Reference Librarian, National Library of Medicine

 

 

 

From: Priscilla Witte [mailto:pgwitte at yahoo.com] 
Sent: Friday, July 18, 2008 1:23 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2161] Re: Health Literacy Curriculum

 

Why is it that only two students from the school of education have taken your class? I would have expected more. I also wonder why there are only small handful of articles about health literacy in the ERIC database (contrasted by the thousands in MEDLINE).

 

The 26 matches in ERIC include excellent articles by Rima Rudd and Lilian Hill, and several other articles that appeared in health education and school health journals, but it seems as if a literacy issue that affects the quality and length of life should generate much interest. Since low levels of health literacy takes a toll on the health care system in terms of costs, and also takes a toll on underserved people in terms of suffering, wouldn't it be a win-win situation to focus more on health literacy in adult education centers. What needs to happen...better funding? 

Priscilla Grace Witte
Northern Illinois University



--- On Tue, 7/15/08, Rima Rudd <rrudd at hsph.harvard.edu> wrote:

From: Rima Rudd <rrudd at hsph.harvard.edu>
Subject: [HealthLiteracy 2138] Re: Health Literacy Curriculum
To: healthliteracy at nifl.gov
Date: Tuesday, July 15, 2008, 12:57 PM

Hi Julie,

This course is offered at the Harvard School of Public Health. Over the years,

students have come from the MPH program [students with an MD returning to

school for a public health degree;

 more recently students who completed their

third year of medical school, taking a year off to do an MPH and then return to

medical school] and
 from the ScM program. I've had only two students come

over from the school of education. 

Hope this is helpful.

Rima

  

Rima E. Rudd, ScD, MSPH

Department of Society, Human Development & Health

Harvard School of Public Health

677 Huntington Avenue

Boston MA 02115

Phone: 617 432 1135

fax:     617 432 3123

web:    www.hsph.harvard.edu/healthliteracy

www.hsph.harvard.edu/sisterstogether

  

>>> "Julie McKinney" <julie_mcKinney at worlded.org>

7/15/2008 1:44 PM >>>

Rima,

  

What kind of people take this graduate course? Are they mostly from the

health or public health field, education, or other fields? Are they

usually at the beginning of their career or coming back to learn about

health literacy to help them in their current

 field?

  

I'm curious how people out there are using the different kinds of health

literacy trainings.

  

Thanks,

Julie

  

Julie
 McKinney

Health Literacy List Moderator

World Education

jmckinney at worlded.org 

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50

AM >>>

Hello again,

As many of you know, I developed a graduate course on health literacy

here at the Harvard School of Public Health in 1992 and have been

offering versions of such a course over the years. Here is a course

syllabus brief from this year's offering:

Health Literacy

Dr. Rima E. Rudd with Dr. Alexa McCray

Format: The course is designed as a discussion seminar. Participants

share responsibility for reading analyses and for presentations.

Participants are expected to engage in a site visit, to prepare an

observation report, and to develop a course project. 

  

Content: 

Course

 participants are introduced to the multi-layered links between

literacy and health. Course readings, projects, and discussions will

enable
 participants to:

1. Become familiar with national and international statistics on

literacy and health literacy with particular attention to functional

measures

o       Examine and assess functional literacy measures from the NALS,

IALS, NAAL and ALLS

o       Examine and assess commonly used ?health literacy? assessment

tools 

2. Explore links between literacy and health disparities

o       Define vulnerable population groups

o       Evaluate health outcome studies

3. Examine literacy related demands and barriers

o       Apply and assess tools used to measure print materials 

o       Conduct analyses of materials and environments to identify

literacy related barriers

4. Become familiar with key health reports from the Department of Health

and Human Services, the Institute of Medicine, the Agency

 for Healthcare

Research and Quality, the Educational Testing Service, and the Joint

Commission as well as selected white papers on
 health literacy. 

o       Define health literacy and its scope

o       Delineate research findings and gaps  

5. Examine and assess an array of health literacy programs and studies

o       Define underlying pedagogies

o       Identify best practices 

 

Course participants engage in and report on analysis of readings and

structured assignments to familiarize them with the environment of

health facilities and of the demands of health materials. Course

readings are drawn from key reports and texts. The required texts are

available at the coop. Reports can be downloaded from the appropriate

link on the internet.  Finally, participants are expected to become

familiar with the HSPH Health Literacy website: 

www.hsph.harvard.edu/healthliteracy 

  

Required Texts:

  ?      Doak, Doak, Root, Teaching

 Patients with Low Literacy Skills [on

line at www.hsph.harvard.edu/healthliteracy ]

  ?      Purcell-Gates, Other People?s Words
 [available at the coop]

  ?      IOM, Health Literacy: A Prescription to End Confusion [available

at the coop and on-line].

  

Required Reports 

  ?      MassINC: New Skills for a New Economy: Adult Education?s Key

Role in Sustaining Economic Growth and Expanding Opportunity.

  ?      NCSALL: Building a Level Playing Field: The Need to Expand and

Improve the National and State Adult Education and Literacy Systems

[www.ncsall.net]

  ?      HALL/NCSALL: Health Literacy Study Circles [available at

www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the

heading: curriculum]

  ?      Health and Human Services Publication: Communicating Health

http://odphp.osoph.dhhs.gov/projects/healthcomm 

  ?      Educational Testing Services: Literacy and Health in

 America

http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on

http://www.hsph.harvard.edu/healthliteracy 

        under the heading: reports] 

  ?
        Educational
 Testing Services: The International Adult Literacy

Surveys: Understanding What Was Measured [http://www.ets.org]

  ?      Agency for Healthcare Research and Quality: Literacy and Health

Outcomes, Evidence Report/Technology Assessment Number 87

http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 

  ?      The Joint Commission, ?What did the doctor say??: Improving

Health Literacy to Protect Patient Safety. 

http://www,jointcommission.org 

  

Rima Rudd

  

Rima E. Rudd, ScD, MSPH

Department of Society, Human Development & Health

Harvard School of Public Health

677 Huntington Avenue

Boston MA 02115

Phone: 617 432 1135

fax:     617 432 3123

web:    www.hsph.harvard.edu/healthliteracy

 

www.hsph.harvard.edu/sisterstogether 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov 

To
 unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy 

Email delivered to julie_mckinney at worlded.org 

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov 

To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy 

Email delivered to rrudd at hsph.harvard.edu

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go

 to

http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to pgwitte at yahoo.com

 

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From lilian.hill at usm.edu  Fri Jul 18 10:25:53 2008
From: lilian.hill at usm.edu (Lilian Hill)
Date: Fri, 18 Jul 2008 09:25:53 -0500
Subject: [HealthLiteracy 2163] Re: Health Literacy Curriculum
In-Reply-To: <416399.15980.qm@web31105.mail.mud.yahoo.com>
Message-ID: <20080718142607.E027C11B23@mail.nifl.gov>

Priscilla, I don't think there is a lot of awareness in education that
health is an adult learning issue. I was theme editor of a special issue of
Adult Learning, the practitioner-oriented publication of the American
Association of Adult and Continuing Education, and there are some excellent
articles in that issue including one by Rima Rudd that you may have
encountered in ERIC. I will include the Table of Contents so that you can
locate the others in ERIC.

 


Health Literacy is a Social Justice Issue that Affects Us All


Lilian H. Hill, Theme Editor

 

Adult Education and Public Health Partner to Address Health Literacy Needs

            Rima E. Rudd

 

Knowledge Is Not Enough: Advancing Health Literacy through Lessons from
History 

B. Allan Quigley

 

A Community-based Approach to Health Literacy using Participatory Research 


            Doris E. Gillis


 


Receta Medica: Communicating Medication Information across the
Language/Literacy Divide


            Nancy R. Faux


 


Using Visuals to Communicate Medicine Information to Patients with Low
Literacy


            Ros Dowse

 

Life Skills to Life Saving: Health Literacy in Adult Education

            Sandy Diehl

 

Lilian H. Hill 
Assistant Professor of Adult Education 
University of Southern Mississippi 
#5027, 118 College Drive 
Hattiesburg, MS 39406-0001 
601-266-4622 
FAX 601-266-5141 

Life shrinks or expands in proportion to one's courage.

Anais Nin 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Priscilla Witte
Sent: Friday, July 18, 2008 12:23 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2161] Re: Health Literacy Curriculum

 


Why is it that only two students from the school of education have taken
your class? I would have expected more. I also wonder why there are only
small handful of articles about health literacy in the ERIC database
(contrasted by the thousands in MEDLINE).

 

The 26 matches in ERIC include excellent articles by Rima Rudd and Lilian
Hill, and several other articles that appeared in health education and
school health journals, but it seems as if a literacy issue that affects the
quality and length of life should generate much interest. Since low levels
of health literacy takes a toll on the health care system in terms of costs,
and also takes a toll on underserved people in terms of suffering, wouldn't
it be a win-win situation to focus more on health literacy in adult
education centers. What needs to happen...better funding? 

Priscilla Grace Witte
Northern Illinois University



--- On Tue, 7/15/08, Rima Rudd <rrudd at hsph.harvard.edu> wrote:

From: Rima Rudd <rrudd at hsph.harvard.edu>
Subject: [HealthLiteracy 2138] Re: Health Literacy Curriculum
To: healthliteracy at nifl.gov
Date: Tuesday, July 15, 2008, 12:57 PM

Hi Julie,


This course is offered at the Harvard School of Public Health. Over the
years,


students have come from the MPH program [students with an MD returning to


school for a public health degree;


 more recently students who completed their


third year of medical school, taking a year off to do an MPH and then return
to


medical school] and
 from the ScM program. I've had only two students come


over from the school of education. 


Hope this is helpful.


Rima


  


Rima E. Rudd, ScD, MSPH


Department of Society, Human Development & Health


Harvard School of Public Health


677 Huntington Avenue


Boston MA 02115


Phone: 617 432 1135


fax:     617 432 3123


web:    www.hsph.harvard.edu/healthliteracy


www.hsph.harvard.edu/sisterstogether


  


>>> "Julie McKinney" <julie_mcKinney at worlded.org>


7/15/2008 1:44 PM >>>


Rima,


  


What kind of people take this graduate course? Are they mostly from the


health or public health field, education, or other fields? Are they


usually at the beginning of their career or coming back to learn about


health literacy to help them in their current


 field?


  


I'm curious how people out there are using the different kinds of health


literacy trainings.


  


Thanks,


Julie


  


Julie
 McKinney


Health Literacy List Moderator


World Education


jmckinney at worlded.org 


>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50


AM >>>


Hello again,


As many of you know, I developed a graduate course on health literacy


here at the Harvard School of Public Health in 1992 and have been


offering versions of such a course over the years. Here is a course


syllabus brief from this year's offering:


Health Literacy


Dr. Rima E. Rudd with Dr. Alexa McCray


Format: The course is designed as a discussion seminar. Participants


share responsibility for reading analyses and for presentations.


Participants are expected to engage in a site visit, to prepare an


observation report, and to develop a course project. 


  


Content: 


Course


 participants are introduced to the multi-layered links between


literacy and health. Course readings, projects, and discussions will


enable
 participants to:


1. Become familiar with national and international statistics on


literacy and health literacy with particular attention to functional


measures


o       Examine and assess functional literacy measures from the NALS,


IALS, NAAL and ALLS


o       Examine and assess commonly used $B!F(Bhealth literacy$B!G(B
assessment


tools 


2. Explore links between literacy and health disparities


o       Define vulnerable population groups


o       Evaluate health outcome studies


3. Examine literacy related demands and barriers


o       Apply and assess tools used to measure print materials 


o       Conduct analyses of materials and environments to identify


literacy related barriers


4. Become familiar with key health reports from the Department of Health


and Human Services, the Institute of Medicine, the Agency


 for Healthcare


Research and Quality, the Educational Testing Service, and the Joint


Commission as well as selected white papers on
 health literacy. 


o       Define health literacy and its scope


o       Delineate research findings and gaps  


5. Examine and assess an array of health literacy programs and studies


o       Define underlying pedagogies


o       Identify best practices 


 


Course participants engage in and report on analysis of readings and


structured assignments to familiarize them with the environment of


health facilities and of the demands of health materials. Course


readings are drawn from key reports and texts. The required texts are


available at the coop. Reports can be downloaded from the appropriate


link on the internet.  Finally, participants are expected to become


familiar with the HSPH Health Literacy website: 


www.hsph.harvard.edu/healthliteracy 


  


Required Texts:


$B!|(B       Doak, Doak, Root, Teaching


 Patients with Low Literacy Skills [on


line at www.hsph.harvard.edu/healthliteracy ]


$B!|(B       Purcell-Gates, Other People$B!G(Bs Words
 [available at the coop]


$B!|(B       IOM, Health Literacy: A Prescription to End Confusion
[available


at the coop and on-line].


  


Required Reports 


$B!|(B       MassINC: New Skills for a New Economy: Adult Education$B!G(Bs
Key


Role in Sustaining Economic Growth and Expanding Opportunity.


$B!|(B       NCSALL: Building a Level Playing Field: The Need to Expand and


Improve the National and State Adult Education and Literacy Systems


[www.ncsall.net]


$B!|(B       HALL/NCSALL: Health Literacy Study Circles [available at


www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the


heading: curriculum]


$B!|(B       Health and Human Services Publication: Communicating Health


http://odphp.osoph.dhhs.gov/projects/healthcomm 


$B!|(B       Educational Testing Services: Literacy and Health in


 America


http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on


http://www.hsph.harvard.edu/healthliteracy 


        under the heading: reports] 


$B!|
 
 
 (B    Educational
 Testing Services: The International Adult Literacy


Surveys: Understanding What Was Measured [http://www.ets.org]


$B!|(B       Agency for Healthcare Research and Quality: Literacy and Health


Outcomes, Evidence Report/Technology Assessment Number 87


http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 


$B!|(B       The Joint Commission, $B!F(BWhat did the doctor say?$B!G(B:
Improving


Health Literacy to Protect Patient Safety. 


http://www,jointcommission.org 


  


Rima Rudd


  


Rima E. Rudd, ScD, MSPH


Department of Society, Human Development & Health


Harvard School of Public Health


677 Huntington Avenue


Boston MA 02115


Phone: 617 432 1135


fax:     617 432 3123


web:    www.hsph.harvard.edu/healthliteracy


 


www.hsph.harvard.edu/sisterstogether 


----------------------------------------------------


National Institute for Literacy


Health and Literacy mailing list


HealthLiteracy at nifl.gov 


To
 unsubscribe or change your subscription settings, please go to


http://www.nifl.gov/mailman/listinfo/healthliteracy 


Email delivered to julie_mckinney at worlded.org 


----------------------------------------------------


National Institute for Literacy


Health and Literacy mailing list


HealthLiteracy at nifl.gov 


To unsubscribe or change your subscription settings, please go to


http://www.nifl.gov/mailman/listinfo/healthliteracy 


Email delivered to rrudd at hsph.harvard.edu


----------------------------------------------------


National Institute for Literacy


Health and Literacy mailing list


HealthLiteracy at nifl.gov


To unsubscribe or change your subscription settings, please go


 to


http://www.nifl.gov/mailman/listinfo/healthliteracy


Email delivered to pgwitte at yahoo.com

 

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From Mikal.Steinbacher at lwtc.edu  Fri Jul 18 10:34:59 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Fri, 18 Jul 2008 07:34:59 -0700
Subject: [HealthLiteracy 2164] Re: Health Literacy Curriculum
References: <416399.15980.qm@web31105.mail.mud.yahoo.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E0AAA667D@LUXOR.campus.lwtc.edu>

There may not be many articles on the subject in ERIC, but colleges that offer "free" (state and federally funded) English as a Second Langauge classes DO try to prepare people with the life skills needed for interacting with the medical community, and some also have programs designed to help ESL students in the medical/dental programs communicate in in English in medical/dental jobs.  I have taught in both the specialized program for those in the medical/dental programs, and in the general education program that teaches life skills along with the English language skills.
 
I teach ESL in a community college and we use a series of texts called StandOut in level 2 through level 5, low beginner's  to low advanced.  Each level of the text has a unit on health.  I'm currently teaching level 4, and we have studied the parts and names of the body, the kinds of problems that can and do occur and discussed how to get the most out of your visit to the doctor.  I also arrange for a nurse to speak to the class and answer their questions.  We'll hit nutrition, reading labels on food and medicine and other subjects related to health.  Last night we read an article on how to determine if someone has had a stroke and what to do,and I'll have an instructor in to teach them CPR.  The texts focus on 8 areas of life skills, health being one of them.
 
 
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Priscilla Witte
Sent: Thu 7/17/2008 10:23 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2161] Re: Health Literacy Curriculum


Why is it that only two students from the school of education have taken your class? I would have expected more. I also wonder why there are only small handful of articles about health literacy in the ERIC database (contrasted by the thousands in MEDLINE).


 

The 26 matches in ERIC include excellent articles by Rima Rudd and Lilian Hill, and several other articles that appeared in health education and school health journals, but it seems as if a literacy issue that affects the quality and length of life should generate much interest. Since low levels of health literacy takes a toll on the health care system in terms of costs, and also takes a toll on underserved people in terms of suffering, wouldn't it be a win-win situation to focus more on health literacy in adult education centers. What needs to happen...better funding? 

Priscilla Grace Witte
Northern Illinois University



--- On Tue, 7/15/08, Rima Rudd <rrudd at hsph.harvard.edu> wrote:


	From: Rima Rudd <rrudd at hsph.harvard.edu>
	Subject: [HealthLiteracy 2138] Re: Health Literacy Curriculum
	To: healthliteracy at nifl.gov
	Date: Tuesday, July 15, 2008, 12:57 PM
	
	
	Hi Julie,
	This course is offered at the Harvard School of Public Health. Over the years,
	students have come from the MPH program [students with an MD returning to
	school for a public health degree;
	 more recently students who completed their
	third year of medical school, taking a year off to do an MPH and then return to
	medical school] and
	 from the ScM program. I've had only two students come
	over from the school of education. 
	Hope this is helpful.
	Rima
	
	Rima E. Rudd, ScD, MSPH
	Department of Society, Human Development & Health
	Harvard School of Public Health
	677 Huntington Avenue
	Boston MA 02115
	Phone: 617 432 1135
	fax:     617 432 3123
	web:    www.hsph.harvard.edu/healthliteracy
	www.hsph.harvard.edu/sisterstogether
	
	>>> "Julie McKinney" <julie_mcKinney at worlded.org>
	7/15/2008 1:44 PM >>>
	Rima,
	
	What kind of people take this graduate course? Are they mostly from the
	health or public health field, education, or other fields? Are they
	usually at the beginning of their career or coming back to learn about
	health literacy to help them in their current
	 field?
	
	I'm curious how people out there are using the different kinds of health
	literacy trainings.
	
	Thanks,
	Julie
	
	Julie
	 McKinney
	Health Literacy List Moderator
	World Education
	jmckinney at worlded.org 
	>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 07/15/08 9:50
	AM >>>
	Hello again,
	As many of you know, I developed a graduate course on health literacy
	here at the Harvard School of Public Health in 1992 and have been
	offering versions of such a course over the years. Here is a course
	syllabus brief from this year's offering:
	Health Literacy
	Dr. Rima E. Rudd with Dr. Alexa McCray
	Format: The course is designed as a discussion seminar. Participants
	share responsibility for reading analyses and for presentations.
	Participants are expected to engage in a site visit, to prepare an
	observation report, and to develop a course project. 
	
	Content: 
	Course
	 participants are introduced to the multi-layered links between
	literacy and health. Course readings, projects, and discussions will
	enable
	 participants to:
	1. Become familiar with national and international statistics on
	literacy and health literacy with particular attention to functional
	measures
	o	Examine and assess functional literacy measures from the NALS,
	IALS, NAAL and ALLS
	o	Examine and assess commonly used 'health literacy' assessment
	tools 
	2. Explore links between literacy and health disparities
	o	Define vulnerable population groups
	o	Evaluate health outcome studies
	3. Examine literacy related demands and barriers
	o	Apply and assess tools used to measure print materials 
	o	Conduct analyses of materials and environments to identify
	literacy related barriers
	4. Become familiar with key health reports from the Department of Health
	and Human Services, the Institute of Medicine, the Agency
	 for Healthcare
	Research and Quality, the Educational Testing Service, and the Joint
	Commission as well as selected white papers on
	 health literacy. 
	o	Define health literacy and its scope
	o	Delineate research findings and gaps  
	5. Examine and assess an array of health literacy programs and studies
	o	Define underlying pedagogies
	o	Identify best practices 
	 
	Course participants engage in and report on analysis of readings and
	structured assignments to familiarize them with the environment of
	health facilities and of the demands of health materials. Course
	readings are drawn from key reports and texts. The required texts are
	available at the coop. Reports can be downloaded from the appropriate
	link on the internet.  Finally, participants are expected to become
	familiar with the HSPH Health Literacy website: 
	www.hsph.harvard.edu/healthliteracy 
	
	Required Texts:
	?	Doak, Doak, Root, Teaching
	 Patients with Low Literacy Skills [on
	line at www.hsph.harvard.edu/healthliteracy ]
	?	Purcell-Gates, Other People's Words
	 [available at the coop]
	?	IOM, Health Literacy: A Prescription to End Confusion [available
	at the coop and on-line].
	
	Required Reports 
	?	MassINC: New Skills for a New Economy: Adult Education's Key
	Role in Sustaining Economic Growth and Expanding Opportunity.
	?	NCSALL: Building a Level Playing Field: The Need to Expand and
	Improve the National and State Adult Education and Literacy Systems
	[www.ncsall.net]
	?	HALL/NCSALL: Health Literacy Study Circles [available at
	www.ncsall.net or www.hsph.harvard.edu/healthliteracy  under the
	heading: curriculum]
	?	Health and Human Services Publication: Communicating Health
	http://odphp.osoph.dhhs.gov/projects/healthcomm 
	?	Educational Testing Services: Literacy and Health in
	 America
	http://www.ets.org/Media/Research/pdf/PICHEATH.pdf [link available on
	http://www.hsph.harvard.edu/healthliteracy 
		under the heading: reports] 
	?
	 
	 	Educational
	 Testing Services: The International Adult Literacy
	Surveys: Understanding What Was Measured [http://www.ets.org]
	?	Agency for Healthcare Research and Quality: Literacy and Health
	Outcomes, Evidence Report/Technology Assessment Number 87
	http://www.ahrq.gov/downloads/pub/evidence/pdf/literacy/literacy.pdf 
	?	The Joint Commission, 'What did the doctor say?': Improving
	Health Literacy to Protect Patient Safety. 
	http://www,jointcommission.org 
	
	Rima Rudd
	
	Rima E. Rudd, ScD, MSPH
	Department of Society, Human Development & Health
	Harvard School of Public Health
	677 Huntington Avenue
	Boston MA 02115
	Phone: 617 432 1135
	fax:     617 432 3123
	web:    www.hsph.harvard.edu/healthliteracy
	 
	www.hsph.harvard.edu/sisterstogether 
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov 
	To
	 unsubscribe or change your subscription settings, please go to
	http://www.nifl.gov/mailman/listinfo/healthliteracy 
	Email delivered to julie_mckinney at worlded.org 
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov 
	To unsubscribe or change your subscription settings, please go to
	http://www.nifl.gov/mailman/listinfo/healthliteracy 
	Email delivered to rrudd at hsph.harvard.edu
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
	 to
	http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to pgwitte at yahoo.com


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From Cindy.Brach at ahrq.hhs.gov  Fri Jul 18 14:11:42 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Fri, 18 Jul 2008 14:11:42 -0400
Subject: [HealthLiteracy 2165] Re: Health Literacy Curriculum
In-Reply-To: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
References: <AFFF68183000B144ADC93984FA3EED431BB895@ecust8.intra.ecu.edu>
Message-ID: <04B4EF9F9E334C48903C284C4B16A1970AED9D90@AVN3VS004.ees.hhs.gov>

You might be interested in looking at a health literacy training that
AHRQ developed for pharmacists. You can find the slide set and a
trainer's guide at: http://www.ahrq.gov/qual/pharmlit/pharmtrain.htm
 
Cindy Brach 
Center for Delivery, Organization, and Markets 
Agency for Healthcare Research and Quality 
540 Gaither Road 
Rockville, MD  20850 
phone: 301-427-1444 
fax: (301) 427-1430 
Cindy.Brach at ahrq.hhs.gov 


________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Neal, Donna Vick
Sent: Sunday, July 13, 2008 7:15 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2127] Health Literacy Curriculum


To improve health outcomes we must find ways to overcome the challenge
of low health literacy. A key to meeting this challenge is better
trained healthcare providers. I have been an educator in a respiratory
therapy program for 15 years. Two of the major units included in the
curriculum are patient communication and patient education. However,
there has been little focus on health literacy. I would like to develop
a more comprehensive health literacy curriculum that can be used to
supplement the content that is currently taught. Having said that, I am
soliciting ideas for a health literacy curriculum. Any information would
be helpful. 
 
Donna Neal
Respiratory Therapist/Educator
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From randa.mcnamara at duke.edu  Sun Jul 20 11:21:54 2008
From: randa.mcnamara at duke.edu (Randa C McNamara)
Date: Sun, 20 Jul 2008 11:21:54 -0400
Subject: [HealthLiteracy 2166] Re: Health Literacy Curriculum
In-Reply-To: <487B7D47.F39A.0028.0@aed.org>
References: <OF94A3E7B2.CB810BE1-ON85257486.00596026-85257486.00596026@uncg.edu>	<ADC1F90452048C439EB90EBE08B02EE802219B05@pima-email.pmi.edu>,
	<487B7D47.F39A.0028.0@aed.org>
Message-ID: <OF2B464720.8E44B7DA-ON8525748C.00546730-8525748C.0054673F@notes.duke.edu>

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From NDavies at dthr.ab.ca  Mon Jul 21 14:58:56 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 21 Jul 2008 12:58:56 -0600
Subject: [HealthLiteracy 2167] Re: Health Literacy Curriculum
In-Reply-To: <OF2B464720.8E44B7DA-ON8525748C.00546730-8525748C.0054673F@notes.duke.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C119@DTHREXCL1.dthr.ab.ca>

I can only speak from personal experience here, and I have spoken with many patients on the matter, but some of the doctors who speak English as a second (or indeed 'other') language, is that they have only ever used medical jargon in relation to anatomy and so on. For example, the mother who was confused because the doctor said he could see the "ka-putt" instead of the "baby's head/swelling". Or the ESL physio I see who tells me to stretch my lumbar. I am willing to bet that not too many people can identify which area of their back is their lumbar area. I was even told to stretch my piriformis! After doing a fair bit of internet searching I was able to locate this and do some proper stretches. We are on fairly good terms and I have managed to let him know by doing my own modified version of the teachback model by saying things like "Oh, the very lower back" or "from the hips down?". We have made some headway - he says chest now, instead of thoracic. 
 
Has anybody ever taught a health literacy class aimed at health care professionals who speak english as a 2nd/other language? I would love to hear more about perceptions of health literacy from this demographic.
 
 
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Randa C McNamara
Sent: Sunday, July 20, 2008 9:22 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2166] Re: Health Literacy Curriculum


This has been such a good conversation.  I work with medical students and residents on communication and what you have said is very relevant to my context and content.  This cohort of students usually speak more than one language; however their lack of ability to communicate (particularly in the area of seeing a patient as a person and not a symptom) and to get caught in medical jargon is plentiful.  

 

I have looked at the AMA material and of course I work on communication skills.  And I would love to hear from anyone who has a similar population and sees health literacy as an issue within this curricular context.  (I say that because it would seem that there would not be a need for this training tool.) Thank you.

 

Randa McNamara, AFM

Education Training Coordinator

Standardized Patient Program

Coordinator, Clinical Skills Lab

Faculty, Summer Medical and Dental Education Program (AAMC)

Duke University School of Medicine
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From bcmrose at telus.net  Tue Jul 22 03:40:31 2008
From: bcmrose at telus.net (Marg Rose)
Date: Tue, 22 Jul 2008 00:40:31 -0700
Subject: [HealthLiteracy 2168]  collaboration the key
In-Reply-To: <mailman.15503.1216411986.14302.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGMEBLDNAA.bcmrose@telus.net>

Hello, all. This last thread on "Who is actually addressing health literacy"
was the subject of my graduate work for my M. Ad.Ed. I pondered the question
of how adult and health professionals will "share turf" or develop
collaborative materials, strategies, and a shared knowledge base in order to
then ACT on their findings with adults with low literacy.

We have decades of solid research, compelling old and newer statistics (such
as the work by Rootman and the CCL, and Scott Murray's work with IALSS and
health status) and compelling testimonials to know that improving health
literacy is a vital thrust for both adult educators and health
professionals. Yet, who is actually teaching the target population? .

When I followed up with 331 health and literacy practitioners who had been
participants from 8 health districts in a series of 17 workshops about
health literacy, with an exposure to statistics, stories, and materials, the
results were interesting. Many health educators told me they weren't
"teachers" and felt uncomfortable talking with patients about learning
strategies. Many literacy practitioners told me that they could barely
manage their own health, so felt inadequate to lead health topics even using
a PAR approach.

They did take small steps: revising materials in plain language, hosting
guest speakers in their own facilities from the "other" discipline, forming
internal committees. I started ot think the AskMe3 approach of patient
advocacy was the best use of our resources: empower the consumer, and force
the other providers to change.

I have been cheered to see the development of shared materials since those
findings. Patty Campbell, Allen Quigley, Doris Gillis, Linda Shohet, Rima
Rudd, Marcia Hohn, and other leaders of projects across North America are
doing great work. Most are available for you to download by clicking on
www.nald.ca  For example, take a look at the new module on Family Literacy
and Health that has been developed by a team of seasoned literacy
professionals with vetting by health academics and researchers by clicking
on the new full text version posted on NALD:

Foundations in Family Literacy: Family Literacy and Health by Suzanne
Dionne-Coster, Lorri Sauve et al. (2007)
http://www.nald.ca/library/research/famlithea/cover.htm

I led a group of literacy and health and community workers through a
workshop on these topics, and the room was electrified. Now to see who goes
out and uses it!

Marg Rose
Thesis was published under the title: Can we talk: Factors enhancing
collaboration in health literacy
St. Francis Xavier University

Project published at www.health.mb.literacy.ca



 m



From Mikal.Steinbacher at lwtc.edu  Tue Jul 22 13:58:04 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Tue, 22 Jul 2008 10:58:04 -0700
Subject: [HealthLiteracy 2169] Re: Health Literacy Curriculum
References: <521441A4F164E1418DCAC093C9EE6D9503E2C119@DTHREXCL1.dthr.ab.ca>
Message-ID: <9664F36261DE32409334B83B21CAEE8E0AAA668A@LUXOR.campus.lwtc.edu>

No, I don't know of any such program, but I have an RN who comes in at talks to my ESL students, and addresses this very subject.  She tells them to ASK the doctor "WHAT DOES THAT MEAN"?   
 
She relates a story about a gentleman who came into her clinic at LWTC with a very swollen hand.  She told him to go see his doctor because it looked like it was broken.  He went to his doctor and came back the next day with a cast on his hand and a big grin on his face.  He told her that he had good news.  His hand wasn't broken; doctor said it was "fractured"~ ... she had to tell him the sad news.... fractured = broken.  The smile quickly left his face.
 
I make it a practice to tell my ESL students to ALWAYS ask questions if they don't understand, regardless of the situation, but FOR SURE if it involves their health or safety.  I'm confident that many people don't, especially the elderly and young.. and that's scary! 
 
 
If all of us , including us native English speakers, do that, the fact that many people don't understand "Doctor-ese should ultimately get through!   I do think nurses understand!
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Davies, Nicola
Sent: Mon 7/21/2008 11:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2167] Re: Health Literacy Curriculum


I can only speak from personal experience here, and I have spoken with many patients on the matter, but some of the doctors who speak English as a second (or indeed 'other') language, is that they have only ever used medical jargon in relation to anatomy and so on. For example, the mother who was confused because the doctor said he could see the "ka-putt" instead of the "baby's head/swelling". Or the ESL physio I see who tells me to stretch my lumbar. I am willing to bet that not too many people can identify which area of their back is their lumbar area. I was even told to stretch my piriformis! After doing a fair bit of internet searching I was able to locate this and do some proper stretches. We are on fairly good terms and I have managed to let him know by doing my own modified version of the teachback model by saying things like "Oh, the very lower back" or "from the hips down?". We have made some headway - he says chest now, instead of thoracic. 
 
Has anybody ever taught a health literacy class aimed at health care professionals who speak english as a 2nd/other language? I would love to hear more about perceptions of health literacy from this demographic.
 
 
 
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Randa C McNamara
Sent: Sunday, July 20, 2008 9:22 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2166] Re: Health Literacy Curriculum


This has been such a good conversation.  I work with medical students and residents on communication and what you have said is very relevant to my context and content.  This cohort of students usually speak more than one language; however their lack of ability to communicate (particularly in the area of seeing a patient as a person and not a symptom) and to get caught in medical jargon is plentiful.  

 

I have looked at the AMA material and of course I work on communication skills.  And I would love to hear from anyone who has a similar population and sees health literacy as an issue within this curricular context.  (I say that because it would seem that there would not be a need for this training tool.) Thank you.

 

Randa McNamara, AFM

Education Training Coordinator

Standardized Patient Program

Coordinator, Clinical Skills Lab

Faculty, Summer Medical and Dental Education Program (AAMC)

Duke University School of Medicine

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From bcmrose at telus.net  Wed Jul 23 03:32:10 2008
From: bcmrose at telus.net (Marg Rose)
Date: Wed, 23 Jul 2008 00:32:10 -0700
Subject: [HealthLiteracy 2170]  ESL resources
In-Reply-To: <mailman.5.1216742402.27375.healthliteracy@nifl.gov>
Message-ID: <NIBBJOMGKLCFFJPIEBKGMECNDNAA.bcmrose@telus.net>

Have you seen the multilingual website: www.healthyroadsmedia.org with
thematic health units in 7 different languages that a patient/learner can
listen to, watch with the visuals, and read? I've seen the moving  "aha"
moments when an person with English as another language hears a condition
expressed in his/her first language. Imagine how you would feel if you were
in a foreign country and cobbled together from translation and visuals that
you had a health crisis, then a medical or educator cued up a module for you
on a computer, and you heard the full details? Very powerful technique.

Marg Rose, M.Ad.Ed.
Health Literacy
Collaborative Consulting Inc.
Victoria, BC

"Life is 10% what you make it and 90% how you take it."
                                                                   ~Irving
Berlin

-

Has anybody ever taught a health literacy class aimed at health care
professionals who speak english as a 2nd/other language? I would love to
hear more about perceptions of health literacy from this demographic.






From cjackson at humana.com  Wed Jul 23 09:57:55 2008
From: cjackson at humana.com (Charles Jackson)
Date: Wed, 23 Jul 2008 09:57:55 -0400
Subject: [HealthLiteracy 2171] Re: ESL resources
In-Reply-To: <NIBBJOMGKLCFFJPIEBKGMECNDNAA.bcmrose@telus.net>
Message-ID: <OF37837E72.97E301AE-ON8525748F.004CA074-8525748F.004CB66A@humana.com>


Hello, Marg Rose.

Yes, a great site.  Another is http://www.healthinfotranslations.com/

Charles


                                                                       
             "Marg Rose"                                               
             <bcmrose at telus.ne                                         
             t>                                                         To
             Sent by:                  <healthliteracy at nifl.gov>       
             healthliteracy-bo                                          cc
             unces at nifl.gov                                            
                                                                   Subject
                                       [HealthLiteracy 2170]  ESL      
             07/23/2008 03:32          resources                       
             AM                                                        
                                                                       
                                                                       
             Please respond to                                         
              The Health and                                           
                 Literacy                                              
              Discussion List                                          
             <healthliteracy at n                                         
                 ifl.gov>                                              
                                                                       
                                                                       




Have you seen the multilingual website: www.healthyroadsmedia.org with
thematic health units in 7 different languages that a patient/learner can
listen to, watch with the visuals, and read? I've seen the moving  "aha"
moments when an person with English as another language hears a condition
expressed in his/her first language. Imagine how you would feel if you were
in a foreign country and cobbled together from translation and visuals that
you had a health crisis, then a medical or educator cued up a module for
you
on a computer, and you heard the full details? Very powerful technique.

Marg Rose, M.Ad.Ed.
Health Literacy
Collaborative Consulting Inc.
Victoria, BC

"Life is 10% what you make it and 90% how you take it."
                                                                   ~Irving
Berlin

-

Has anybody ever taught a health literacy class aimed at health care
professionals who speak english as a 2nd/other language? I would love to
hear more about perceptions of health literacy from this demographic.





----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjackson at humana.com


The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From jespar at lsuhsc.edu  Wed Jul 23 11:00:54 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Wed, 23 Jul 2008 10:00:54 -0500
Subject: [HealthLiteracy 2172] Int J Qual Health Care - Impact of
	miscommunication in medical dispute cases in Japan
Message-ID: <2E9263050F8EE046972BE0510E7A71DA55F51B@SH-EXCHBE2.master.lsuhsc.edu>

Some of you might find this abstract interesting.  I don't get the
journal but I'm going to ask for the article on interlibrary loan.  I
will be interested to see the costs.  

 

Int J Qual Health Care - Impact of miscommunication in medical dispute
cases in Japan

http://healthliteracyalerts.blogspot.com/2008/07/int-j-qual-health-care-
impact-of.html 

 

Click on ARTICLE under the Blog Title to see the abstract.

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From mcggayer at sbcglobal.net  Wed Jul 23 14:27:44 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Wed, 23 Jul 2008 11:27:44 -0700 (PDT)
Subject: [HealthLiteracy 2173]  Health Literacy Conference
Message-ID: <888203.14461.qm@web83003.mail.mud.yahoo.com>

Hello,
    I was hoping someone could give me some information on any health literacy conferences?  My organization will be hiring a new health literacy staff member, and we would like to provide a training opportunity for the position.  I work out of a county near St. Louis, Missouri, so if there are any conferences in the Midwest that would be great.  Really though, any health literacy conference would be fine,but preferably have a date of early next year. Thanks for your help.
   
  Thank you,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267
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From LaFerlazzo at aol.com  Thu Jul 24 09:52:12 2008
From: LaFerlazzo at aol.com (LaFerlazzo at aol.com)
Date: Thu, 24 Jul 2008 09:52:12 EDT
Subject: [HealthLiteracy 2172] Re: ESL resources
Message-ID: <c90.2abb69bf.35b9e30c@aol.com>

You  might find this useful:
 
_http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-englis
h-language-learners/_ 
(http://larryferlazzo.edublogs.org/2008/01/03/the-best-health-sites-for-english-language-learners/) 
 
Larry Ferlazzo
Lurther Burbank HIgh School
Sacramento, CA



**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
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From Susanne.Brooks at spectrum-health.org  Thu Jul 24 10:16:43 2008
From: Susanne.Brooks at spectrum-health.org (Susanne.Brooks at spectrum-health.org)
Date: Thu, 24 Jul 2008 10:16:43 -0400
Subject: [HealthLiteracy 2173] Re: Health Literacy Conference
In-Reply-To: <888203.14461.qm@web83003.mail.mud.yahoo.com>
References: <888203.14461.qm@web83003.mail.mud.yahoo.com>
Message-ID: <750F56BFAAD4904FB9B44088AD0EBA23BC757F@DCMSEVS03.Spectrum-Health.org>

Matt-
I highly recommend The Health Literacy Institute (
www.HealthLiteracyInstitute.net) held in Freeport, Maine.  I recently
attended the institute in June and found it to be a phenomenal learning
experience that provided me with a wealth of tools and resources.   Sue
 
Susanne Brooks RN, MS, OCN, AOCNS
Clinical Nurse Specialist
Spectrum Health
Nursing Practice, Education and Research Mail Code 018
100 Michigan NE
Grand Rapids, MI 49503
phone: 616.391.1534
fax: 616.391.3941
  <mailto:susanne.brooks at spectrum-health.org> 
 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
Sent: Wednesday, July 23, 2008 2:28 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2173] Health Literacy Conference


Hello,
  I was hoping someone could give me some information on any health
literacy conferences?  My organization will be hiring a new health
literacy staff member, and we would like to provide a training
opportunity for the position.  I work out of a county near St. Louis,
Missouri, so if there are any conferences in the Midwest that would be
great.  Really though, any health literacy conference would be fine,but
preferably have a date of early next year. Thanks for your help.
 
Thank you,
Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267
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From Ian.Bennett at uphs.upenn.edu  Thu Jul 24 10:30:58 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Thu, 24 Jul 2008 10:30:58 -0400
Subject: [HealthLiteracy 2174] Re: Health Literacy Conference
In-Reply-To: <888203.14461.qm@web83003.mail.mud.yahoo.com>
References: <888203.14461.qm@web83003.mail.mud.yahoo.com>
Message-ID: <C58473CA1F6A574396E13F81D90D6F9118D2B1@uphsmbx9.UPHS.PENNHEALTH.PRV>

The National Center for Minority Health and Health Disparities (NCMHD)
of the NIH is having a meeting on the science of disparities and it will
have a health literacy track. The meeting is in December (16-18) near
DC. 

Ian Bennett 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
Sent: Wednesday, July 23, 2008 2:28 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2173] Health Literacy Conference

 

Hello,

  I was hoping someone could give me some information on any health
literacy conferences?  My organization will be hiring a new health
literacy staff member, and we would like to provide a training
opportunity for the position.  I work out of a county near St. Louis,
Missouri, so if there are any conferences in the Midwest that would be
great.  Really though, any health literacy conference would be fine,but
preferably have a date of early next year. Thanks for your help.

 

Thank you,

Matt



Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267



The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.
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From SBrooks at uamail.albany.edu  Thu Jul 24 10:41:25 2008
From: SBrooks at uamail.albany.edu (Susan E Brooks)
Date: Thu, 24 Jul 2008 10:41:25 -0400
Subject: [HealthLiteracy 2175]  Breastfeeding Grand Rounds Broadcast
In-Reply-To: <888203.14461.qm@web83003.mail.mud.yahoo.com>
References: <888203.14461.qm@web83003.mail.mud.yahoo.com>
Message-ID: <DFFC8E46D9FC1A4EAF98B5FFDB3169F46EAC50@UAEXCH.univ.albany.edu>

Breastfeeding Grand Rounds 2008 

Making Breastfeeding the Norm: Social Marketing 

To register: www.albany.edu/sph/coned/bfgr08.htm 

August 7, 2008 (7:30-9:30am ET) 

Speakers:

Ruth Lawrence, MD
Professor of Pediatrics and Obstetrics & Gynecology, University of
Rochester School of Medicine & Dentistry, and author of "Breastfeeding:
A Guide for the Medical Profession"
Lynne Doner Lotenberg, MA, 
Social marketing consultant; co-author of Marketing Public Health;
co-editor of Social Marketing Quarterly
Trish MacEnroe
Director, NYS WIC Training Center
Moderator: Mary Applegate, MD, MPH
Associate Dean for Academic Affairs, University at Albany School of
Public Health, Director, NYS Preventive Medicine Residency Program

Increasing the incidence and duration of breastfeeding among women is a
national and state goal for improved public health. Breastfeeding has
long been recognized as the gold standard for infant nutrition. Social
marketing campaigns are now focused on making breastfeeding not just the
gold standard, but the norm for all women. This broadcast will provide
an overall view of social marketing with specific examples of social
marketing campaigns on breastfeeding.

Objectives:As a result of viewing this satellite broadcast, participants
will be able to:

Describe the importance of making breastfeeding the norm 

Define social marketing 

Describe two social marketing campaigns to make breastfeeding the norm 

To receive Continuing Education Credits individuals must fill out the
Post-Test and Evaluation online. Continuing Education Credits for
Dieticians are available. CERPs can be applied for from IBLCE.

 

 

Susan Brooks

Communications Coordinator

Continuing Education & Professional Development

School of Public Health University at Albany

1 University Place GEC-200

Rensselaer, NY 12144

Ph: 518-486-6453

Fx: 518-402-1137

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From JSoroui at air.org  Thu Jul 24 11:00:34 2008
From: JSoroui at air.org (Soroui, Jaleh)
Date: Thu, 24 Jul 2008 11:00:34 -0400
Subject: [HealthLiteracy 2176] A New Publication_Assessing nation's health
	literacy
In-Reply-To: <888203.14461.qm@web83003.mail.mud.yahoo.com>
Message-ID: <83E7D8975F3E2646BD1DA4C6E37F11605058D2@DC1EXCL01.air.org>

Assessing the nation's health literacy: Key concepts and findings of the
National Assessment of Adult Literacy (NAAL) describes health literacy
results from the landmark 2003 NAAL, the nation's most comprehensive
measure of adult literacy in more than a decade.

 

Published by the American Medical Association (AMA) Foundation and
written by Sheida White, PhD, NAAL Project Officer, this 100-page report
will be of interest to clinicians, researchers, educators, insurers, and
policy makers in both the health and education fields.  

 

Assessing the nation's health literacy can be downloaded as a PDF at no
charge by visiting www.amafoundation.org/go/healthliteracy
<http://www.amafoundation.org/go/healthliteracy> .  Hard copies can be
purchased for $20 through the AMA Bookstore by visiting
www.amabookstore.com <http://www.amabookstore.com/>  or calling (800)
621-8335 and asking for Item #OP423908. 

 

Jaleh Behroozi Soroui 

 

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From SStableford at une.edu  Thu Jul 24 12:02:47 2008
From: SStableford at une.edu (Sue Stableford)
Date: Thu, 24 Jul 2008 12:02:47 -0400
Subject: [HealthLiteracy 2177] Re: Health Literacy Conference
In-Reply-To: <888203.14461.qm@web83003.mail.mud.yahoo.com>
References: <888203.14461.qm@web83003.mail.mud.yahoo.com>
Message-ID: <48886F66.57C7.00F6.0@une.edu>

Matt and everyone,

We are offering our annual Health Literacy Fall Institute, October 26-29, 2008 in Freeport Maine. This is an opportunity to learn all the essential skills for creating plain language printed materials, with application to the web as well. Find all the information here:
www.HealthLiteracyInstitute.net 

Sue Stableford

Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> Matt Gayer <mcggayer at sbcglobal.net> 7/23/2008 2:27 PM >>>
Hello,
    I was hoping someone could give me some information on any health literacy conferences?  My organization will be hiring a new health literacy staff member, and we would like to provide a training opportunity for the position.  I work out of a county near St. Louis, Missouri, so if there are any conferences in the Midwest that would be great.  Really though, any health literacy conference would be fine,but preferably have a date of early next year. Thanks for your help.
   
  Thank you,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267


From lisab at whattoexpect.org  Thu Jul 24 12:19:48 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Thu, 24 Jul 2008 12:19:48 -0400
Subject: [HealthLiteracy 2178]  health literacy news story
Message-ID: <da4079490807240919y7013dad0i48f4eba481066227@mail.gmail.com>

I don't know if its kosher to post this, but the WB 11 News did a great
story on the Baby Basics Program and talks about health literacy, that I
wanted to share with everyone.  It can be reached by the link below.

BABY BASICS IN THE NEWS:

Watch the story on WB 11:
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics_for_queens_familie.html#more



Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From Cindy.Brach at ahrq.hhs.gov  Thu Jul 24 13:03:57 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Thu, 24 Jul 2008 13:03:57 -0400
Subject: [HealthLiteracy 2179] Re: Health Literacy Conference
In-Reply-To: <C58473CA1F6A574396E13F81D90D6F9118D2B1@uphsmbx9.UPHS.PENNHEALTH.PRV>
References: <888203.14461.qm@web83003.mail.mud.yahoo.com>
	<C58473CA1F6A574396E13F81D90D6F9118D2B1@uphsmbx9.UPHS.PENNHEALTH.PRV>
Message-ID: <04B4EF9F9E334C48903C284C4B16A1970B02BB20@AVN3VS004.ees.hhs.gov>

In the meantime, your staff member can access HRSA's free online Unified
Health Communication 101: Addressing Health Literacy, Cultural
Competency, and Limited English Proficiency:
http://www.hrsa.gov/healthliteracy/training.htm. Your staff member can
take only the health literacy module, or all three. 
 
________________________________

  From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Thursday, July 24, 2008 10:31 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2174] Re: Health Literacy Conference



The National Center for Minority Health and Health Disparities (NCMHD)
of the NIH is having a meeting on the science of disparities and it will
have a health literacy track. The meeting is in December (16-18) near
DC. 

Ian Bennett 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
Sent: Wednesday, July 23, 2008 2:28 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2173] Health Literacy Conference

 

Hello,

  I was hoping someone could give me some information on any health
literacy conferences?  My organization will be hiring a new health
literacy staff member, and we would like to provide a training
opportunity for the position.  I work out of a county near St. Louis,
Missouri, so if there are any conferences in the Midwest that would be
great.  Really though, any health literacy conference would be fine,but
preferably have a date of early next year. Thanks for your help.

 

Thank you,

Matt



Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267


The information contained in this e-mail message is intended only for
the personal and confidential use of the recipient(s) named above. If
the reader of this message is not the intended recipient or an agent
responsible for delivering it to the intended recipient, you are hereby
notified that you have received this document in error and that any
review, dissemination, distribution, or copying of this message is
strictly prohibited. If you have received this communication in error,
please notify us immediately by e-mail, and delete the original message.

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From julie_mcKinney at worlded.org  Thu Jul 24 13:15:36 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 24 Jul 2008 13:15:36 -0400
Subject: [HealthLiteracy 2180] Re: Health Literacy Conference and	other
	training opps
Message-ID: <488880780200002D00007B42@dcgw.jsi.com>

Hi Matt,

Here are some other ideas for informal and self-paced training for your
new HL staff:

1. Have them join this list, of course, and look through the archives.
The archives contain a wealth of information, resources and insights
from professionals from a variety of disciplines all over the country
(and beyond). They can subscribe and search the archives at this link:

http://www.nifl.gov/mailman/listinfo/healthliteracy

2. Here are two online courses which are free and could give them a
valuable overview:

Health Literacy: New Field, New Opportunities
http://healthliteracy.worlded.org/docs/tutorial/SWF/flashcheck/main.htm

Unified Health Communication 101: Addressing Health Literacy, Cultural
Competency, and Limited English Proficiency 
http://www.hrsa.gov/healthliteracy/training.htm 
(This course is for providers, but may be helpful for someone in this
position as well!)

3. The Adult Literacy Education Wiki (ALE Wiki) has a health page which
has a good listing of resources (research, books, websites), promising
practices, and discussions from the Health Literacy List. It is a good
starting point for getting aquainted with the info out there. You can
find it at:

http://wiki.literacytent.org/index.php/Health_Literacy 

NOTE TO EVERYONE: This Wiki page does need updating. Anyone should feel
free to add information to this page, including the conferences and
workshops you are all recommending!

Good luck,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Matt Gayer <mcggayer at sbcglobal.net> 07/24/08 9:44 AM >>>
Hello,
    I was hoping someone could give me some information on any health
literacy conferences?  My organization will be hiring a new health
literacy staff member, and we would like to provide a training
opportunity for the position.  I work out of a county near St. Louis,
Missouri, so if there are any conferences in the Midwest that would be
great.  Really though, any health literacy conference would be fine,but
preferably have a date of early next year. Thanks for your help.
   
  Thank you,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267

From smithg at floridaliteracy.org  Fri Jul 25 18:39:41 2008
From: smithg at floridaliteracy.org (Greg Smith)
Date: Fri, 25 Jul 2008 18:39:41 -0400
Subject: [HealthLiteracy 2181] NEW RESOURCE- Staying Healthy: An English
	Learner's Guide to Health Care and Healthy Living
In-Reply-To: <NIBBJOMGKLCFFJPIEBKGMECNDNAA.bcmrose@telus.net>
Message-ID: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>

I just wanted to let folks know about a new health literacy curriculum which
integrates health and nutrition into adult ESOL instruction.   Developed
through a grant from the Florida Department of Education, these materials
consists of a teacher's guide and easy to read student resource book.   

We had an outstanding development team who worked on this project, including
Sabrina Kurtz-Rossi, Marty Lane, Jordana Frost and our own discussion list
moderator Julie McKinney.  

The materials are freely available to download from our website at
www.floridaliteracy.org

We would be very interested in your feedback.

Thanks,

Greg
________________________________________
Gregory Smith
Executive Director
Florida Literacy Coalition, Inc.
Florida's Adult and Family Literacy Resource Center
(407) 246-7110
Fax: (407) 246-7104
www.floridaliteracy.org
 

.


From JBaker3439 at aol.com  Sun Jul 27 13:59:06 2008
From: JBaker3439 at aol.com (JBaker3439 at aol.com)
Date: Sun, 27 Jul 2008 13:59:06 EDT
Subject: [HealthLiteracy 2182]  Accent Reduction
Message-ID: <cf4.33c95268.35be116a@aol.com>

 
I'm doing work in a large hospital where there  are employees who speak 
English, but are very hard to understand,  due to their heavy accents. 
 
I have decided to work with one employee who works with  visitors and 
patients entering the hospital. He's a very bright man from  Argentina who would like 
to move up the career ladder, but feels that this  thick accent is holding 
him back. It is very difficult to  understand him, even though he understands 
English perfectly.
 
 
I told this employee that I wouldn't want him to  fully lose his accent, but 
am willing to help him with certain sounds that will  help him be more clearly 
understood.
 

During my years in adult and workplace education, I have  helped many with 
accent reduction on an informal basis.  However, I've  never had any formal 
training in that specific area and would appreciate any  information others have 
in that area.  Also, are there training materials  available - both for the 
students and for training the trainer?
 
Thank you ,
Julie

 
 
Julie N. Baker
Workforce Skills Development
13805 Shaker  Blvd., Suite #4A
Cleveland, Ohio  44120
216-561-1629
jbaker3439 at aol.com



**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
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From mburton at nmdp.org  Mon Jul 28 14:37:48 2008
From: mburton at nmdp.org (=?ISO-8859-1?Q?Martha_Burton_Santib=E1=F1ez?=)
Date: Mon, 28 Jul 2008 13:37:48 -0500
Subject: [HealthLiteracy 2183] Re: Accent Reduction
In-Reply-To: <cf4.33c95268.35be116a@aol.com>
References: <cf4.33c95268.35be116a@aol.com>
Message-ID: <488E11FC.6090106@nmdp.org>

I'd be interested in this information, too.  I'm hearing more from 
professionals about their difficulties with understanding 
heavily-accented English from native speakers, as an aspect of language 
access.

Martha Burton Santib??ez
Program Specialist - Medically Underserved Populations
Office of Patient Advocacy
National Marrow Donor Program
www.marrow.org/patient
Toll-free: (888) 999-6743 x8336
Direct: (612) 617-8336
Fax: (612) 627-8195
E-mail: mburton at nmdp.org



JBaker3439 at aol.com wrote:
>  
> I'm doing work in a large hospital where there are employees who speak 
> English, but are very hard to understand, due to their heavy accents. 
>  
> I have decided to work with one employee who works with visitors and 
> patients entering the hospital. He's a very bright man from 
> Argentina who would like to move up the career ladder, but feels that 
> this thick accent is holding him back. It /is/ very difficult to 
> understand him, even though he understands English perfectly.
>  
> I told this employee that I wouldn't want him to fully lose his 
> accent, but am willing to help him with certain sounds that will help 
> him be more clearly understood.
>  
> During my years in adult and workplace education, I have helped many 
> with accent reduction on an informal basis.  However, I've never had 
> any formal training in that specific area and would appreciate any 
> information others have in that area.  Also, are there training 
> materials available - both for the students and for training the trainer?
>  
> Thank you ,
> Julie
>  
>  
> Julie N. Baker
> Workforce Skills Development
> 13805 Shaker Blvd., Suite #4A
> Cleveland, Ohio 44120
> 216-561-1629
> jbaker3439 at aol.com
>
>
>
> ------------------------------------------------------------------------
> Get fantasy football with free live scoring. Sign up for FanHouse 
> Fantasy Football today 
> <http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020>.
> ------------------------------------------------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mburton at nmdp.org
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From Mhrsemh at omh.state.ny.us  Mon Jul 28 14:41:31 2008
From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath)
Date: Mon, 28 Jul 2008 14:41:31 -0400
Subject: [HealthLiteracy 2184] Re: Accent Reduction
In-Reply-To: <cf4.33c95268.35be116a@aol.com>
References: <cf4.33c95268.35be116a@aol.com>
Message-ID: <488DDA9B.43A9.0076.0@omh.state.ny.us>

If your hospital includes a speech pathology department, that would be the first place to look for information on accent reduction.  Speech therapists in private practice do this work often. If they are unable to give you any information that you can use, perhaps they can refer you to someone else in the field. 

Beti Horvath, MLS
Library Services
Mid-Hudson Forensic Psychiatric Center
New Hampton NY 10958
mhrsemh at omh.state.ny.us
845-374-8700x3625
Fax 845-374-8853


>>> <JBaker3439 at aol.com> 7/27/2008 1:59 pm >>>

I'm doing work in a large hospital where there  are employees who speak 
English, but are very hard to understand,  due to their heavy accents. 
 
I have decided to work with one employee who works with  visitors and 
patients entering the hospital. He's a very bright man from  Argentina who would like 
to move up the career ladder, but feels that this  thick accent is holding 
him back. It is very difficult to  understand him, even though he understands 
English perfectly.
 
 
I told this employee that I wouldn't want him to  fully lose his accent, but 
am willing to help him with certain sounds that will  help him be more clearly 
understood.
 

During my years in adult and workplace education, I have  helped many with 
accent reduction on an informal basis.  However, I've  never had any formal 
training in that specific area and would appreciate any  information others have 
in that area.  Also, are there training materials  available - both for the 
students and for training the trainer?
 
Thank you ,
Julie

 
 
Julie N. Baker
Workforce Skills Development
13805 Shaker  Blvd., Suite #4A
Cleveland, Ohio  44120
216-561-1629
jbaker3439 at aol.com 



**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)



IMPORTANT NOTICE:  This e-mail is meant only for the use of the intended
recipient.  It may contain confidential information which is legally
privileged or otherwise protected by law.  If you received this e-mail
in error or from someone who was not authorized to send it to you, you
are strictly prohibited from reviewing, using, disseminating,
distributing or copying the e-mail.  PLEASE NOTIFY US IMMEDIATELY OF THE
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you for your cooperation.

From bertiemo at yahoo.com  Mon Jul 28 15:21:09 2008
From: bertiemo at yahoo.com (Bertha Mo)
Date: Mon, 28 Jul 2008 12:21:09 -0700 (PDT)
Subject: [HealthLiteracy 2185] Re: Accent Reduction
In-Reply-To: <cf4.33c95268.35be116a@aol.com>
Message-ID: <520482.38076.qm@web45102.mail.sp1.yahoo.com>

Speech pathologists are excellent resources for this.

Best,

Bertie Mo


--- On Sun, 7/27/08, JBaker3439 at aol.com <JBaker3439 at aol.com> wrote:

> From: JBaker3439 at aol.com <JBaker3439 at aol.com>
> Subject: [HealthLiteracy 2182]  Accent Reduction
> To: healthliteracy at nifl.gov
> Received: Sunday, July 27, 2008, 9:59 PM
> I'm doing work in a large hospital where there  are
> employees who speak 
> English, but are very hard to understand,  due to their
> heavy accents. 
>  
> I have decided to work with one employee who works with 
> visitors and 
> patients entering the hospital. He's a very bright man
> from  Argentina who would like 
> to move up the career ladder, but feels that this  thick
> accent is holding 
> him back. It is very difficult to  understand him, even
> though he understands 
> English perfectly.
>  
>  
> I told this employee that I wouldn't want him to  fully
> lose his accent, but 
> am willing to help him with certain sounds that will  help
> him be more clearly 
> understood.
>  
> 
> During my years in adult and workplace education, I have 
> helped many with 
> accent reduction on an informal basis.  However, I've 
> never had any formal 
> training in that specific area and would appreciate any 
> information others have 
> in that area.  Also, are there training materials 
> available - both for the 
> students and for training the trainer?
>  
> Thank you ,
> Julie
> 
>  
>  
> Julie N. Baker
> Workforce Skills Development
> 13805 Shaker  Blvd., Suite #4A
> Cleveland, Ohio  44120
> 216-561-1629
> jbaker3439 at aol.com
> 
> 
> 
> **************Get fantasy football with free live scoring.
> Sign up for 
> FanHouse Fantasy Football today.      
> (http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to bertiemo at yahoo.com


From Mikal.Steinbacher at lwtc.edu  Mon Jul 28 15:26:30 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Mon, 28 Jul 2008 12:26:30 -0700
Subject: [HealthLiteracy 2186] Re: Accent Reduction
References: <cf4.33c95268.35be116a@aol.com>
Message-ID: <9664F36261DE32409334B83B21CAEE8E0AAA6694@LUXOR.campus.lwtc.edu>

The one thing I tell all of my ESL students is to SPEAK SLOWLY so you get all of the sounds said .. clearly.  I find that those who follow this advice are MUCH easier to understand.  They find others easier to understand too,  because it also encourages others in the conversation to speak slower too which often improves understanding all around.  
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of JBaker3439 at aol.com
Sent: Sun 7/27/2008 10:59 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2182] Accent Reduction


  
I'm doing work in a large hospital where there are employees who speak English, but are very hard to understand, due to their heavy accents. 
 
I have decided to work with one employee who works with visitors and patients entering the hospital. He's a very bright man from Argentina who would like to move up the career ladder, but feels that this thick accent is holding him back. It is very difficult to understand him, even though he understands English perfectly.
 
I told this employee that I wouldn't want him to fully lose his accent, but am willing to help him with certain sounds that will help him be more clearly understood.
 
During my years in adult and workplace education, I have helped many with accent reduction on an informal basis.  However, I've never had any formal training in that specific area and would appreciate any information others have in that area.  Also, are there training materials available - both for the students and for training the trainer?
 
Thank you ,
Julie
 
 
Julie N. Baker
Workforce Skills Development
13805 Shaker Blvd., Suite #4A
Cleveland, Ohio 44120
216-561-1629
jbaker3439 at aol.com



________________________________

Get fantasy football with free live scoring. Sign up for FanHouse Fantasy Football today <http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020> .
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From sreid at workbase.org.nz  Mon Jul 28 16:01:18 2008
From: sreid at workbase.org.nz (Susan Reid)
Date: Tue, 29 Jul 2008 08:01:18 +1200
Subject: [HealthLiteracy 2187] Re: Accent Reduction
References: <cf4.33c95268.35be116a@aol.com>
Message-ID: <14794889A1E3AF419042F64CC5425A1E3EAEF3@secure.workbase.org.nz>

 
Hi Julie
I know a large number of call centres in New Zealand are using this program for NESB employees
http://www.eyespeakenglish.com/?source=info
regards 
Susan Reid 
Workbase the New Zealand Centre for Workforce Literacy Development 
www.workbase.org.nz

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of JBaker3439 at aol.com
Sent: Mon 7/28/2008 5:59 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2182] Accent Reduction


  
I'm doing work in a large hospital where there are employees who speak English, but are very hard to understand, due to their heavy accents. 
 
I have decided to work with one employee who works with visitors and patients entering the hospital. He's a very bright man from Argentina who would like to move up the career ladder, but feels that this thick accent is holding him back. It is very difficult to understand him, even though he understands English perfectly.
 
I told this employee that I wouldn't want him to fully lose his accent, but am willing to help him with certain sounds that will help him be more clearly understood.
 
During my years in adult and workplace education, I have helped many with accent reduction on an informal basis.  However, I've never had any formal training in that specific area and would appreciate any information others have in that area.  Also, are there training materials available - both for the students and for training the trainer?
 
Thank you ,
Julie
 
 
Julie N. Baker
Workforce Skills Development
13805 Shaker Blvd., Suite #4A
Cleveland, Ohio 44120
216-561-1629
jbaker3439 at aol.com



________________________________

Get fantasy football with free live scoring. Sign up for FanHouse Fantasy Football today <http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020> .
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From b.garner4 at verizon.net  Mon Jul 28 18:06:14 2008
From: b.garner4 at verizon.net (Barbara Garner)
Date: Mon, 28 Jul 2008 17:06:14 -0500 (CDT)
Subject: [HealthLiteracy 2188] Re: Accent Reduction
Message-ID: <13372905.5069781217282774507.JavaMail.root@vms068.mailsrvcs.net>

There's a whole world of material on pronunciation. Try starting with the CAELA digest at http://www.cal.org/caela/esl_resources/digests/Pronun.html
and go from there.

Barb Garner
Editor, "Focus on Basics"
A World Education Publication
=====================
From: =?ISO8859-1?Q?Martha_Burton_Santib=E1=F1ez?= <mburton at nmdp.org>
Date: 2008/07/28 Mon PM 02:37:48 EDT
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 2183] Re: Accent Reduction

  I'd be interested in this information, too.? I'm hearing more fromprofessionals about their difficulties with understandingheavily-accented English from native speakers, as an aspect of languageaccess.

Martha Burton Santib??ezProgram Specialist - Medically Underserved PopulationsOffice of Patient AdvocacyNational Marrow Donor Programwww.marrow.org/patientToll-free: (888) 999-6743 x8336Direct: (612) 617-8336Fax: (612) 627-8195E-mail: mburton at nmdp.org

JBaker3439 at aol.com wrote:        ?  I'm doing work?in a large hospital where thereare?employees?who speak English, but are very?hard to understand, dueto their?heavy accents.?  ?  I have decided to work with one employee whoworks with visitors and patients entering the hospital. He's a verybright?man from Argentina?who would like to move up the career ladder,but feels that this thick accent is holding him back. It is?verydifficult to understand him, even though he understands Englishperfectly.  ?    I told?this employee?that I wouldn't want him tofully lose his accent, but am willing to help him with certain soundsthat will help him be more clearly understood.  ?    During my years in adult and workplace education,I have helped many with accent reduction on an informal basis.?However, I've never had any formal training in that specific area andwould appreciate any information others have in that area.? Also, arethere training materials available - both for the students and fortraining the trainer?  ?  Thank you ,  Julie    ?  ?  Julie N. Baker
Workforce Skills Development
13805 Shaker Blvd., Suite #4A
Cleveland, Ohio 44120
216-561-1629
jbaker3439 at aol.com  
  
  
    Get fantasy football with free livescoring. Sign up for FanHouse Fantasy Football today.  ----------------------------------------------------National Institute for LiteracyHealth and Literacy mailing listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered to mburton at nmdp.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to b.garner4 at verizon.net


From amuro5 at epcc.edu  Tue Jul 29 10:31:39 2008
From: amuro5 at epcc.edu (Muro, Andres)
Date: Tue, 29 Jul 2008 08:31:39 -0600
Subject: [HealthLiteracy 2189] Re: Accent Reduction
References: <13372905.5069781217282774507.JavaMail.root@vms068.mailsrvcs.net>
Message-ID: <CA29C5E82B801844A7A967D109F117CF278D04@svrascmail01>

Just as clarification since the subject heading hasn't changed, and nobody brought it up, we should be talking about proper enunciation and proper pronunciation. This is very different from accent reduction. 
 
Regardless of accent, people can learn how to enounce and pronounce clearly and this should be the aim. Why I understand that it is nobody's intention, the idea of accent reduction has many negative connotations. 
 
Andres
 
Please visit my art website at:
http://www.geocities.com/andresmuro/art.html

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Barbara Garner
Sent: Mon 7/28/2008 4:06 PM
To: Martha Burton Santib??ez; The Health and Literacy Discussion List
Subject: [HealthLiteracy 2188] Re: Accent Reduction



There's a whole world of material on pronunciation. Try starting with the CAELA digest at http://www.cal.org/caela/esl_resources/digests/Pronun.html
and go from there.

Barb Garner
Editor, "Focus on Basics"
A World Education Publication
=====================
From: =?ISO8859-1?Q?Martha_Burton_Santib=E1=F1ez?= <mburton at nmdp.org>
Date: 2008/07/28 Mon PM 02:37:48 EDT
To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
Subject: [HealthLiteracy 2183] Re: Accent Reduction

  I'd be interested in this information, too.  I'm hearing more fromprofessionals about their difficulties with understandingheavily-accented English from native speakers, as an aspect of languageaccess.

Martha Burton Santib??ezProgram Specialist - Medically Underserved PopulationsOffice of Patient AdvocacyNational Marrow Donor Programwww.marrow.org/patientToll-free: (888) 999-6743 x8336Direct: (612) 617-8336Fax: (612) 627-8195E-mail: mburton at nmdp.org

JBaker3439 at aol.com wrote:           I'm doing work in a large hospital where thereare employees who speak English, but are very hard to understand, dueto their heavy accents.      I have decided to work with one employee whoworks with visitors and patients entering the hospital. He's a verybright man from Argentina who would like to move up the career ladder,but feels that this thick accent is holding him back. It is verydifficult to understand him, even though he understands Englishperfectly.       I told this employee that I wouldn't want him tofully lose his accent, but am willing to help him with certain soundsthat will help him be more clearly understood.       During my years in adult and workplace education,I have helped many with accent reduction on an informal basis. However, I've never had any formal training in that specific area andwould appreciate any information others have in that area.  Also, arethere training materials available - both for the students and fortraining the trainer?     Thank you ,  Julie          Julie N. Baker
Workforce Skills Development
13805 Shaker Blvd., Suite #4A
Cleveland, Ohio 44120
216-561-1629
jbaker3439 at aol.com 
 
 
    Get fantasy football with free livescoring. Sign up for FanHouse Fantasy Football today.  ----------------------------------------------------National Institute for LiteracyHealth and Literacy mailing listHealthLiteracy at nifl.govTo unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracyEmail delivered to mburton at nmdp.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to b.garner4 at verizon.net

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to amuro5 at epcc.edu 

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From Rhonda.Rubin at serha.ca  Mon Jul 28 16:45:22 2008
From: Rhonda.Rubin at serha.ca (Rubin, Rhonda (R1SE))
Date: Mon, 28 Jul 2008 17:45:22 -0300
Subject: [HealthLiteracy 2190] Re: Accent Reduction
In-Reply-To: <520482.38076.qm@web45102.mail.sp1.yahoo.com>
Message-ID: <CDF8C140352FB04A913CF61753056BD3022A1070@RHAEX1.RHA-RRS.CA>

Re: listings for SLPs
In the US: You may want to check: http://www.asha.org/findpro/
In Canada: Try:  http://www.caslpa.ca/english/profession/find.asp

Good luck!
Rhonda Rubin, Ph.D., SLP(C), CCC-SLP
Speech-Language Pathologist

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bertha Mo
Sent: July 28, 2008 4:21 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2185] Re: Accent Reduction

Speech pathologists are excellent resources for this.

Best,

Bertie Mo


--- On Sun, 7/27/08, JBaker3439 at aol.com <JBaker3439 at aol.com> wrote:

> From: JBaker3439 at aol.com <JBaker3439 at aol.com>
> Subject: [HealthLiteracy 2182]  Accent Reduction
> To: healthliteracy at nifl.gov
> Received: Sunday, July 27, 2008, 9:59 PM
> I'm doing work in a large hospital where there  are
> employees who speak 
> English, but are very hard to understand,  due to their
> heavy accents. 
>  
> I have decided to work with one employee who works with 
> visitors and 
> patients entering the hospital. He's a very bright man
> from  Argentina who would like 
> to move up the career ladder, but feels that this  thick
> accent is holding 
> him back. It is very difficult to  understand him, even
> though he understands 
> English perfectly.
>  
>  
> I told this employee that I wouldn't want him to  fully
> lose his accent, but 
> am willing to help him with certain sounds that will  help
> him be more clearly 
> understood.
>  
> 
> During my years in adult and workplace education, I have 
> helped many with 
> accent reduction on an informal basis.  However, I've 
> never had any formal 
> training in that specific area and would appreciate any 
> information others have 
> in that area.  Also, are there training materials 
> available - both for the 
> students and for training the trainer?
>  
> Thank you ,
> Julie
> 
>  
>  
> Julie N. Baker
> Workforce Skills Development
> 13805 Shaker  Blvd., Suite #4A
> Cleveland, Ohio  44120
> 216-561-1629
> jbaker3439 at aol.com
> 
> 
> 
> **************Get fantasy football with free live scoring.
> Sign up for 
> FanHouse Fantasy Football today.      
> (http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to bertiemo at yahoo.com

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rhrubin1 at serha.ca
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contenue est EXPRESS?MENT INTERDITE.

Si vous avez re?u cette communication par erreur, veuillez en aviser imm?diatement 
l'exp?diteur par courriel (? l'adresse ?lectronique mentionn?e ci-dessus) et supprimer le 
message d'origine.

Merci.

From jespar at lsuhsc.edu  Tue Jul 29 11:59:22 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 29 Jul 2008 10:59:22 -0500
Subject: [HealthLiteracy 2191] FYI - Interesting article - Content of
	Weblogs Written by Health Professionals
Message-ID: <2E9263050F8EE046972BE0510E7A71DA5DDF54@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for cross posting!

Some of you maybe interested in checking out this article

Content of Weblogs Written by Health Professionals
http://dx.doi.org/10.1007/s11606-008-0726-6

Journal of General Internal Medicine
Ahead of Print published July 23, 2008

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From julie_mcKinney at worlded.org  Tue Jul 29 13:19:42 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 29 Jul 2008 13:19:42 -0400
Subject: [HealthLiteracy 2192] American College of Physicians (ACP)
	Foundation Health	Literacy conference
Message-ID: <488F18EF0200002D00007C0E@dcgw.jsi.com>

Hi All,

I'm passing on this announcement for those of you who are interested.
Julie

****************

The American College of Physicians (ACP) Foundation will host its
Seventh Annual National Health Communication Conference, New Directions
in Health Literacy, on November 19, 2008.  The conference will be
co-sponsored by the Institute of Medicine and held at the National
Academy of Sciences in Washington, DC.

This year's conference will focus on the impact of low health literacy
on healthcare quality, medication labels, physicians' practices, and the
linkages between literacy and health literacy.  For conference
information and to register, visit
http://foundation.acponline.org/hl/hcc2008.htm

*****************

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From pleasant at aesop.rutgers.edu  Tue Jul 29 23:04:23 2008
From: pleasant at aesop.rutgers.edu (Andrew Pleasant)
Date: Tue, 29 Jul 2008 23:04:23 -0400
Subject: [HealthLiteracy 2193] Re: NEW RESOURCE- Staying Healthy: An English
 Learner's Guide to Health Care and Healthy Living
In-Reply-To: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>
Message-ID: <25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>

That makes yet another addition to the growing collection of health  
literacy curricula.  To see the rest that I've found or been told of,  
visit http://www.advancinghealthliteracy.com/curricula.html.

If anyone has any other contributions, just send them to me and I'll  
get it posted asap.

Best,

Andrew Pleasant


On Jul 25, 2008, at 6:39 PM, Greg Smith wrote:

> I just wanted to let folks know about a new health literacy  
> curriculum which
> integrates health and nutrition into adult ESOL instruction.    
> Developed
> through a grant from the Florida Department of Education, these  
> materials
> consists of a teacher's guide and easy to read student resource book.
>
> We had an outstanding development team who worked on this project,  
> including
> Sabrina Kurtz-Rossi, Marty Lane, Jordana Frost and our own  
> discussion list
> moderator Julie McKinney.
>
> The materials are freely available to download from our website at
> www.floridaliteracy.org
>
> We would be very interested in your feedback.
>
> Thanks,
>
> Greg
> ________________________________________
> Gregory Smith
> Executive Director
> Florida Literacy Coalition, Inc.
> Florida's Adult and Family Literacy Resource Center
> (407) 246-7110
> Fax: (407) 246-7104
> www.floridaliteracy.org
>
>
> .
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to pleasant at aesop.rutgers.edu


From julie_mcKinney at worlded.org  Tue Jul 29 23:37:07 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 29 Jul 2008 23:37:07 -0400
Subject: [HealthLiteracy 2194]  Vacation
Message-ID: <488FA9A40200002D00007C44@dcgw.jsi.com>

Hi Everyone,

I just want to let you know that I'll be away from July 30th until
August 14th. Rochelle Kenyan, who moderates the Learning Disabilities
discussion list, will be keeping an eye on this list and sending through
posts. She will be able to help with any technical issues as well.

We will take August off for the Wednesday Questions and resume in
September. Please carry on with discussion as you like, and I'll catch
up when I get back. 

Have a great couple weeks,
Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From jespar at lsuhsc.edu  Wed Jul 30 09:11:33 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Wed, 30 Jul 2008 08:11:33 -0500
Subject: [HealthLiteracy 2195] Re: NEW RESOURCE- Staying Healthy: An English
	Learner's Guide to Health Care and Healthy Living
In-Reply-To: <25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>
	<25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>
Message-ID: <2E9263050F8EE046972BE0510E7A71DA5DE223@SH-EXCHBE2.master.lsuhsc.edu>

I think this is a wonderful resource.  I've already sent it on to
several people.  The only thing that might limit its use is the Florida
specific references to the Medicaid programs.  But I understand why that
was put in.  I love the sign section in the very beginning.  It would be
nice if we could have standardized signage throughout the country.  That
was something discussed at the Joint Commission Symposium in 2006 but I
haven't seen any further development by Joint Commission to mandate
standardized signage.  I wonder if state health departments could
mandate standardized signage?  As a user of health services recently in
a new location it would be nice to find areas more easily.  It seems
every hospital has to call their departments something different outside
ER. At my old job they created an ER entrance with RED on the outside of
the building to signify ER.  Of course several employees said long
before that (but I'm color blind).  The administration then said well it
says Emergency.  What if I can't read was the next question.
Administration didn't ever answer.  

Julie

Julie Esparza
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA
 
LSUHSC-S Medical Library Evidence Alert 
http://lsuhsc-sevidencealert.blogspot.com 
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com

318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant
Sent: Tuesday, July 29, 2008 10:04 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2193] Re: NEW RESOURCE- Staying Healthy: An
English Learner's Guide to Health Care and Healthy Living

That makes yet another addition to the growing collection of health  
literacy curricula.  To see the rest that I've found or been told of,  
visit http://www.advancinghealthliteracy.com/curricula.html.

If anyone has any other contributions, just send them to me and I'll  
get it posted asap.

Best,

Andrew Pleasant


On Jul 25, 2008, at 6:39 PM, Greg Smith wrote:

> I just wanted to let folks know about a new health literacy  
> curriculum which
> integrates health and nutrition into adult ESOL instruction.    
> Developed
> through a grant from the Florida Department of Education, these  
> materials
> consists of a teacher's guide and easy to read student resource book.
>
> We had an outstanding development team who worked on this project,  
> including
> Sabrina Kurtz-Rossi, Marty Lane, Jordana Frost and our own  
> discussion list
> moderator Julie McKinney.
>
> The materials are freely available to download from our website at
> www.floridaliteracy.org
>
> We would be very interested in your feedback.
>
> Thanks,
>
> Greg
> ________________________________________
> Gregory Smith
> Executive Director
> Florida Literacy Coalition, Inc.
> Florida's Adult and Family Literacy Resource Center
> (407) 246-7110
> Fax: (407) 246-7104
> www.floridaliteracy.org
>
>
> .
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to pleasant at aesop.rutgers.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jespar at lsuhsc.edu

From jacrogers at state.pa.us  Wed Jul 30 11:15:20 2008
From: jacrogers at state.pa.us (Rogers, Jaclyn)
Date: Wed, 30 Jul 2008 11:15:20 -0400
Subject: [HealthLiteracy 2196]  Web Access
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org><25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>
	<2E9263050F8EE046972BE0510E7A71DA5DE223@SH-EXCHBE2.master.lsuhsc.edu>
Message-ID: <A7AD4B6242F4AE47B952923AEF7B5C7D08585188@enhbgpri11.pa.lcl>

 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator
Bureau of Health Promotion & Risk Reduction
Pennsylvania Department of Health
7th & Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us



From NDavies at dthr.ab.ca  Wed Jul 30 11:33:39 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 30 Jul 2008 09:33:39 -0600
Subject: [HealthLiteracy 2197] Re: Web Access
In-Reply-To: <A7AD4B6242F4AE47B952923AEF7B5C7D08585188@enhbgpri11.pa.lcl>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C193@DTHREXCL1.dthr.ab.ca>

I would recommend starting at libraries. I know that some libraries here in Alberta have internet and computer use classes for seniors and ESL/Canadian newcomers. 

Here at my patient library, we have two Wyse Terminals for people to access the internet free of charge to search for health information. 

happy searching.
Nicola Davies

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Rogers, Jaclyn
Sent: Wednesday, July 30, 2008 9:15 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2196] Web Access


 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator
Bureau of Health Promotion & Risk Reduction
Pennsylvania Department of Health
7th & Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca


From marcia.trenter at fda.hhs.gov  Wed Jul 30 13:39:14 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Wed, 30 Jul 2008 13:39:14 -0400
Subject: [HealthLiteracy 2198] Re: Web Access
In-Reply-To: <A7AD4B6242F4AE47B952923AEF7B5C7D08585188@enhbgpri11.pa.lcl>
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org><25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu><2E9263050F8EE046972BE0510E7A71DA5DE223@SH-EXCHBE2.master.lsuhsc.edu>
	<A7AD4B6242F4AE47B952923AEF7B5C7D08585188@enhbgpri11.pa.lcl>
Message-ID: <628709BFB7B3794986640730395B300B05B1DBE9@FMD3VS012.fda.gov>

I am interested in the answer.  If anyone has info, please reply on the
listserve.

Thanks,

 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rogers, Jaclyn
Sent: Wednesday, July 30, 2008 11:15 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2196] Web Access


 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator
Bureau of Health Promotion & Risk Reduction
Pennsylvania Department of Health
7th & Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to trenterm at cder.fda.gov

From seubert.douglas at marshfieldclinic.org  Wed Jul 30 12:42:39 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 30 Jul 2008 11:42:39 -0500
Subject: [HealthLiteracy 2199] Re: Web Access
Message-ID: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>

According to Nielsen//NetRatings, nearly 75 percent or 204.3 million Americans have access to the Internet from home (March 18, 2004) http://www.nielsen-netratings.com/pr/pr_040318.pdf

According to the Pew Internet & American Life Project: "Surveys fielded in 2006 show that internet penetration among adults in the U.S. has hit an all-time high. While the percentage of Americans who say they use the internet has continued to fluctuate slightly, our latest survey, fielded February 15 - April 6, 2006 shows that fully 73% of respondents (about 147 million adults) are internet users, up from 66% (about 133 million adults) in our January 2005 survey. And the share of Americans who have broadband connections at home has now reached 42% (about 84 million), up from 29% (about 59 million) in January 2005." http://www.pewinternet.org/PPF/r/182/report_display.asp

Another report by the Pew Internet & American Life Project looked at Internet access and use among seniors: "The percent of seniors who go online has jumped by 47% between 2000 and 2004. In a February 2004 survey, 22% of Americans age 65 or older reported having access to the Internet, up from 15% in 2000. That translates to about 8 million Americans age 65 or older who use the Internet. By contrast, 58% of Americans age 50-64, 75% of 30-49 year-olds, and 77% of 18-29 year-olds currently go online." And "66% of wired seniors had looked for health or medical information online at some point in their online life by the end of 2003. That is a 13-point jump since 2000, and a growth rate of 25%. And online seniors are much more likely than other Internet users to have logged on to get information about Medicare and Medicaid." http://www.pewinternet.org/pdfs/PIP_Seniors_Online_2004.pdf

According to a report sponsored by the Bill & Melinda Gates Foundation: "Public libraries have made tremendous strides in giving people access to technology. Yet, more than 40 percent of Americans still do not regularly use the Internet, and many cite barriers to access or lack of skills as the reason." http://www.gatesfoundation.org/nr/Downloads/libraries/uslibraries/reports/TowardEqualityofAccess.pdf

This last report raises a good point that has been confirmed by some independent research I was recently involved in with Family Health Center. Our mission is to improve access to primary care services for the medically underserved. In a recent survey, one of the questions we asked our members is "How often do you use the Internet?" So far, 1603 surveys have been returned. The breakdown is as follows:

How often do you use the Internet?
	Often - 239 (15%)
	Sometimes - 258 (16%)
	Rarely - 136 (9%)
	Not at All - 951 (60%)

Why so many of our members NEVER use the Internet? We didn't ask "why" on the survey  (maybe we should have!) but I'm thinking it has less to do with access and more to do with "barriers to access" (perhaps lack of transportation to the nearest public library) or lack of skills (not knowing how to use the Internet and/or not knowing where to get help).

Our member survey also asked about our newsletters and other printed materials we mail out,  and 89% of responders said the health information in our newsletters is "helpful" or "very helpful." Our newsletters provide good health information, but we often included a list of web links for more information. While Internet "access" may have increased over the years, the majority of our members report that they never use the Internet. To make sure we reach all of our members, we now no longer provide just a list of Internet resources. For example, in a recent article about diabetes foot care, we provided a link to the National Diabetes Education Program Website where one can download a free copy of their booklet "Take care of your Feet for Lifetime." We also offered an option for those who do not have access to the Internet. They can call our office (toll free) and we will print a copy here and mail it to them. In other words, we use the Internet for them, and make sure they have access to information that can help them improve and maintain their health.


FOR MORE INFORMATION about Internet access and use, see?


FALLING THROUGH THE NET: TOWARD DIGITAL INCLUSION
A Report on Americans' Access to Technology Tools (October 2000)
http://search.ntia.doc.gov/pdf/fttn00.pdf


Computer and Internet Use in the United States: 2003
U.S. Department of Commerce
http://www.census.gov/prod/2005pubs/p23-208.pdf


>From Healthy People 2010

Objective 11-1. Increase the proportion of households with access to the Internet at home.

Baseline: 26 percent of households had access to the Internet at home in 1998.

With communication technologies, the disparity in access to electronic information resources is commonly referred to as the "digital divide."[28] The digital divide becomes more critical as the amount and variety of health resources available over the Internet increase and as people need more sophisticated skills to use electronic resources.[29] Equitably distributed health communication resources and skills, and a robust communication infrastructure can contribute to the closing of the digital divide and the overarching goal of Healthy People 2010 to eliminate health disparities.

Although the proportion of people with access to the Internet has risen dramatically since 1995, many segments of the population lack access, such as low-income and rural households; persons with less education; and certain racial and ethnic groups, such as African Americans and Hispanics.[28] Internet access rates vary considerably according to income. Only 11 percent of households earning $24,999 or less have access, whereas 19 percent are connected among those earning $25,000 to $34,999; 30 percent have access among those earning $35,000 to $49,999; and 52 percent of households with $50,000 or greater in income have an Internet connection.[28] Barriers to Internet access include cost, lack of services in certain communities, limited literacy, lack of familiarity with different technologies, and, especially for people with disabilities, inaccessible formats that limit appropriate and effective technology use. Initiatives to promote universal access to the Internet will involve public and private sector stakeholders, particularly government agencies and technology corporations.

[28] U.S. Department of Commerce. Falling Through the Net: Defining the Digital Divide. Washington, DC: National Telecommunications and Information Administration, 1999. 
http://www.ntia.doc.gov/ntiahome/digitaldivide/  July 29, 1999.

[29] Eng, T.R.; Maxfield, A.; Patrick, K.; et al. Access to health information and support: A public highway or a private road? Journal of the American Medical Association 280(15):1371-1375, 1998. PubMed; PMID 9794322




Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org



------Original Message------
From:	"Rogers, Jaclyn" <jacrogers at state.pa.us>
Date:	Wed Jul 30, 2008 -- 10:30:59 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2196]  Web Access

 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator
Bureau of Health Promotion & Risk Reduction
Pennsylvania Department of Health
7th & Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From cozzolino at pacbell.net  Wed Jul 30 14:24:24 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Wed, 30 Jul 2008 11:24:24 -0700
Subject: [HealthLiteracy 2200] Re: One More Resource!
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>
	<25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>
Message-ID: <B98C5D7C75C64150979F3852624CD28A@cozzolinoxp1>

As a new member to this list, it is great to see all of these resources 
available.  I'm an ESL teacher and curriculum developer with a backgournd in 
Health Education.   Our proejct, Eating Well, Living Well is wrapping up 
it's 6th year.  Our USDA/Californai Department of Public Health funding 
targeted low-income adult immigrants and thier teachers in Calforna, but now 
that the grant is ending, we are eager to share the resources with a wider 
audience.

Eating Well Living Well is a nutrtion education project for Adult ESL 
learners, and all of our resources and materials are on the web site.  The 
project includes bakcrougmd informaitn and the research base, reosurces for 
educators, online teahcer trianing for ESL teachers, and 24+ classroom 
lessons with matierlas (to donwland and print).  We will be launching a 
self-c0ntained student online lesson in Sper,mber.

... 


From cozzolino at pacbell.net  Wed Jul 30 14:43:08 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Wed, 30 Jul 2008 11:43:08 -0700
Subject: [HealthLiteracy 2201] Re: One More Resource!
References: <01ab01c8eea7$54d407b0$3202a8c0@floridaliteracy.org>
	<25C18FA6-6253-4B71-A1F7-6E8D570C9437@aesop.rutgers.edu>
Message-ID: <515BB87ECBF74BE8822E1853661DB4B5@cozzolinoxp1>

I accidentally sent out an earlier (draft) email to this list - I am so 
sorry!  It was just a draft and did not include the link.  Here is the 
corrected message and the link to our website.

My apologies!

As a new subscriber to this list, it is great to see all of these resources
available.  I'm an ESL teacher and curriculum developer with a background in
Health Education.  Our project, 'Eating Well, Living Well', is wrapping up
it's 6th year.  The USDA/California Department of Public Health Network for 
a Healthy California funding
required us to target food stamp eligible adult immigrants and their
teachers in California. Now that the grant is ending, we are eager to share
the resources with a wider audience.

Here is the link to the web site:
http://www.sdcoe.net/eatingwell/welcome.asp

'Eating Well Living Well' aims to help ESL teachers integrate Nutrition
Education into their ESL classrooms, and all of our resources and materials
are on the web site.  Nutrition educators also use the materials when
working with English-as-a Second  clients.  The project includes background
information and the research base, resources for  educators, online teacher
training for ESL teachers, and 24+ classroom lessons with materials (to
download and print).  We will be launching a self-contained student online
lesson in September.

Laurie G. Cozzolino
Eating Well, Living Well



From zornm at mail.nlm.nih.gov  Wed Jul 30 15:59:08 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Wed, 30 Jul 2008 15:59:08 -0400
Subject: [HealthLiteracy 2202] Re: Web Access
In-Reply-To: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>
References: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE191482965@NIHCESMLBX15.nih.gov>

The following do not exactly address the question about
resources/location for information demonstrating how many persons with
low health literacy and/or low literacy skills have Internet access; but
some of these reports update the good resources Doug sent.

Nielsen released on July 8, 2008 the Nielsen "Three Screen Report,
Television, Internet and Mobile Usage in the U.S." (dated  May 2008)
which updates the 2004 numbers
http://www.nielsen.com/pdf/3_Screen_Report_May08_FINAL.pdf, - It's the
first comparable U.S. figures showing video and TV usage across the
'three screens' - Television, Internet and Mobile devices.

A press release from Nielsen about it is at
http://www.nielsen.com/media/2008/pr_080708.html . It states that "Two
hundred twenty million Americans have Internet access at home and/or
work and 73%, or 162 million went online in May...
It highlights that "watching video on the Internet is no longer a
novelty; 119 million unique viewers viewed 7.5 billion video streams in
May 2008.  In addition as of Q1 2008, 91 million Americans (36% of all
mobile phone subscribers in the U.S.) owned a video-capable phone. " 

Another press release with stats is at
http://www.nielsenmedia.com/nc/portal/site/Public/menuitem.55dc65b4a7d5a
dff3f65936147a062a0/?vgnextoid=fe63c9769fcfa110VgnVCM100000ac0a260aRCRD 
Tiny url = http://tinyurl.com/6j269o 

Newer NTIA report stats/chart is at
http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf  

Also, "New Study Shows Internet Users 50+ Are Rapidly Closing the
Digital Divide with Booming Online Activity 
News release: 42% of users 50+ check the Internet for news daily or
several times a day, compared to 18% of users under 20.   
http://www.aarp.org/research/press-center/presscurrentnews/new_study_rel
eased_by_the_center_for_the_digital_f.html  
The complete study from The Center for the Digital Future and AARP is
available upon request 
Highlights of the report are available here:
http://www.digitalcenter.org/pdf/2008-Digital-Future-Report-Final-Releas
e.pdf 
The full report is available for purchase
http://store.digitalcenter.org   

And to compare U.S. usage to other countries:  "Digital World: State Of
The Internet" Report Highlights Growth in Emerging Internet Markets (by
comScore).  U.S. Currently Accounts for 21 Percent of Worldwide Internet
Users, Down from 66 Percent in 1996
http://www.comscore.com/press/release.asp?press=2115
For those interested in the Social Media "movement", see Power to the
people, Social Media Tracker, Wave 3.0, March 2008 - Universal McCanns
Global Research Into Impact of Social Media project to measure consumer
usage, attitudes & interests in adopting social media platforms (stated
to be the largest exploration of its kind) "to provide the facts behind
the hype..."
http://www.universalmccann.com/Assets/wave_3_20080403093750.pdf

***Specifically about Literacy and Internet access: 

There's a 2005 eGov report titled Improving Access to the Internet: A
report to the Congress...which discusses literacy (though not much) at
http://www.cio.gov/documents/icgi/report.pdf  

And you might be interested in these Web Junction links: Equity of
Access: Igniting a Passion for Change
http://www.webjunction.org/do/DisplayContent?id=5507 

I believe that if you search for statistics on the Digital Divide and
literacy, you'll find articles and LINKS that might interest you, like
from article: Congress Needs to Address the Digital Divide - 2005 - By
Mark Lloyd (October 6, 2005)
http://www.americanprogress.org/issues/2005/10/b1097565.html 

Definitely check with a local librarian about searching for statistics
for you.

Marcia Zorn, Reference Librarian
National Library of Medicine


-----Original Message-----
From: Seubert, Douglas [mailto:seubert.douglas at marshfieldclinic.org] 
Sent: Wednesday, July 30, 2008 12:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2199] Re: Web Access

According to Nielsen//NetRatings, nearly 75 percent or 204.3 million
Americans have access to the Internet from home (March 18, 2004)
http://www.nielsen-netratings.com/pr/pr_040318.pdf

According to the Pew Internet & American Life Project: "Surveys fielded
in 2006 show that internet penetration among adults in the U.S. has hit
an all-time high. While the percentage of Americans who say they use the
internet has continued to fluctuate slightly, our latest survey, fielded
February 15 - April 6, 2006 shows that fully 73% of respondents (about
147 million adults) are internet users, up from 66% (about 133 million
adults) in our January 2005 survey. And the share of Americans who have
broadband connections at home has now reached 42% (about 84 million), up
from 29% (about 59 million) in January 2005."
http://www.pewinternet.org/PPF/r/182/report_display.asp

Another report by the Pew Internet & American Life Project looked at
Internet access and use among seniors: "The percent of seniors who go
online has jumped by 47% between 2000 and 2004. In a February 2004
survey, 22% of Americans age 65 or older reported having access to the
Internet, up from 15% in 2000. That translates to about 8 million
Americans age 65 or older who use the Internet. By contrast, 58% of
Americans age 50-64, 75% of 30-49 year-olds, and 77% of 18-29 year-olds
currently go online." And "66% of wired seniors had looked for health or
medical information online at some point in their online life by the end
of 2003. That is a 13-point jump since 2000, and a growth rate of 25%.
And online seniors are much more likely than other Internet users to
have logged on to get information about Medicare and Medicaid."
http://www.pewinternet.org/pdfs/PIP_Seniors_Online_2004.pdf

According to a report sponsored by the Bill & Melinda Gates Foundation:
"Public libraries have made tremendous strides in giving people access
to technology. Yet, more than 40 percent of Americans still do not
regularly use the Internet, and many cite barriers to access or lack of
skills as the reason."
http://www.gatesfoundation.org/nr/Downloads/libraries/uslibraries/report
s/TowardEqualityofAccess.pdf

This last report raises a good point that has been confirmed by some
independent research I was recently involved in with Family Health
Center. Our mission is to improve access to primary care services for
the medically underserved. In a recent survey, one of the questions we
asked our members is "How often do you use the Internet?" So far, 1603
surveys have been returned. The breakdown is as follows:

How often do you use the Internet?
	Often - 239 (15%)
	Sometimes - 258 (16%)
	Rarely - 136 (9%)
	Not at All - 951 (60%)

Why so many of our members NEVER use the Internet? We didn't ask "why"
on the survey  (maybe we should have!) but I'm thinking it has less to
do with access and more to do with "barriers to access" (perhaps lack of
transportation to the nearest public library) or lack of skills (not
knowing how to use the Internet and/or not knowing where to get help).

Our member survey also asked about our newsletters and other printed
materials we mail out,  and 89% of responders said the health
information in our newsletters is "helpful" or "very helpful." Our
newsletters provide good health information, but we often included a
list of web links for more information. While Internet "access" may have
increased over the years, the majority of our members report that they
never use the Internet. To make sure we reach all of our members, we now
no longer provide just a list of Internet resources. For example, in a
recent article about diabetes foot care, we provided a link to the
National Diabetes Education Program Website where one can download a
free copy of their booklet "Take care of your Feet for Lifetime." We
also offered an option for those who do not have access to the Internet.
They can call our office (toll free) and we will print a copy here and
mail it to them. In other words, we use the Internet for them, and make
sure they have access to information that can help them improve and
maintain their health.


FOR MORE INFORMATION about Internet access and use, see...


FALLING THROUGH THE NET: TOWARD DIGITAL INCLUSION A Report on Americans'
Access to Technology Tools (October 2000)
http://search.ntia.doc.gov/pdf/fttn00.pdf


Computer and Internet Use in the United States: 2003 U.S. Department of
Commerce http://www.census.gov/prod/2005pubs/p23-208.pdf


>From Healthy People 2010

Objective 11-1. Increase the proportion of households with access to the
Internet at home.

Baseline: 26 percent of households had access to the Internet at home in
1998.

With communication technologies, the disparity in access to electronic
information resources is commonly referred to as the "digital
divide."[28] The digital divide becomes more critical as the amount and
variety of health resources available over the Internet increase and as
people need more sophisticated skills to use electronic resources.[29]
Equitably distributed health communication resources and skills, and a
robust communication infrastructure can contribute to the closing of the
digital divide and the overarching goal of Healthy People 2010 to
eliminate health disparities.

Although the proportion of people with access to the Internet has risen
dramatically since 1995, many segments of the population lack access,
such as low-income and rural households; persons with less education;
and certain racial and ethnic groups, such as African Americans and
Hispanics.[28] Internet access rates vary considerably according to
income. Only 11 percent of households earning $24,999 or less have
access, whereas 19 percent are connected among those earning $25,000 to
$34,999; 30 percent have access among those earning $35,000 to $49,999;
and 52 percent of households with $50,000 or greater in income have an
Internet connection.[28] Barriers to Internet access include cost, lack
of services in certain communities, limited literacy, lack of
familiarity with different technologies, and, especially for people with
disabilities, inaccessible formats that limit appropriate and effective
technology use. Initiatives to promote universal access to the Internet
will involve public and private sector stakeholders, particularly
government agencies and technology corporations.

[28] U.S. Department of Commerce. Falling Through the Net: Defining the
Digital Divide. Washington, DC: National Telecommunications and
Information Administration, 1999. 
http://www.ntia.doc.gov/ntiahome/digitaldivide/  July 29, 1999.

[29] Eng, T.R.; Maxfield, A.; Patrick, K.; et al. Access to health
information and support: A public highway or a private road? Journal of
the American Medical Association 280(15):1371-1375, 1998. PubMed; PMID
9794322




Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org



------Original Message------
From:	"Rogers, Jaclyn" <jacrogers at state.pa.us>
Date:	Wed Jul 30, 2008 -- 10:30:59 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2196]  Web Access

 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator Bureau of Health
Promotion & Risk Reduction Pennsylvania Department of Health 7th &
Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From frx4 at cdc.gov  Wed Jul 30 17:29:27 2008
From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM))
Date: Wed, 30 Jul 2008 17:29:27 -0400
Subject: [HealthLiteracy 2203] Re: Web Access
In-Reply-To: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>
References: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>
Message-ID: <70AC29892F0BB749B6592EA5CB82B85001C28FA2@LTA3VS011.ees.hhs.gov>

Also, there are data in the health literacy report on the 2003 NAAL data
on the proportion of persons at each of the 4 performance levels who use
the Internet for health information. This is a different measure but
perhaps an even more useful one. Even if they do have access, only 15%
of people at the below basic and basic levels use the Internet to search
for health information.  

Cynthia Baur 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Seubert, Douglas
Sent: Wednesday, July 30, 2008 12:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2199] Re: Web Access

According to Nielsen//NetRatings, nearly 75 percent or 204.3 million
Americans have access to the Internet from home (March 18, 2004)
http://www.nielsen-netratings.com/pr/pr_040318.pdf

According to the Pew Internet & American Life Project: "Surveys fielded
in 2006 show that internet penetration among adults in the U.S. has hit
an all-time high. While the percentage of Americans who say they use the
internet has continued to fluctuate slightly, our latest survey, fielded
February 15 - April 6, 2006 shows that fully 73% of respondents (about
147 million adults) are internet users, up from 66% (about 133 million
adults) in our January 2005 survey. And the share of Americans who have
broadband connections at home has now reached 42% (about 84 million), up
from 29% (about 59 million) in January 2005."
http://www.pewinternet.org/PPF/r/182/report_display.asp

Another report by the Pew Internet & American Life Project looked at
Internet access and use among seniors: "The percent of seniors who go
online has jumped by 47% between 2000 and 2004. In a February 2004
survey, 22% of Americans age 65 or older reported having access to the
Internet, up from 15% in 2000. That translates to about 8 million
Americans age 65 or older who use the Internet. By contrast, 58% of
Americans age 50-64, 75% of 30-49 year-olds, and 77% of 18-29 year-olds
currently go online." And "66% of wired seniors had looked for health or
medical information online at some point in their online life by the end
of 2003. That is a 13-point jump since 2000, and a growth rate of 25%.
And online seniors are much more likely than other Internet users to
have logged on to get information about Medicare and Medicaid."
http://www.pewinternet.org/pdfs/PIP_Seniors_Online_2004.pdf

According to a report sponsored by the Bill & Melinda Gates Foundation:
"Public libraries have made tremendous strides in giving people access
to technology. Yet, more than 40 percent of Americans still do not
regularly use the Internet, and many cite barriers to access or lack of
skills as the reason."
http://www.gatesfoundation.org/nr/Downloads/libraries/uslibraries/report
s/TowardEqualityofAccess.pdf

This last report raises a good point that has been confirmed by some
independent research I was recently involved in with Family Health
Center. Our mission is to improve access to primary care services for
the medically underserved. In a recent survey, one of the questions we
asked our members is "How often do you use the Internet?" So far, 1603
surveys have been returned. The breakdown is as follows:

How often do you use the Internet?
	Often - 239 (15%)
	Sometimes - 258 (16%)
	Rarely - 136 (9%)
	Not at All - 951 (60%)

Why so many of our members NEVER use the Internet? We didn't ask "why"
on the survey  (maybe we should have!) but I'm thinking it has less to
do with access and more to do with "barriers to access" (perhaps lack of
transportation to the nearest public library) or lack of skills (not
knowing how to use the Internet and/or not knowing where to get help).

Our member survey also asked about our newsletters and other printed
materials we mail out,  and 89% of responders said the health
information in our newsletters is "helpful" or "very helpful." Our
newsletters provide good health information, but we often included a
list of web links for more information. While Internet "access" may have
increased over the years, the majority of our members report that they
never use the Internet. To make sure we reach all of our members, we now
no longer provide just a list of Internet resources. For example, in a
recent article about diabetes foot care, we provided a link to the
National Diabetes Education Program Website where one can download a
free copy of their booklet "Take care of your Feet for Lifetime." We
also offered an option for those who do not have access to the Internet.
They can call our office (toll free) and we will print a copy here and
mail it to them. In other words, we use the Internet for them, and make
sure they have access to information that can help them improve and
maintain their health.


FOR MORE INFORMATION about Internet access and use, see...


FALLING THROUGH THE NET: TOWARD DIGITAL INCLUSION A Report on Americans'
Access to Technology Tools (October 2000)
http://search.ntia.doc.gov/pdf/fttn00.pdf


Computer and Internet Use in the United States: 2003 U.S. Department of
Commerce http://www.census.gov/prod/2005pubs/p23-208.pdf


>From Healthy People 2010

Objective 11-1. Increase the proportion of households with access to the
Internet at home.

Baseline: 26 percent of households had access to the Internet at home in
1998.

With communication technologies, the disparity in access to electronic
information resources is commonly referred to as the "digital
divide."[28] The digital divide becomes more critical as the amount and
variety of health resources available over the Internet increase and as
people need more sophisticated skills to use electronic resources.[29]
Equitably distributed health communication resources and skills, and a
robust communication infrastructure can contribute to the closing of the
digital divide and the overarching goal of Healthy People 2010 to
eliminate health disparities.

Although the proportion of people with access to the Internet has risen
dramatically since 1995, many segments of the population lack access,
such as low-income and rural households; persons with less education;
and certain racial and ethnic groups, such as African Americans and
Hispanics.[28] Internet access rates vary considerably according to
income. Only 11 percent of households earning $24,999 or less have
access, whereas 19 percent are connected among those earning $25,000 to
$34,999; 30 percent have access among those earning $35,000 to $49,999;
and 52 percent of households with $50,000 or greater in income have an
Internet connection.[28] Barriers to Internet access include cost, lack
of services in certain communities, limited literacy, lack of
familiarity with different technologies, and, especially for people with
disabilities, inaccessible formats that limit appropriate and effective
technology use. Initiatives to promote universal access to the Internet
will involve public and private sector stakeholders, particularly
government agencies and technology corporations.

[28] U.S. Department of Commerce. Falling Through the Net: Defining the
Digital Divide. Washington, DC: National Telecommunications and
Information Administration, 1999. 
http://www.ntia.doc.gov/ntiahome/digitaldivide/  July 29, 1999.

[29] Eng, T.R.; Maxfield, A.; Patrick, K.; et al. Access to health
information and support: A public highway or a private road? Journal of
the American Medical Association 280(15):1371-1375, 1998. PubMed; PMID
9794322




Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org



------Original Message------
From:	"Rogers, Jaclyn" <jacrogers at state.pa.us>
Date:	Wed Jul 30, 2008 -- 10:30:59 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2196]  Web Access

 Does anyone know of any resources, or a location that I can obtain
information that demonstrates how many persons with low health literacy
and/or low literacy skills have Internet Access?


Jacki Rogers| Public Health Program Administrator Bureau of Health
Promotion & Risk Reduction Pennsylvania Department of Health 7th &
Forster Streets | Harrisburg, PA 17120
Phone: 717.787.6214 | Fax: 717.783.5498
www.health.state.pa.us


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org






From RKenyon721 at aol.com  Wed Jul 30 18:24:21 2008
From: RKenyon721 at aol.com (RKenyon721 at aol.com)
Date: Wed, 30 Jul 2008 18:24:21 EDT
Subject: [HealthLiteracy 2204]  Fwd: Re: Web Access
Message-ID: <c25.3fcc0442.35c24415@aol.com>

Hello all,
 
I am Moderator for the Learning Disabilities Discussion List and am  covering 
for Julie McKinney during her absence.
 
I was so impressed with the recent message posted by Marcia Zorn.   Such an 
abundance of good information!  How wonderful for this List to have  a 
reference librarian as a subscriber.  
 
 
Rochelle Kenyon
 
 
 
Rochelle Kenyon, Ed.D.
Moderator, NIFL/LINCS Learning  Disabilities Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

To  post a message: 
_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)   

To subscribe: 
_http://www.nifl.gov/mailman/listinfo/LearningDisabilities_ 
(http://www.nifl.gov/mailman/listinfo/LearningDisabilities) 

To  read archived messages:
_http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html_ 
(http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html) 
 
 
The following do not exactly address the question about  resources/location 
for information demonstrating how many persons with low  health literacy and/or 
low literacy skills have Internet access; but some of  these reports update 
the good resources Doug sent.

Nielsen released on  July 8, 2008 the Nielsen "Three Screen Report, 
Television, Internet and Mobile  Usage in the U.S." (dated  May 2008) which updates the 
2004 numbers
_http://www.nielsen.com/pdf/3_Screen_Report_May08_FINAL.pdf_ 
(http://www.nielsen.com/pdf/3_Screen_Report_May08_FINAL.pdf)   , - It's the first comparable 
U.S. figures showing video and TV usage across the  'three screens' - 
Television, Internet and Mobile devices.

A press  release from Nielsen about it is at 
_http://www.nielsen.com/media/2008/pr_080708.html_ (http://www.nielsen.com/media/2008/pr_080708.html)   . It 
states that "Two hundred twenty million Americans have Internet access at  home 
and/or work and 73%, or 162 million went online in May...It highlights that  
"watching video on the Internet is no longer a novelty; 119 million unique  
viewers viewed 7.5 billion video streams in May 2008.  In addition as of Q1  
2008, 91 million Americans (36% of all mobile phone subscribers in the U.S.)  
owned a video-capable phone. "  

Another press release with stats is at  
http://www.nielsenmedia.com/nc/portal/site/Public/menuitem.55dc65b4a7d5a
dff3f65936147a062a0/?vgnextoid=fe63c9769fcfa110VgnVCM100000ac0a260aRCRD 
Tiny  url = _http://tinyurl.com/6j269o_ (http://tinyurl.com/6j269o)   

Newer NTIA report stats/chart is at
_http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf_ 
(http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf)    

Also, "New Study Shows Internet Users 50+ Are Rapidly Closing the  Digital 
Divide with Booming Online Activity News release: 42% of users 50+ check  the 
Internet for news daily or
several times a day, compared to 18% of users  under 20.   
_http://www.aarp.org/research/press-center/presscurrentnews/new_study_released
_by_the_center_for_the_digital_f.html_ 
(http://www.aarp.org/research/press-center/presscurrentnews/new_study_released_by_the_center_for_the_digital_f.html) 
   
The complete study from The Center for the Digital Future and AARP is  
available upon request 
Highlights of the report are available here:
_http://www.digitalcenter.org/pdf/2008-Digital-Future-Report-Final-Release.pdf
_ 
(http://www.digitalcenter.org/pdf/2008-Digital-Future-Report-Final-Release.pdf)   
The full report is available for purchase _http://store.digitalcenter.org_ 
(http://store.digitalcenter.org)   

And to compare U.S. usage to other countries:   "Digital World: State Of The 
Internet" Report Highlights Growth in Emerging  Internet Markets (by 
comScore).  U.S. Currently Accounts for 21 Percent of  Worldwide Internet Users, Down 
from 66 Percent in 1996
_http://www.comscore.com/press/release.asp?press=2115_ 
(http://www.comscore.com/press/release.asp?press=2115)   

For those interested in the Social Media "movement," see Power to the  
people, Social Media Tracker, Wave 3.0, March 2008 - Universal McCanns Global  
Research Into Impact of Social Media project to measure consumer usage,  attitudes 
& interests in adopting social media platforms (stated
to be  the largest exploration of its kind) "to provide the facts behind the  
hype..."
_http://www.universalmccann.com/Assets/wave_3_20080403093750.pdf_ 
(http://www.universalmccann.com/Assets/wave_3_20080403093750.pdf)   

***Specifically about Literacy and Internet access: 

There's a  2005 eGov report titled Improving Access to the Internet: A report 
to the  Congress...which discusses literacy (though not much) at 
_http://www.cio.gov/documents/icgi/report.pdf_ 
(http://www.cio.gov/documents/icgi/report.pdf)   

And you might be interested in these Web Junction links: Equity  of Access: 
Igniting a Passion for Change 
_http://www.webjunction.org/do/DisplayContent?id=5507_ (http://www.webjunction.org/do/DisplayContent?id=5507)   

I believe that if you search for statistics on the Digital Divide  and 
literacy, you'll find articles and LINKS that might interest you, like from  
article: Congress Needs to Address the Digital Divide - 2005 - By Mark Lloyd  
(October 6, 2005)
_http://www.americanprogress.org/issues/2005/10/b1097565.html_ (http://www.ame
ricanprogress.org/issues/2005/10/b1097565.html)   

Definitely check with a local librarian about searching for statistics  for 
you.

Marcia Zorn, Reference Librarian
National Library of  Medicine



**************Get fantasy football with free live scoring. Sign up for 
FanHouse Fantasy Football today.      
(http://www.fanhouse.com/fantasyaffair?ncid=aolspr00050000000020)
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From frx4 at cdc.gov  Wed Jul 30 18:31:04 2008
From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM))
Date: Wed, 30 Jul 2008 18:31:04 -0400
Subject: [HealthLiteracy 2205] Request for input on draft plain language
	thesaurus
Message-ID: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>

Open invitation to listserv members and colleagues, 

The Division of Health Communication and Marketing, National Center for
Health Marketing at CDC has developed a draft plain language thesaurus
as a tool to provide plain language alternatives to medical and public
health terms. There currently is a draft version that has circulated and
been posted on some web sites but it is not an official CDC document
yet. 

We value your input for this project and invite you to participate in
its development through a web-based wiki that will allow you to suggest
additional terms, plain language synonyms, and topics to be added in
future editions.

Please go to http://wiki.saiceemg.com/index.php/Main_Page to review the
thesaurus and join our online community of collaborators.  To edit and
contribute to the wiki, you will need to create an account and log in.
The wiki will be available through August 22, 2008. The wiki is hosted
by CDC's contractor. 

Once we evaluate the utility of this tool, we will explore ways to make
it broadly available to the field. 

Thank you for your participation. 


Cynthia Baur, Ph.D. 
Director, Division of Health Communication and Marketing
National Center for Health Marketing
CDC




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From magillispie at healthyroadsmedia.org  Wed Jul 30 18:37:29 2008
From: magillispie at healthyroadsmedia.org (Mary Alice Gillispie)
Date: Wed, 30 Jul 2008 16:37:29 -0600
Subject: [HealthLiteracy 2206] Re: Web Access
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FA2@LTA3VS011.ees.hhs .gov>
References: <200807301642.m6UGgfMl015728@mailhost2.mfldclin.edu>
	<70AC29892F0BB749B6592EA5CB82B85001C28FA2@LTA3VS011.ees.hhs.gov>
Message-ID: <20080730224055.E6A005FB3D@mail01.bridgeband.net>

One of the other factors to consider is the content available on the 
Web.  There are studies that show that much of the health information 
on the Web is written at high reading levels.  For someone with low 
literacy skills or who does not speak English it could be quite 
challenging to find information that is helpful.  Also, many sites 
are quite complex so that novice users are confused by just website 
layouts.  These issues, in addition to someone's literacy skills may 
contribute significantly to Internet use.  It is kind of a chicken 
and egg situation.
- Mary Alice

Mary Alice Gillispie, MD
Healthy Roads Media, Director
www.healthyroadsmedia.org
Tel 406-556-5877

At 03:29 PM 7/30/2008, you wrote:
>Also, there are data in the health literacy report on the 2003 NAAL data
>on the proportion of persons at each of the 4 performance levels who use
>the Internet for health information. This is a different measure but
>perhaps an even more useful one. Even if they do have access, only 15%
>of people at the below basic and basic levels use the Internet to search
>for health information.
>
>Cynthia Baur
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Seubert, Douglas
>Sent: Wednesday, July 30, 2008 12:43 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2199] Re: Web Access
>
>According to Nielsen//NetRatings, nearly 75 percent or 204.3 million
>Americans have access to the Internet from home (March 18, 2004)
>http://www.nielsen-netratings.com/pr/pr_040318.pdf
>
>According to the Pew Internet & American Life Project: "Surveys fielded
>in 2006 show that internet penetration among adults in the U.S. has hit
>an all-time high. While the percentage of Americans who say they use the
>internet has continued to fluctuate slightly, our latest survey, fielded
>February 15 - April 6, 2006 shows that fully 73% of respondents (about
>147 million adults) are internet users, up from 66% (about 133 million
>adults) in our January 2005 survey. And the share of Americans who have
>broadband connections at home has now reached 42% (about 84 million), up
>from 29% (about 59 million) in January 2005."
>http://www.pewinternet.org/PPF/r/182/report_display.asp
>
>Another report by the Pew Internet & American Life Project looked at
>Internet access and use among seniors: "The percent of seniors who go
>online has jumped by 47% between 2000 and 2004. In a February 2004
>survey, 22% of Americans age 65 or older reported having access to the
>Internet, up from 15% in 2000. That translates to about 8 million
>Americans age 65 or older who use the Internet. By contrast, 58% of
>Americans age 50-64, 75% of 30-49 year-olds, and 77% of 18-29 year-olds
>currently go online." And "66% of wired seniors had looked for health or
>medical information online at some point in their online life by the end
>of 2003. That is a 13-point jump since 2000, and a growth rate of 25%.
>And online seniors are much more likely than other Internet users to
>have logged on to get information about Medicare and Medicaid."
>http://www.pewinternet.org/pdfs/PIP_Seniors_Online_2004.pdf
>
>According to a report sponsored by the Bill & Melinda Gates Foundation:
>"Public libraries have made tremendous strides in giving people access
>to technology. Yet, more than 40 percent of Americans still do not
>regularly use the Internet, and many cite barriers to access or lack of
>skills as the reason."
>http://www.gatesfoundation.org/nr/Downloads/libraries/uslibraries/report
>s/TowardEqualityofAccess.pdf
>
>This last report raises a good point that has been confirmed by some
>independent research I was recently involved in with Family Health
>Center. Our mission is to improve access to primary care services for
>the medically underserved. In a recent survey, one of the questions we
>asked our members is "How often do you use the Internet?" So far, 1603
>surveys have been returned. The breakdown is as follows:
>
>How often do you use the Internet?
>         Often - 239 (15%)
>         Sometimes - 258 (16%)
>         Rarely - 136 (9%)
>         Not at All - 951 (60%)
>
>Why so many of our members NEVER use the Internet? We didn't ask "why"
>on the survey  (maybe we should have!) but I'm thinking it has less to
>do with access and more to do with "barriers to access" (perhaps lack of
>transportation to the nearest public library) or lack of skills (not
>knowing how to use the Internet and/or not knowing where to get help).
>
>Our member survey also asked about our newsletters and other printed
>materials we mail out,  and 89% of responders said the health
>information in our newsletters is "helpful" or "very helpful." Our
>newsletters provide good health information, but we often included a
>list of web links for more information. While Internet "access" may have
>increased over the years, the majority of our members report that they
>never use the Internet. To make sure we reach all of our members, we now
>no longer provide just a list of Internet resources. For example, in a
>recent article about diabetes foot care, we provided a link to the
>National Diabetes Education Program Website where one can download a
>free copy of their booklet "Take care of your Feet for Lifetime." We
>also offered an option for those who do not have access to the Internet.
>They can call our office (toll free) and we will print a copy here and
>mail it to them. In other words, we use the Internet for them, and make
>sure they have access to information that can help them improve and
>maintain their health.
>
>
>FOR MORE INFORMATION about Internet access and use, see...
>
>
>FALLING THROUGH THE NET: TOWARD DIGITAL INCLUSION A Report on Americans'
>Access to Technology Tools (October 2000)
>http://search.ntia.doc.gov/pdf/fttn00.pdf
>
>
>Computer and Internet Use in the United States: 2003 U.S. Department of
>Commerce http://www.census.gov/prod/2005pubs/p23-208.pdf
>
>
> >From Healthy People 2010
>
>Objective 11-1. Increase the proportion of households with access to the
>Internet at home.
>
>Baseline: 26 percent of households had access to the Internet at home in
>1998.
>
>With communication technologies, the disparity in access to electronic
>information resources is commonly referred to as the "digital
>divide."[28] The digital divide becomes more critical as the amount and
>variety of health resources available over the Internet increase and as
>people need more sophisticated skills to use electronic resources.[29]
>Equitably distributed health communication resources and skills, and a
>robust communication infrastructure can contribute to the closing of the
>digital divide and the overarching goal of Healthy People 2010 to
>eliminate health disparities.
>
>Although the proportion of people with access to the Internet has risen
>dramatically since 1995, many segments of the population lack access,
>such as low-income and rural households; persons with less education;
>and certain racial and ethnic groups, such as African Americans and
>Hispanics.[28] Internet access rates vary considerably according to
>income. Only 11 percent of households earning $24,999 or less have
>access, whereas 19 percent are connected among those earning $25,000 to
>$34,999; 30 percent have access among those earning $35,000 to $49,999;
>and 52 percent of households with $50,000 or greater in income have an
>Internet connection.[28] Barriers to Internet access include cost, lack
>of services in certain communities, limited literacy, lack of
>familiarity with different technologies, and, especially for people with
>disabilities, inaccessible formats that limit appropriate and effective
>technology use. Initiatives to promote universal access to the Internet
>will involve public and private sector stakeholders, particularly
>government agencies and technology corporations.
>
>[28] U.S. Department of Commerce. Falling Through the Net: Defining the
>Digital Divide. Washington, DC: National Telecommunications and
>Information Administration, 1999.
>http://www.ntia.doc.gov/ntiahome/digitaldivide/  July 29, 1999.
>
>[29] Eng, T.R.; Maxfield, A.; Patrick, K.; et al. Access to health
>information and support: A public highway or a private road? Journal of
>the American Medical Association 280(15):1371-1375, 1998. PubMed; PMID
>9794322
>
>
>
>
>Doug Seubert
>Quality Improvement & Care Management
>Family Health Center/Community Heath Access
>
>Marshfield Clinic
>1000 N Oak Avenue
>Marshfield, WI 54449
>www.marshfieldclinic.org/quality
>
>(715) 387-5096 (1-800-782-8581 ext. 75096)
>seubert.douglas at marshfieldclinic.org
>
>
>
>------Original Message------
>From:   "Rogers, Jaclyn" <jacrogers at state.pa.us>
>Date:   Wed Jul 30, 2008 -- 10:30:59 AM
>To:     healthliteracy at nifl.gov
>Subject:        [HealthLiteracy 2196]  Web Access
>
>  Does anyone know of any resources, or a location that I can obtain
>information that demonstrates how many persons with low health literacy
>and/or low literacy skills have Internet Access?
>
>
>Jacki Rogers| Public Health Program Administrator Bureau of Health
>Promotion & Risk Reduction Pennsylvania Department of Health 7th &
>Forster Streets | Harrisburg, PA 17120
>Phone: 717.787.6214 | Fax: 717.783.5498
>www.health.state.pa.us
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to seubert.douglas at marshfieldclinic.org
>
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to magillispie at healthyroadsmedia.org



From amuro5 at epcc.edu  Wed Jul 30 19:05:09 2008
From: amuro5 at epcc.edu (Muro, Andres)
Date: Wed, 30 Jul 2008 17:05:09 -0600
Subject: [HealthLiteracy 2207] Re: Request for input on draft plain
	languagethesaurus
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
Message-ID: <CA29C5E82B801844A7A967D109F117CF016BD23C@svrascmail01>

Just visited the website. Very cool, five stars *****.

 

It is a very simple to use thesaurus that can be useful for any
discipline, not just health. Great resource,

 

Andres

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
Sent: Wednesday, July 30, 2008 4:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus

 

Open invitation to listserv members and colleagues, 

The Division of Health Communication and Marketing, National Center for
Health Marketing at CDC has developed a draft plain language thesaurus
as a tool to provide plain language alternatives to medical and public
health terms. There currently is a draft version that has circulated and
been posted on some web sites but it is not an official CDC document
yet. 

We value your input for this project and invite you to participate in
its development through a web-based wiki that will allow you to suggest
additional terms, plain language synonyms, and topics to be added in
future editions.

Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

Once we evaluate the utility of this tool, we will explore ways to make
it broadly available to the field. 

Thank you for your participation. 

 

Cynthia Baur, Ph.D. 
Director, Division of Health Communication and Marketing 
National Center for Health Marketing 
CDC 





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From tsticht at znet.com  Wed Jul 30 19:08:44 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Wed, 30 Jul 2008 16:08:44 -0700
Subject: [HealthLiteracy 2208] Nobel Economist and Adult Literacy Education
Message-ID: <1217459324.4890f47c3e859@webmail.znet.net>

July 30, 2008

Improving America's Schools and Reducing Economic Inequality With Adult
Education: Toward a Multiple Life Cycles Education Policy

Tom Sticht
International Consultant in Adult Education

In February of 2006 I wrote a note entitled Adult Education Makes Early
Childhood Education a Good Economic Development Strategy. In that note I
reported research by James Heckman, Nobel Prize winning economist, which I
argued supported the need for a greater commitment to adult literacy
education integrated with parenting education.

This idea has been revived by my reading of an article by David Brooks in
the New York Times (reprinted in the San Diego Union-Tribune on Wednesday,
July 30, 2008). In this article Brooks reports that in a book entitled
"Schools, Skills and Synapses," Heckman addresses issues of educational
inequality and "directs attention at family environments, which have
deteriorated over the past 40 years."

In my article of February 2006 I recounted an interview with Heckman in June
of 2005
by the Minneapolis branch of the Federal Reserve Bank. He was asked about
making the case for early childhood education (ECE) as an economic
development strategy.

In his response, Heckman downplayed the effects of ECE on cognitive skills,
and instead stated, " Enriched early intervention programs targeted to
disadvantaged children have had their biggest effect on noncognitive
skills: motivation, self-control and time preference. We know that there's
a scientific basis for this finding. The prefrontal cortex, which is a
center of these noncognitive skills, matures late. The executive function,
the very definition of ourselves as people, the way we motivate ourselves,
these things are malleable until quite late stages?into the 20s, according
to research by neuroscientists. This means that in principle we can modify
these behaviors. Noncognitive skills are powerfully predictive of a number
of socioeconomic measures (crime, teenage pregnancy, education and the
like
.Kids in the Perry Preschool Program, an early childhood intervention,
are much more successful than similar kids without intervention even though
their IQs are no higher. And the same is true of many such interventions.
There is a lot of research on such programs."

Heckman also considered that by starting early enough with ECE it may be
possible to actually raise the IQs of disadvantaged children. In this
regard he cited the Abcediarian program aimed at disadvantaged children and
which starts at 3 or 4 months after the children are born and intervenes up
to age 8 in some cases.

Interestingly, in other economic analyses, Lynch (2004) also cited the
research on the Perry Preschool and Abcediarian projects, along with other
ECE programs,  as supporting the importance of ECE preschool programs.
Lynch states that many of these early education childhood programs  " also
provide adult education and parenting classes for the parents of young
children." (p vii).  This suggests that perhaps a  significant percentage
of the benefits that early childhood education programs produce might
result from the effects of adult parenting and literacy education
activities that take place in these programs.

Indeed, research by Morrison, Bachman, & Connor (2005) has questioned the
effectiveness of both childcare and preschool programs that do not focus on
improving parenting skills.  Concerning childcare, they say, "Overall,
parenting appears to be a more important source of influence on children?s
development than is childcare. 
 the contribution of parenting was about
three to four times greater than that of early childcare. 
high-quality
childcare will not offset the negative effect of poor parenting, and
poor-quality childcare will not prevent success for children with effective
parents." (pp. 48,49).

The fact that Heckman points to the importance of noncognitive skills as
important outcomes of preschool, such as increasing children?s motivation
for and interest in education, is also suggestive of the importance of
adult education in contributing to the cost-benefits of ECE. Numerous
studies of adult basic education (ABE) have found that noncognitive skills
are the major outcomes of ABE. Almost universally, studies of ABE outcomes
report that adults feel better about themselves, they overcome learned
helplessness, they feel more motivated to succeed in life, and,
importantly, these positive noncognitive skills often modify adults?
behaviors with their children.

In research with Wider Opportunities for Women, Sandra Van Fossen and I
found that mothers enrolled in basic skills programs reported that they
spoke more with their children about school, they read to them more, they
took them to the library more and so forth (Van Fossen & Sticht, 1991). In
one visit to a single mother?s home, the mother?s second grader said, "I do
my homework just like Mommy"
 and thrust his homework into the researcher?s
hand. This type of noncognitive skill development in the child was obtained
for free as a spin-off of an adult basic skills program.

This type of intergenerational transfer of noncognitive skills from parents
to their children in adult basic education and early childhood education
programs means that more attention needs to be paid to the role of adult
education in contributing to the cost-benefits of both ABE and ECE.

Extensive research also shows that adult?s cognitive, language, and literacy
skills can be transferred intergenerationally to their children. Hart &
Risley (1995) present extensive data showing how the oral language skills
of parents in professional, working class, and welfare homes are used to
transfer thinking, language, and literacy skills to their children.

Because of the importance of adult basic education in promoting the
intergenerational transfer of both cognitive and noncognitive skills from
parents to their children, education policy needs to be focused not just on
one child?s life cycle, but on the life cycles of both adults and their
children.

A "Multiple Life Cycles" policy for education explicitly recognizes that
educational policies do not affect only one generation but through the
intergenerational transfer of motivation, language, and literacy they
affect many cycles of lives across generations (see also Sticht, 1983). For
this reason governments need to invest in adult literacy and lifelong
education with the understanding that this investment will not only provide
returns in terms of increased productivity, health, and civic participation
on the part of the adults, but also with the understanding that the
investment in the education of adults may also produce returns in the
increased educability of the adult?s children. Good adult literacy
education integrated into parenting education is the backbone of good
preschool education.

>From the Multiple Life Cycles education policy perspective, it can be
understood that investments in high quality adult literacy education can be
construed as high quality early childhood education. Importantly, adult
literacy education can actually affect the work of the schools even before
children are conceived, because better educated parents produce fewer
children, get better prenatal care and have fewer babies with various
disabilities, both physical and cognitive.

Today we have a better understanding that in large percentages, poorly
educated children are the source of adult functional illiteracy, and
functionally illiterate adults are the source of poorly educated children.
The hope is that through education based on a Multiple Life Cycles
education policy better educated parents will produce more educable
children, thus reducing inequalities in achievement in school, raising the
skills of the children most at risk,  and leading to greater growth in and
equality in the economy.

[Note: for an expanded argument for a Multiple Life Cycles education policy
see Toward a Multiple Life Cycles Education Policy: Investing in the
Education of Adults to Improve the Educability of Children. An extensive
review is presented of research on early childhood education, brain science
and children's and adult's development, relationships of parent's education
to children's literacy, parenting and preschool effectiveness, and other
issues.
http://www.nald.ca/library/research/sticht/06dec/06dec.pdf]

References

Hart, B. & Risley, T. (1995). Meaningful differences in the everyday
experiences of young American children. Baltimore, MD: Paul H. Brookes
Publishing Co.

Lynch, R. (2004). Exceptional Returns: Economic,Fiscal,and Social Benefits
of Investment in Early Childhood Development. Washington, DC:
Economic Policy Institute (http://www.epinet.org)

Minneapolis Federal Reserve (2005, June). Interview with James. J. Heckman.
(http://minneapolisfed.org/pubs/region/05-06/heckman.cfm)

Morrison, F., Bachman, H, & Connor, C. (2005). Improving Literacy in
America. New Haven, CT:  Yale University Press.

Sticht, T. G. (1983, February). Literacy and Human Resources Development at
Work: Investing in the Education of Adults to Improve the Educability of
Children. Alexandria, VA: Human Resources Research Organization.

Van Fossen, S. & Sticht, T. (1991, July). Teach the Mother and Reach the
Child: Results of the Intergenerational Literacy Action Research Project of
Wider Opportunities for Women. Washington, DC: Wider Opportunities for
Women.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/Fax: (619) 444-9133
Email: tsticht at aznet.net


From helen at healthliteracy.com  Wed Jul 30 19:25:25 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Wed, 30 Jul 2008 19:25:25 -0400
Subject: [HealthLiteracy 2209] Re: Request for input on draft
	plainlanguagethesaurus
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
	<CA29C5E82B801844A7A967D109F117CF016BD23C@svrascmail01>
Message-ID: <01b801c8f29b$8c11f960$6501a8c0@HLC>

Request for input on draft plain language thesaurusAgreed! This new plain 
language thesaurus looks great -- a wonderful resource for all of us. 
Cynthia, thanks for making it happen.
~Helen

Helen Osborne, M.Ed., OTR/L
Health Literacy Consulting & Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor
----- Original Message ----- 
From: Muro, Andres
To: The Health and Literacy Discussion List
Sent: Wednesday, July 30, 2008 7:05 PM
Subject: [HealthLiteracy 2207] Re: Request for input on draft 
plainlanguagethesaurus


Just visited the website. Very cool, five stars *****.

It is a very simple to use thesaurus that can be useful for any discipline, 
not just health. Great resource,

Andres

From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia 
(CDC/CCHIS/NCHM)
Sent: Wednesday, July 30, 2008 4:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2205] Request for input on draft plain 
languagethesaurus

Open invitation to listserv members and colleagues,
The Division of Health Communication and Marketing, National Center for 
Health Marketing at CDC has developed a draft plain language thesaurus as a 
tool to provide plain language alternatives to medical and public health 
terms. There currently is a draft version that has circulated and been 
posted on some web sites but it is not an official CDC document yet.
We value your input for this project and invite you to participate in its 
development through a web-based wiki that will allow you to suggest 
additional terms, plain language synonyms, and topics to be added in future 
editions.
Please go to http://wiki.saiceemg.com/index.php/Main_Page to review the 
thesaurus and join our online community of collaborators.  To edit and 
contribute to the wiki, you will need to create an account and log in.  The 
wiki will be available through August 22, 2008. The wiki is hosted by CDC's 
contractor.
Once we evaluate the utility of this tool, we will explore ways to make it 
broadly available to the field.
Thank you for your participation.

Cynthia Baur, Ph.D.
Director, Division of Health Communication and Marketing
National Center for Health Marketing
CDC






----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to helen at healthliteracy.com 


From mcggayer at sbcglobal.net  Wed Jul 30 20:08:14 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Wed, 30 Jul 2008 17:08:14 -0700 (PDT)
Subject: [HealthLiteracy 2210]  New Medical Provider Education Program
Message-ID: <726604.51498.qm@web83003.mail.mud.yahoo.com>

Colleagues,
         I am currently working as a Community Health Intern with a focus on health literacy for the Jefferson County Health Department in Jefferson County, Missouri.  I have been interested in provider education since the start of my work, but was unable to find any existing programs that fit our needs and/or were sustainable.  
        A few weeks ago though, I began developing a new provider education program entitled the Health Literacy Certification Program (HLCP).  The programs materials are not yet entirely finished, but the majority of the components should be finished by the end of the week.  The program will be offered totally free, as I am simply interested in helping others find unique methods to improve provider education concerning health literacy and clear health communication strategies.  
        If anyone is interested, or works, in provider education concerning health literacy and would like to learn more about the HLCP program, please e-mail me at my personal e-mail 'off-list.'  We feel this program has a very good opportunity to successfully improve provider education both here, and elsewhere, as the program also has high replicability and should be able to be applied elsewhere as well.  Thank you, and I look forward to your feedback about our program.
   
  Thank you,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267
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From rrudd at hsph.harvard.edu  Wed Jul 30 21:36:53 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Wed, 30 Jul 2008 21:36:53 -0400
Subject: [HealthLiteracy 2211] Re: Request for input on draft
	plain	languagethesaurus
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
Message-ID: <4890DEF0.C34B.00AF.0@hsph.harvard.edu>

Wonderful work! Kudos to you and your team, Cynthia!
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From djrosen at comcast.net  Thu Jul 31 06:22:15 2008
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 31 Jul 2008 06:22:15 -0400
Subject: [HealthLiteracy 2212] UNESCO announces 2008 recipients of Literacy
	Prizes, theme is Literacy and Health
Message-ID: <013A081E-2D98-40B7-B8C0-F3D579D1CA55@comcast.net>

Colleagues:

 From the UN News Centre --

Projects from Brazil, Zambia, South Africa and Ethiopia have won this  
year?s Literacy Prizes awarded by the United Nations Educational,  
Scientific and Cultural Organization (UNESCO) in recognition of  
innovative programmes designed to teach reading skills to women,  
adolescents and other marginalized populations.

The theme for this year?s honours is ?Literacy and Health,? and the  
winning projects focus on preventing disease and boosting care and  
treatment through literacy, highlighting key public health concerns  
such as HIV/AIDS, tuberculosis and malaria.

The four winners are:

     * The ?Alfabetizando com saude? initiative of the Curitiba City  
Council in Brazil, which was recognized for its work and cooperation  
with government health and education agencies.
     * Zambia?s ?Reflect and HIV/AIDS? programme of the People?s  
Action Forum, which received an award for reaching rural women in  
mother tongue languages and using literacy to prevent and treat disease.
     * The ?Kwanibela Project? of South Africa?s Operation Upgrade  
was bestowed with a prize for serving as a model to other countries  
for its focus on rural women, HIV/AIDS awareness and family nutrition  
and income.
     * Ethiopia?s ?Literacy Plus? project of the Adult and Non-Formal  
Adult Education was recognized for its community-based approach to  
teaching business, conflict resolution and disease prevention.

For more information, see:
http://tinyurl.com/6kjtfy

David J. Rosen
djrosen at comcast.net



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From Pam.Hebert at va.gov  Thu Jul 31 06:51:46 2008
From: Pam.Hebert at va.gov (Hebert, Pam  NCP)
Date: Thu, 31 Jul 2008 06:51:46 -0400
Subject: [HealthLiteracy 2213] Re: Request for input on draft plain
	languagethesaurus
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
Message-ID: <7967BDFA0C9E2745A5281ED6DBD05BFD051FEE29@VHAV06MSGA3.v06.med.va.gov>

Thanks Dr. Bauer for undertaking such a critical project.  Know that you
sister organization, the Veterans Administration appreciates you efforts
in doing this. If we can help in any way please let us know.  We look
forward to you sharing the finished product. 

 

Pam Hebert, Dr.P.H.

Health Education Coordinator

Office of Health Education & Information

VA NCP

Durham, N.C.

919 383 7874 x 249

 

 

 

 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
Sent: Wednesday, July 30, 2008 6:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus

 

Open invitation to listserv members and colleagues, 

The Division of Health Communication and Marketing, National Center for
Health Marketing at CDC has developed a draft plain language thesaurus
as a tool to provide plain language alternatives to medical and public
health terms. There currently is a draft version that has circulated and
been posted on some web sites but it is not an official CDC document
yet. 

We value your input for this project and invite you to participate in
its development through a web-based wiki that will allow you to suggest
additional terms, plain language synonyms, and topics to be added in
future editions.

Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

Once we evaluate the utility of this tool, we will explore ways to make
it broadly available to the field. 

Thank you for your participation. 

 

Cynthia Baur, Ph.D. 
Director, Division of Health Communication and Marketing 
National Center for Health Marketing 
CDC 





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From elyse at lacnyc.org  Thu Jul 31 09:22:38 2008
From: elyse at lacnyc.org (Elyse Barbell)
Date: Thu, 31 Jul 2008 09:22:38 -0400
Subject: [HealthLiteracy 2214] Re: Request for input on draft plain
	languagethesaurus
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801BA396B@lac-exch.lacnyc.local>

Cynthia,

 

This is a terrific - I am going to include it as a resource for all of
our training. What else do you have in the pipeline? Hope your summer is
going well.

 

Elyse

 

Elyse Barbell 

Executive Director

Literacy Assistance Center

212.803.3302

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
Sent: Wednesday, July 30, 2008 6:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus

 

Open invitation to listserv members and colleagues, 

The Division of Health Communication and Marketing, National Center for
Health Marketing at CDC has developed a draft plain language thesaurus
as a tool to provide plain language alternatives to medical and public
health terms. There currently is a draft version that has circulated and
been posted on some web sites but it is not an official CDC document
yet. 

We value your input for this project and invite you to participate in
its development through a web-based wiki that will allow you to suggest
additional terms, plain language synonyms, and topics to be added in
future editions.

Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

Once we evaluate the utility of this tool, we will explore ways to make
it broadly available to the field. 

Thank you for your participation. 

 

Cynthia Baur, Ph.D. 
Director, Division of Health Communication and Marketing 
National Center for Health Marketing 
CDC 





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From seubert.douglas at marshfieldclinic.org  Thu Jul 31 10:06:23 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 31 Jul 2008 09:06:23 -0500
Subject: [HealthLiteracy 2215] Re: Web Access
Message-ID: <200807311406.m6VE6Tb2021772@mailhost2.mfldclin.edu>

And if that's not enough, you also need the skills to evaluate the credibility and accuracy of the health information you find on the Internet. There are so many great Web sites. But do a search for "diet" or "weight loss" and you'll find a lot of garbage, too. That's where a Web site like MedlinePlus comes in handy. 

Then, once a person evaluates the information and knows that it comes from a credible source, the next set of skills involves figuring out if and how the information pertains to his or her specific medical condition. "Is this appropriate and applicable to my situation?"

Obviously, access to the Internet is not the only barrier!



Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Heath Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Reply Message------
From:	"Mary Alice Gillispie" <magillispie at healthyroadsmedia.org>
Date:	Wed Jul 30, 2008 -- 05:47:04 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2206] Re: Web Access

One of the other factors to consider is the content available on the 
Web.  There are studies that show that much of the health information 
on the Web is written at high reading levels.  For someone with low 
literacy skills or who does not speak English it could be quite 
challenging to find information that is helpful.  Also, many sites 
are quite complex so that novice users are confused by just website 
layouts.  These issues, in addition to someone's literacy skills may 
contribute significantly to Internet use.  It is kind of a chicken 
and egg situation.
- Mary Alice

Mary Alice Gillispie, MD
Healthy Roads Media, Director
www.healthyroadsmedia.org
Tel 406-556-5877

At 03:29 PM 7/30/2008, you wrote:
>Also, there are data in the health literacy report on the 2003 NAAL data
>on the proportion of persons at each of the 4 performance levels who use
>the Internet for health information. This is a different measure but
>perhaps an even more useful one. Even if they do have access, only 15%
>of people at the below basic and basic levels use the Internet to search
>for health information.
>
>Cynthia Baur
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Seubert, Douglas
>Sent: Wednesday, July 30, 2008 12:43 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2199] Re: Web Access
>
>According to Nielsen//NetRatings, nearly 75 percent or 204.3 million
>Americans have access to the Internet from home (March 18, 2004)
>http://www.nielsen-netratings.com/pr/pr_040318.pdf
>
>According to the Pew Internet & American Life Project: "Surveys fielded
>in 2006 show that internet penetration among adults in the U.S. has hit
>an all-time high. While the percentage of Americans who say they use the
>internet has continued to fluctuate slightly, our latest survey, fielded
>February 15 - April 6, 2006 shows that fully 73% of respondents (about
>147 million adults) are internet users, up from 66% (about 133 million
>adults) in our January 2005 survey. And the share of Americans who have
>broadband connections at home has now reached 42% (about 84 million), up
>from 29% (about 59 million) in January 2005."
>http://www.pewinternet.org/PPF/r/182/report_display.asp
>
>Another report by the Pew Internet & American Life Project looked at
>Internet access and use among seniors: "The percent of seniors who go
>online has jumped by 47% between 2000 and 2004. In a February 2004
>survey, 22% of Americans age 65 or older reported having access to the
>Internet, up from 15% in 2000. That translates to about 8 million
>Americans age 65 or older who use the Internet. By contrast, 58% of
>Americans age 50-64, 75% of 30-49 year-olds, and 77% of 18-29 year-olds
>currently go online." And "66% of wired seniors had looked for health or
>medical information online at some point in their online life by the end
>of 2003. That is a 13-point jump since 2000, and a growth rate of 25%.
>And online seniors are much more likely than other Internet users to
>have logged on to get information about Medicare and Medicaid."
>http://www.pewinternet.org/pdfs/PIP_Seniors_Online_2004.pdf
>
>According to a report sponsored by the Bill & Melinda Gates Foundation:
>"Public libraries have made tremendous strides in giving people access
>to technology. Yet, more than 40 percent of Americans still do not
>regularly use the Internet, and many cite barriers to access or lack of
>skills as the reason."
>http://www.gatesfoundation.org/nr/Downloads/libraries/uslibraries/report
>s/TowardEqualityofAccess.pdf
>
>This last report raises a good point that has been confirmed by some
>independent research I was recently involved in with Family Health
>Center. Our mission is to improve access to primary care services for
>the medically underserved. In a recent survey, one of the questions we
>asked our members is "How often do you use the Internet?" So far, 1603
>surveys have been returned. The breakdown is as follows:
>
>How often do you use the Internet?
>         Often - 239 (15%)
>         Sometimes - 258 (16%)
>         Rarely - 136 (9%)
>         Not at All - 951 (60%)
>
>Why so many of our members NEVER use the Internet? We didn't ask "why"
>on the survey  (maybe we should have!) but I'm thinking it has less to
>do with access and more to do with "barriers to access" (perhaps lack of
>transportation to the nearest public library) or lack of skills (not
>knowing how to use the Internet and/or not knowing where to get help).
>
>Our member survey also asked about our newsletters and other printed
>materials we mail out,  and 89% of responders said the health
>information in our newsletters is "helpful" or "very helpful." Our
>newsletters provide good health information, but we often included a
>list of web links for more information. While Internet "access" may have
>increased over the years, the majority of our members report that they
>never use the Internet. To make sure we reach all of our members, we now
>no longer provide just a list of Internet resources. For example, in a
>recent article about diabetes foot care, we provided a link to the
>National Diabetes Education Program Website where one can download a
>free copy of their booklet "Take care of your Feet for Lifetime." We
>also offered an option for those who do not have access to the Internet.
>They can call our office (toll free) and we will print a copy here and
>mail it to them. In other words, we use the Internet for them, and make
>sure they have access to information that can help them improve and
>maintain their health.
>
>
>FOR MORE INFORMATION about Internet access and use, see...
>
>
>FALLING THROUGH THE NET: TOWARD DIGITAL INCLUSION A Report on Americans'
>Access to Technology Tools (October 2000)
>http://search.ntia.doc.gov/pdf/fttn00.pdf
>
>
>Computer and Internet Use in the United States: 2003 U.S. Department of
>Commerce http://www.census.gov/prod/2005pubs/p23-208.pdf
>
>
> >From Healthy People 2010
>
>Objective 11-1. Increase the proportion of households with access to the
>Internet at home.
>
>Baseline: 26 percent of households had access to the Internet at home in
>1998.
>
>With communication technologies, the disparity in access to electronic
>information resources is commonly referred to as the "digital
>divide."[28] The digital divide becomes more critical as the amount and
>variety of health resources available over the Internet increase and as
>people need more sophisticated skills to use electronic resources.[29]
>Equitably distributed health communication resources and skills, and a
>robust communication infrastructure can contribute to the closing of the
>digital divide and the overarching goal of Healthy People 2010 to
>eliminate health disparities.
>
>Although the proportion of people with access to the Internet has risen
>dramatically since 1995, many segments of the population lack access,
>such as low-income and rural households; persons with less education;
>and certain racial and ethnic groups, such as African Americans and
>Hispanics.[28] Internet access rates vary considerably according to
>income. Only 11 percent of households earning $24,999 or less have
>access, whereas 19 percent are connected among those earning $25,000 to
>$34,999; 30 percent have access among those earning $35,000 to $49,999;
>and 52 percent of households with $50,000 or greater in income have an
>Internet connection.[28] Barriers to Internet access include cost, lack
>of services in certain communities, limited literacy, lack of
>familiarity with different technologies, and, especially for people with
>disabilities, inaccessible formats that limit appropriate and effective
>technology use. Initiatives to promote universal access to the Internet
>will involve public and private sector stakeholders, particularly
>government agencies and technology corporations.
>
>[28] U.S. Department of Commerce. Falling Through the Net: Defining the
>Digital Divide. Washington, DC: National Telecommunications and
>Information Administration, 1999.
>http://www.ntia.doc.gov/ntiahome/digitaldivide/  July 29, 1999.
>
>[29] Eng, T.R.; Maxfield, A.; Patrick, K.; et al. Access to health
>information and support: A public highway or a private road? Journal of
>the American Medical Association 280(15):1371-1375, 1998. PubMed; PMID
>9794322
>
>
>
>
>Doug Seubert
>Quality Improvement & Care Management
>Family Health Center/Community Heath Access
>
>Marshfield Clinic
>1000 N Oak Avenue
>Marshfield, WI 54449
>www.marshfieldclinic.org/quality
>
>(715) 387-5096 (1-800-782-8581 ext. 75096)
>seubert.douglas at marshfieldclinic.org
>
>
>
>------Original Message------
>From:   "Rogers, Jaclyn" <jacrogers at state.pa.us>
>Date:   Wed Jul 30, 2008 -- 10:30:59 AM
>To:     healthliteracy at nifl.gov
>Subject:        [HealthLiteracy 2196]  Web Access
>
>  Does anyone know of any resources, or a location that I can obtain
>information that demonstrates how many persons with low health literacy
>and/or low literacy skills have Internet Access?
>
>
>Jacki Rogers| Public Health Program Administrator Bureau of Health
>Promotion & Risk Reduction Pennsylvania Department of Health 7th &
>Forster Streets | Harrisburg, PA 17120
>Phone: 717.787.6214 | Fax: 717.783.5498
>www.health.state.pa.us
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to seubert.douglas at marshfieldclinic.org
>
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to magillispie at healthyroadsmedia.org


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From amuro5 at epcc.edu  Thu Jul 31 10:55:17 2008
From: amuro5 at epcc.edu (Muro, Andres)
Date: Thu, 31 Jul 2008 08:55:17 -0600
Subject: [HealthLiteracy 2216] Re: Request for input on draft
	plainlanguagethesaurus
In-Reply-To: <7967BDFA0C9E2745A5281ED6DBD05BFD051FEE29@VHAV06MSGA3.v06.med.va.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
	<7967BDFA0C9E2745A5281ED6DBD05BFD051FEE29@VHAV06MSGA3.v06.med.va.gov>
Message-ID: <CA29C5E82B801844A7A967D109F117CF016BD261@svrascmail01>

Hi Cynthia:

 

As I mentioned yesterday, I think that the Thesaurus is a great
resource. This morning I was thinking about it and it occur to me that a
thesaurus or dictionary of symbols would be a great compliment to the
thesaurus. 

 

Health materials developers could refer to the thesaurus for simple
language and to the symbols for supporting way to codify and present
information. 

 

Just a thought,

 

Andres  

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hebert, Pam NCP
Sent: Thursday, July 31, 2008 4:52 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2213] Re: Request for input on draft
plainlanguagethesaurus

 

Thanks Dr. Bauer for undertaking such a critical project.  Know that you
sister organization, the Veterans Administration appreciates you efforts
in doing this. If we can help in any way please let us know.  We look
forward to you sharing the finished product. 

 

Pam Hebert, Dr.P.H.

Health Education Coordinator

Office of Health Education & Information

VA NCP

Durham, N.C.

919 383 7874 x 249

 

 

 

 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
Sent: Wednesday, July 30, 2008 6:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus

 

Open invitation to listserv members and colleagues, 

The Division of Health Communication and Marketing, National Center for
Health Marketing at CDC has developed a draft plain language thesaurus
as a tool to provide plain language alternatives to medical and public
health terms. There currently is a draft version that has circulated and
been posted on some web sites but it is not an official CDC document
yet. 

We value your input for this project and invite you to participate in
its development through a web-based wiki that will allow you to suggest
additional terms, plain language synonyms, and topics to be added in
future editions.

Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

Once we evaluate the utility of this tool, we will explore ways to make
it broadly available to the field. 

Thank you for your participation. 

 

Cynthia Baur, Ph.D. 
Director, Division of Health Communication and Marketing 
National Center for Health Marketing 
CDC 

 

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From marcia.trenter at fda.hhs.gov  Thu Jul 31 11:20:09 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Thu, 31 Jul 2008 11:20:09 -0400
Subject: [HealthLiteracy 2216] Re: Request for input on draft plain
	languagethesaurus
In-Reply-To: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
Message-ID: <628709BFB7B3794986640730395B300B05B1DED4@FMD3VS012.fda.gov>

Cynthia, 
 
The draft plain language thesaurus is user friendly and a terrific
resource. We struggle to find medical and health synonyms constantly.
Please be certain to let us know when it is an official document. 
 
Regards,
Marcia


________________________________

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
	Sent: Wednesday, July 30, 2008 6:31 PM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus
	
	

	Open invitation to listserv members and colleagues, 

	The Division of Health Communication and Marketing, National
Center for Health Marketing at CDC has developed a draft plain language
thesaurus as a tool to provide plain language alternatives to medical
and public health terms. There currently is a draft version that has
circulated and been posted on some web sites but it is not an official
CDC document yet. 

	We value your input for this project and invite you to
participate in its development through a web-based wiki that will allow
you to suggest additional terms, plain language synonyms, and topics to
be added in future editions.

	Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

	Once we evaluate the utility of this tool, we will explore ways
to make it broadly available to the field. 

	Thank you for your participation. 


	Cynthia Baur, Ph.D. 
	Director, Division of Health Communication and Marketing 
	National Center for Health Marketing 
	CDC 




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From Mhrsemh at omh.state.ny.us  Thu Jul 31 11:29:33 2008
From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath)
Date: Thu, 31 Jul 2008 11:29:33 -0400
Subject: [HealthLiteracy 2217]    Fwd: Re: Web Access
In-Reply-To: <c25.3fcc0442.35c24415@aol.com>
References: <c25.3fcc0442.35c24415@aol.com>
Message-ID: <4891A21D.43A9.0076.0@omh.state.ny.us>

You will find that Marcia is not the only librarian lurking about. Consumer health and public librarians can make a subtle but important difference in how consumers of health information receive services, and at the same time influence providers of health services with support to communicate better. 



Beti Horvath, MLS
Library Services
Mid-Hudson Forensic Psychiatric Center
New Hampton NY 10958
mhrsemh at omh.state.ny.us
845-374-8700x3625
Fax 845-374-8853


>>> <RKenyon721 at aol.com> 7/30/2008 6:24 pm >>>
Hello all,
 
I am Moderator for the Learning Disabilities Discussion List and am  covering 
for Julie McKinney during her absence.
 
I was so impressed with the recent message posted by Marcia Zorn.   Such an 
abundance of good information!  How wonderful for this List to have  a 
reference librarian as a subscriber.  
 
 
Rochelle Kenyon
 
 
 
Rochelle Kenyon, Ed.D.
Moderator, NIFL/LINCS Learning  Disabilities Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

To  post a message: 
_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)   

To subscribe: 
_http://www.nifl.gov/mailman/listinfo/LearningDisabilities_ 
(http://www.nifl.gov/mailman/listinfo/LearningDisabilities) 

To  read archived messages:
_http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html_ 
(http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html) 
 
 
The following do not exactly address the question about  resources/location 
for information demonstrating how many persons with low  health literacy and/or 
low literacy skills have Internet access; but some of  these reports update 
the good resources Doug sent.

Nielsen released on  July 8, 2008 the Nielsen "Three Screen Report, 
Television, Internet and Mobile  Usage in the U.S." (dated  May 2008) which updates the 
2004 numbers
_http://www.nielsen.com/pdf/3_Screen_Report_May08_FINAL.pdf_ 
(http://www.nielsen.com/pdf/3_Screen_Report_May08_FINAL.pdf)   , - It's the first comparable 
U.S. figures showing video and TV usage across the  'three screens' - 
Television, Internet and Mobile devices.

A press  release from Nielsen about it is at 
_http://www.nielsen.com/media/2008/pr_080708.html_ (http://www.nielsen.com/media/2008/pr_080708.html)   . It 
states that "Two hundred twenty million Americans have Internet access at  home 
and/or work and 73%, or 162 million went online in May...It highlights that  
"watching video on the Internet is no longer a novelty; 119 million unique  
viewers viewed 7.5 billion video streams in May 2008.  In addition as of Q1  
2008, 91 million Americans (36% of all mobile phone subscribers in the U.S.)  
owned a video-capable phone. "  

Another press release with stats is at  
http://www.nielsenmedia.com/nc/portal/site/Public/menuitem.55dc65b4a7d5a 
dff3f65936147a062a0/?vgnextoid=fe63c9769fcfa110VgnVCM100000ac0a260aRCRD 
Tiny  url = _http://tinyurl.com/6j269o_ (http://tinyurl.com/6j269o)   

Newer NTIA report stats/chart is at
_http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf_ 
(http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf)    

Also, "New Study Shows Internet Users 50+ Are Rapidly Closing the  Digital 
Divide with Booming Online Activity News release: 42% of users 50+ check  the 
Internet for news daily or
several times a day, compared to 18% of users  under 20.   
_http://www.aarp.org/research/press-center/presscurrentnews/new_study_released
_by_the_center_for_the_digital_f.html_ 
(http://www.aarp.org/research/press-center/presscurrentnews/new_study_released_by_the_center_for_the_digital_f.html) 
   
The complete study from The Center for the Digital Future and AARP is  
available upon request 
Highlights of the report are available here:
_http://www.digitalcenter.org/pdf/2008-Digital-Future-Report-Final-Release.pdf
_ 
(http://www.digitalcenter.org/pdf/2008-Digital-Future-Report-Final-Release.pdf)   
The full report is available for purchase _http://store.digitalcenter.org_ 
(http://store.digitalcenter.org)   

And to compare U.S. usage to other countries:   "Digital World: State Of The 
Internet" Report Highlights Growth in Emerging  Internet Markets (by 
comScore).  U.S. Currently Accounts for 21 Percent of  Worldwide Internet Users, Down 
from 66 Percent in 1996
_http://www.comscore.com/press/release.asp?press=2115_ 
(http://www.comscore.com/press/release.asp?press=2115)   

For those interested in the Social Media "movement," see Power to the  
people, Social Media Tracker, Wave 3.0, March 2008 - Universal McCanns Global  
Research Into Impact of Social Media project to measure consumer usage,  attitudes 
& interests in adopting social media platforms (stated
to be  the largest exploration of its kind) "to provide the facts behind the  
hype..."
_http://www.universalmccann.com/Assets/wave_3_20080403093750.pdf_ 
(http://www.universalmccann.com/Assets/wave_3_20080403093750.pdf)   

***Specifically about Literacy and Internet access: 

There's a  2005 eGov report titled Improving Access to the Internet: A report 
to the  Congress...which discusses literacy (though not much) at 
_http://www.cio.gov/documents/icgi/report.pdf_ 
(http://www.cio.gov/documents/icgi/report.pdf)   

And you might be interested in these Web Junction links: Equity  of Access: 
Igniting a Passion for Change 
_http://www.webjunction.org/do/DisplayContent?id=5507_ (http://www.webjunction.org/do/DisplayContent?id=5507)   

I believe that if you search for statistics on the Digital Divide  and 
literacy, you'll find articles and LINKS that might interest you, like from  
article: Congress Needs to Address the Digital Divide - 2005 - By Mark Lloyd  
(October 6, 2005)
_http://www.americanprogress.org/issues/2005/10/b1097565.html_ (http://www.ame
ricanprogress.org/issues/2005/10/b1097565.html)   

Definitely check with a local librarian about searching for statistics  for 
you.

Marcia Zorn, Reference Librarian
National Library of  Medicine



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From zornm at mail.nlm.nih.gov  Thu Jul 31 13:18:16 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Thu, 31 Jul 2008 13:18:16 -0400
Subject: [HealthLiteracy 2218] More links for studies re: access to Internet
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE191CA0AC2@NIHCESMLBX15.nih.gov>

Hi, all-

Some comments re access:  I encourage people interested in this topic (broadly defined as digital divide or IT literacy and health) to consider joining the Digital Divide network http://www.digitaldivide.net/comm/  .  Siobhan Champ-Blackwell just posted comments on it today about what a HUGE topic The Digital Divide and Human Health is.  She she sees it from two sides:  the health care providers who serve low income and underserved populations are themselves experiencing barriers to information, and the people they serve have barriers. Then Siobhan (who has a terrific blog at http://nnlm.gov/mcr/bhic/ )  mentions how many public & medical libraries are stepping in with service; but people still need to find out about services. This is a big issue: how people information seek, and what information they trust are separate-yet part- of the access issue. (see also Durrance and Pettigrew, 2001 <http://www.firstmonday.org/issues/issue6_4/durrance/index.html>  ;  Abrahamson & Fisher, 2007 <http://informationr.net/ir/12-4/colis/colis15.html>  )   Dervin's 2001 <http://communication.sbs.ohio-state.edu/sense-making/artdirect/artdervin01nlm.pdf>   background paper also summarizes some earlier empirical work re: everyday health information seeking and use.   

The NCI  HINTS <http://hints.cancer.gov/>  (Health Information National Trends Survey) & Hints Briefs  <http://hints.cancer.gov/docs/HINTS_Brief_10_061708.pdf>  produces new data re: health information seeking & trust . One question is "How much would you trust the information about cancer from] the Internet?" http://hints.cancer.gov/questions/qDisplay.jsp?specCase=0&qID=858 
See also OCLC's 2007 Sharing, Privacy and Trust in Our Networked World <http://www.oclc.org/reports/pdfs/sharing.pdf>  for this issue.

Anyway, following are some more links for those wanting documents on the Web just re: access to Internet, especially for low literacy individuals. 

 
--Marcia

Accessible Health Information Technology (IT) for Populations with Limited Literacy: A Guide for Developers and Purchasers of Health IT. The Agency for Healthcare Research and Quality has just published 
http://healthit.ahrq.gov/portal/server.pt?open=514&objID=5554&mode=2&holderDisplayURL=http://prodportallb.ahrq.gov:7087/publishedcontent/publish/communities/k_o/knowledge_library/features_archive/features/accessible_health_information_technology__it__for_populations_with_limited_literacy__a_guide_for_developers_and_purchasers_of_health_it.html
Internet Usage by Low-Literacy Adults Seeking Health Information: An Observational Analysis. Birru MS, Monaco VM, Charles L, Drew H, Njie V, Bierria T, Detlefsen E, Steinman RA J Med Internet Res 2004;6(3):e25  http://www.jmir.org/2004/3/e25/  

Health Information Literacy and Competencies of Information Age Students: Results From the Interactive Online Research Readiness Self-Assessment (RRSA). Ivanitskaya L, O'Boyle I, Casey AM  J Med Internet Res 2006;8(2):e6  http://www.jmir.org/2006/2/e6/ 

Online Health Information and Low-Literacy African Americans  Mehret S Birru and Richard A Steinman
J Med Internet Res. 2004 Jul-Sep; 6(3): e26. Published online 2004 September 3. doi: 10.2196/jmir.6.3.e26. 
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1550609 

 What do we mean by Internet access? A framework for health researchers. Bush NE, Bowen DJ, Wooldridge J, Ludwig A, Meischke H, Robbins R Preventing Chronic Disease [serial online], 2004. Available from http://www.cdc.gov/pcd/issues/2004/oct/04_0019.htm  

Lower-Literacy Users. Jakob Nielsen's Alertbox, March 14, 2005 http://www.useit.com/alertbox/20050314.html  

Enhancing access to relevant health information. Kreps, G.L. (2002). In R. Carveth, S. B. Kretchmer, & D. Schuler (Eds.). Shaping the network society: Patterns for participation, action, and change (pp. 149-152). CPSR: Palo Alto, CA. http://www.amia.org/meetings/s03/presentations/Access.pdf 

Health literacy and cancer communication. Davis TC, Williams MV, Marin E, Parker RM, Glass J. CA Cancer J Clin 2002; 52:134 http://caonline.amcancersoc.org/cgi/content/full/52/3/134 

One Fifth of Americans Never use the Internet? Benton Web site http://www.benton.org/node/6791 Lasar's] The average respondent spent about 12.8 hours a week on line, according to the report http://hraunfoss.fcc.gov/edocs_public/attachmatch/DA-07-3470A2.pdf . More about the FCC Report  author: M Lasar http://www.lasarletter.net/drupal/node/447 

Poll #108: Four in Five of All U.S. Adults - An Estimated 178 million - Go Online Nov 5, Harris Poll, the  number of adults who are online at home, in the office, at school, library or other locations continues to grow at a steady rate. In 2007, the number of online users reached an estimated 178 million, a ten percent increase.  http://www.harrisinteractive.com/harris_poll/index.asp?PID=827

Public Access to the Internet, Arunachalam, Subbiah 26 Jan 2006, extract from the book Word Matters: multicultural perspectives on information societies. This book, which has been coordinated by Alain Ambrosi, Val?rie Peugeot and Daniel Pimienta released on Nov 5, 2005 by C & F ?ditions <http://cfeditions.com> .

Ensuring Information Access for Low-Literate Adults, Pam Whitten, Michael Mackert, Mr Brad Love 
http://gateway.nlm.nih.gov/MeetingAbstracts/ma?f=103622778.html

Internet & Society 2007 Conference MANY links http://www.is2k7.org/ (Harvard's Berkman Center for Internet and Society Cambridge, MA May 31-Jun 1, 2007) 

Participative Web and User-Created Content: Web 2.0, Wikis and Social Networking 124p, ISBN 978-92-64-03746-5, Published: Oct 2007  This study describes the rapid growth of UCC & its increasing role in worldwide communication. Free PDF e-book from OECD, http://213.253.134.43/oecd/pdfs/browseit/9307031E.PDF 

Where Does the U.S. Really Stand on Broadband and Do Policy Makers Have the Tools to Know? http://www.benton.org/?q=node/6256

Technology & Media Use: Home Broadband Adoption 2007, Pew Internet Report June 2007: by John Horrigan & Aaron Smith 47% of adults have high-speed internet connections at home as of early March 2007 
14p Memo http://www.pewinternet.org/pdfs/PIP_Broadband%202007.pdf 
Other recent reports & memos re: Technology & Media http://www.pewinternet.org/PPF/c/1/topics.asp 

Internet Passes Radio, Closes in on Television as "Most Essential" Medium in American Life (7 p. summary of Edison Res Rept, 2007) http://www.edisonresearch.com/home/archives/Q3%20Media%20Perceptions%20-%20large%20slides%20_2_.pdf 

Carl and Ruth Shapiro Family National Center for Accessible Media [pdf] http://ncam.wgbh.org/

Don't Leave Me Out! Designing Usable and Accessible Web Sites May 2007 Ginny Redish
http://www.stc.org/54thConf/sessions/sessionMaterials05.asp?ID=57 

Communication Rules editorial (HarrisInteractive Trends & Tudes V6#1 Fe 2007) by S Martin & L Crane examines communication tools such as the Internet, cell phones & text messaging, which young people seem to grasp rules for using http://www.harrisinteractive.com/news/newsletters/k12news/HI_TrendsTudes_2007_v06_i02.pdf

A review of national information and communication technologies (ICT) and a proposed National Electronic Initiative Framework (NEIF) by Alan R. Peslak (originally published in May 2006) First Monday 
http://www.firstmonday.org/issues/issue11_5/peslak/index.html

Effective use: A community informatics strategy beyond the Digital Divide by Michael Gurstein (c2003) http://www.firstmonday.org/issues/issue8_12/gurstein/index.html 

Your Guide to the Digital Divide by Mark Glaser gives an overview of the digital media revolution, annotated with online resources and tips. http://www.pbs.org/mediashift/2007/01/digging_deeperyour_guide_to_th.html 

Magnifico: Science, literacy, and the internet? Understanding how young people evaluate information on the internet. http://spotlight.macfound.org/main/entry/magnifico_science_literacy_and_the_internet/ 

Latinos Online [Pew Hispanic Center Release] by Susannah Fox and Gretchen Livingston, is based on telephone surveys of 6,016 Latino adults, aged 18+, Jun 2006 - Oct 2006 http://pewhispanic.org <http://pewhispanic.org/> 

Modern Technology has Tremendous Impact on the Way Teens Communicate (Harris Interactive Fe 20, 2007) http://www.harrisinteractive.com/news/allnewsbydate.asp?NewsID=1181 

A goal of the Macarthur Foundation digital media and learning initiative is to better understand how young people evaluate information that they find on the internet In session on games and learning-report by Johathan Fanton http://spotlight.macfound.org/main/entry/games_panel_crowd/.

New Literacies of the Internet Literacy expert Donald Leu addresses reading and writing strategies required for using the Internet and how these new literacies are changing the way we teach in grades 3-5. http://www.learner.org/channel/workshops/teachreading35/session5/index.html 

Adding Societal Impact and Reflection to Information Technology Fluency Classes Golub, E. (Dec 2006)  HCIL-2006- http://hcil.cs.umd.edu/trs/2006-28/2006-28.pdf  

Beyond the Printed Page: Style Suggestions for Electronic Texts. J Online Learning and Teaching V2#4, Dec 2006 GL Bradshaw & RJ Crutcher http://jolt.merlot.org/vol2no4/bradshaw.htm 

Communication Technology and the Evolution of Knowledge H Wilder & SP Ferris V9#2,Sum 2006 http://www.hti.umich.edu/cgi/t/text/text-idx?c=jep;cc=jep;rgn=main;view=text;idno=3336451.0009.201 

How Low-Resolution Displays Have Changed the Way We Read, Write, and Interact J Follett, Aug 2006 Digital Web Magazine http://www.digital-web.com/articles/vision_quest/ 

Internet World Usage Stats http://www.internetworldstats.com/stats2.htm 

Communication Technologies -- A Decision Tree for Users http://blogs.salon.com/0002007/categories/blogsBlogging/2006/11/24.html
Information Literacy: Research Perspective Peter Brophy PPT
 http://www.cilip.org.uk/NR/rdonlyres/C64B5AC3-BCFB-49B3-8C12-8D363FDAEE31/0/Brophy.ppt

Accessing information about health and social care services, Picker Institute research for the UK Dept of Health (Apr 2007) found that too often services supposed to help people at a time of real need instead throw them back on their own resources, requiring their considerable time, effort & determination to get information relevant to their circumstances. News release at http://www.pickereurope.org/Filestore/Downloads/News_release_access_to_information_for_health_and_social_care_service_users.pdf
Brief at http://www.pickereurope.org/Filestore/Downloads/At_a_Crossroads_Without_Signposts_information_report_summary_Apr07.pdf and the 
Accessing information about health and social care services at 108 p. report, http://www.pickereurope.org/Filestore/Publications/Information_access_final_web.pdf
http://www.pickereurope.org/Filestore/Downloads/At_a_Crossroads_Without_Signposts_information_report_summary_Apr07.pdf

UNESCO and IFLA redesigned the Information Literacy Resources Directory <http://www.infolitglobal.info/> . at http://www.infolitglobal.info/. links to Web information literacy sites (including literacy materials from different parts of the world, on behalf of UNESCO <http://www.unesco.org/webworld/mdm>  )
For example, Information Literacy in the Health Sciences (McGIll U) http://www.health.library.mcgill.ca/course/infolit.htm

Stanford's Key to Information Literacy: an interactive tutorial! http://skil.stanford.edu/intro/index.html 

Information Literacy (ACRL) http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm 

Everyday inclusive Web design: an activity perspective S. Kane IR: Information Research V12 # 3, Apr 2007  http://informationr.net/ir/12-3/paper309.html 

E Learning and the World Wide Web - Accessibility and Participation for People with Learning Disabilities 
ESRC Award/Grant Title: APPLE RES-328-25-0025 -Research Summary at http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Plain_English_Summaries/knowledge_communication_learning/index135.aspx?ComponentId=17307&SourcePageId=11748 
Full Research Report by Minnion, Andrew E-Learning and the World Wide Web - Accessibility and Participation for People with Cognitive Disabilities attached as file to http://tinyurl.com/ysgfnv 

The Infinite Dial 2007: Radio's Digital Platforms, Edison Media Research & Arbitron follow-up to Infinite Dial study explores the digital audio platforms (radio, podcasting, other) & implications  Summary Report http://www.edisonresearch.com/home/archives/Infinite%20Dial%202007_Report.pdf 
Press Release http://www.edisonresearch.com/home/archives/Infinite%20Dial%202007_Press%20Release%20%282%29.doc 

RES-328-25-0025 - E Learning and the World Wide Web - Accessibility and Participation for People with Learning Disabilities http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Plain_English_Summaries/knowledge_communication_learning/index135.aspx?ComponentId=17307&SourcePageId=11748

Critical Appraisal Links from Information Literacy Web site http://www.informationliteracy.co.uk/Resources_By_Sector/Health/Critical_appraisal.aspx 

Information Literacy in a Digital World Lynne Brindley: Power Point presentation  
http://www.cilip.org.uk/NR/rdonlyres/4B47053F-F385-4436-902C-A1AE6CFE570F/0/brindley.ppt 

75% of 800 consumers surveyed by Prospectiv's June 2007 Pharmaceutical Marketing CPI poll feel the Internet is their most trusted source for health information http://www.prospectiv.com/press121.jsp

New Research Norms for a New Medium by H. Nissenbaum in The Commodification of Information.  N. Elkin-Koren and N. Netanel (eds), 2002. 433-457. (26 p. paper up-side-down) http://www.nyu.edu/projects/nissenbaum/papers/research_norms.pdf







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From boydhdavis at yahoo.com  Fri Aug  1 06:24:10 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Fri, 1 Aug 2008 03:24:10 -0700 (PDT)
Subject: [HealthLiteracy 2219] Re: More links for studies re: access to
	Internet
In-Reply-To: <3B90C39A18D6CB49B8D8C606C47AE191CA0AC2@NIHCESMLBX15.nih.gov>
Message-ID: <895680.27503.qm@web50502.mail.re2.yahoo.com>

Marcia, thank you for the time you spent assembling this highly useful list!
Boyd Davis

--- On Thu, 7/31/08, Zorn, Marcia (NIH/NLM) [E] <zornm at mail.nlm.nih.gov> wrote:
From: Zorn, Marcia (NIH/NLM) [E] <zornm at mail.nlm.nih.gov>
Subject: [HealthLiteracy 2218] More links for studies re: access to Internet
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Date: Thursday, July 31, 2008, 1:18 PM

More links for studies re: access to Internet


 
 

Hi, all?

Some comments re access:? I encourage people interested in this topic (broadly defined as digital divide or IT literacy and health) to consider joining the Digital Divide network http://www.digitaldivide.net/comm/? .? Siobhan Champ-Blackwell just posted comments on it today about what a HUGE topic The Digital Divide and Human Health is.? She she sees it from two sides:? the health care providers who serve low income and underserved populations are themselves experiencing barriers to information, and the people they serve have barriers. Then Siobhan (who has a terrific blog at http://nnlm.gov/mcr/bhic/ )? mentions how many public & medical libraries are stepping in with service; but people still need to find out about services. This is a big issue: how people information seek, and what information they trust are separate?yet part? of the access issue. (see also Durrance and Pettigrew, 2001 ;? Abrahamson & Fisher, 2007 )?? Dervin?s 2001?
 background paper also summarizes some earlier empirical work re: everyday health information seeking and use. ? 



The NCI? HINTS (Health Information National Trends Survey) & Hints Briefs? produces new data re: health information seeking & trust . One question is ?How much would you trust the information about cancer from] the Internet?? http://hints.cancer.gov/questions/qDisplay.jsp?specCase=0&qID=858 

See also OCLC?s 2007 Sharing, Privacy and Trust in Our Networked World for this issue.



Anyway, following are some more links for those wanting documents on the Web just re: access to Internet, especially for low literacy individuals. 

?

--Marcia

Accessible Health Information Technology (IT) for Populations with Limited Literacy: A Guide for Developers and Purchasers of Health IT. The Agency for Healthcare Research and Quality has just published 

http://healthit.ahrq.gov/portal/server.pt?open=514&objID=5554&mode=2&holderDisplayURL=http://prodportallb.ahrq.gov:7087/publishedcontent/publish/communities/k_o/knowledge_library/features_archive/features/accessible_health_information_technology__it__for_populations_with_limited_literacy__a_guide_for_developers_and_purchasers_of_health_it.html

Internet Usage by Low-Literacy Adults Seeking Health Information: An Observational Analysis. Birru MS, Monaco VM, Charles L, Drew H, Njie V, Bierria T, Detlefsen E, Steinman RA J Med Internet Res 2004;6(3):e25? http://www.jmir.org/2004/3/e25/? 

Health Information Literacy and Competencies of Information Age Students: Results From the Interactive Online Research Readiness Self-Assessment (RRSA). Ivanitskaya L, O?Boyle I, Casey AM? J Med Internet Res 2006;8(2):e6? http://www.jmir.org/2006/2/e6/ 

Online Health Information and Low-Literacy African Americans? Mehret S Birru and Richard A Steinman

J Med Internet Res. 2004 Jul?Sep; 6(3): e26. Published online 2004 September 3. doi: 10.2196/jmir.6.3.e26. 

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1550609 

?What do we mean by Internet access? A framework for health researchers. Bush NE, Bowen DJ, Wooldridge J, Ludwig A, Meischke H, Robbins R Preventing Chronic Disease [serial online], 2004. Available from http://www.cdc.gov/pcd/issues/2004/oct/04_0019.htm? 

Lower-Literacy Users. Jakob Nielsen's Alertbox, March 14, 2005 http://www.useit.com/alertbox/20050314.html? 

Enhancing access to relevant health information. Kreps, G.L. (2002). In R. Carveth, S. B. Kretchmer, & D. Schuler (Eds.). Shaping the network society: Patterns for participation, action, and change (pp. 149-152). CPSR: Palo Alto, CA. http://www.amia.org/meetings/s03/presentations/Access.pdf 

Health literacy and cancer communication. Davis TC, Williams MV, Marin E, Parker RM, Glass J. CA Cancer J Clin 2002; 52:134 http://caonline.amcancersoc.org/cgi/content/full/52/3/134 

One Fifth of Americans Never use the Internet? Benton Web site http://www.benton.org/node/6791 Lasar's] The average respondent spent about 12.8 hours a week on line, according to the report http://hraunfoss.fcc.gov/edocs_public/attachmatch/DA-07-3470A2.pdf . More about the FCC Report? author: M Lasar http://www.lasarletter.net/drupal/node/447 

Poll #108: Four in Five of All U.S. Adults ? An Estimated 178 million ? Go Online Nov 5, Harris Poll, the  number of adults who are online at home, in the office, at school, library or other locations continues to grow at a steady rate. In 2007, the number of online users reached an estimated 178 million, a ten percent increase.? http://www.harrisinteractive.com/harris_poll/index.asp?PID=827

Public Access to the Internet, Arunachalam, Subbiah 26 Jan 2006, extract from the book Word Matters: multicultural perspectives on information societies. This book, which has been coordinated by Alain Ambrosi, Val?rie Peugeot and Daniel Pimienta released on Nov 5, 2005 by C & F ?ditions.

Ensuring Information Access for Low-Literate Adults, Pam Whitten, Michael Mackert, Mr Brad Love 

http://gateway.nlm.nih.gov/MeetingAbstracts/ma?f=103622778.html

Internet & Society 2007 Conference MANY links http://www.is2k7.org/ (Harvard's Berkman Center for Internet and Society Cambridge, MA May 31-Jun 1, 2007) 

Participative Web and User-Created Content: Web 2.0, Wikis and Social Networking 124p, ISBN 978-92-64-03746-5, Published: Oct 2007? This study describes the rapid growth of UCC & its increasing role in worldwide communication. Free PDF e-book from OECD, http://213.253.134.43/oecd/pdfs/browseit/9307031E.PDF 

Where Does the U.S. Really Stand on Broadband and Do Policy Makers Have the Tools to Know? http://www.benton.org/?q=node/6256

Technology & Media Use: Home Broadband Adoption 2007, Pew Internet Report June 2007: by John Horrigan & Aaron Smith 47% of adults have high-speed internet connections at home as of early March 2007 

14p Memo http://www.pewinternet.org/pdfs/PIP_Broadband%202007.pdf 

Other recent reports & memos re: Technology & Media http://www.pewinternet.org/PPF/c/1/topics.asp 

Internet Passes Radio, Closes in on Television as ?Most Essential? Medium in American Life (7 p. summary of Edison Res Rept, 2007) http://www.edisonresearch.com/home/archives/Q3%20Media%20Perceptions%20-%20large%20slides%20_2_.pdf 

Carl and Ruth Shapiro Family National Center for Accessible Media [pdf] http://ncam.wgbh.org/

Don?t Leave Me Out! Designing Usable and Accessible Web Sites May 2007 Ginny Redish

http://www.stc.org/54thConf/sessions/sessionMaterials05.asp?ID=57 



Communication Rules editorial (HarrisInteractive Trends & Tudes V6#1 Fe 2007) by S Martin & L Crane examines communication tools such as the Internet, cell phones & text messaging, which young people seem to grasp rules for using http://www.harrisinteractive.com/news/newsletters/k12news/HI_TrendsTudes_2007_v06_i02.pdf



A review of national information and communication technologies (ICT) and a proposed National Electronic Initiative Framework (NEIF) by Alan R. Peslak (originally published in May 2006) First Monday 

http://www.firstmonday.org/issues/issue11_5/peslak/index.html

Effective use: A community informatics strategy beyond the Digital Divide by Michael Gurstein (c2003) http://www.firstmonday.org/issues/issue8_12/gurstein/index.html 



Your Guide to the Digital Divide by Mark Glaser gives an overview of the digital media revolution, annotated with online resources and tips. http://www.pbs.org/mediashift/2007/01/digging_deeperyour_guide_to_th.html 

Magnifico: Science, literacy, and the internet? Understanding how young people evaluate information on the internet. http://spotlight.macfound.org/main/entry/magnifico_science_literacy_and_the_internet/ 

Latinos Online [Pew Hispanic Center Release] by Susannah Fox and Gretchen Livingston, is based on telephone surveys of 6,016 Latino adults, aged 18+, Jun 2006 ? Oct 2006 http://pewhispanic.org



Modern Technology has Tremendous Impact on the Way Teens Communicate (Harris Interactive Fe 20, 2007) http://www.harrisinteractive.com/news/allnewsbydate.asp?NewsID=1181 



A goal of the Macarthur Foundation digital media and learning initiative is to better understand how young people evaluate information that they find on the internet In session on games and learning?report by Johathan Fanton http://spotlight.macfound.org/main/entry/games_panel_crowd/.

New Literacies of the Internet Literacy expert Donald Leu addresses reading and writing strategies required for using the Internet and how these new literacies are changing the way we teach in grades 3-5. http://www.learner.org/channel/workshops/teachreading35/session5/index.html 



Adding Societal Impact and Reflection to Information Technology Fluency Classes Golub, E. (Dec 2006)? HCIL-2006- http://hcil.cs.umd.edu/trs/2006-28/2006-28.pdf? 



Beyond the Printed Page: Style Suggestions for Electronic Texts. J Online Learning and Teaching V2#4, Dec 2006 GL Bradshaw & RJ Crutcher http://jolt.merlot.org/vol2no4/bradshaw.htm 

Communication Technology and the Evolution of Knowledge H Wilder & SP Ferris V9#2,Sum 2006 http://www.hti.umich.edu/cgi/t/text/text-idx?c=jep;cc=jep;rgn=main;view=text;idno=3336451.0009.201 

How Low-Resolution Displays Have Changed the Way We Read, Write, and Interact J Follett, Aug 2006 Digital Web Magazine http://www.digital-web.com/articles/vision_quest/ 



Internet World Usage Stats http://www.internetworldstats.com/stats2.htm 

Communication Technologies -- A Decision Tree for Users http://blogs.salon.com/0002007/categories/blogsBlogging/2006/11/24.html

Information Literacy: Research Perspective Peter Brophy PPT

?http://www.cilip.org.uk/NR/rdonlyres/C64B5AC3-BCFB-49B3-8C12-8D363FDAEE31/0/Brophy.ppt



Accessing information about health and social care services, Picker Institute research for the UK Dept of Health (Apr 2007) found that too often services supposed to help people at a time of real need instead throw them back on their own resources, requiring their considerable time, effort & determination to get information relevant to their circumstances. News release at http://www.pickereurope.org/Filestore/Downloads/News_release_access_to_information_for_health_and_social_care_service_users.pdf

Brief at http://www.pickereurope.org/Filestore/Downloads/At_a_Crossroads_Without_Signposts_information_report_summary_Apr07.pdf and the 

Accessing information about health and social care services at 108 p. report, http://www.pickereurope.org/Filestore/Publications/Information_access_final_web.pdf

http://www.pickereurope.org/Filestore/Downloads/At_a_Crossroads_Without_Signposts_information_report_summary_Apr07.pdf



UNESCO and IFLA redesigned the Information Literacy Resources Directory. at http://www.infolitglobal.info/. links to Web information literacy sites (including literacy materials from different parts of the world, on behalf of UNESCO )

For example, Information Literacy in the Health Sciences (McGIll U) http://www.health.library.mcgill.ca/course/infolit.htm

Stanford's Key to Information Literacy: an interactive tutorial! http://skil.stanford.edu/intro/index.html 



Information Literacy (ACRL) http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm 

Everyday inclusive Web design: an activity perspective S. Kane IR: Information Research V12 # 3, Apr 2007? http://informationr.net/ir/12-3/paper309.html 



E Learning and the World Wide Web - Accessibility and Participation for People with Learning Disabilities 

ESRC Award/Grant Title: APPLE RES-328-25-0025 -Research Summary at http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Plain_English_Summaries/knowledge_communication_learning/index135.aspx?ComponentId=17307&SourcePageId=11748 

Full Research Report by Minnion, Andrew E-Learning and the World Wide Web - Accessibility and Participation for People with Cognitive Disabilities attached as file to http://tinyurl.com/ysgfnv 

The Infinite Dial 2007: Radio's Digital Platforms, Edison Media Research & Arbitron follow-up to Infinite Dial study explores the digital audio platforms (radio, podcasting, other) & implications? Summary Report http://www.edisonresearch.com/home/archives/Infinite%20Dial%202007_Report.pdf 

Press Release http://www.edisonresearch.com/home/archives/Infinite%20Dial%202007_Press%20Release%20%282%29.doc 



RES-328-25-0025 - E Learning and the World Wide Web - Accessibility and Participation for People with Learning Disabilities http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Plain_English_Summaries/knowledge_communication_learning/index135.aspx?ComponentId=17307&SourcePageId=11748

Critical Appraisal Links from Information Literacy Web site http://www.informationliteracy.co.uk/Resources_By_Sector/Health/Critical_appraisal.aspx 

Information Literacy in a Digital World Lynne Brindley: Power Point presentation  

http://www.cilip.org.uk/NR/rdonlyres/4B47053F-F385-4436-902C-A1AE6CFE570F/0/brindley.ppt 

75% of 800 consumers surveyed by Prospectiv's June 2007 Pharmaceutical Marketing CPI poll feel the Internet is their most trusted source for health information http://www.prospectiv.com/press121.jsp

New Research Norms for a New Medium by H. Nissenbaum in The Commodification of Information.? N. Elkin-Koren and N. Netanel (eds), 2002. 433-457. (26 p. paper up-side-down) http://www.nyu.edu/projects/nissenbaum/papers/research_norms.pdf













 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to boydhdavis at yahoo.com
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From frx4 at cdc.gov  Fri Aug  1 17:25:52 2008
From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM))
Date: Fri, 1 Aug 2008 17:25:52 -0400
Subject: [HealthLiteracy 2220] Request for input on draft plain language
	thesaurus
In-Reply-To: <628709BFB7B3794986640730395B300B05B1DED4@FMD3VS012.fda.gov>
References: <70AC29892F0BB749B6592EA5CB82B85001C28FAF@LTA3VS011.ees.hhs.gov>
	<628709BFB7B3794986640730395B300B05B1DED4@FMD3VS012.fda.gov>
Message-ID: <70AC29892F0BB749B6592EA5CB82B85001C29008@LTA3VS011.ees.hhs.gov>

I appreciate all the positive comments people have been posting to the
listserv. What we urgently need is your input to the document itself. We
think there is a lot more to be added and clarified before we can
release it. We have asked you to use the wiki in the link to make
comments. If you have problems with the wiki, please email me directly
at cynthia.baur at cdc.hhs.gov and I will forward your problem to our
contractor, who can assist you. Thanks to all on the list for your
support and interest. 
 
Cynthia Baur
CDC 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Trenter, Marcia L
Sent: Thursday, July 31, 2008 11:20 AM
To: The Health and Literacy Discussion List
Cc: Smith, Nancy D (CDER); CDER-OTCOMDPA
Subject: [HealthLiteracy 2216] Re: Request for input on draft plain
languagethesaurus


Cynthia, 
 
The draft plain language thesaurus is user friendly and a terrific
resource. We struggle to find medical and health synonyms constantly.
Please be certain to let us know when it is an official document. 
 
Regards,
Marcia


________________________________

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia
(CDC/CCHIS/NCHM)
	Sent: Wednesday, July 30, 2008 6:31 PM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2205] Request for input on draft plain
languagethesaurus
	
	

	Open invitation to listserv members and colleagues, 

	The Division of Health Communication and Marketing, National
Center for Health Marketing at CDC has developed a draft plain language
thesaurus as a tool to provide plain language alternatives to medical
and public health terms. There currently is a draft version that has
circulated and been posted on some web sites but it is not an official
CDC document yet. 

	We value your input for this project and invite you to
participate in its development through a web-based wiki that will allow
you to suggest additional terms, plain language synonyms, and topics to
be added in future editions.

	Please go to http://wiki.saiceemg.com/index.php/Main_Page
<http://wiki.saiceemg.com/index.php/Main_Page>  to review the thesaurus
and join our online community of collaborators.  To edit and contribute
to the wiki, you will need to create an account and log in.  The wiki
will be available through August 22, 2008. The wiki is hosted by CDC's
contractor. 

	Once we evaluate the utility of this tool, we will explore ways
to make it broadly available to the field. 

	Thank you for your participation. 


	Cynthia Baur, Ph.D. 
	Director, Division of Health Communication and Marketing 
	National Center for Health Marketing 
	CDC 




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From mcggayer at sbcglobal.net  Thu Aug  7 11:19:59 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Thu, 7 Aug 2008 08:19:59 -0700 (PDT)
Subject: [HealthLiteracy 2221]  Thank you
Message-ID: <652692.12088.qm@web83006.mail.mud.yahoo.com>

Colleagues,
    This is the last week of my summer long internship working with Health Literacy at the Jefferson County Health Department in Missouri.  I just wanted to express my deepest gratitude for all you participating on this discussion list.  This is truly a unique opportunity for professionals from across the country to share ideas and learn from each other, as I have definitely done.  Anytime I have had questions or ideas, there was always an immediate and quality response, answer, or evaluation.  As a pre-med student, I will definitely remember the importance of HL in my practice, and will remain an advocate for it.  As I have told my coworkers, even though I will no longer be an intern there, I am very interested in remaining up to date on the latest in HL and watching as we progress toward improved communication and HL.  For those of you who I have had an opportunity to discuss the new provider education program we created, I will remain available to answer any questions,
 provide materials, or continued support.  I wish you all the best, and this list has truly been a great educational and professional resource to me.
   
  Best wishes,
  Matt


Matt Gayer
Community Health Intern
Jefferson County Health Department
1818 Lonedell Drive
Arnold, Missouri, 63010
Work Phone 636-282-1010 ext. 267
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From frx4 at cdc.gov  Thu Aug  7 12:10:20 2008
From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM))
Date: Thu, 7 Aug 2008 12:10:20 -0400
Subject: [HealthLiteracy 2222] CDC participation in health literacy research
Message-ID: <70AC29892F0BB749B6592EA5CB82B85001C29084@LTA3VS011.ees.hhs.gov>

Hello,

I want to make list members aware that for the first time, CDC is
actively soliciting applications under the NIH/AHRQ/CDC Health Literacy
R03 program announcement that has been out for several years. CDC has
not participated until now, but we are encouraging applications for the
next funding cycle. The deadlines for letters of intent are August 22,
2008, and applications are due September 24, 2008. Here is the link to
the R03 announcement that NIH/AHRQ/CDC use: 
http://grants.nih.gov/grants/guide/pa-files/PAR-07-019.html 

Please contact me directly if you have questions about CDC's areas of
interest for funding. 

Cynthia Baur, Ph.D.
Director, Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
U.S. Department of Health and Human Services
1600 Clifton Rd. MS-E69
Atlanta, GA 30333
404-498-6411
cynthia.baur at cdc.hhs.gov

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From marcia.trenter at fda.hhs.gov  Thu Aug  7 12:27:12 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Thu, 7 Aug 2008 12:27:12 -0400
Subject: [HealthLiteracy 2223] Re: Thank you
In-Reply-To: <652692.12088.qm@web83006.mail.mud.yahoo.com>
References: <652692.12088.qm@web83006.mail.mud.yahoo.com>
Message-ID: <628709BFB7B3794986640730395B300B05BF4073@FMD3VS012.fda.gov>

Matt,
 
I am thrilled to know that there is a new doctor who is an advocate for
health literacy.  I am curious to know how this came to be.  Were you an
advocate before your internship?  Any thoughts on how to expose new
M.D.s to their health literacy deficits?  You are a jewel.
 
Marcia


________________________________

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
	Sent: Thursday, August 07, 2008 11:20 AM
	To: healthliteracy at nifl.gov
	Subject: [HealthLiteracy 2221] Thank you
	
	
	Colleagues,
	  This is the last week of my summer long internship working
with Health Literacy at the Jefferson County Health Department in
Missouri.  I just wanted to express my deepest gratitude for all you
participating on this discussion list.  This is truly a unique
opportunity for professionals from across the country to share ideas and
learn from each other, as I have definitely done.  Anytime I have had
questions or ideas, there was always an immediate and quality response,
answer, or evaluation.  As a pre-med student, I will definitely remember
the importance of HL in my practice, and will remain an advocate for it.
As I have told my coworkers, even though I will no longer be an intern
there, I am very interested in remaining up to date on the latest in HL
and watching as we progress toward improved communication and HL.  For
those of you who I have had an opportunity to discuss the new provider
education program we created, I will remain available to answer any
questions, provide materials, or continued support.  I wish you all the
best, and this list has truly been a great educational and professional
resource to me.
	 
	Best wishes,
	Matt


	Matt Gayer
	Community Health Intern
	Jefferson County Health Department
	1818 Lonedell Drive
	Arnold, Missouri, 63010
	Work Phone 636-282-1010 ext. 267

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From marcia.trenter at fda.hhs.gov  Thu Aug  7 13:03:57 2008
From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L)
Date: Thu, 7 Aug 2008 13:03:57 -0400
Subject: [HealthLiteracy 2224] Re: Thank you
In-Reply-To: <9A123C0B2E9CEE49B70F38AC1F8E78B604806EF1@FMD3VS011.fda.gov>
References: <652692.12088.qm@web83006.mail.mud.yahoo.com>
	<628709BFB7B3794986640730395B300B05BF4073@FMD3VS012.fda.gov>
	<9A123C0B2E9CEE49B70F38AC1F8E78B604806EF1@FMD3VS011.fda.gov>
Message-ID: <628709BFB7B3794986640730395B300B05BF40AA@FMD3VS012.fda.gov>

If he responds, I am going to do just that.  Good idea.


________________________________

	From: Friel, John A 
	Sent: Thursday, August 07, 2008 1:01 PM
	To: Trenter, Marcia L; 'The Health and Literacy Discussion List'
	Cc: Smith, Nancy D (CDER); Frank, Ellen
	Subject: RE: [HealthLiteracy 2221] Thank you
	
	
	Sounds like a good guy.  Wonder if there's any chance of him
coming CDER's way someday?  We should plant a seed!

________________________________

	From: Trenter, Marcia L 
	Sent: Thursday, August 07, 2008 12:27 PM
	To: 'The Health and Literacy Discussion List'
	Cc: Smith, Nancy D (CDER); Friel, John A; Frank, Ellen
	Subject: RE: [HealthLiteracy 2221] Thank you
	
	
	Matt,
	 
	I am thrilled to know that there is a new doctor who is an
advocate for health literacy.  I am curious to know how this came to be.
Were you an advocate before your internship?  Any thoughts on how to
expose new M.D.s to their health literacy deficits?  You are a jewel.
	 
	Marcia


________________________________

		From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
		Sent: Thursday, August 07, 2008 11:20 AM
		To: healthliteracy at nifl.gov
		Subject: [HealthLiteracy 2221] Thank you
		
		
		Colleagues,
		  This is the last week of my summer long internship
working with Health Literacy at the Jefferson County Health Department
in Missouri.  I just wanted to express my deepest gratitude for all you
participating on this discussion list.  This is truly a unique
opportunity for professionals from across the country to share ideas and
learn from each other, as I have definitely done.  Anytime I have had
questions or ideas, there was always an immediate and quality response,
answer, or evaluation.  As a pre-med student, I will definitely remember
the importance of HL in my practice, and will remain an advocate for it.
As I have told my coworkers, even though I will no longer be an intern
there, I am very interested in remaining up to date on the latest in HL
and watching as we progress toward improved communication and HL.  For
those of you who I have had an opportunity to discuss the new provider
education program we created, I will remain available to answer any
questions, provide materials, or continued support.  I wish you all the
best, and this list has truly been a great educational and professional
resource to me.
		 
		Best wishes,
		Matt


		Matt Gayer
		Community Health Intern
		Jefferson County Health Department
		1818 Lonedell Drive
		Arnold, Missouri, 63010
		Work Phone 636-282-1010 ext. 267

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From BITTEM at mmc.org  Thu Aug  7 13:55:54 2008
From: BITTEM at mmc.org (Mary Bitterauf)
Date: Thu, 07 Aug 2008 13:55:54 -0400
Subject: [HealthLiteracy 2225]   Re: Thank you
In-Reply-To: <628709BFB7B3794986640730395B300B05BF4073@FMD3VS012.fda.gov>
References: <652692.12088.qm@web83006.mail.mud.yahoo.com>
	<628709BFB7B3794986640730395B300B05BF4073@FMD3VS012.fda.gov>
Message-ID: <489AFEEA.5B40.0069.0@mmc.org>

Matt, 

Thank you for your message.  MaineHealth has taken a  lead on HL in Maine and I would be very interested in knowing more about the provider education program that you helped to develop.  We work closely with our medical community, family medicine residents, and medical students.  Your information, I'm sure, would be quite useful.

Thank you, and good luck.
Mary 

Mary C. Bitterauf,
Health Educator, CHES
Learning Resource Centers
100 Campus Drive 
Scarborough, Maine 04074
Tel (207) 885-8577
Fax (207) 885-7969
email bittem at mmc.org


>>> "Trenter, Marcia L" <marcia.trenter at fda.hhs.gov> 8/7/2008 12:27 PM >>>
Matt,
 
I am thrilled to know that there is a new doctor who is an advocate for
health literacy.  I am curious to know how this came to be.  Were you an
advocate before your internship?  Any thoughts on how to expose new
M.D.s to their health literacy deficits?  You are a jewel.
 
Marcia


________________________________

	From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Matt Gayer
	Sent: Thursday, August 07, 2008 11:20 AM
	To: healthliteracy at nifl.gov 
	Subject: [HealthLiteracy 2221] Thank you
	
	
	Colleagues,
	  This is the last week of my summer long internship working
with Health Literacy at the Jefferson County Health Department in
Missouri.  I just wanted to express my deepest gratitude for all you
participating on this discussion list.  This is truly a unique
opportunity for professionals from across the country to share ideas and
learn from each other, as I have definitely done.  Anytime I have had
questions or ideas, there was always an immediate and quality response,
answer, or evaluation.  As a pre-med student, I will definitely remember
the importance of HL in my practice, and will remain an advocate for it.
As I have told my coworkers, even though I will no longer be an intern
there, I am very interested in remaining up to date on the latest in HL
and watching as we progress toward improved communication and HL.  For
those of you who I have had an opportunity to discuss the new provider
education program we created, I will remain available to answer any
questions, provide materials, or continued support.  I wish you all the
best, and this list has truly been a great educational and professional
resource to me.
	 
	Best wishes,
	Matt


	Matt Gayer
	Community Health Intern
	Jefferson County Health Department
	1818 Lonedell Drive
	Arnold, Missouri, 63010
	Work Phone 636-282-1010 ext. 267


CONFIDENTIALITY NOTICE:  This email message, including any attachments, is for the use of the intended recipient(s) only and may contain information that is privileged, confidential, and prohibited from unauthorized disclosure under applicable law.  If you are not the intended recipient of this message, any dissemination, distribution, or copying of this message is strictly prohibited.  If you received this message in error, please notify the sender by reply email and destroy all copies of the original message and attachments.


From jespar at lsuhsc.edu  Fri Aug  8 10:02:52 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 8 Aug 2008 09:02:52 -0500
Subject: [HealthLiteracy 2226] Consider submitting an abstract for MLA 2009!
Message-ID: <2E9263050F8EE046972BE0510E7A71DA70EE72@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for cross posting!

Been working with health literacy involving specific cultures,
communities or patients with special disease (cancer, mental illness,
HIV/AIDS)?  Consider submitting an abstract of your research for the
Cancer Librarians section for MLA 2009.  Remember the abstract only
includes suggestion to try to show the wide range of programs that might
be discussed.  

Other program themes can be found at
http://www.mlanet.org/am/am2009/sect_prog/themes.html.    Submission
details and the link to the submission site can be found at
http://www.mlanet.org/am/am2009/call.html.  Please note the submission
date Monday, October 6, 2008 is much earlier than normal.  So plan NOW!

Fusing Culture and Community to Improve Health Literacy 

Cancer Librarians Section; Complementary and Alternative Medicine SIG;
Lesbian, Gay, Bisexual, and Transgendered Health Science Librarians SIG;
Mental Health SIG; Nursing and Allied Health Resources Section

Contributed papers and invited speakers 

Julia Esparza jespar @ lsuhsc.edu (spaces added to prevent spamming)

Health care professionals and institutions are being challenged with the
goal of improving health communication by providing information in the
appropriate cultural or community context, as well as in the context of
special diseases (i.e., people with cancer, mental illness, HIV/AIDS,
etc.). As a result, health communication is being developed for specific
cultural, community, and illness groups. This session will focus on the
role librarians and information professionals play in contributing to
this developing area of literacy. Topics may include, but are not
limited to, educational support for patients with cancer and support for
survivors and survivorship issues; support for nurses and allied health
professionals providing patient education on the front line;
demystification of acronyms used to talk about people with mental
disorders (BD, PTSD, OCD, ADHD, etc.) and defusing of the stereotypes
that come with them; ways health professionals can communicate with the
lesbian, gay, bisexual, and transgendered community; and service for the
health care needs of those with limited English literacy and different
cultural and religious healing practices. 

Julie

Julie Esparza
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA

LSUHSC-S Medical Library Evidence Alert
http://lsuhsc-sevidencealert.blogspot.com 
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com 

318-675-4179
318-675-5442 Fax

From jespar at lsuhsc.edu  Fri Aug  8 11:29:43 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 8 Aug 2008 10:29:43 -0500
Subject: [HealthLiteracy 2227] Clarification on Consider Submitting an
	Abstract for Medical Library Association Meeting in 2009
Message-ID: <2E9263050F8EE046972BE0510E7A71DA70EED9@SH-EXCHBE2.master.lsuhsc.edu>

Sorry for the cross posting!

Been working with health literacy involving specific cultures,
communities or patients with special disease (cancer, mental illness,
HIV/AIDS)?  Consider submitting an abstract of your research for the
Cancer Librarians section for MLA 2009.  Remember the abstract BELOW
only includes suggestions to try to show the wide range of programs that
might be discussed.  

Other program themes can be found at
http://www.mlanet.org/am/am2009/sect_prog/themes.html.    Submission
details and the link to the submission site can be found at
http://www.mlanet.org/am/am2009/call.html.  Please note the submission
date Monday, October 6, 2008 is much earlier than normal.  So plan NOW!

Fusing Culture and Community to Improve Health Literacy 

Cancer Librarians Section; Complementary and Alternative Medicine SIG;
Lesbian, Gay, Bisexual, and Transgendered Health Science Librarians SIG;
Mental Health SIG; Nursing and Allied Health Resources Section

Contributed papers and invited speakers 

Julia Esparza jespar @ lsuhsc.edu (spaces added to prevent spamming)

Health care professionals and institutions are being challenged with the
goal of improving health communication by providing information in the
appropriate cultural or community context, as well as in the context of
special diseases (i.e., people with cancer, mental illness, HIV/AIDS,
etc.). As a result, health communication is being developed for specific
cultural, community, and illness groups. This session will focus on the
role librarians and information professionals play in contributing to
this developing area of literacy. Topics may include, but are not
limited to, educational support for patients with cancer and support for
survivors and survivorship issues; support for nurses and allied health
professionals providing patient education on the front line;
demystification of acronyms used to talk about people with mental
disorders (BD, PTSD, OCD, ADHD, etc.) and defusing of the stereotypes
that come with them; ways health professionals can communicate with the
lesbian, gay, bisexual, and transgendered community; and service for the
health care needs of those with limited English literacy and different
cultural and religious healing practices. 

Julie

Julie Esparza
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA

LSUHSC-S Medical Library Evidence Alert
http://lsuhsc-sevidencealert.blogspot.com 
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com  

318-675-4179
318-675-5442 Fax
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From Jennifer.Staple at aya.yale.edu  Mon Aug 11 09:37:25 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Mon, 11 Aug 2008 13:37:25 +0000
Subject: [HealthLiteracy 2228]  High Impact Volunteering Abroad
Message-ID: <63c29b50c6344f4091f2a9c7677d4de7@slate.technolutions.com>

Please forward widely. Accepting applications for 2008 and 2009: Ghana, Honduras, and India.

Unite For Sight's High Impact Volunteer Abroad Opportunities: As Featured Weekly On CNN International and Recently in The New York Times

Volunteer Abroad in all, Winter, Spring, or Summer: http://www.uniteforsight.org/volunteer-abroad

Ghana, Honduras, India


Volunteers Are Part Of Global Problem Solving And Have The Thrill Of Experiencing and Contributing To Change on the Highest Level. With The Assistance of Volunteers Like You, Unite For Sight Has Restored Sight To 15,958 Patients and Provided Eye Care to 600,000

How Do I Apply? The application as well as complete details about Unite For Sight's international opportunities are available at http://www.uniteforsight.org/volunteer-abroad

Who Is Eligible To Volunteer Abroad?: Volunteers are 18 years and older, and there is no upper age limit. Volunteers range from undergraduate/college students to medical and optometry students, public health students and professionals, business students, filmmakers and photographers, nurses and nursing students, social workers, physician's assistants, teachers and educators, opticians, optometrists and ophthalmologists.

Unite For Sight welcomes volunteers who may not have previous health or eye care experience. Volunteers receive all necessary training from Unite For Sight so that they are able to assist eye doctors with community eye outreach programs. Unite For Sight also welcomes volunteers to participate as photographers and filmmakers.

What Do Volunteers Do?:

*Hands-On Clinical Service: Assist eye doctors in rural villages, refugee camps, and slums in Ghana, India, and Honduras

*Community-Based Outreach Programs: Local eye doctors and Unite For Sight volunteers work together to provide eye care for patients living in extreme poverty

*Effective and Sustainable: Volunteers are immersed in effective, sustainable international health and development programs

*See Results: Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness.

*Entrepreneurial Volunteering: Volunteers are encouraged to be proactive and entrepreneurial to develop their own projects and programs that dovetail with Unite For Sight's outreach programs

What Do Volunteers Say?: Hundreds of volunteer narratives, volunteer diaries, as well as videos of alumni volunteers and partner eye doctors, are available on the Unite For Sight website: http://www.uniteforsight.org/volunteer-abroad

You may also be interested in the Unite For Sight 6th Annual Global Health Conference at Yale http://www.uniteforsight.org/conference Join 2,500 conference participants and more than 200 featured speakers for a weekend conference about global health, international development, social entrepreneurship, and public health. Keynote addresses by Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Susan Blumenthal, and Dr. Harold Varmus. Register today to secure the lowest rate.

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From NDavies at dthr.ab.ca  Mon Aug 11 15:44:06 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Mon, 11 Aug 2008 13:44:06 -0600
Subject: [HealthLiteracy 2229] Re: Dharma's Spanish Diabetes book
In-Reply-To: <200807161808.m6GI81JF021469@mailhost2.mfldclin.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C1E4@DTHREXCL1.dthr.ab.ca>


Hello all, 
I had a request from our Public Health department for an English version of the document that can be found here: http://www.hsph.harvard.edu/healthliteracy/innovative/dharma_book.pdf

I know someone posted the link here and a look at the parent directory only shows the Spanish version. Can anyone help??

Thanks
Nicola


From rrudd at hsph.harvard.edu  Mon Aug 11 17:26:48 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Mon, 11 Aug 2008 17:26:48 -0400
Subject: [HealthLiteracy 2230] Re: Dharma's Spanish Diabetes book
Message-ID: <48A07658020000AF0002AED2@hsph.harvard.edu>

Hello,
My colleague Dharma Cortes developed this material and you can contact her at: decortes at aol.com.
Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 08/11/08 3:53 PM >>>

Hello all, 
I had a request from our Public Health department for an English version of the document that can be found here: http://www.hsph.harvard.edu/healthliteracy/innovative/dharma_book.pdf

I know someone posted the link here and a look at the parent directory only shows the Spanish version. Can anyone help??

Thanks
Nicola

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rrudd at hsph.harvard.edu


From NDavies at dthr.ab.ca  Tue Aug 12 10:41:52 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 12 Aug 2008 08:41:52 -0600
Subject: [HealthLiteracy 2231] Re: Dharma's Spanish Diabetes book
In-Reply-To: <48A07658020000AF0002AED2@hsph.harvard.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C1ED@DTHREXCL1.dthr.ab.ca>

Thanks, Rima!

Hope everybody's Summers are going well. Off on vacation for the next week to St. John's, Halifax and Charlottetown on the Canadian East Coast. 

Cheers!
Nicola Davies
David Thompson Health Region


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Rima Rudd
Sent: Monday, August 11, 2008 3:27 PM
To: healthliteracy at nifl.gov
Cc: decortes at aol.com
Subject: [HealthLiteracy 2230] Re: Dharma's Spanish Diabetes book


Hello,
My colleague Dharma Cortes developed this material and you can contact her at: decortes at aol.com.
Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
>>> "Davies, Nicola" <NDavies at dthr.ab.ca> 08/11/08 3:53 PM >>>

Hello all, 
I had a request from our Public Health department for an English version of the document that can be found here: http://www.hsph.harvard.edu/healthliteracy/innovative/dharma_book.pdf

I know someone posted the link here and a look at the parent directory only shows the Spanish version. Can anyone help??

Thanks
Nicola

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rrudd at hsph.harvard.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca


From patienteducationmatters at gmail.com  Tue Aug 12 18:29:40 2008
From: patienteducationmatters at gmail.com (IFH Health Sciences Library)
Date: Tue, 12 Aug 2008 18:29:40 -0400
Subject: [HealthLiteracy 2232] spanish language materials on labor and
	childbirth?
Message-ID: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>

I'm looking for some Spanish language materials on labor and childbirth. We
really need something with pictures and somewhat compact--pamphlet or
brochure type thing---maybe a small booklet.

Does anyone know of any source for this?

Thanks,

Melinda Byrns, MLS
Health Sciences Library
Inova Fairfax Hospital
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From Andrea.Rothenberg at mountsinai.org  Wed Aug 13 06:12:59 2008
From: Andrea.Rothenberg at mountsinai.org (Rothenberg, Andrea)
Date: Wed, 13 Aug 2008 06:12:59 -0400
Subject: [HealthLiteracy 2233] FW: spanish language materials on labor
	andchildbirth?
References: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
Message-ID: <4E6C45AB6BCBC64DAE1AA8712FB083E701C18E31@EXCEBW2K328.msnyuhealth.org>

I'm sure Lisa Bernstein, who developed Baby Basics, will respond to this.  I know you are looking for a small booklet, but at least check out Baby Basics from the What to Expect Foundation.  In Eng, Spanish and I believe Mandarin.... this is one of the best resources I have come across for low literacy.  Accurate, simple, user friendly and colorful.  What more can you ask for? Look up the "What to Expect" Foundation.  I believe that is the website.  Lisa, correct me if I'm wrong! 
 
Andrea Rothenberg 
Director 
Health Education 
Mount Sinai Hospital 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of IFH Health Sciences Library
Sent: Tue 8/12/2008 6:29 PM
To: HealthLiteracy at nifl.gov
Subject: [HealthLiteracy 2232] spanish language materials on labor andchildbirth?


I'm looking for some Spanish language materials on labor and childbirth. We really need something with pictures and somewhat compact--pamphlet or brochure type thing---maybe a small booklet.
 
Does anyone know of any source for this?
 
Thanks,
 
Melinda Byrns, MLS
Health Sciences Library
Inova Fairfax Hospital
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From morgan.obrochta at grcc.com  Wed Aug 13 09:21:28 2008
From: morgan.obrochta at grcc.com (Obrochta, Morgan)
Date: Wed, 13 Aug 2008 09:21:28 -0400
Subject: [HealthLiteracy 2234] Re: spanish language materials on labor
	andchildbirth?
In-Reply-To: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
References: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
Message-ID: <4F4E26727196E3498AE9B23B82D804966AED78@oliveoyl.grcc.com>

<http://mm1.lettermark.net/richmondchamber/lhead/SuccessBy6.map> 
 <http://mm1.lettermark.net/richmondchamber/lhead/SuccessBy6.gif> 


 

Hi Melinda,

 

Here in Richmond we distribute Born Learning materials, which are
available in Spanish.  I am not aware of any that discuss labor and
childbirth, but there is a neat series covering developmental milestones
for children from birth through age 5.  We also provide hospitals,
clinics, and home visiting agencies in our area with KidBasics.  This is
a laminated guide to a child's early months that can be tucked neatly
into a diaper bag.

 

The materials are all research based and are free to anyone who wants to
reproduce and use them.  You must be affiliated with a United Way in
order to purchase materials from their store, but many of them are
available online for you to look at and print.

 

The website is www.bornlearning.org <http://www.bornlearning.org/> .  If
you click on "How Children Learn" on the homepage, it will link you to
the "Ages and Stages" pdfs.  There are also a number of resources
covering topics such as "Meal Ideas for Young Children" and "Everyday
Activities for Dads."  To see/print them in Spanish, there is a link at
the upper left hand corner to see the entire website in Spanish.  

 

There is a "low literacy" version of all of these materials.  We usually
choose to use these because they are more approachable - even for strong
readers.  I am not sure if you can access these online, but I will be
happy to send them to you. 

 

If you are interested, or have any further questions, I will be happy to
send you a package of some sample materials.

 

Hope this is helpful!

 

 

-Morgan

 


<http://mm1.lettermark.net/richmondchamber/card/VWMH.map> 
 <http://mm1.lettermark.net/richmondchamber/card/VWMH.gif> 


________________________________


From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IFH Health
Sciences Library
Sent: Tuesday, August 12, 2008 6:30 PM
To: HealthLiteracy at nifl.gov
Subject: [HealthLiteracy 2232] spanish language materials on labor
andchildbirth?

 

I'm looking for some Spanish language materials on labor and childbirth.
We really need something with pictures and somewhat compact--pamphlet or
brochure type thing---maybe a small booklet.

 

Does anyone know of any source for this?

 

Thanks,

 

Melinda Byrns, MLS

Health Sciences Library

Inova Fairfax Hospital

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From Fawn.Escalante at hhsc.state.tx.us  Wed Aug 13 09:23:48 2008
From: Fawn.Escalante at hhsc.state.tx.us (Escalante,Fawn (Michelle))
Date: Wed, 13 Aug 2008 08:23:48 -0500
Subject: [HealthLiteracy 2235] Re: spanish language materials on labor and	
	childbirth?
Message-ID: <730211D485B2454E875BF4564BF787C81064042A@hhsc6xchange0.hhsc.txnet.state.tx.us>

Check out the March of Dimes catalog -
http://www.marchofdimes.com/professionals/2222.asp
<http://www.marchofdimes.com/professionals/2222.asp> .

 

Spanish products are at http://www.marchofdimes.com/professionals/31184.asp
<http://www.marchofdimes.com/professionals/31184.asp> . 

 

Fawn Escalante

Consumer Information

Office of Communications

Texas Health and Human Services Commission

Fawn.escalante at hhsc.state.tx.us

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IFH Health Sciences
Library
Sent: Tuesday, August 12, 2008 5:30 PM
To: HealthLiteracy at nifl.gov
Subject: [HealthLiteracy 2232] spanish language materials on labor and
childbirth?

 

I'm looking for some Spanish language materials on labor and childbirth. We
really need something with pictures and somewhat compact--pamphlet or
brochure type thing---maybe a small booklet.

 

Does anyone know of any source for this?

 

Thanks,

 

Melinda Byrns, MLS

Health Sciences Library

Inova Fairfax Hospital

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From Philip.Anderson at fldoe.org  Wed Aug 13 11:10:19 2008
From: Philip.Anderson at fldoe.org (Anderson, Philip)
Date: Wed, 13 Aug 2008 11:10:19 -0400
Subject: [HealthLiteracy 2236] Re: spanish language materials on labor
	andchildbirth?
In-Reply-To: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
Message-ID: <96E135649F1AD048AA6FF8CBC598C23E1A37EB3F@MAIL1.FLDOE.INT>

The National Center for Farmworker Health
<http://www.ncfh.org/index.php> , Inc. puts out a publication in
newspaper print, called Farmworker News
<http://www.ncfh.org/00_ns_fn.php> .  It written in English and Spanish
side-by-side.  They cover many topics related to health care for
farmworker families.  The main website for the Center is
http://www.ncfh.org/index.php.  

 

Philip Anderson

 

Adult ESOL Program Specialist

Division of Workforce Education

Florida Department of Education

325 W. Gaines Street, Room 644

Tallahassee, FL  32399

Tel (850) 245-9450

 


 

Please take a few minutes to provide feedback on the quality of service you received from our staff. The Department of Education values your feedback as a customer. Commissioner of Education Dr. Eric J. Smith is committed to continuously assessing and improving the level and quality of services provided to you.Simply use the link below.  Thank you in advance for completing the survey.
 

http://data.fldoe.org/cs/default.cfm?staff=Philip.Anderson at fldoe.org|11:10:20%20Wed%2013%20Aug%202008
 



 ________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IFH Health
Sciences Library
Sent: Tuesday, August 12, 2008 6:30 PM
To: HealthLiteracy at nifl.gov
Subject: [HealthLiteracy 2232] spanish language materials on labor
andchildbirth?

 

I'm looking for some Spanish language materials on labor and childbirth.
We really need something with pictures and somewhat compact--pamphlet or
brochure type thing---maybe a small booklet.

 

Does anyone know of any source for this?

 

Thanks,

 

Melinda Byrns, MLS

Health Sciences Library

Inova Fairfax Hospital
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From lisab at whattoexpect.org  Wed Aug 13 11:49:19 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Wed, 13 Aug 2008 08:49:19 -0700
Subject: [HealthLiteracy 2237] Re: spanish language materials on labor
	andchildbirth?
In-Reply-To: <96E135649F1AD048AA6FF8CBC598C23E1A37EB3F@MAIL1.FLDOE.INT>
References: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
	<96E135649F1AD048AA6FF8CBC598C23E1A37EB3F@MAIL1.FLDOE.INT>
Message-ID: <da4079490808130849r6ae0a574kd4268baa1992b185@mail.gmail.com>

Melinda, out of curiousity, why compact  - and why a brochure or booklet?
Our studies find that women who understand their body parts and are able to
read about other people's labor and delivery are more likely to understand
the entire pregnancy, labor and delivery process.  You can check out our
book Hola Bebe for a comprehensive pregnancy guide that is simply written
and culturally appropriate on our website www.whattoexpect.org.  Our
curriculum includes health literacy labor and delivery classes for groups or
one-on-one.

On Wed, Aug 13, 2008 at 8:10 AM, Anderson, Philip <Philip.Anderson at fldoe.org
> wrote:The National areCenter for Farmworker Health<http://www.ncfh.org/index.php>,
Inc. puts out a publication in newspaper print, called Farmworker
News<http://www.ncfh.org/00_ns_fn.php>.
 It written in English and Spanish side-by-side.  They cover many topics
related to health care for farmworker families.  The main website for the
Center is http://www.ncfh.org/index.php.
>
>
>
> Philip Anderson
>
>
>
> Adult ESOL Program Specialist
>
> Division of Workforce Education
>
> Florida Department of Education
>
> 325 W. Gaines Street, Room 644
>
> Tallahassee, FL  32399
>
> Tel (850) 245-9450
>
>
>
>  Please take a few minutes to provide feedback on the quality of service
> you received from our staff. The Department of Education values your
> feedback as a customer. Commissioner of Education Dr. Eric J. Smith is
> committed to continuously assessing and improving the level and quality of
> services provided to you. Simply click on the link to the "DOE Customer
> Survey."  Thank you in advance for completing the survey.
>
>   DOE Customer Survey<http://data.fldoe.org/cs/default.cfm?staff=Philip.Anderson at fldoe.org%7C11%3A10%3A20+Wed+13+Aug+2008>
>
>
> ------------------------------
>
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *IFH Health Sciences
> Library
> *Sent:* Tuesday, August 12, 2008 6:30 PM
> *To:* HealthLiteracy at nifl.gov
> *Subject:* [HealthLiteracy 2232] spanish language materials on labor
> andchildbirth?
>
>
>
> I'm looking for some Spanish language materials on labor and childbirth. We
> really need something with pictures and somewhat compact--pamphlet or
> brochure type thing---maybe a small booklet.
>
>
>
> Does anyone know of any source for this?
>
>
>
> Thanks,
>
>
>
> Melinda Byrns, MLS
>
> Health Sciences Library
>
> Inova Fairfax Hospital
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>



-- 
BABY BASICS IN THE NEWS:

Watch the story on WB 11:
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics_for_queens_familie.html#more

Read the article in USA TODAY:
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basics_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From SiobhanChamp-Blackwell at creighton.edu  Wed Aug 13 13:31:49 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Wed, 13 Aug 2008 12:31:49 -0500
Subject: [HealthLiteracy 2238]  example of health literacy gone bad
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F0F040923@exbe01.blue.jays.creighton.edu>

I hope you can see this You Tube Video http://tinyurl.com/64uws2 asking
people to look at the fast food company brochures to see which meal
choice has more calories.

 

siobhan

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
siobhan at creighton.edu <mailto:siobhan at creighton.edu> 
http://nnlm.gov/mcr/bhic/ <http://nnlm.gov/mcr/bhic/>   (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell
<BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell>
(Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 

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From sauger at mindspring.com  Fri Aug 15 13:45:16 2008
From: sauger at mindspring.com (Susan Auger)
Date: Fri, 15 Aug 2008 13:45:16 -0400
Subject: [HealthLiteracy 2239] Re: spanish language materials on labor
	andchildbirth?
In-Reply-To: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
References: <b9b9a5600808121529n7fb2313dp34d85644ab462485@mail.gmail.com>
Message-ID: <002501c8fefe$adbe3050$6401a8c0@yourus67pi6luv>

Hi Melinda-

We carry an easy to read bilingual (English/Spanish) photonovel on labor and
delivery.

 

If you'd like more information, my contact information is below.

 

Susan Auger

 

Auger Communications, Inc.

PO Box 51392

Durham, NC 27717

Tel:   919.361.1857

Fax:  919.361.2284

email: auger at augercommunications.com

 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IFH Health Sciences
Library
Sent: Tuesday, August 12, 2008 6:30 PM
To: HealthLiteracy at nifl.gov
Subject: [HealthLiteracy 2232] spanish language materials on labor
andchildbirth?

 

I'm looking for some Spanish language materials on labor and childbirth. We
really need something with pictures and somewhat compact--pamphlet or
brochure type thing---maybe a small booklet.

 

Does anyone know of any source for this?

 

Thanks,

 

Melinda Byrns, MLS

Health Sciences Library

Inova Fairfax Hospital

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From podschung at ada.org  Fri Aug 15 14:02:49 2008
From: podschung at ada.org (Podschun, Gary)
Date: Fri, 15 Aug 2008 13:02:49 -0500
Subject: [HealthLiteracy 2240] 17th Surgeon General will be Featured at ADA
	Health Literacy Symposium
Message-ID: <A9760F5D8A0B4949A29FE16D2257A35503C78CEC@CHIUTILF.ada.org>

Richard Carmona, MD, MPH, FACS, the 17th Surgeon General of the United
States (2002 - 2006) and CEO of Canyon Ranch Health, will give the
keynote address during a workshop, " Oral Health Literacy Symposium:
Communication, Ethics and Risk Management," sponsored by the American
Dental Association's Council on Access, Prevention and Interprofessional
Relations in conjunction with American Dental Association (ADA) Annual
Session.

Dr. Carmona served as our nation's top doctor, issuing the 2003
"National Call to Action to Promote Oral Health," a report developed by
the U.S. Department of Health and Human Services in consultation with 70
health organizations that included the ADA.

During his tenure, Dr. Carmona focused on shifting the paradigm of
healthcare from treatment to prevention, stressing that life-long
healthy living is a key component to medical care. Passionate about
eliminating health disparities, he has championed health literacy,
educating the American public on health issues so that they can make
informed choices. 

A man of integrity and fortitude, Dr. Carmona triumphed over great
adversity. Growing up in an impoverished Hispanic family and dropping
out of high school, he experienced health disparities firsthand. Going
on to become a decorated Green Beret in Vietnam, a police officer and a
SWAT team member, he eventually graduated from college and medical
school at the top of his class. 

His medical career includes serving as an EMT, a nurse, a trauma surgeon
and a community physician before being unanimously voted into Office of
Surgeon General. He was recently asked to join Canyon Ranch as Vice
Chairman of the 27-year old life enhancement company. Dr. Carmona will
also serve as chief executive officer of Canyon Ranch's health division
and president of the nonprofit Canyon Institute. 

With boundless energy and an intrinsic dedication to healthy living, Dr.
Carmona remains a true public servant. Looking forward to the future of
healthcare, he builds upon his legacy as Surgeon General, offering the
experience and knowledge essential to improving the health of all
people.

The Oral Health Literacy Symposium (8.5 CE units) will be offered
October 15-16, 2008 prior to ADA Annual Session in San Antonio.  This
interactive course, led by experts in the field, will focus on health
literacy and implications for dental practice, including dental team
communication with patients, ethical responsibilities and risk
management issues.  Each segment of the course will be comprised of
information and practical solutions based on the best available data on
health literacy, including skill building activities for dental team
members and case examples.  For more information and to register, visit
www.ada.org/goto/session.

--

Oral Health Literacy Symposium Faculty

Jessica Lee, DDS, MPH, PhD
"Practical Tools to Address Health Literacy"
Associate Professor, Department of Pediatric Dentistry, University of
North Carolina at Chapel Hill

Lillian Obucina, DDS, JD
"Ethical and Legal Implications of Communication and Risk"
Dentist, Attorney and Consultant

Alice Horowitz, PhD
"Health and Literacy: The Demands We Place on Patients"
Advisor to the Dean, School of Public Health, University of Maryland at
College Park

William Smith, EdD
"Assessing the Dental Practice"
Executive Vice President and Senior Scientist, Academy for Educational
Development
Co-author, Health Literacy: A Prescription to End Confusion, Institute
of Medicine

From gspangenberg at caalusa.org  Mon Aug 18 08:33:14 2008
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 18 Aug 2008 08:33:14 -0400
Subject: [HealthLiteracy 2241]  June 26th National Commission Panel in DVD
Message-ID: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>

Colleagues,

As you know, the National Commission on Adult Literacy released its  
final report, Reach Higher, America at an event at the U.S. Capitol  
on June 26th. The panel presentation and Q&A from that morning are  
now available in 5 short DVD segments from the Commission's website:  
www.nationalcommissiononadultliteracy.org. Go to the Get Reports page  
and scroll to the bottom for the link. You will be able to view the  
segments on both PC and Mac platforms with current Flash or QuickTime  
players.

Note that the full DVD can also be purchased from CAAL for a nominal  
sum (contact bheitner at caalusa.org for instructions and cost).

Apologies to those of you who have been awaiting this material for  
some time. We appreciate your patience.

Gail S


.
Gail Spangenberg
President
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Fl
New York, NY 10020
212-512-2362, F: 212-512-2610
www.caalusa.org



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From tsticht at znet.com  Tue Aug 19 12:31:20 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Tue, 19 Aug 2008 09:31:20 -0700
Subject: [HealthLiteracy 2242]  Message for International Literacy Day
Message-ID: <1219163480.48aaf558b2af7@webmail.znet.net>

Message for International Literacy Day

August19, 2008

September 8, 2008, International Literacy Day, Theme: Literacy and Health

Tom Sticht
International Consultant in Adult Education

Each year the world celebrates UNESCO?s International Literacy Day on
September 8th.  The theme of International Literacy Day this year is
Literacy and Health.

Starting in 1979 and up through 2003, as a member of the International Jury
that selects the winners of UNESCO?s literacy prizes, I had the opportunity
to work with and learn from colleagues who were among the leading adult
educators in the world. One of these leaders was Malcolm Adiseshiah (1976) 
of India who was a former Deputy Director General of UNESCO. Adiseshiah was
an economist and he brought to the Jury his perspective on what he called
the "functionalities" of literacy. By this he meant that literacy does not
exist for its own sake, but for the functions it serves in people's lives.
He always looked at candidatures for prizes with a view to finding
"multiplier effects" that literacy made in the economic, social, civic,
health, and personal lives of the newly literate.

An examination of research reports and several hundred applications for
UNESCO literacy prizes over the years, including 2008, has revealed that,
consistent with Adiseshiah?s concept of the functionalities of literacy,
governments can expect multiple returns on investments in adult literacy
education in several domains, including health, the theme for this year?s
International Literacy Day.

An outcome of many adult literacy programs is an intergenerational effect of
improved health of the adult?s children due to their parent?s learning in
adult literacy education programs. Adult literacy education often leads to 
better prenatal and postnatal care of children, reductions in low birth rate
infants, and better home medical care, thereby contributing to lowered
medical costs for children and fewer learning problems in school.

One of the salient findings in literacy programs, in both developed and
developing nations, is improved self confidence and other psychological and
physiological aspects of the health of adults, including activities that
will help the brain grow throughout adulthood and contribute to reduced
medical costs for adults as they age. In this regard, John Bruer (1999)
states that, "Truly new results in neuroscience, rarely mentioned in the
brain and education literature, point to the brain?s lifelong capacity to
reshape itself in response to experience"16 ( p. 17).

In his book Bruer references work in adult literacy education to make the
point that, "Adult literacy programs provide additional evidence that
acquiring and improving literacy skills is not time-limited or subject to
critical period  limitations." (p. 112).  He says, "The limiting factor in
vocabulary growth, and presumably for some of the other things Verbal IQ
measures, is exposure to new words, facts, and experiences. The brain can
benefit from this exposure at almost any time-early childhood, childhood,
adolescence, adulthood, and senescence."(p. 177)

Importantly, for adult literacy educators, Bruer makes the important policy
argument that with a better understanding of the limitations of present day
neuroscience for understanding education, "We might question the prudence of
decreasing expenditures for adult education or special education on the
grounds that a person's intellectual and emotional course is firmly set
during the early years." (p. 26)

In keeping with Adiseshiah?s concept of the "functionalities" of literacy
and this year?s International Literacy Day theme of literacy and health,
adult literacy educators need to make sure that policymakers and funding
organizations receive information about "multiplier effects", including
health benefits, that  are frequently  outcomes of adult literacy
education.

References:

Adiseshiah, M. S. (1976). Functionalities of Literacy. In: Leon Bataille
(Ed.). A turning point for literacy: Adult education for development: The
spirit and declaration of Persepolis. Proceedings of the International
Symposium for Literacy, Persepolis, Iran 3 to 8 September 1975. New York:
Pergamon Press.

Bruer, J. (1999). The myth of the first three years. New York: The Free
Press.

For those who may be interested, following is an updated listing of dates,
venues,  and contacts for my speaking engagements through February 16, 2009
in which I include references to the "multiplier effects" of adult literacy
education:

1. September 9, 2008. Hartford, Connecticut. Contact: Andy Tyskiewicz,
Email: atyskiewicz at crec.org

2. September 11, 2008. Greensboro, North Carolina. North Carolina Literacy
Association. Contact: Jennifer Gore, Email: jgore at readingconnections.org

3. October 22, 2008. San Diego, California. San Diego Coalition for
Literacy. Contact: Jose Cruz, Email: jcruz at literacysandiego.org

4. December 5, 2008. Bloomingdale, Illinois. Adult Education Service Center
for Northern Illinois. Contact: Laurie Bercovitz,
bercovitz at thecenterweb.org

Presentations scheduled for 2009

5. January 5-6, 2009. Toronto, Ontario, Canada. Academic Upgrading, George
Brown College. Contact: Matt Foran, mforan at georgebrown.ca

6. February 16, 2009. Crystal Lake, Illinois. McHenry County College.
Contact: Richard Clute, rclute at mchenry.edu


I charge no fee for any of these workshops or presentations, but sponsors
must pay travel expenses and make all arrangements for the events. Contact
me at tsticht at aznet.net if you want to arrange for a presentation in your
area.

Thomas G. Sticht
International Consultant in Adult Education
Email tsticht at aznet.net




From Alisha_F_Ellwood at bluecrossmn.com  Wed Aug 20 16:03:42 2008
From: Alisha_F_Ellwood at bluecrossmn.com (Alisha_F_Ellwood at bluecrossmn.com)
Date: Wed, 20 Aug 2008 15:03:42 -0500
Subject: [HealthLiteracy 2243] Re: June 26th National Commission Panel in DVD
In-Reply-To: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>
Message-ID: <OF81CCCEA2.E562BFCF-ON862574AB.006DEC39-862574AB.006E341E@bluecrossmn.com>

Speaking of DVDs, does anyone have a list of health literacy videos that 
are available?  I am familiar with the AMA video Health Literacy: Help 
your patients understand, but I'm wondering if there are others out there 
that people are using. 

Thanks for the help.

Alisha Ellwood, MA, LMFT
Project Manager
Health Care Improvement Department
Route # S114
Phone: 651-662-0986
Fax: 651-662-0718
Health Care Improvement makes a healthy difference in people's lives 
through improving processes and outcomes and by enhancing relationships.


---------------------------- 
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From Caroline.Marshall at danhosp.org  Thu Aug 21 13:10:46 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Thu, 21 Aug 2008 13:10:46 -0400
Subject: [HealthLiteracy 2244]  Easy to read Prostate Cancer info
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>

Hello all,

 

I am trying to find some easy to read handouts or brochures for a series
of town meetings.  The first meeting is on Prostate Cancer.  I have
found plenty of information  but I would like to include some  easy to
read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

 

 

 

Regards,


Caroline

 

______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

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From Diane.H.McGuire at HealthPartners.Com  Thu Aug 21 13:23:06 2008
From: Diane.H.McGuire at HealthPartners.Com (McGuire, Diane H)
Date: Thu, 21 Aug 2008 12:23:06 -0500
Subject: [HealthLiteracy 2245] Re: June 26th National Commission Panel in DVD
In-Reply-To: <OF81CCCEA2.E562BFCF-ON862574AB.006DEC39-862574AB.006E341E@bluecrossmn.com>
References: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>
	<OF81CCCEA2.E562BFCF-ON862574AB.006DEC39-862574AB.006E341E@bluecrossmn.com>
Message-ID: <0E394B648E5284478A6CCB78E5AFDA27076AC702@hpes1.HealthPartners.int>

The AMA video is the only one I know of.

 

Diane McGuire

Manager, Patient & Health Education

952-883-5238

952-883-6195  (fax)

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of
Alisha_F_Ellwood at bluecrossmn.com
Sent: Wednesday, August 20, 2008 3:04 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2243] Re: June 26th National Commission Panel
in DVD

 


Speaking of DVDs, does anyone have a list of health literacy videos that
are available?  I am familiar with the AMA video Health Literacy: Help
your patients understand, but I'm wondering if there are others out
there that people are using. 

Thanks for the help.

Alisha Ellwood, MA, LMFT
Project Manager
Health Care Improvement Department
Route # S114
Phone: 651-662-0986
Fax: 651-662-0718 

Health Care Improvement makes a healthy difference in people's lives
through improving processes and outcomes and by enhancing relationships.


 

----------------------------
Important news about email communications: 

If our business rules identify sensitive information, you will receive a
ZixMail Secure Message with a link to view your message. First-time
recipients will be asked to create a password before they are granted
access. To learn more about ZixMail, ZixCorp Secure Email Message
Center, and other ZixCorp offerings, please go to
http://userawareness.zixcorp.com/secure4/index.php
----------------------------

The information contained in this communication may be confidential, and
is intended only for the use of the recipient(s) named above. If the
reader of this message is not the intended recipient, you are hereby
notified that any dissemination, distribution, or copying of this
communication, or any of its contents, is strictly prohibited. If you
have received this communication in error, please return it to the
sender immediately and delete the original message and any copy of it
from your computer system. If you have any questions concerning this
message, please contact the sender. 

Unencrypted, unauthenticated Internet e-mail is inherently insecure.
Internet messages may be corrupted or incomplete, or may incorrectly
identify the sender.
________________________________________
This e-mail and any files transmitted with it are confidential and are intended solely for the use of the individual or entity to whom they are addressed. If you are not the intended recipient or the individual responsible for delivering the e-mail to the intended recipient, please be advised that you have received this e-mail in error and that any use, dissemination, forwarding, printing, or copying of this e-mail is strictly prohibited.
 
If you have received this e-mail in error, please immediately notify the HealthPartners Support Center by telephone at (952) 967-6600. You will be reimbursed for reasonable costs incurred in notifying us.
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From pruhm at medserv.net  Thu Aug 21 14:03:47 2008
From: pruhm at medserv.net (Ruhm, Penny)
Date: Thu, 21 Aug 2008 14:03:47 -0400
Subject: [HealthLiteracy 2246] Re: Easy to read Prostate Cancer info
In-Reply-To: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
Message-ID: <61C551DA17CB294BB807C7DE2E34BAA805A2A1F7@hhhnexchange.uhpcc.medserv.net>

Hi There - 

 

You might find what you're looking for at www.healthfinder.gov
<http://www.healthfinder.gov/>  or 
http://nnlm.gov/outreach/consumer/multi.html or 
www.healthyroadsmedia.org <http://www.healthyroadsmedia.org/> 

 

Good luck!

 

Penny 

 

Penny Ruhm, MS

Program Coordinator

Adirondack Rural Health Network

One Broad Street Plaza

Glens Falls, NY  12801

518-761-0300 x237

518-480-0100 (fax)

pruhm at medserv.net

www.arhn.org <http://www.arhn.org/> 

 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
Sent: Thursday, August 21, 2008 1:11 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

 

Hello all,

 

I am trying to find some easy to read handouts or brochures for a series
of town meetings.  The first meeting is on Prostate Cancer.  I have
found plenty of information  but I would like to include some  easy to
read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

 

 

 

Regards,


Caroline

 

______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

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From BSMITH at aed.org  Thu Aug 21 13:56:10 2008
From: BSMITH at aed.org (William Smith)
Date: Thu, 21 Aug 2008 13:56:10 -0400
Subject: [HealthLiteracy 2247] Re: June 26th National Commission Panel	in DVD
In-Reply-To: <0E394B648E5284478A6CCB78E5AFDA27076AC702@hpes1.HealthPartners.int>
References: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>
	<OF81CCCEA2.E562BFCF-ON862574AB.006DEC39-862574AB.006E341E@bluecrossmn.com>
	<0E394B648E5284478A6CCB78E5AFDA27076AC702@hpes1.HealthPartners.int>
Message-ID: <48AD73D1.F39A.0028.0@aed.org>

there is one Terri Davis has and one that we and IOM put together from
Terri and the AMA for the IOM report. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org
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From apsugurl07 at yahoo.com  Thu Aug 21 14:07:34 2008
From: apsugurl07 at yahoo.com (Lacreisha N. Ejike)
Date: Thu, 21 Aug 2008 11:07:34 -0700 (PDT)
Subject: [HealthLiteracy 2248] Re: Easy to read Prostate Cancer info
Message-ID: <418138.65339.qm@web50506.mail.re2.yahoo.com>

As a former intern of AHRQ, I highly recommend the Effective Healthcare Program materials: http://effectivehealthcare.ahrq.gov/repFiles/ProstateCancerConsumer.pdf
I hope this helps!
?
Lacreisha N. Ejike
Graduate Student
Public and Community Health
Austin Peay State University?



----- Original Message ----
From: "Marshall, Caroline" <Caroline.Marshall at danhosp.org>
To: healthliteracy at nifl.gov
Sent: Thursday, August 21, 2008 12:10:46 PM
Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info


Hello all,
?
I am trying to find some easy to read handouts or brochures for a series of town meetings.? The first meeting is on Prostate Cancer.? I have found plenty of information ?but I would like to include some ?easy to read handouts.? I have checked MedlinPlus but they offer a video tutorial, this has to be in print. Do any of you know a resource I could use.
?
?
?
Regards,

Caroline
?
______________________________
Caroline Marshall
Health Sciences Librarian
Horblit Health Sciences Library
?
Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org
This transmittal is intended for a particular addressee(s). If it is not clear that you are the intended recipient, you are hereby notified that you have received this transmittal in error; any review, copying or distribution or dissemination is strictly prohibited. If you suspect that you have received this transmittal in error, please notify Danbury Health Systems immediately by email reply to the sender, and delete the transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally unreliable. Please contact the sender if you wish to arrange for secure communication or to verify the contents of this message.


      
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From RRUDD at hsph.harvard.edu  Thu Aug 21 14:26:16 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Thu, 21 Aug 2008 14:26:16 -0400
Subject: [HealthLiteracy 2249]  Available Video/DVD
In-Reply-To: <48AD73D1.F39A.0028.0@aed.org>
References: <491501C2-71AF-4FCF-A3D2-19B01057F063@caalusa.org>
	<OF81CCCEA2.E562BFCF-ON862574AB.006DEC39-862574AB.006E341E@bluecrossmn.com>
	<0E394B648E5284478A6CCB78E5AFDA27076AC702@hpes1.HealthPartners.int>
	<48AD73D1.F39A.0028.0@aed.org>
Message-ID: <48AD7B07.960B.00AF.0@hsph.harvard.edu>

Yes... 
We developed a video/dvd  in the 1990s called: In Plain Language. This material is now a bit out of date [drew on findings from the NALS - the NAAL had not yet happened] but still of interest for professional discussion.
We let Bill and others use scenes from this video [especially testimony from adult learners] for the IOM video/dvd. 
You can see our video/DVD  on line at www.hsph.harvard.edu/healthliteracy 
I still have some copies left and would be happy to send some on by request [ I'd need a small mailing fee to cover costs] so do feel free to email.
Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From RS-Metternich at wiu.edu  Thu Aug 21 15:09:13 2008
From: RS-Metternich at wiu.edu (Rebecca Metternich)
Date: Thu, 21 Aug 2008 14:09:13 -0500 (CDT)
Subject: [HealthLiteracy 2250] Re: June 26th National Commission Panel	in DVD
In-Reply-To: <48AD73D1.F39A.0028.0@aed.org>
Message-ID: <488461460.154481219345753266.JavaMail.root@zcs4.wiu.edu>

Where do we order the IOM video?

Rebecca Metternich


----- Original Message -----
From: "William Smith" <BSMITH at aed.org>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Thursday, August 21, 2008 12:56:10 PM GMT -06:00 US/Canada Central
Subject: [HealthLiteracy 2247] Re: June 26th National Commission Panel	in DVD

there is one Terri Davis has and one that we and IOM put together from
Terri and the AMA for the IOM report. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rs-metternich at wiu.edu

From Cindy.Brach at ahrq.hhs.gov  Thu Aug 21 16:18:11 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Thu, 21 Aug 2008 16:18:11 -0400
Subject: [HealthLiteracy 2251] FW: URAC standards include new health
	literacy standards
References: <6BDE7FDEB28E43D5ABDD83488D8541CD@AileenPC>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19708A1FA8C@AVN3VS004.ees.hhs.gov>

 

URAC releases revised standards for nine health care management accreditation programs




08/13/2008

Changes include new health literacy standard across all health care management programs

Washington, D.C. Aug. 13, 2008 - URAC's Board of Directors has approved comprehensive revisions to nine of the organization's health care management accreditation programs. The changes include additions to URAC's Core Standards that address the need for greater consumer empowerment and health care transparency. The Core Standards are foundational standards for organizational quality that are a part of all of URAC's health care management accreditation programs.

In addition to changes to Core Accreditation, URAC's Board approved revised standards for Independent Review Organization, Disease Management, Health Utilization Management, Workers' Compensation Utilization Management, Health Call Center, Credentials Verification Organization, Claims Processing and Consumer Education and Support accreditation programs.

"The Core Standards help organizations define quality systems and set the framework for continuous quality improvement," said Douglas Metz, DC, chairman of URAC's Health Standards Committee and chief health services officer for American Specialty Health. "The new standards both advance the consumer focus in health care management and continue to raise the bar on organizational quality improvement efforts. The standards reflect significant input and recommendations from policy and corporate leaders across the health care management stakeholder spectrum."

The new standards support consumer empowerment through an emphasis on health care literacy. The Health Standards Committee met numerous times to ensure that this and other major health care policy issues were addressed in the revised standards, and consulted focus groups that included industry experts and other stakeholders. 

Information is key to empowering consumers to manage their own health care, yet it is often difficult for consumers to find in a format that is easy to understand. The introductory health literacy standard now included in URAC's Core Standards requires organizations to:

*	Put consumer materials in plain language; 
*	Assess the use of plain language in consumer documents; and 
*	Provide information and guidance on health literacy to staff who write consumer materials. 

In addition, URAC's new Disease Management Standards include a requirement for accredited organizations to establish a framework that systematically provides the right information at the right time to the consumer.  The standard calls for accredited organizations to:

*	Have a plan addressing the delivery of health information to consumers; 
*	Proactively provide accurate, comprehensive information that is easy to use; and 
*	Evaluate consumer health information for accuracy and appropriateness for the population served. 

"URAC's new disease management information therapy standards send an important message that high-quality, chronic care management requires a patient-centered approach," said Joshua Seidman, Ph.D, president of the not-for-profit Center for Information Therapy <http://www.ixcenter.org/> . "These standards set an important quality bar for disease management; for DM to work, it must be supported by the proactive delivery of information targeted to a consumer's moment in care and tailored to his or her individual needs."

The revised Core Standards also address issues in health care designed to promote greater efficiency in the health care system, such as support for interoperable health information technology. New standards also require the use of national quality measures, where they exist, as benchmarks for quality improvement projects.

Important clarifications were made for the Independent Review Organization Accreditation standards regarding compliance with state and federal law and credentials for clinical peer reviewers, an important aspect of ensuring the quality of independent review decisions. Standards relative to timelines were tightened to reflect current industry practice and expectations.

URAC released draft standards to the public in April, inviting the industry and interested parties to provide input. Hundreds responded, representing employer groups, consumers, providers and government entities. They weighed in with comments, clarifications and enhancements relevant to the changes occurring in health care today.
 "URAC's standards revision process relies on the active participation of industry stakeholders and an engaged public," said Alan P. Spielman, URAC's president and chief executive officer. "Our goal is to protect and empower consumers and to continuously raise the quality bar through accreditation and education programs. The new standards for health care management organizations support greater transparency and industry trends that are on track to improve both efficiency and overall quality."

About URAC 

URAC, an independent, nonprofit organization, is well-known as a leader in promoting health care quality through its accreditation and education programs. URAC offers a wide range of quality benchmarking programs and services that keep pace with the rapid changes in the health care system, and provide a symbol of excellence for organizations to validate their commitment to quality and accountability. Through its broad-based governance structure and an inclusive standards development process, URAC ensures that all stakeholders are represented in establishing meaningful quality measures for the entire health care industry. For more information, visit www.urac.org <http://www.urac.org/> .


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From kkham at library.ucla.edu  Thu Aug 21 17:11:34 2008
From: kkham at library.ucla.edu (Ham, Kelli)
Date: Thu, 21 Aug 2008 14:11:34 -0700
Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer info
In-Reply-To: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
Message-ID: <E541E3451B5BE94A9AFB04153A3484B911FDBC50@EM2.ad.ucla.edu>

Hi Caroline,

 

The very last slide each of the Interactive Tutorials on MedlinePlus
will have a button that says "Print Module".  This will be a pdf
document that covers the material in the tutorial, although it won't
have as many images.

 

For the Prostate Cancer tutorial, I clicked on Summary and then just
clicked through the last few slides to find it.

 

Hope that helps,

 

Kelli

 

Kelli Ham

Consumer Health Coordinator

NN/LM Pacific Southwest Region

UCLA Louise M. Darling Biomedical Library

310-825-1984

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
Sent: Thursday, August 21, 2008 10:11 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

 

Hello all,

 

I am trying to find some easy to read handouts or brochures for a series
of town meetings.  The first meeting is on Prostate Cancer.  I have
found plenty of information  but I would like to include some  easy to
read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

 

 

 

Regards,


Caroline

 

______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

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From sstableford at une.edu  Thu Aug 21 18:50:27 2008
From: sstableford at une.edu (Sue Stableford)
Date: Thu, 21 Aug 2008 18:50:27 -0400
Subject: [HealthLiteracy 2253] Re: Easy to read Prostate Cancer info
Message-ID: <48ADB8F4020000F600005E88@mailbox.une.edu>

Caroline,

Go here to find a plain language booklet for men recently diagnosed with early stage prostate cancer developed by the Michigan Cancer Consortium several years ago and recently updated. The booklet is a shared decision-making tool, intended to support men and their loved ones in making a treatment decision. 
www.prostatecancerdecision.org

Prostate cancer is a complex topic to 'translate' into plain language or easy to read format. Good luck in your search for resources.

Sue Stableford

Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave
Portland ME 04103
Tel: 207-221-4567
email: sstableford at une.edu
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com
>>> "Marshall, Caroline" <Caroline.Marshall at danhosp.org> 08/21/08 1:10 PM >>>
Hello all,

 

I am trying to find some easy to read handouts or brochures for a series
of town meetings.  The first meeting is on Prostate Cancer.  I have
found plenty of information  but I would like to include some  easy to
read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

 

 

 

Regards,


Caroline

 

______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 



From Cindy.Brach at ahrq.hhs.gov  Thu Aug 21 20:32:59 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Thu, 21 Aug 2008 20:32:59 -0400
Subject: [HealthLiteracy 2254] Re: Easy to read Prostate Cancer info
References: <48ADB8F4020000F600005E88@mailbox.une.edu>
Message-ID: <04B4EF9F9E334C48903C284C4B16A19708A1FA94@AVN3VS004.ees.hhs.gov>

AHRQ has recently published a guide for men on prostate cancer that is written in plain language for a lay audience. Treating Prostate Cancer: A Guide for Men With Localized Prostate Cancer  is one of a series of AHRQ Consumer Summary Guides. You can find it at: http://effectivehealthcare.ahrq.gov/healthInfo.cfm?infotype=sg&ProcessID=9&DocID=98
 
 
Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

>>> "Marshall, Caroline" <Caroline.Marshall at danhosp.org> 08/21/08 1:10 PM >>>
Hello all,



I am trying to find some easy to read handouts or brochures for a series
of town meetings.  The first meeting is on Prostate Cancer.  I have
found plenty of information  but I would like to include some  easy to
read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.







Regards,


Caroline



______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library





Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org <http://www.danburyhospital.org/> 

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cindy.brach at ahrq.hhs.gov


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From Caroline.Marshall at danhosp.org  Fri Aug 22 08:55:04 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Fri, 22 Aug 2008 08:55:04 -0400
Subject: [HealthLiteracy 2255]  easy to read Prostate Cancer Info
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D07B9@dhsiexch01.danhosp.priv>

 

Thank you all.  Your ideas have been very helpful and have introduced me
to some new and some forgotten!  resources.

 

Regards,

______________________________
Caroline Marshall
Health Sciences Librarian

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

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From sunil.kripalani at Vanderbilt.Edu  Fri Aug 22 09:31:46 2008
From: sunil.kripalani at Vanderbilt.Edu (Kripalani, Sunil)
Date: Fri, 22 Aug 2008 08:31:46 -0500
Subject: [HealthLiteracy 2256] Re: prostate cancer materials
In-Reply-To: <mailman.42729.1219362387.14302.healthliteracy@nifl.gov>
References: <mailman.42729.1219362387.14302.healthliteracy@nifl.gov>
Message-ID: <FEDCCF2353164D4FB2BD42E9B493F03BDB8DE5@mailbe02.mc.vanderbilt.edu>

I worked with colleagues at Baylor College of Medicine to develop
prostate cancer screening handouts, designed specifically for audiences
with low health literacy. They were developed with patient input, pilot
tested, and proven in a randomized controlled trial to increase
discussions about prostate cancer screening between patients and their
physicians. The study citation is:

Kripalani S, Sharma J, Justice E, Justice J, Spiker C, Laufman LE,
Jacobson TA, Price M, Weinberg AD. Low-literacy interventions to promote
discussion of prostate cancer screening: a randomized controlled trial.
Am J Prev Med 2007;33(2):83-90.

The handouts are included in the article. The intent in developing these
was the make them available for use to others. The project coordinator
(Cindy Spiker), Baylor, and I retained the copyright rather than turning
it over to the journal at the time of publication. You all certainly
have my permission to reproduce the handouts. Cindy can speak to
copyright issues pertaining to herself and Baylor, and can be reached at
cspiker at bcm.tmc.edu. We can email clean copies of the handouts as well.

All the best,
Sunil Kripalani

From jespar at lsuhsc.edu  Fri Aug 22 09:32:43 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 22 Aug 2008 08:32:43 -0500
Subject: [HealthLiteracy 2257] FYI - Evidence-Based Recommendations for
	Information and Care Planning in Cancer Care from J Clin Oncol
Message-ID: <2E9263050F8EE046972BE0510E7A71DA8AE23F@SH-EXCHBE2.master.lsuhsc.edu>

You might want to check out this article I posted to my blog.

 

http://healthliteracyalerts.blogspot.com/2008/08/j-clin-oncol-evidence-b
ased.html   You can access an abstract to the article by clicking on
ARTICLE when the blog page loads or you can go to
http://jco.ascopubs.org/cgi/content/abstract/26/23/3896 

 

If your institution doesn't get the journal then you will have to see
about an interlibrary loan.

 

Julie

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From ar at plainlanguageworks.com  Fri Aug 22 13:28:11 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Fri, 22 Aug 2008 10:28:11 -0700
Subject: [HealthLiteracy 2258]  CAUTION in printing out Medline tutorials!
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
	<E541E3451B5BE94A9AFB04153A3484B911FDBC50@EM2.ad.ucla.edu>
Message-ID: <00dc01c9047c$7448be70$6401a8c0@D5NPYT31>

Hello, everyone, 

Please remember that the Medline Plus tutorials are not written in easy-to-read language. I can't figure out how they can possibly be listed that way on the site. They may be "easy" to listen to because a voice reads the text for the viewer. However, the version that is available for print is not in plain language. For example, I just did a reading level analysis on the laparoscopy tutorial's text and it scored grade level 14 (SMOG formula). That's college level, NOT easy! 

These tutorial modules are also organized according to the "medical model" which means the disease description first, etiology of disease, etc. and eventually--maybe--getting to useful action messages. Moreover, the illustrations that are inserted in the print-outs are not labeled and not placed near the text they supposedly support. 

So remember to look carefully at materials you offer to patients.  There are more and more materials available that are called "easy" or "plain language" but truly are neither. Since we don't yet have standard definitions of terms and standard guidelines on what makes something "easy" for the majority of the public, we should remember to think before we use materials. 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net



----- Original Message ----- 
  From: Ham, Kelli 
  To: The Health and Literacy Discussion List 
  Sent: Thursday, August 21, 2008 2:11 PM
  Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer info


  Hi Caroline,

   

  The very last slide each of the Interactive Tutorials on MedlinePlus will have a button that says "Print Module".  This will be a pdf document that covers the material in the tutorial, although it won't have as many images.

   

  For the Prostate Cancer tutorial, I clicked on Summary and then just clicked through the last few slides to find it.

   

  Hope that helps,

   

  Kelli

   

  Kelli Ham

  Consumer Health Coordinator

  NN/LM Pacific Southwest Region

  UCLA Louise M. Darling Biomedical Library

  310-825-1984

   

  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
  Sent: Thursday, August 21, 2008 10:11 AM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

   

  Hello all,

   

  I am trying to find some easy to read handouts or brochures for a series of town meetings.  The first meeting is on Prostate Cancer.  I have found plenty of information  but I would like to include some  easy to read handouts.  I have checked MedlinPlus but they offer a video tutorial, this has to be in print. Do any of you know a resource I could use.

   

   

   

  Regards,


  Caroline

   

  ______________________________
  Caroline Marshall
  Health Sciences Librarian

  Horblit Health Sciences Library

   



  Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
  V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
  http://www.danburyhospital.org

  This transmittal is intended for a particular addressee(s). If it is not clear that you are the intended recipient, you are hereby notified that you have received this transmittal in error; any review, copying or distribution or dissemination is strictly prohibited. If you suspect that you have received this transmittal in error, please notify Danbury Health Systems immediately by email reply to the sender, and delete the transmittal and any attachments.
  READER BEWARE: Internet e-mail is inherently insecure and occasionally unreliable. Please contact the sender if you wish to arrange for secure communication or to verify the contents of this message.

   



------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From kkham at library.ucla.edu  Fri Aug 22 14:24:11 2008
From: kkham at library.ucla.edu (Ham, Kelli)
Date: Fri, 22 Aug 2008 11:24:11 -0700
Subject: [HealthLiteracy 2259] Re: CAUTION in printing out Medline tutorials!
In-Reply-To: <00dc01c9047c$7448be70$6401a8c0@D5NPYT31>
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv><E541E3451B5BE94A9AFB04153A3484B911FDBC50@EM2.ad.ucla.edu>
	<00dc01c9047c$7448be70$6401a8c0@D5NPYT31>
Message-ID: <E541E3451B5BE94A9AFB04153A3484B911FDBC5C@EM2.ad.ucla.edu>

Hi Audrey,

 

Thanks for pointing out the "easy to read" issue with the tutorials.
The tutorials themselves are easier to understand, because of the
combined use of text, images and the voice.  The key here is the notion
of understanding, rather than reading level.   I have talked to folks
who are using these in literacy programs, with the learner listening as
they read the text, then going back without the sound to read the slide.
Still, I wonder if there is any publicly available results from
usability studies or focus groups with low-level readers on these
materials.  I agree that the reading level of the printed version isn't
at a true easy to read level, but it still is useful to know that it
exists and will work for some patients and consumers.   

 

Regarding reading level tests - medical terms in any text will likely
throw off the final readability score.  If the word 'laparoscopy'
appears several times in a text, it is a five-syllable word that will
skew the results.  The same is true for many other terms, even common
words such as diabetes.   It would be interesting to see how the scores
differ without the necessary medical terms.   At any rate, thanks for
the reminder to think critically about what is being labeled as
"easy-to-read".

 

Best regards,

 

Kelli

 

Kelli Ham

Consumer Health Coordinator

NN/LM Pacific Southwest Region

UCLA Louise M. Darling Biomedical Library

310-825-1984

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Audrey Riffenburgh
Sent: Friday, August 22, 2008 10:28 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2258] CAUTION in printing out Medline
tutorials!

 

Hello, everyone, 

 

Please remember that the Medline Plus tutorials are not written in
easy-to-read language. I can't figure out how they can possibly be
listed that way on the site. They may be "easy" to listen to because a
voice reads the text for the viewer. However, the version that is
available for print is not in plain language. For example, I just did a
reading level analysis on the laparoscopy tutorial's text and it scored
grade level 14 (SMOG formula). That's college level, NOT easy! 

 

These tutorial modules are also organized according to the "medical
model" which means the disease description first, etiology of disease,
etc. and eventually--maybe--getting to useful action messages. Moreover,
the illustrations that are inserted in the print-outs are not labeled
and not placed near the text they supposedly support. 

 

So remember to look carefully at materials you offer to patients.  There
are more and more materials available that are called "easy" or "plain
language" but truly are neither. Since we don't yet have standard
definitions of terms and standard guidelines on what makes something
"easy" for the majority of the public, we should remember to think
before we use materials. 

 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico

Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net

 

 

----- Original Message ----- 

	From: Ham, Kelli <mailto:kkham at library.ucla.edu>  

	To: The Health and Literacy Discussion List
<mailto:healthliteracy at nifl.gov>  

	Sent: Thursday, August 21, 2008 2:11 PM

	Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer
info

	 

	Hi Caroline,

	 

	The very last slide each of the Interactive Tutorials on
MedlinePlus will have a button that says "Print Module".  This will be a
pdf document that covers the material in the tutorial, although it won't
have as many images.

	 

	For the Prostate Cancer tutorial, I clicked on Summary and then
just clicked through the last few slides to find it.

	 

	Hope that helps,

	 

	Kelli

	 

	Kelli Ham

	Consumer Health Coordinator

	NN/LM Pacific Southwest Region

	UCLA Louise M. Darling Biomedical Library

	310-825-1984

	 

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
	Sent: Thursday, August 21, 2008 10:11 AM
	To: healthliteracy at nifl.gov
	Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

	 

	Hello all,

	 

	I am trying to find some easy to read handouts or brochures for
a series of town meetings.  The first meeting is on Prostate Cancer.  I
have found plenty of information  but I would like to include some  easy
to read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

	 

	 

	 

	Regards,

	
	Caroline

	 

	______________________________
	Caroline Marshall
	Health Sciences Librarian

	Horblit Health Sciences Library

	 

	 

	Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
	V: (203) 739-7419 | F: (203) 739-7568 |
caroline.marshall at danhosp.org
	http://www.danburyhospital.org

	This transmittal is intended for a particular addressee(s). If
it is not clear that you are the intended recipient, you are hereby
notified that you have received this transmittal in error; any review,
copying or distribution or dissemination is strictly prohibited. If you
suspect that you have received this transmittal in error, please notify
Danbury Health Systems immediately by email reply to the sender, and
delete the transmittal and any attachments.
	READER BEWARE: Internet e-mail is inherently insecure and
occasionally unreliable. Please contact the sender if you wish to
arrange for secure communication or to verify the contents of this
message.

	 

	
________________________________


	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to ar at plainlanguageworks.com

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From NIELSEGA at ihs.org  Sat Aug 23 00:23:38 2008
From: NIELSEGA at ihs.org (Nielsen, Gail)
Date: Fri, 22 Aug 2008 23:23:38 -0500
Subject: [HealthLiteracy 2260] Re: Optimizing transitions in care with
	support from Health Literacy techniques in patient teaching
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
	<E541E3451B5BE94A9AFB04153A3484B911FDBC50@EM2.ad.ucla.edu>
Message-ID: <E5D23D2FA9D78A4F8626B83C35A1D15C12094E@cidxm002.ihs.org>

In case anyone is looking for more ideas on how to integrate Health Literacy techniques into patient preparation for post-hospital self care, the follwoing seminar may be of interest.

 

October 28-29, 2008
San Francisco, CA

 

A comprehensive and reliable discharge plan, along with post discharge support, can reduce readmission rates, improve health outcomes, and assure quality transitions. To help organizations achieve these goals, IHI is proud to offer Hospital to Home: Optimizing the Transition. This two-day seminar will assist teams in enhancing communications, supporting patients and families, eliminating waste, and improving workflow using ideas that have been tested in an IHI Learning and Innovation Community. 

 

When a patient's transition from the hospital to home is less than optimal, the repercussions can be far-reaching, including readmissions to the hospital, adverse medical events, and in some cases, mortality. Poorly designed discharge processes also create unnecessary stress for medical staff, who experience failed communications, as well as unnecessary delays and frustrations. If patients have insufficient information and understanding of their diagnoses, medication, and self-care needs, they cannot appropriately participate in their care during hospital stays and upon returning home. Insufficient communication also creates unnecessary confusion - as well as opportunities for errors - during handoffs to community providers, such as physician practices, nursing homes, rehabilitation centers, and home care providers.

 

For more information about this seminar, please visit: http://www.ihi.org/IHI/Programs/ConferencesAndSeminars/
HospitaltoHomeOptimizingtheTransitionOct08.htm <http://www.ihi.org/IHI/Programs/ConferencesAndSeminars/HospitaltoHomeOptimizingtheTransitionOct08.htm> 

 
Gail A. Nielsen
nielsega at ihs.org
phone: 515-471-9786
fax       515-471-9797
 
Education Administrator
Clinical Performance Improvement 
Iowa Heath System
1200 Pleasant Street, ERC 2
Des Moines, Iowa 50309

 
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From seubert.douglas at marshfieldclinic.org  Mon Aug 25 10:37:57 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Mon, 25 Aug 2008 09:37:57 -0500
Subject: [HealthLiteracy 2261] Re: CAUTION in printing out Medline tutorials!
Message-ID: <200808251438.m7PEc3FC032482@mailhost2.mfldclin.edu>

Kelli Ham brought up a good point. We've already had several discussions about using reading grade level as tool for evaluating and even developing written materials that are appropriate for our patients. But perhaps this point, along with a few suggestions, are worth repeating:

"Regarding reading level tests - medical terms in any text will likely
throw off the final readability score.  If the word 'laparoscopy'
appears several times in a text, it is a five-syllable word that will
skew the results.  The same is true for many other terms, even common
words such as diabetes.   It would be interesting to see how the scores
differ without the necessary medical terms."

I usually use the SMOG formula  because it tends to give a more accurate score than using the Flesh-Kincaid tool in Microsoft Word.

And I think we all agree that medical terms are necessary and also important to include in some written materials. 

When I am just checking to see if a printed document is in the ballpark, I'll use software to run a SMOG or FOG assessment (see links  below). If I want a more accurate assessment, I do it by hand (but that takes time).

Of course, it's always best to save a working copy of your document so you can go in and play with the text and punctuation while checking for a reading grade level and not have to worry about changing anything back in the original document.

In order to get a more accurate score using readability software, I have a few rules:

When I do a readability assessment of a printed handout, I read through it and note any medical terms. Yes, these words will jack up the readability score, and removing them from your document before you run a reading grade level assessment is a good idea. But my rule is that I do not remove a medical word unless it is clearly defined in the document. 

You should also check lists of bullets. There is no clear set of rules for how bulleted or numbered text should be punctuated. If they are complete sentences they typically get a period at the end of each bullet. More often than not, the bulleted or numbered list might be phrases, or even a list of single words (such as a list of symptoms or side effects). So another rule I have before running a readability assessment is to put periods after EVERY bulleted item, whether it's a complete sentence or not. In the mind of the reader, bulleted points should be a complete thought or statement. There is a natural pause when reading a list, and the bullets and extra white space help the information stand out from the rest of the document. In fact, the reader's eyes usually go directly to those sections in a document. Putting a period after each bulleted item can dramatically change the reading grade level assessment. Without the period, the readability software will treat it all as one sentence. It's programmed to look for periods. Your bullet list usually has an introductory statement ending in a colon. If you don't have periods at the end of your bulleted text, the next period is most likely at the end of the first sentence that starts the paragraph following your list. That can result in one very long sentence with a lot of syllables and will make your readability assessment less accurate.

Another punctuation rule: put periods after the title, headings and subheadings throughout the document. Again these are independent and complete thoughts to the reader and should serve as signposts throughout the document. It breaks up the text into chunks and makes navigation easier. Putting the periods after headings and subheadings will separate them from the following sentence. Without them, the readability software will consider them as one sentence. If you have several in one document, it will affect the reading grade level score.

But the reading grade level should only be a tool to help you determine if a written document is following some basic readability guidelines. It is possible to get a document's reading grade level down to 4th or 5th grade and yet still be hard to read and understand. Just using plain language and short sentences isn't enough. As others have said, there are many things that add to the readability of a printed document including font style and size, white space, use of appropriate photos/diagrams and other visuals, and including options for audio, etc.

I apologize for "preaching to the choir." It just seems that sometimes we place too much emphasis on a document's reading grade level. Using Flesh-Kincaid, SMOG or another formula (even the fast and easy to use electronic versions) are a great tool, but only a starting point when assessing the readability of printed materials.

And here are a couple free assessment tools. You can cut and paste your text into the window and it will calculate a score for you. I found these to be fairly accurate and close to a score you'd get if you did the calculations by hand.

SMOG
http://www.harrymclaughlin.com/SMOG.htm

FOG
http://www.panix.com/~dhf/fog.html



Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Ham, Kelli" <kkham at library.ucla.edu>
Date:	Fri Aug 22, 2008 -- 04:24:23 PM
To:	ar at plainlanguageworks.com,healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2259] Re: CAUTION in printing out Medline tutorials!

Hi Audrey,

 

Thanks for pointing out the "easy to read" issue with the tutorials.
The tutorials themselves are easier to understand, because of the
combined use of text, images and the voice.  The key here is the notion
of understanding, rather than reading level.   I have talked to folks
who are using these in literacy programs, with the learner listening as
they read the text, then going back without the sound to read the slide.
Still, I wonder if there is any publicly available results from
usability studies or focus groups with low-level readers on these
materials.  I agree that the reading level of the printed version isn't
at a true easy to read level, but it still is useful to know that it
exists and will work for some patients and consumers.   

 

Regarding reading level tests - medical terms in any text will likely
throw off the final readability score.  If the word 'laparoscopy'
appears several times in a text, it is a five-syllable word that will
skew the results.  The same is true for many other terms, even common
words such as diabetes.   It would be interesting to see how the scores
differ without the necessary medical terms.   At any rate, thanks for
the reminder to think critically about what is being labeled as
"easy-to-read".

 

Best regards,

 

Kelli

 

Kelli Ham

Consumer Health Coordinator

NN/LM Pacific Southwest Region

UCLA Louise M. Darling Biomedical Library

310-825-1984

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Audrey Riffenburgh
Sent: Friday, August 22, 2008 10:28 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2258] CAUTION in printing out Medline
tutorials!

 

Hello, everyone, 

 

Please remember that the Medline Plus tutorials are not written in
easy-to-read language. I can't figure out how they can possibly be
listed that way on the site. They may be "easy" to listen to because a
voice reads the text for the viewer. However, the version that is
available for print is not in plain language. For example, I just did a
reading level analysis on the laparoscopy tutorial's text and it scored
grade level 14 (SMOG formula). That's college level, NOT easy! 

 

These tutorial modules are also organized according to the "medical
model" which means the disease description first, etiology of disease,
etc. and eventually--maybe--getting to useful action messages. Moreover,
the illustrations that are inserted in the print-outs are not labeled
and not placed near the text they supposedly support. 

 

So remember to look carefully at materials you offer to patients.  There
are more and more materials available that are called "easy" or "plain
language" but truly are neither. Since we don't yet have standard
definitions of terms and standard guidelines on what makes something
"easy" for the majority of the public, we should remember to think
before we use materials. 

 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico

Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net

 

 

----- Original Message ----- 

	From: Ham, Kelli <mailto:kkham at library.ucla.edu>  

	To: The Health and Literacy Discussion List
<mailto:healthliteracy at nifl.gov>  

	Sent: Thursday, August 21, 2008 2:11 PM

	Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer
info

	 

	Hi Caroline,

	 

	The very last slide each of the Interactive Tutorials on
MedlinePlus will have a button that says "Print Module".  This will be a
pdf document that covers the material in the tutorial, although it won't
have as many images.

	 

	For the Prostate Cancer tutorial, I clicked on Summary and then
just clicked through the last few slides to find it.

	 

	Hope that helps,

	 

	Kelli

	 

	Kelli Ham

	Consumer Health Coordinator

	NN/LM Pacific Southwest Region

	UCLA Louise M. Darling Biomedical Library

	310-825-1984

	 

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
	Sent: Thursday, August 21, 2008 10:11 AM
	To: healthliteracy at nifl.gov
	Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

	 

	Hello all,

	 

	I am trying to find some easy to read handouts or brochures for
a series of town meetings.  The first meeting is on Prostate Cancer.  I
have found plenty of information  but I would like to include some  easy
to read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

	 

	 

	 

	Regards,

	
	Caroline

	 

	______________________________
	Caroline Marshall
	Health Sciences Librarian

	Horblit Health Sciences Library

	 

	 

	Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
	V: (203) 739-7419 | F: (203) 739-7568 |
caroline.marshall at danhosp.org
	http://www.danburyhospital.org

	This transmittal is intended for a particular addressee(s). If
it is not clear that you are the intended recipient, you are hereby
notified that you have received this transmittal in error; any review,
copying or distribution or dissemination is strictly prohibited. If you
suspect that you have received this transmittal in error, please notify
Danbury Health Systems immediately by email reply to the sender, and
delete the transmittal and any attachments.
	READER BEWARE: Internet e-mail is inherently insecure and
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________________________________


	----------------------------------------------------
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	Health and Literacy mailing list
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	To unsubscribe or change your subscription settings, please go
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----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org

~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Attachment 1: image001.jpg
 


From Lynn.Nielsen at lmunet.edu  Mon Aug 25 11:40:51 2008
From: Lynn.Nielsen at lmunet.edu (Nielsen, Lynn)
Date: Mon, 25 Aug 2008 11:40:51 -0400
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline tutorials!
In-Reply-To: <200808251438.m7PEc3FC032482@mailhost2.mfldclin.edu>
References: <200808251438.m7PEc3FC032482@mailhost2.mfldclin.edu>
Message-ID: <2751D7FAA3AC6C43974521C1C842746B043AF80D@blenc02sl03.lmunet.edu>

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



--------------------------------------------------------------------
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From Jsorensen at afmc.org  Mon Aug 25 18:06:34 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Mon, 25 Aug 2008 17:06:34 -0500
Subject: [HealthLiteracy 2263] Re: CAUTION in printing out Medline tutorials!
In-Reply-To: <2751D7FAA3AC6C43974521C1C842746B043AF80D@blenc02sl03.lmunet.edu>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3034C97FA@AFMCFS6.NT_AFMC.local>

I'm glad to see this discussion and hope to learn from it. I've always
assumed that a person with diabetes will be familiar with the word, and
so I admit I haven't always counted it as a three-syllable word in doing
readability formulas. But some words are unavoidable and probably
unfamiliar to the audience.

Case in point: We're currently drafting materials for Arkansans who are
on Medicaid and have sickle cell disease, to let them know about a
medicine that may be helpful, particularly in severe cases, in
preventing painful episodes and reducing the need for transfusions. A
poster will encourage them to ask their doctor about it, and a brochure
will give physicians something to hand out to patients to improve
communication about this rather harsh but potentially helpful drug.

The name of the drug is hydroxyurea. So far, I'm putting the
pronunciation key after the drug name on first reference.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Lynn
Sent: Monday, August 25, 2008 10:41 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline
tutorials!

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



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From christina.zarcadoolas at mssm.edu  Tue Aug 26 07:51:04 2008
From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina)
Date: Tue, 26 Aug 2008 07:51:04 -0400
Subject: [HealthLiteracy 2264] Re: CAUTION in printing out Medline tutorials!
References: <200808251438.m7PEc3FC032482@mailhost2.mfldclin.edu>
Message-ID: <3C2E20E79C37CC468509A3C8B57A01F04BC698@EXCH-EVS2.ExchMail.mssm.edu>


Spoken vs Written Language

In response to Audrey?s important caution about printing out the NLM tutorials (or any other orally based language) as stand alone material - I?ll add the following points, using linguistic understanding of the important distinctions between how we comprehend written and spoken language. 

>From linguisitics and reading research we know that developmentally people are able to speak and understand oral language that is at least 2-4 grade levels above the level at which they read. 

You can see this most dramatically when you analyze the actual language structures spoken by ?low literate? and low health literacy patients. We have found time and time again that their spoken language contains vocabulary and sentence structures they are unable to read. (We?ve analyzed the spoken language of the patients in the AMA Health Literacy video many of us are familiar with, discussed in our book, Advancing Health Literacy: A Framework for Understanding and Action, Jossey Bass, 2006 Chp 4). 

The most important implication for the discussion of how to present written versions of oral messages is that we read print and we read spoken language (dialogue) in quite different ways - using the different characteristics of the two types of language.

Here are some linguistic principles that I use in creating or critiquing written and spoken language health material for publics: 
 
?	Print is not simply speech written down, transcription.
?	Spoken language is dependent on context and written is more contextualized. 
?	Sentence structures often differ, especially in terms of reference, repetition and length of sentences.
?	Spoken language conveys meaning in tone and phrasing ( and other paralinguistic cues) These cues are not present in print. 

Unfortunately these well studied differences between written and spoken language structures and functions have been backgrounded in the field of health literacy.  There is an important opportunity to use spoken language and print supportively. This requires us to capitalize on the different characteristics of both types of texts, which in term present the reader/listener with real opportunities to make better meaning of it all. 


Best ( and seize these precious end of summer day!)

Chris


Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative 
Associate Clinical Professor 
Mount Sinai School of Medicine 
Dept. of Community and Preventive Medicine 
Box 1057
One Gustave L. Levy Place 
New York, NY 10029 
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Seubert, Douglas
Sent: Mon 8/25/2008 10:37 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2261] Re: CAUTION in printing out Medline tutorials!
 
Kelli Ham brought up a good point. We've already had several discussions about using reading grade level as tool for evaluating and even developing written materials that are appropriate for our patients. But perhaps this point, along with a few suggestions, are worth repeating:

"Regarding reading level tests - medical terms in any text will likely
throw off the final readability score.  If the word 'laparoscopy'
appears several times in a text, it is a five-syllable word that will
skew the results.  The same is true for many other terms, even common
words such as diabetes.   It would be interesting to see how the scores
differ without the necessary medical terms."

I usually use the SMOG formula  because it tends to give a more accurate score than using the Flesh-Kincaid tool in Microsoft Word.

And I think we all agree that medical terms are necessary and also important to include in some written materials. 

When I am just checking to see if a printed document is in the ballpark, I'll use software to run a SMOG or FOG assessment (see links  below). If I want a more accurate assessment, I do it by hand (but that takes time).

Of course, it's always best to save a working copy of your document so you can go in and play with the text and punctuation while checking for a reading grade level and not have to worry about changing anything back in the original document.

In order to get a more accurate score using readability software, I have a few rules:

When I do a readability assessment of a printed handout, I read through it and note any medical terms. Yes, these words will jack up the readability score, and removing them from your document before you run a reading grade level assessment is a good idea. But my rule is that I do not remove a medical word unless it is clearly defined in the document. 

You should also check lists of bullets. There is no clear set of rules for how bulleted or numbered text should be punctuated. If they are complete sentences they typically get a period at the end of each bullet. More often than not, the bulleted or numbered list might be phrases, or even a list of single words (such as a list of symptoms or side effects). So another rule I have before running a readability assessment is to put periods after EVERY bulleted item, whether it's a complete sentence or not. In the mind of the reader, bulleted points should be a complete thought or statement. There is a natural pause when reading a list, and the bullets and extra white space help the information stand out from the rest of the document. In fact, the reader's eyes usually go directly to those sections in a document. Putting a period after each bulleted item can dramatically change the reading grade level assessment. Without the period, the readability software will treat it all as on
 e sentence. It's programmed to look for periods. Your bullet list usually has an introductory statement ending in a colon. If you don't have periods at the end of your bulleted text, the next period is most likely at the end of the first sentence that starts the paragraph following your list. That can result in one very long sentence with a lot of syllables and will make your readability assessment less accurate.

Another punctuation rule: put periods after the title, headings and subheadings throughout the document. Again these are independent and complete thoughts to the reader and should serve as signposts throughout the document. It breaks up the text into chunks and makes navigation easier. Putting the periods after headings and subheadings will separate them from the following sentence. Without them, the readability software will consider them as one sentence. If you have several in one document, it will affect the reading grade level score.

But the reading grade level should only be a tool to help you determine if a written document is following some basic readability guidelines. It is possible to get a document's reading grade level down to 4th or 5th grade and yet still be hard to read and understand. Just using plain language and short sentences isn't enough. As others have said, there are many things that add to the readability of a printed document including font style and size, white space, use of appropriate photos/diagrams and other visuals, and including options for audio, etc.

I apologize for "preaching to the choir." It just seems that sometimes we place too much emphasis on a document's reading grade level. Using Flesh-Kincaid, SMOG or another formula (even the fast and easy to use electronic versions) are a great tool, but only a starting point when assessing the readability of printed materials.

And here are a couple free assessment tools. You can cut and paste your text into the window and it will calculate a score for you. I found these to be fairly accurate and close to a score you'd get if you did the calculations by hand.

SMOG
http://www.harrymclaughlin.com/SMOG.htm

FOG
http://www.panix.com/~dhf/fog.html



Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Ham, Kelli" <kkham at library.ucla.edu>
Date:	Fri Aug 22, 2008 -- 04:24:23 PM
To:	ar at plainlanguageworks.com,healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2259] Re: CAUTION in printing out Medline tutorials!

Hi Audrey,

 

Thanks for pointing out the "easy to read" issue with the tutorials.
The tutorials themselves are easier to understand, because of the
combined use of text, images and the voice.  The key here is the notion
of understanding, rather than reading level.   I have talked to folks
who are using these in literacy programs, with the learner listening as
they read the text, then going back without the sound to read the slide.
Still, I wonder if there is any publicly available results from
usability studies or focus groups with low-level readers on these
materials.  I agree that the reading level of the printed version isn't
at a true easy to read level, but it still is useful to know that it
exists and will work for some patients and consumers.   

 

Regarding reading level tests - medical terms in any text will likely
throw off the final readability score.  If the word 'laparoscopy'
appears several times in a text, it is a five-syllable word that will
skew the results.  The same is true for many other terms, even common
words such as diabetes.   It would be interesting to see how the scores
differ without the necessary medical terms.   At any rate, thanks for
the reminder to think critically about what is being labeled as
"easy-to-read".

 

Best regards,

 

Kelli

 

Kelli Ham

Consumer Health Coordinator

NN/LM Pacific Southwest Region

UCLA Louise M. Darling Biomedical Library

310-825-1984

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Audrey Riffenburgh
Sent: Friday, August 22, 2008 10:28 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2258] CAUTION in printing out Medline
tutorials!

 

Hello, everyone, 

 

Please remember that the Medline Plus tutorials are not written in
easy-to-read language. I can't figure out how they can possibly be
listed that way on the site. They may be "easy" to listen to because a
voice reads the text for the viewer. However, the version that is
available for print is not in plain language. For example, I just did a
reading level analysis on the laparoscopy tutorial's text and it scored
grade level 14 (SMOG formula). That's college level, NOT easy! 

 

These tutorial modules are also organized according to the "medical
model" which means the disease description first, etiology of disease,
etc. and eventually--maybe--getting to useful action messages. Moreover,
the illustrations that are inserted in the print-outs are not labeled
and not placed near the text they supposedly support. 

 

So remember to look carefully at materials you offer to patients.  There
are more and more materials available that are called "easy" or "plain
language" but truly are neither. Since we don't yet have standard
definitions of terms and standard guidelines on what makes something
"easy" for the majority of the public, we should remember to think
before we use materials. 

 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico

Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net

 

 

----- Original Message ----- 

	From: Ham, Kelli <mailto:kkham at library.ucla.edu>  

	To: The Health and Literacy Discussion List
<mailto:healthliteracy at nifl.gov>  

	Sent: Thursday, August 21, 2008 2:11 PM

	Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer
info

	 

	Hi Caroline,

	 

	The very last slide each of the Interactive Tutorials on
MedlinePlus will have a button that says "Print Module".  This will be a
pdf document that covers the material in the tutorial, although it won't
have as many images.

	 

	For the Prostate Cancer tutorial, I clicked on Summary and then
just clicked through the last few slides to find it.

	 

	Hope that helps,

	 

	Kelli

	 

	Kelli Ham

	Consumer Health Coordinator

	NN/LM Pacific Southwest Region

	UCLA Louise M. Darling Biomedical Library

	310-825-1984

	 

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
	Sent: Thursday, August 21, 2008 10:11 AM
	To: healthliteracy at nifl.gov
	Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

	 

	Hello all,

	 

	I am trying to find some easy to read handouts or brochures for
a series of town meetings.  The first meeting is on Prostate Cancer.  I
have found plenty of information  but I would like to include some  easy
to read handouts.  I have checked MedlinPlus but they offer a video
tutorial, this has to be in print. Do any of you know a resource I could
use.

	 

	 

	 

	Regards,

	
	Caroline

	 

	______________________________
	Caroline Marshall
	Health Sciences Librarian

	Horblit Health Sciences Library

	 

	 

	Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
	V: (203) 739-7419 | F: (203) 739-7568 |
caroline.marshall at danhosp.org
	http://www.danburyhospital.org

	This transmittal is intended for a particular addressee(s). If
it is not clear that you are the intended recipient, you are hereby
notified that you have received this transmittal in error; any review,
copying or distribution or dissemination is strictly prohibited. If you
suspect that you have received this transmittal in error, please notify
Danbury Health Systems immediately by email reply to the sender, and
delete the transmittal and any attachments.
	READER BEWARE: Internet e-mail is inherently insecure and
occasionally unreliable. Please contact the sender if you wish to
arrange for secure communication or to verify the contents of this
message.

	 

	
________________________________


	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
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	Email delivered to ar at plainlanguageworks.com


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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
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>>Attachment 1: image001.jpg
 


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From Cheryl.Pasternack at nychhc.org  Tue Aug 26 09:13:20 2008
From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack)
Date: Tue, 26 Aug 2008 09:13:20 -0400
Subject: [HealthLiteracy 2265] Re: CAUTION in printing out Medline	tutorials!
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD3034C97FA@AFMCFS6.NT_AFMC.local>
References: <2751D7FAA3AC6C43974521C1C842746B043AF80D@blenc02sl03.lmunet.edu>
	<6EE40CD48836434BBF299E57FBBB2AD3034C97FA@AFMCFS6.NT_AFMC.local>
Message-ID: <48B3C92F.0CC1.0041.0@nychhc.org>

The issue is not so much "readability", but knowing whether the patient understands the material.  You can write a paragraph with one and two-syllable words that have no meaning when put together, and they will come up as having a low reading grade, but will be completely not understandable.

Handing out brochures without reinforcing the content is often meaningless.  How many handouts do you find littering the hallways and stairwells?  Having patients teach back what they are reading or what is being explained is the goal.  The problem is having adequate staffing and time to accomplish this.



Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Janet Sorensen" <Jsorensen at afmc.org> 8/25/2008 6:06 PM >>>
I'm glad to see this discussion and hope to learn from it. I've always
assumed that a person with diabetes will be familiar with the word, and
so I admit I haven't always counted it as a three-syllable word in doing
readability formulas. But some words are unavoidable and probably
unfamiliar to the audience.

Case in point: We're currently drafting materials for Arkansans who are
on Medicaid and have sickle cell disease, to let them know about a
medicine that may be helpful, particularly in severe cases, in
preventing painful episodes and reducing the need for transfusions. A
poster will encourage them to ask their doctor about it, and a brochure
will give physicians something to hand out to patients to improve
communication about this rather harsh but potentially helpful drug.

The name of the drug is hydroxyurea. So far, I'm putting the
pronunciation key after the drug name on first reference.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Lynn
Sent: Monday, August 25, 2008 10:41 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline
tutorials!

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



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"Wrong Address" and then deleting this E-mail and any
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***************************************************************************

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-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
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From NDavies at dthr.ab.ca  Tue Aug 26 10:13:20 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 26 Aug 2008 08:13:20 -0600
Subject: [HealthLiteracy 2266] Re: CAUTION in printing out Medline tutorials!
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD3034C97FA@AFMCFS6.NT_AFMC.local>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C231@DTHREXCL1.dthr.ab.ca>

Hi Janet, good for you on the pronunciation key. Remember that not everyone is familiar with the IPA, so perhaps something that involves homophones would work too.

Congrats on being involved on such a worthy project.

Nicola Davies
David Thompson Health Region
ndavies at dthr.ab.ca

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen
Sent: Monday, August 25, 2008 4:07 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2263] Re: CAUTION in printing out Medline
tutorials!


I'm glad to see this discussion and hope to learn from it. I've always
assumed that a person with diabetes will be familiar with the word, and
so I admit I haven't always counted it as a three-syllable word in doing
readability formulas. But some words are unavoidable and probably
unfamiliar to the audience.

Case in point: We're currently drafting materials for Arkansans who are
on Medicaid and have sickle cell disease, to let them know about a
medicine that may be helpful, particularly in severe cases, in
preventing painful episodes and reducing the need for transfusions. A
poster will encourage them to ask their doctor about it, and a brochure
will give physicians something to hand out to patients to improve
communication about this rather harsh but potentially helpful drug.

The name of the drug is hydroxyurea. So far, I'm putting the
pronunciation key after the drug name on first reference.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Lynn
Sent: Monday, August 25, 2008 10:41 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline
tutorials!

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



--------------------------------------------------------------------
This e-mail and any files transmitted with it are confidential and are
intended solely for the use of the individual or entity to whom they are
addressed.  This communication may contain material protected by the
attorney-client privilege.  If you are not the intended recipient or the
person responsible for delivering the e-mail to the intended recipient,
be advised that you have received this e-mail in error and that any use,
dissemination, forwarding, printing, or copying of this e-mail is
strictly prohibited.  If you have received this e-mail in error, please
immediately notify the offices designated information technology person
by telephone at 800-325-0900.  You will be reimbursed for reasonable
costs incurred in notifying us.
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
for the named recipient or recipients. If you are not the intended
recipient, any use, disclosure, copying or distribution of this
E-mail is prohibited. If you are not the intended recipient, please
inform us by replying with the subject line marked
"Wrong Address" and then deleting this E-mail and any
attachments.  Arkansas Foundation for Medical Care, Inc.
(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
virus-free.
***************************************************************************

----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca


From NDavies at dthr.ab.ca  Tue Aug 26 11:41:20 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Tue, 26 Aug 2008 09:41:20 -0600
Subject: [HealthLiteracy 2267] Re: example of health literacy gone bad
In-Reply-To: <BB3EEC584579204DB6E2CA0F6DB7566F0F040923@exbe01.blue.jays.creighton.edu>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C234@DTHREXCL1.dthr.ab.ca>

Alas, the IT department has no response to requests to unlock this video other than "but youtube is blocked".
 
This frustration leads me to the following question: as more and more agencies use Web 2.0 to access their desired audience (youtube, facebook, myspace, bebo, etc), how do we ensure that health professionals can also access these materials? How do we convince the 'powers that be' (policy makers, purse-string pullers) that access to the same media as our desired audience is a necessity?
 
How do we access the tools we need to reach out to our clients, when those tools are behind a locked door? Does anyone have a story about when they convinced the policy makers to relent a little on a hot topic like this?
 
Nicola

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Champ-Blackwell, Siobhan
Sent: Wednesday, August 13, 2008 11:32 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2238] example of health literacy gone bad



I hope you can see this You Tube Video http://tinyurl.com/64uws2 asking people to look at the fast food company brochures to see which meal choice has more calories.

 

siobhan

 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
800-338-7657 in CO,KS,MO,NE,UT,WY
402-280-4156 outside the region 
 <mailto:siobhan at creighton.edu> siobhan at creighton.edu
 <http://nnlm.gov/mcr/bhic/> http://nnlm.gov/mcr/bhic/  (Web Log)  <BLOCKED::http://www.digitaldivide.net/profile/siobhanchamp-blackwell> 
http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile)

P Please consider the environment before printing this e-mail

 
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From ar at plainlanguageworks.com  Tue Aug 26 12:01:15 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Tue, 26 Aug 2008 09:01:15 -0700
Subject: [HealthLiteracy 2268] Re: CAUTION in printing out Medline tutorials!
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv><E541E3451B5BE94A9AFB04153A3484B911FDBC50@EM2.ad.ucla.edu><00dc01c9047c$7448be70$6401a8c0@D5NPYT31>
	<E541E3451B5BE94A9AFB04153A3484B911FDBC5C@EM2.ad.ucla.edu>
Message-ID: <007901c90794$f86654e0$6401a8c0@D5NPYT31>

Hi Kelli,

I see your point about the audio portion helping with comprehension of the information on the Medline Plus tutorials. However, these tutorials are labeled on the Medline site as "easy-to-read" when they are actually written at high school to high college level. They should be labeled as regular modules with voice. Using these modules for instruction in literacy programs (my former professional field) is fine but the high reading level would be a barrier to most people who don't have help to read them. 

We have this situation because we don't have guidelines for reading ease and easy navigability for health websites. For example, reading level is not even mentioned in the NCI's book "Research-Based Web Design and Usability Guidelines" available at usability.gov. 

Speaking of reading level, many people think that medical terms will skew results on readability formulas. What they really do is to accurately reflect the difficulty of the text. If "laparoscopy" is in a document 10 times, that means the inexperienced readers who have to "sound it out" each time they come to it, will have to do so 10 times. That means 10 interruptions in their reading flow. It means 10 interruptions in the process of trying to build understanding of the content. The high reading score reflects that difficulty quite accurately. Strong readers like most of us on this list can "sound out" a word one time and then have it in our sight word vocabulary (we can immediately recognize it from sight the next time we see it) from that point forward. Less skilled readers must "sound out" a new word at least dozens of times before it moves into their sight word vocabulary. As writers we should try to avoid using the medical or technical terms many times as we present the content. You can "teach" it separately in a call out box or sidebar for those who can learn it quickly without having the word be a barrier to understanding of the concepts in the flowing text. 

My two cents worth, 

Audrey 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA 
E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net



  ----- Original Message ----- 
  From: Ham, Kelli 
  To: Audrey Riffenburgh ; The Health and Literacy Discussion List 
  Sent: Friday, August 22, 2008 11:24 AM
  Subject: [HealthLiteracy 2259] Re: CAUTION in printing out Medline tutorials!


  Hi Audrey,

   

  Thanks for pointing out the "easy to read" issue with the tutorials.  The tutorials themselves are easier to understand, because of the combined use of text, images and the voice.  The key here is the notion of understanding, rather than reading level.   I have talked to folks who are using these in literacy programs, with the learner listening as they read the text, then going back without the sound to read the slide.  Still, I wonder if there is any publicly available results from usability studies or focus groups with low-level readers on these materials.  I agree that the reading level of the printed version isn't at a true easy to read level, but it still is useful to know that it exists and will work for some patients and consumers.   

   

  Regarding reading level tests - medical terms in any text will likely throw off the final readability score.  If the word 'laparoscopy' appears several times in a text, it is a five-syllable word that will skew the results.  The same is true for many other terms, even common words such as diabetes.   It would be interesting to see how the scores differ without the necessary medical terms.   At any rate, thanks for the reminder to think critically about what is being labeled as "easy-to-read".

   

  Best regards,

   

  Kelli

   

  Kelli Ham

  Consumer Health Coordinator

  NN/LM Pacific Southwest Region

  UCLA Louise M. Darling Biomedical Library

  310-825-1984

   

  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Audrey Riffenburgh
  Sent: Friday, August 22, 2008 10:28 AM
  To: The Health and Literacy Discussion List
  Subject: [HealthLiteracy 2258] CAUTION in printing out Medline tutorials!

   

  Hello, everyone, 

   

  Please remember that the Medline Plus tutorials are not written in easy-to-read language. I can't figure out how they can possibly be listed that way on the site. They may be "easy" to listen to because a voice reads the text for the viewer. However, the version that is available for print is not in plain language. For example, I just did a reading level analysis on the laparoscopy tutorial's text and it scored grade level 14 (SMOG formula). That's college level, NOT easy! 

   

  These tutorial modules are also organized according to the "medical model" which means the disease description first, etiology of disease, etc. and eventually--maybe--getting to useful action messages. Moreover, the illustrations that are inserted in the print-outs are not labeled and not placed near the text they supposedly support. 

   

  So remember to look carefully at materials you offer to patients.  There are more and more materials available that are called "easy" or "plain language" but truly are neither. Since we don't yet have standard definitions of terms and standard guidelines on what makes something "easy" for the majority of the public, we should remember to think before we use materials. 

   

  Audrey Riffenburgh, M.A., President
  Plain Language Works (formerly Riffenburgh & Associates)
  Specialists in Health Literacy & Plain Language since 1994
  Albuquerque, New Mexico

  Founding Member, The Clear Language Group, www.clearlanguagegroup.com
  Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net

   

   

  ----- Original Message ----- 

    From: Ham, Kelli 

    To: The Health and Literacy Discussion List 

    Sent: Thursday, August 21, 2008 2:11 PM

    Subject: [HealthLiteracy 2252] Re: Easy to read Prostate Cancer info

     

    Hi Caroline,

     

    The very last slide each of the Interactive Tutorials on MedlinePlus will have a button that says "Print Module".  This will be a pdf document that covers the material in the tutorial, although it won't have as many images.

     

    For the Prostate Cancer tutorial, I clicked on Summary and then just clicked through the last few slides to find it.

     

    Hope that helps,

     

    Kelli

     

    Kelli Ham

    Consumer Health Coordinator

    NN/LM Pacific Southwest Region

    UCLA Louise M. Darling Biomedical Library

    310-825-1984

     

    From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
    Sent: Thursday, August 21, 2008 10:11 AM
    To: healthliteracy at nifl.gov
    Subject: [HealthLiteracy 2244] Easy to read Prostate Cancer info

     

    Hello all,

     

    I am trying to find some easy to read handouts or brochures for a series of town meetings.  The first meeting is on Prostate Cancer.  I have found plenty of information  but I would like to include some  easy to read handouts.  I have checked MedlinPlus but they offer a video tutorial, this has to be in print. Do any of you know a resource I could use.

     

     

     

    Regards,


    Caroline

     

    ______________________________
    Caroline Marshall
    Health Sciences Librarian

    Horblit Health Sciences Library

     



    Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
    V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
    http://www.danburyhospital.org

    This transmittal is intended for a particular addressee(s). If it is not clear that you are the intended recipient, you are hereby notified that you have received this transmittal in error; any review, copying or distribution or dissemination is strictly prohibited. If you suspect that you have received this transmittal in error, please notify Danbury Health Systems immediately by email reply to the sender, and delete the transmittal and any attachments.
    READER BEWARE: Internet e-mail is inherently insecure and occasionally unreliable. Please contact the sender if you wish to arrange for secure communication or to verify the contents of this message.

     


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From Jsorensen at afmc.org  Tue Aug 26 12:44:50 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Tue, 26 Aug 2008 11:44:50 -0500
Subject: [HealthLiteracy 2269] Re: CAUTION in printing out Medline	tutorials!
In-Reply-To: <48B3C92F.0CC1.0041.0@nychhc.org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3034C9876@AFMCFS6.NT_AFMC.local>

All good points. Depending on a readability formula is never a good idea
-- it's just a tool and has to be used correctly.

As a writer, I can't do much about staffing or time -- but we do these
publications for doctors to hand out, to encourage patient/provider
communication, not to replace it. They are free for Arkansas physicians
to order or download, and they do order them. We do not distribute them
directly to patients because that is not our role according to our state
and federal contracts. To date, we've distributed more than 9 million
patient and provider tools statewide, and the vast majority were
specifically requested by physicians.

I've seen our publications littering the hallways myself. But
fortunately I've also seen them in patients' hands. Physician feedback
on our tools is mostly positive. I wish I could do more of them and
spend more time testing them to make them as effective as possible --
but we are usually rushed too.

This may not be a popular opinion, but to me "health literacy" is not
the biggest problem. It's health communication -- or a lack of it.
Effective communication is hard under the best of circumstances. Doctors
have their hands full, so we just try to make it a little bit easier as
one small part of our mission to improve health and health care. Maybe
I'm wrong, but I'd like to think I'm making a small difference in my own
way. I may not be adding much to this listserve, as I'm not involved
directly in health literacy research, but I've learned a lot by hanging
out with you all. 

Thank you!
Janet Sorensen, Writer
Arkansas Foundation for Medical Care
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cheryl Pasternack
Sent: Tuesday, August 26, 2008 8:13 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2265] Re: CAUTION in printing out Medline
tutorials!

The issue is not so much "readability", but knowing whether the patient
understands the material.  You can write a paragraph with one and
two-syllable words that have no meaning when put together, and they will
come up as having a low reading grade, but will be completely not
understandable.

Handing out brochures without reinforcing the content is often
meaningless.  How many handouts do you find littering the hallways and
stairwells?  Having patients teach back what they are reading or what is
being explained is the goal.  The problem is having adequate staffing
and time to accomplish this.



Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Janet Sorensen" <Jsorensen at afmc.org> 8/25/2008 6:06 PM >>>
I'm glad to see this discussion and hope to learn from it. I've always
assumed that a person with diabetes will be familiar with the word, and
so I admit I haven't always counted it as a three-syllable word in doing
readability formulas. But some words are unavoidable and probably
unfamiliar to the audience.

Case in point: We're currently drafting materials for Arkansans who are
on Medicaid and have sickle cell disease, to let them know about a
medicine that may be helpful, particularly in severe cases, in
preventing painful episodes and reducing the need for transfusions. A
poster will encourage them to ask their doctor about it, and a brochure
will give physicians something to hand out to patients to improve
communication about this rather harsh but potentially helpful drug.

The name of the drug is hydroxyurea. So far, I'm putting the
pronunciation key after the drug name on first reference.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Lynn
Sent: Monday, August 25, 2008 10:41 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline
tutorials!

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



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----------------------------------------------------
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From seubert.douglas at marshfieldclinic.org  Tue Aug 26 15:18:27 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Tue, 26 Aug 2008 14:18:27 -0500
Subject: [HealthLiteracy 2270] Re: CAUTION in printing out Medlinetutorials!
Message-ID: <200808261918.m7QJIYt0013187@mailhost2.mfldclin.edu>

I don't think anyone was suggesting that reading grade level is the only thing to consider when developing or evaluating printed materials. One of the health literacy recommendations is to aim for a 6th grade reading grade level -- some even suggest 4th grade. But most health information is written at the 10th grade level and above. Applying principles of plain language (simpler words, shorter sentences, active voice, etc.) go a long way in improving readability. 
Assessing the reading grade level of a written document is one tool to help improve readability, but it's not the only thing to consider. Somewhere in my loooooooooooong post from yesterday I said it's possible to write a document at a 4th grade reading level and still end up with something that makes absolutely no sense.

Still, the readability formulas are a good tool. Not only is it important to know how to use them, it's also important to know how to get the most accurate score when using them. For example, here's a passage I took from a web site:

Risk factors for CHD and subsequent heart attack include the following: 
*	Age
*	Diabetes
*	Elevated levels of certain amino acids and proteins (homocysteine, C-reactive protein, fibrinogen) 
*	Gender
*	Heredity
*	Hypertension
*	High fat diet
*	High levels of "bad" (LDL) cholesterol and low levels of "good" (HDL) cholesterol 
*	Lack of exercise
*	Smoking
*	Stress 

Without any punctuation, it scores at Flesch-Kincaid Grade Level 0.

Written as a sentence ...

Risk factors for CHD and subsequent heart attack include age, diabetes, elevated levels of certain amino acids and proteins (homocysteine, C-reactive protein, fibrinogen), gender, heredity, hypertension, high fat diet, high levels of "bad" (LDL) cholesterol and low levels of "good"  (HDL) cholesterol, lack of exercise, smoking, and stress. 

.. it scores at Flesch-Kincaid Grade Level 25.2.

Putting those same words into a bulleted list might make it easier to visualize on the page, but it doesn't make it any easier to read or understand.

By the way, the statement I used came from the cardiologychannel on Healthcommunities.com (http://www.cardiologychannel.com/). The "about us" section reads, "Developed and monitored by board-certified physicians, cardiologychannel provides comprehensive, trustworthy information about cardiovascular conditions and diseases...." 

OK, so that explains the high readability level. Which is another point I'd like to make about using readability formulas. They can be a great visual to share with physicians, nurses, pharmacists, dietitians, and other health care professionals who write patient education materials. They get so used to the jargon and terminology that a passage such as the above example sounds "easy" to read for them. Using software to evaluate a written document for its reading grade level is often an eye opener and makes a good introduction to a workshop on plain language.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Janet Sorensen" <Jsorensen at afmc.org>
Date:	Tue Aug 26, 2008 -- 11:47:06 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2269] Re: CAUTION in printing out Medline	tutorials!

All good points. Depending on a readability formula is never a good idea
-- it's just a tool and has to be used correctly.

As a writer, I can't do much about staffing or time -- but we do these
publications for doctors to hand out, to encourage patient/provider
communication, not to replace it. They are free for Arkansas physicians
to order or download, and they do order them. We do not distribute them
directly to patients because that is not our role according to our state
and federal contracts. To date, we've distributed more than 9 million
patient and provider tools statewide, and the vast majority were
specifically requested by physicians.

I've seen our publications littering the hallways myself. But
fortunately I've also seen them in patients' hands. Physician feedback
on our tools is mostly positive. I wish I could do more of them and
spend more time testing them to make them as effective as possible --
but we are usually rushed too.

This may not be a popular opinion, but to me "health literacy" is not
the biggest problem. It's health communication -- or a lack of it.
Effective communication is hard under the best of circumstances. Doctors
have their hands full, so we just try to make it a little bit easier as
one small part of our mission to improve health and health care. Maybe
I'm wrong, but I'd like to think I'm making a small difference in my own
way. I may not be adding much to this listserve, as I'm not involved
directly in health literacy research, but I've learned a lot by hanging
out with you all. 

Thank you!
Janet Sorensen, Writer
Arkansas Foundation for Medical Care
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cheryl Pasternack
Sent: Tuesday, August 26, 2008 8:13 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2265] Re: CAUTION in printing out Medline
tutorials!

The issue is not so much "readability", but knowing whether the patient
understands the material.  You can write a paragraph with one and
two-syllable words that have no meaning when put together, and they will
come up as having a low reading grade, but will be completely not
understandable.

Handing out brochures without reinforcing the content is often
meaningless.  How many handouts do you find littering the hallways and
stairwells?  Having patients teach back what they are reading or what is
being explained is the goal.  The problem is having adequate staffing
and time to accomplish this.



Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Janet Sorensen" <Jsorensen at afmc.org> 8/25/2008 6:06 PM >>>
I'm glad to see this discussion and hope to learn from it. I've always
assumed that a person with diabetes will be familiar with the word, and
so I admit I haven't always counted it as a three-syllable word in doing
readability formulas. But some words are unavoidable and probably
unfamiliar to the audience.

Case in point: We're currently drafting materials for Arkansans who are
on Medicaid and have sickle cell disease, to let them know about a
medicine that may be helpful, particularly in severe cases, in
preventing painful episodes and reducing the need for transfusions. A
poster will encourage them to ask their doctor about it, and a brochure
will give physicians something to hand out to patients to improve
communication about this rather harsh but potentially helpful drug.

The name of the drug is hydroxyurea. So far, I'm putting the
pronunciation key after the drug name on first reference.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Lynn
Sent: Monday, August 25, 2008 10:41 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2262] Re: CAUTION in printing out Medline
tutorials!

"And I think we all agree that medical terms are necessary and also
important to include in some written materials." 

They are, and you raise excellent points.  I want to add that while
medical terms may be necessary, it is also necessary to restate medical
terms in commonly used words.



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intended solely for the use of the individual or entity to whom they are
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strictly prohibited.  If you have received this e-mail in error, please
immediately notify the offices designated information technology person
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costs incurred in notifying us.
----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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(AFMC) uses regularly updated anti-virus software in an attempt to
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guarantee, however, that any attachments to this E-mail are virus-free.
************************************************************************
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----------------------------------------------------
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HealthLiteracy at nifl.gov
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and delete the message. 

----------------------------------------------------
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E-mail is prohibited. If you are not the intended recipient, please
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(AFMC) uses regularly updated anti-virus software in an attempt
to reduce the possibility of transmitting computer viruses. We do
not guarantee, however, that any attachments to this E-mail are
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***************************************************************************

----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org


 


From Linda.Benn at cdha.nshealth.ca  Wed Aug 27 08:56:27 2008
From: Linda.Benn at cdha.nshealth.ca (Linda Benn)
Date: Wed, 27 Aug 2008 09:56:27 -0300
Subject: [HealthLiteracy 2271] Re: CAUTION in printing out	Medlinetutorials!
Message-ID: <s8b524d1.057@ngate01.cdha.nshealth.ca>

Hello all!
I have been following the discussion of this group for 6 months now
with great interest. I come from a nursing background and started as the
Patient Education Coordinator for our facility in February. I have been
learning a great deal from this group indeed! 
 
I used Doug's last E-mail about using readability scores as a learning
exercise (see attached). Using the online SMOG readability formula, the
origional passage scored a grade 21.97 grade level. I then re-worked the
passage and took it down to a grade 12.49. A big drop, but still too
high. When put into a bullet format and rescored, it is a grade 5.07.
 
Comming from a cardiology background I was concerned that I may alter
the content,intent or flavor/essence of the passage by revising it. Does
homocysteine, C-reactive protein and fibrinogen really add to the
content? Does the patient really need to know these terms? Is it
appropriate to exchange "fats in the blood" for the word "chloesterol".
I think that as health care providers trying to write for the public, we
need to remember who will be reading the material and what they need to
know. Sometimes we need to give up some of those exact/precise details
and what sounds good to our ear (and ego?) to get the key point across
to our readers.    
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca
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From ekocher at state.pa.us  Wed Aug 27 09:08:12 2008
From: ekocher at state.pa.us (Kocher, Eileen)
Date: Wed, 27 Aug 2008 09:08:12 -0400
Subject: [HealthLiteracy 2272] PAACE Midwinter Conference Request for
	Proposals
Message-ID: <7837AF0EC38E60488C6E26DCE465435E13663C3DE9@ENHBGMBX02.PA.LCL>

The 44th Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 11-13, 2009. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in the Pennsylvania.
The theme, "PAACE Yourself: Keeping Up with Adult Education," will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and the great strides within our field.
Keynote speaker will be Dr. Ian Baptiste who is an Associate Professor of Education and Professor-in-Charge of the Adult Education program at the Pennsylvania State University.
PAACE (Pennsylvania Association for Adult Continuing Education) invites you and your colleagues to submit a proposal for a concurrent session, or a more informal roundtable. Proposals are being accepted NOW.
We hope you will consider taking the time to share your work in adult education. Proposal deadline is October 1, 2008.
Here is the link to the online proposal form:
http://www.paacesite.org/web-data/Diagrams/PAACE%20Site/conference.html#Anchor-Presente-12249
We hope to hear from you!

Diane C. Inverso
Director of Education, Mayor's Commission on Literacy
First Vice-President
Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org<http://www.paacesite.org/>
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From DVarner at cmhsumner.org  Wed Aug 27 09:56:44 2008
From: DVarner at cmhsumner.org (Varner, Debra)
Date: Wed, 27 Aug 2008 08:56:44 -0500
Subject: [HealthLiteracy 2273] Re: Easy to read Prostate Cancer info
In-Reply-To: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
References: <7F494F504B42654BAC1F03DCB824BEE8133D07B0@dhsiexch01.danhosp.priv>
Message-ID: <WorldClient-F200808270856.AA56440182@cmhsumner.org>

Caroline, There is an easy to read and inexpensive booklet that can be 
bought through the NIDDK. The web site is 
http://kidney.niddk.nih.gov/kudiseases/ez.asp 
Deb

-----Original Message-----
From: "Marshall, Caroline" <Caroline.Marshall at danhosp.org>
To: <healthliteracy at nifl.gov>
Date: Thu, 21 Aug 2008 13:10:46 -0400
Subject: [HealthLiteracy 2244]  Easy to read Prostate Cancer info

> Hello all,
> 
>  
> 
> I am trying to find some easy to read handouts or brochures for a
> series
> of town meetings.  The first meeting is on Prostate Cancer.  I have
> found plenty of information  but I would like to include some  easy to
> read handouts.  I have checked MedlinPlus but they offer a video
> tutorial, this has to be in print. Do any of you know a resource I
> could
> use.
> 
>  
> 
>  
> 
>  
> 
> Regards,
> 
> 
> Caroline
> 
>  
> 
> ______________________________
> Caroline Marshall
> Health Sciences Librarian
> 
> Horblit Health Sciences Library
> 
>  
> 
>  
> 
> Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
> V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
> http://www.danburyhospital.org
> 
> This transmittal is intended for a particular addressee(s). If it is
> not
> clear that you are the intended recipient, you are hereby notified that
> you have received this transmittal in error; any review, copying or
> distribution or dissemination is strictly prohibited. If you suspect
> that you have received this transmittal in error, please notify Danbury
> Health Systems immediately by email reply to the sender, and delete the
> transmittal and any attachments.
> READER BEWARE: Internet e-mail is inherently insecure and occasionally
> unreliable. Please contact the sender if you wish to arrange for secure
> communication or to verify the contents of this message.
> 
>  
> 



From seubert.douglas at marshfieldclinic.org  Wed Aug 27 10:31:12 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 27 Aug 2008 09:31:12 -0500
Subject: [HealthLiteracy 2274] Re: CAUTION in printing outMedlinetutorials!
Message-ID: <200808271431.m7REVKwd025640@mailhost2.mfldclin.edu>

Linda:

Thank you for the great examples! In this entire discussion I hope it's been clear that no one is suggesting that we only need to worry about the reading grade level of a patient education handout. Likewise, simply following layout suggestions such as using short sentences and bulleted lists is not enough, either. It's a combination of many factors that make or break a patient handout. 

You also hit on another topic we have discussed in depth in this forum, and that's knowing your audience. You will probably never develop the perfect handout that meets every patient's needs. That may mean having more than one patient education sheet for a topic. The key is knowing which sheet is most appropriate for your patient. 

And you are right, we need to be careful that our efforts to write patient education following health literacy recommendations doesn't change the meaning of the message. Substituting "fats in the blood" for the word cholesterol is a good example. Sometimes we need to use medical terms. Most patients have heard the word cholesterol. They might not know how to spell it, pronounce it, or recognize it in print, but the word is familiar to most people when they hear it. Yesterday someone made this point with the word diabetes. Again it goes back to your audience. Patients newly diagnosed with diabetes, or patients having their first lipoprotein panel need to recognize the medical words and learn what they mean. In terms of cholesterol, after a while most patients recognize the shorthand LDL and HDL as "bad" and "good" cholesterol and, if their health care team is doing a good job educating them, they also know their target goals and what they can do to control their cholesterol though healthy eating, exercise, and lipid-lowering medications.

But, like you pointed out in the heart attack example, unnecessary medical words and jargon often make their way into our handouts. Asking "does this word add to the meaning of the message?" and "is it necessary for understanding?" is a good way to approach it. Taking out "homocysteine, C-reactive protein and fibrinogen" is what I would have done, too. But I would have left in the word "cholesterol" but also defined it ("fats in the blood" might work). 

So, would you say the SMOG calculator helped during your rewrite exercise? I'm sticking with my earlier comments that these readability formulas are useful tools, but at the same time repeat that reading grade level is not the only factor to look at when evaluating printed patient education materials.

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Linda Benn" <Linda.Benn at cdha.nshealth.ca>
Date:	Wed Aug 27, 2008 -- 07:56:31 AM
To:	seubert.douglas at marshfieldclinic.org,healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2270] Re: CAUTION in printing outMedlinetutorials!

Hello all!
I have been following the discussion of this group for 6 months now
with great interest. I come from a nursing background and started as the
Patient Education Coordinator for our facility in February. I have been
learning a great deal from this group indeed! 
 
I used Doug's last E-mail about using readability scores as a learning
exercise (see attached). Using the online SMOG readability formula, the
origional passage scored a grade 21.97 grade level. I then re-worked the
passage and took it down to a grade 12.49. A big drop, but still too
high. When put into a bullet format and rescored, it is a grade 5.07.
 
Comming from a cardiology background I was concerned that I may alter
the content,intent or flavor/essence of the passage by revising it. Does
homocysteine, C-reactive protein and fibrinogen really add to the
content? Does the patient really need to know these terms? Is it
appropriate to exchange "fats in the blood" for the word "chloesterol".
I think that as health care providers trying to write for the public, we
need to remember who will be reading the material and what they need to
know. Sometimes we need to give up some of those exact/precise details
and what sounds good to our ear (and ego?) to get the key point across
to our readers.    
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca


~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Attachment 1: Literacy exercise, sample revisions.doc



From NDavies at dthr.ab.ca  Wed Aug 27 12:15:28 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 27 Aug 2008 10:15:28 -0600
Subject: [HealthLiteracy 2275] Re: CAUTION in printing out	Medlinetutorials!
In-Reply-To: <s8b524d1.057@ngate01.cdha.nshealth.ca>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C23D@DTHREXCL1.dthr.ab.ca>

Great points Linda.
 
I agree that it's always important to consider whether something is 'need to know' or 'nice to know', especially when we are writing abstract concepts for people to grasp. We all need to remember that translating a medical term into lay terms (cholesterol = 'fats in the blood') is great, but additionally we need to remember what 'fats in the blood' means to the patient. Why is it important the patient is aware of fats in the blood? What does the patient need to associate with keeping fats in the blood down (or up)? Food, exercise, the weather??
 
Personally, I don't pay too much attention to reading level in the end. It's an appropriate tool to demonstrate the importance of having a literacy professional take a look, but, as has been reiterated many times on here, it is simply a tool to help evaluate a product. You don't buy a car based solely on the horse power under the hood, so you shouldn't approve a document based only on the reading level. Tone, nomenclature, (and sometimes) passive sentences, are not reflected in reading level assessments and should be taken into account during evaluation. Graphics, white-space and typeface/fonts are also not accounted for, and should also be considered. 
 
As for egos, I always tell people who write health information well above their audience's reading level "that it would be fantastic if it was written for a journal or a paper". I have a real "reader's ear" for narrative tone, and reading some of our lab's information was like listening to someone who was really embarrassed to talk about fecal sample collection, and the continuing care handbook read more like a contract before I helped them with it. When I send back my drafts of health information that I have edited in Word, they are often covered in "red ink". I always tell people not to take the edits personally, but alas,it's human nature to. 
 
Hope everyone is enjoying Summer,
Nicola
 

Nicola Davies, BA<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Linda Benn
Sent: Wednesday, August 27, 2008 6:56 AM
To: seubert.douglas at marshfieldclinic.org; healthliteracy at nifl.gov
Subject: [HealthLiteracy 2271] Re: CAUTION in printing out Medlinetutorials!


Hello all!
I have been following the discussion of this group for 6 months now with great interest. I come from a nursing background and started as the Patient Education Coordinator for our facility in February. I have been learning a great deal from this group indeed! 
 
I used Doug's last E-mail about using readability scores as a learning exercise (see attached). Using the online SMOG readability formula, the origional passage scored a grade 21.97 grade level. I then re-worked the passage and took it down to a grade 12.49. A big drop, but still too high. When put into a bullet format and rescored, it is a grade 5.07.
 
Comming from a cardiology background I was concerned that I may alter the content,intent or flavor/essence of the passage by revising it. Does homocysteine, C-reactive protein and fibrinogen really add to the content? Does the patient really need to know these terms? Is it appropriate to exchange "fats in the blood" for the word "chloesterol". I think that as health care providers trying to write for the public, we need to remember who will be reading the material and what they need to know. Sometimes we need to give up some of those exact/precise details and what sounds good to our ear (and ego?) to get the key point across to our readers.    
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca
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From Jennifer.Staple at aya.yale.edu  Wed Aug 27 14:23:21 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Wed, 27 Aug 2008 18:23:21 +0000
Subject: [HealthLiteracy 2276] Abstracts and Registration: Global Health
	Conference at Yale
Message-ID: <5f43d7c7122a42b7b18cae3b02550eb4@slate.technolutions.com>

Dear all,

Many of you may be interested in this international "Achieving Global Goals Through Innovation" conference held at Yale University.  Please forward this message to anyone who may be interested in attending or presenting.

Register and/or submit an abstract. Registration rate increases monthly. Abstract deadline is September 15.

Unite For Sight 6th Annual Global Health & Development Conference
April 18-19, 2009
"Achieving Global Goals Through Innovation"
http://www.uniteforsight.org/conference

When: April 18-19, 2009
Where: Yale University, New Haven, Connecticut, USA
What: Join 2,500 conference participants for a stimulating international conference
As Featured On CNN: The Unite For Sight Conference Is What CNN Calls "A Meeting of Minds"

NOW OPEN: Registration and Abstract Submission <http://www.uniteforsight.org/conference> - Abstract deadline is September 15

200 Speakers, Including Keynote Addresses by Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Allan Rosenfield, Dr. Susan Blumenthal, and Dr. Harold Varmus.  Plus sessions by CEOs and Directors of Save The Children, Partners in Health, HealthStore Foundation, mothers2mothers, and many others.

Register For Conference REGISTER NOW TO SECURE LOWEST RATE <http://www.uniteforsight.org/conference>. Rate escalates each month.

Interested in submitting an abstract? Anyone may submit an abstract. Abstract submitters range from students to professionals.

Who should attend? Anyone interested in international health, public health, international development, medicine, nonprofits, eye care, philanthropy, microfinance, social entrepreneurship, bioethics, economics, anthropology, health policy, advocacy, environmental health, service-learning, medical education, and public service.

Confirmed Keynote Speakers

Susan Blumenthal, MD, MPA, Former US Assistant Surgeon General, Clinical Professor of Psychiatry at Georgetown School of Medicine and Tufts University Medical Center; Senior Medical Advisor, amfAR (The Foundation for AIDS Research

Allan Rosenfield, MD, DeLamar Professor of Public Health, and Professor of Obstetrics and Gynecology; Dean, Mailman School of Public Health, Columbia University

Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon


Sonia Ehrlich Sachs, MD, MPH, Health Coordinator, Millennium Village Project

Harold Varmus, MD, President and Chief Executive, Memorial Sloan-Kettering Cancer Center; Former Director of the NIH; Nobel Prize Recipient

Confirmed Featured Speakers

Sam Abbenyi, MD, MSc, Director, Programs and Logistics, International Trachoma Initiative

Alastair Ager, PhD, Professor of Clinical Population and Family Health, Mailman School of Public Health, Columbia University

Jared Ament, MD, MPH, Clinical Research Fellow, Ophthalmology & Corneal Surgery, Massachusetts Eye and Ear Infirmary, Harvard Medical School; Harvard School of Public Health

Jane Aronson, MD, Director, International Pediatric Health Services; Founder and Executive Officer, Worldwide Orphans Foundation (WWO); Clinical Assistant Professor of Pediatrics, Weill Medical College of Cornell University

Elizabeth Ashbourne, Results Secretariat, OPCS, World Bank

Thomas Baah, MD, MSc, Ophthalmologist, Our Lady of Grace Hospital, Ghana

Richard Baraniuk, PhD, Founder, Connexions; Victor E. Cameron Professor, Electrical and Computer Engineering, Rice University

Sheri Berenbach, MBA, Executive Director, Calvert Foundation

Paul Berman, OD, FAAO, Senior Global Clinical Advisor and Founder, Special Olympics Lions Clubs, International Opening Eyes

David Bloom, Chair, Department of Global Health and Population; Clarence James Gamble Professor of Economics and Demography, Department of Global Health and Population, Harvard School of Public Health

Neil Boothby, EdD, Professor of Clinical Population and Family Health, Director of the Program on Forced Migration and Health, Mailman School of Public Health, Columbia University

Peter Bourne, MA, MD, Visiting Scholar, Oxford University; Vice Chancellor Emeritus, St. George's University; Formerly Special Assistant to the President of the United States for Health Issues; Chair, Medical Education Cooperation with Cuba (MEDICC)

Elizabeth Bradley, PhD, Professor of Public Health, Division of Health Policy and Administration; director, Health Management Program; Director, Global Health Initiatives, Yale School of Public Health

Ronald Braswell, MD, MS, Department of Ophthalmology, University of Alabama-Birmingham

Harry Brown, MD, Founder, Surgical Eye Expeditions (SEE) International

Richard Bucala, MD, PhD, Professor of Medicine, Pathology, and Epidemiology and Public Health, Yale University School of Medicine

Michael Chu, MBA, Senior Lecturer of Business Administration, Harvard Business School

James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana

Lisa Croucher, Assistant Director, Education and Training, Global Health Institute, Duke University

Emmanuel d'Harcourt, Senior Child Survival Technical Advisor, International Rescue Committee

Margaret Duah-Mensah, RN, ON, Ophthalmic Nurse, Crystal Eye Clinic, Ghana

Marva Eberhart, Teacher For Visually Impaired, Kansas City, Missouri School District; Unite For Sight Volunteer in Accra, Ghana

Paul Epstein, MD, MPH, Associate Director, Center for Health and the Global Environment, Harvard Medical School

Dabney Evans, MPH, Executive Director, Emory University Institute of Human Rights; Lecturer, Hubert Department of Global Health, Rollins School of Public Health at Emory University

Gene Falk, Co-Founder, Executive Directors, mothers2mothers

Valda Ford, MPH, MS, RN, CEO and Founder, Center For Human Diversity

Susan Forster, MD, Associate Clinical Professor, Department of Medical Studies, Department of Ophthalmology, Yale School of Medicine; Chief, Ophthalmology, Yale University Health Services

Stanley O. Foster, MD, MPH, Professor, Hubert Department of Global Health Rollins School of Public Health, Emory University

James Fraser, MA, Co-Founder and Executive Director, Dignitas International

Ulrick Gaillard, JD, CEO, The Batey Relief Alliance

Gannon Gillespie, Director of US Operations, Tostan

Heskel Haddad, MD, Ophthalmologist; President, Optoed Corp, Inc.

Rebecca Hardin, PhD, Assistant Professor, School of Natural Resources and Environment and Department of Anthropology, University of Michigan

Susan Hayes, President and CEO, Interplast

Scott Hillstrom, Chairman of the Board, CEO and Co-Founder, HealthStore Foundation

Steve Hilton, President, Conrad N. Hilton Foundation

Debbie Humphries, MPH, PhD, Clinical Instructor, Division of Chronic Disease Epidemiology, Social and Behavioral Sciences Program, Yale University School of Medicine

Marcelo Jacobs-Lorena, PhD, Department of Molecular Microbiology and Immunology, Malaria Research Institute, Johns Hopkins School of Public Health

Kartee Karloweah, ON, RN, Ophthalmic Nurse, Crystal Eye Clinic, Ghana

Zachary Kaufman, JD Candidate, Yale Law School; DPhil Candidate in International Relations, Oxford University

Kaveh Khoshnood, PhD, Assistant Professor in Public Health Practice, Division of Epidemiology of Microbial Diseases, Yale School of Public Health

Karen King, MA, Elementary School Teacher, Reed Intermediate School; Unite For Sight Volunteer in Accra, Ghana

Jamie Lachman, Clowns Without Borders

Doug Lawrence, Vice President/General Manager, BD Medical - Ophthalmic Systems

Robert Lawrence, MD, Center for A Livable future Professor; Professor of Environmental Health Sciences, Health Policy & International Health; Director, Center for a Livable Future, Department of Environmental Health Sciences; Johns Hopkins Bloomberg School of Public Health

Robert Malkin, PhD, Professor of Practice of Biomedical Engineering Director, Duke-Engineering World Health, Duke University

Charles MacCormack, PhD, President and CEO, Save The Children

John McGoldrick, JD, Senior Vice President, International AIDS Vaccine Initiative (IAVI)

Michelle McMurry, Director, Health, Biomedical Science and Society Initiative, The Aspen Institute

Benjamin Mason Meier, JD, LLM, MPhil, Public Health Law Project Manager, Center for Health Policy, IGERT-International Development and Globalization Fellow, Columbia University

Carol McLaughlin, MD, MPH, Global Health, Center for High Impact Philanthropy, School of Social Policy and Practice, University of Pennsylvania

Joia Mukherjee, MD, MPH, Medical Director, Partners in Health; Director, Institute for Health and Social Justice; Assistant Professor, Harvard Medical School; Division of Social Medicine and Health Inequalities, Brigham and Women's Hospital

Laura Murray-Kolb, PhD, Assistant Professor, Center for Human Nutrition, Department of International Health, The Johns Hopkins University Bloomberg School of Public Health

Mini Murthy, MD, MPH, MS, Assistant Professor, Department of Behavioral Science and Community Health, Program Director Global Health, New York Medical College School of Public Health

Neal Nathanson, MD, Associate Dean, Global Health Programs, University of Pennsylvania School of Medicine

Edward O'Neil, Jr, MD, Omni Med

Santa Ono, PhD, Vice Provost for Academic Initiatives and Deputy Provost of Emory University; Professor, Department of Ophthalmology, Emory Eye Center

Robin Paetzold, MBA, Director, Global Programs, University of Iowa Carver College of Medicine

David J. Palmer, MD, Chair, Seniors EyeCare Program, EyeCare America

Yannis Paulus, MD Candidate, Stanford University School of Medicine

Steven C. Phillips, MD, MPH, Medical Director, Global Issues and Projects, Exxon Mobil Corporation

Suzanne Rainey, Forum One Communications

Susan Reef, MD, CDC

Lee Roberts, PhD, MPH, Associate Clinical Professor of Population and Family Health, Mailman School of Public Health, Columbia University

Steven Rothstein, President, Perkins School For The Blind

Lisa Russell, MPH, Filmmaker

Jinan Saaddine, MD, MPH, Medical Epidemiologist, Vision Health Initiative Team Leader, Division of Diabetes Translation, Centers for Disease Control and Prevention

Sarwat Salim, MD, Assistant Professor of Ophthalmology, University of Tennessee-Memphis

Sarang Samal, Kalinga Eye Hospital, Orissa, India

Harshad Sanghvi, MD, Medical Director, JHPIEGO, Johns Hopkins University

Daniel D. Sedmak, MD, Director, Office of Global Health Education; Executive Vice Dean, College of Medicine; Executive Director, Center for Personalized Health care; Senior Associate Vice President, Office of Health Sciences, The Ohio State University

Tamilarasan Senthil, MBBS, Consulting Ophthalmologist, Uma Eye Clinic, India

Bruce Shields, MD, Chair Emeritus, Yale Department of Ophthalmology

Kuldev Singh, MD, MPH, Professor of Ophthalmology, Stanford University School of Medicine

Ajit Sinha, MBBS, Founder and Director, AB Eye Institute; Former President, All India Ophthalmological Society

Pooja Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India

Renu Sinha, MBBS, Former Head of the Obs and Gynea Department of Patna Medical College Hospital; Former President of Bihar Obs and Gynea Society

Satyajit Sinha, MBBS, Ophthalmologist, AB Eye Institute, Patna, India

Janice K. Smith, MD, MPH, PAHO/WHO Collaborating Center for Training in International Health at UTMB

Lanny Smith, MD, MPH, DTM&H, Professor of Medicine in the Residency Programs of Primary Care and Social Medicine, Montefiore Medical Center, Albert Einstein College of Medicine; Assistant Director, Human Rights Clinic for Victims of Torture, Montefiore; Founder and President, Doctors for Global Health

Georgia Sambunaris, MA, Senior Financial Markets Specialist, USAID

Samuel So, MD, Lui Hac Minh Professor of Surgery; Director, Asian Liver Center; Director, Liver Cancer Program, Stanford University School of Medicine

Lindsay Stark, Research Associate, Program on Forced Migration and Health, Mailman School of Public Health, Columbia University

Chris Stout, PsyD, Founding Director, Center for Global Initiatives; Clinical Professor, College of Medicine, University of Illinois at Chicago

James C. Tsai, MD, Robert R. Young Professor and Chairman, Department of Ophthalmology and Visual Sciences, Yale University School of Medicine; Chief of Ophthalmology, Yale-New Haven Hospital

Philippe Van Denbossche, Executive Director, Raising Malawi

Anvar Velji, MD, Co-Founder and Treasurer, Global Health Education Consortium; Chief of Infectious Disease at Kaiser Permanente, South Sacramento; Clinical Professor, University of California at Davis

Seth Wanye, MD, Ophthalmologist, Eye Clinic of Tamale Teaching Hospital, Ghana

Tanya Whitehead, PhD, Research Associate Professor, University of Missouri - Kansas City

Dayan Woldemichael, MD, Chad Country Director, International Medical Corps

David Zakus, BSc, MES, MSc, PhD, Director, Centre for International Health; Associate Professor, Department of Public Health Sciences; Associate Professor, Department of Health Policy, Management and Evaluation; Faculty of Medicine, University of Toronto, Canada

Debrework Zewdie, Director, Global HIV/AIDS Program of the World Bank Human Development Network World Bank

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From Jsorensen at afmc.org  Wed Aug 27 16:27:28 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Wed, 27 Aug 2008 15:27:28 -0500
Subject: [HealthLiteracy 2277] Re: CAUTION in printing out	Medlinetutorials!
In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9503E2C23D@DTHREXCL1.dthr.ab.ca>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3034C99F7@AFMCFS6.NT_AFMC.local>

It is extremely encouraging to hear people talking about fonts, white
space, design and graphics as important elements in readability.
 
I agree wholeheartedly that readability formulas are not failproof and
are just tools. But in my 15 years of experience writing and testing
health care materials, I've found a couple of things to be true: If a
piece tests low, that doesn't mean it's readable for the audience. But
if it tests too high (say, fourth to sixth grade max for a Medicaid
audience, depending on the topic and other factors), it's almost
certainly not appropriate.
 
Providers should grasp this concept. Many medical tests have a high rate
of false positives or false negatives. That doesn't necessarily make the
test useless. It just means the test does not replace real expertise and
experience. (Or focus testing.)
 
Janet Sorensen, Writer
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola
Sent: Wednesday, August 27, 2008 11:15 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2275] Re: CAUTION in printing out
Medlinetutorials!


Great points Linda.
 
I agree that it's always important to consider whether something is
'need to know' or 'nice to know', especially when we are writing
abstract concepts for people to grasp. We all need to remember that
translating a medical term into lay terms (cholesterol = 'fats in the
blood') is great, but additionally we need to remember what 'fats in the
blood' means to the patient. Why is it important the patient is aware of
fats in the blood? What does the patient need to associate with keeping
fats in the blood down (or up)? Food, exercise, the weather??
 
Personally, I don't pay too much attention to reading level in the end.
It's an appropriate tool to demonstrate the importance of having a
literacy professional take a look, but, as has been reiterated many
times on here, it is simply a tool to help evaluate a product. You don't
buy a car based solely on the horse power under the hood, so you
shouldn't approve a document based only on the reading level. Tone,
nomenclature, (and sometimes) passive sentences, are not reflected in
reading level assessments and should be taken into account during
evaluation. Graphics, white-space and typeface/fonts are also not
accounted for, and should also be considered. 
 
As for egos, I always tell people who write health information well
above their audience's reading level "that it would be fantastic if it
was written for a journal or a paper". I have a real "reader's ear" for
narrative tone, and reading some of our lab's information was like
listening to someone who was really embarrassed to talk about fecal
sample collection, and the continuing care handbook read more like a
contract before I helped them with it. When I send back my drafts of
health information that I have edited in Word, they are often covered in
"red ink". I always tell people not to take the edits personally, but
alas,it's human nature to. 
 
Hope everyone is enjoying Summer,
Nicola
 

Nicola Davies, BA


Health Literacy Specialist

Wellness Centre Coordinator

Consumer Health Information Technician

8 ndavies at dthr.ab.ca

)  (403) 352-7643

* Red Deer Regional Hospital

        3942-50A Ave

        Red Deer, AB

        T4N 4E7
 
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Linda Benn
Sent: Wednesday, August 27, 2008 6:56 AM
To: seubert.douglas at marshfieldclinic.org; healthliteracy at nifl.gov
Subject: [HealthLiteracy 2271] Re: CAUTION in printing out
Medlinetutorials!


Hello all!
I have been following the discussion of this group for 6 months now with
great interest. I come from a nursing background and started as the
Patient Education Coordinator for our facility in February. I have been
learning a great deal from this group indeed! 
 
I used Doug's last E-mail about using readability scores as a learning
exercise (see attached). Using the online SMOG readability formula, the
origional passage scored a grade 21.97 grade level. I then re-worked the
passage and took it down to a grade 12.49. A big drop, but still too
high. When put into a bullet format and rescored, it is a grade 5.07.
 
Comming from a cardiology background I was concerned that I may alter
the content,intent or flavor/essence of the passage by revising it. Does
homocysteine, C-reactive protein and fibrinogen really add to the
content? Does the patient really need to know these terms? Is it
appropriate to exchange "fats in the blood" for the word "chloesterol".
I think that as health care providers trying to write for the public, we
need to remember who will be reading the material and what they need to
know. Sometimes we need to give up some of those exact/precise details
and what sounds good to our ear (and ego?) to get the key point across
to our readers.    
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca
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From julie_mcKinney at worlded.org  Wed Sep  3 13:11:22 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 03 Sep 2008 13:11:22 -0400
Subject: [HealthLiteracy 2278] Health Literacy Fellowship Announced by APTR
	and ODPHP
Message-ID: <48BE8CFA0200002D0000817F@dcgw.jsi.com>

Hi Everyone,

I'm passing on this announcement for a Health Literacy Fellowship.
Please pass on to those who you think may be interested.

Thanks,
Julie

***********

The Association for Prevention Teaching and Research (APTR) and the
Office of Disease Prevention and Health Promotion (ODPHP), U.S.
Department of Health and Human Services proudly announce the request for
applications for the Health Literacy Fellowship as part of the
APTR-ODPHP Health Policy Fellowship Program.  Please note this training
opportunity is different from the ehealth Fellowship, which is currently
being filled.

This fellowship offers opportunities in public health planning as well
as federal initiatives in health literacy and health communication. 
Fellows will gain leadership experience working in an interprofessional
setting, and training alongside leading experts.

The enclosed application package describes this opportunity in greater
detail and includes all the materials candidates need in order to apply.
 Please pass this material on to your students and career offices for
dissemination.  Deadline for submissions is September 8, 2008, and
fellows would start in fall, 2008.

Information as well as the application package is also available on the
training portion of the APTR website:
http://www.aptrweb.org/prof_dev/fellowships_HCF.html.  Please contact
Scott Galla of APTR (sbg at aptrweb.org; 202-463-0550, ext. 137) regarding
any questions that should arise regarding the application process or
administration of the fellowship.  Please contact Wendy Braund of ODPHP
(wendy.braund at hhs.gov) with questions related to the content of the
fellowship.

For more information on ODPHP, please visit
http://odphp.osophs.dhhs.gov/.  


Scott B. Galla
Program Coordinator
The Association for Prevention Teaching and Research
1001 Connecticut Avenue, NW, Suite 610
Washington DC  20036
e-mail: sbg at aptrweb.org
voice: 202.463.0550 ext. 137
fax: 202.463.0555

Take a look at our new website: www.aptrweb.org



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From jmcgee at pacifier.com  Wed Sep  3 13:20:04 2008
From: jmcgee at pacifier.com (Jeanne McGee)
Date: Wed, 03 Sep 2008 10:20:04 -0700
Subject: [HealthLiteracy 2279] New communication toolkit for explaining
	quality of care
Message-ID: <48BEC744.3020509@pacifier.com>

Hello all,

I?m writing to let you about a new resource you can use to help create 
consumer information materials on quality of care and evidence-based 
medicine. This ?Communication Toolkit: Using Information to Get High 
Quality Care? was developed by the American Institutes for Research and 
my company, McGee & Evers Consulting, Inc., with support from the 
California Health Care Foundation. It was developed to help employers, 
labor unions, and others frame and deliver messages to employees about 
the meaning and importance of getting evidence-based health care. It is 
hosted by the National Business Group on Health (NBGH) at its website: 
http://www.businessgrouphealth.org/benefitstopics/et_communications.cfm

This new toolkit provides 14 Word documents you can download and adapt 
in whatever way you wish, for any audience, free of charge. Topics 
include using medical evidence to guide treatment choices, finding and 
using information about quality of care, and taking an active part in 
managing your own care. The documents were created using guidelines for 
making written material clear and effective. They are action-oriented, 
written to be suitable for people with a range of literacy skills, and 
they have been thoroughly tested. To assess appeal and comprehension, 
the project conducted a total of 57 two-hour individual interviews with 
people in several cities. The toolkit project team used feedback from 
interviewees to revise the documents and then tested them again.

I welcome your feedback on these materials. If you use them and are 
willing to share your experiences, I?d love to hear from you.

Best wishes,

Jeanne McGee

McGee & Evers Consulting, Inc.

1924 NW 111^th Street

Vancouver WA 98685

360 574-4744

jmcgee at pacifier.com


From julie_mcKinney at worlded.org  Thu Sep  4 11:39:15 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 04 Sep 2008 11:39:15 -0400
Subject: [HealthLiteracy 2280]  ACP Foundation's Health Literacy Conference
Message-ID: <48BFC8E30200002D000081DE@dcgw.jsi.com>

Hi Everyone,

Here's another cconference coming up... Pass on the word!

Julie

*****************

The American College of Physicians (ACP) Foundation will host its
Seventh Annual National Health Communication Conference, New Directions
in Health Literacy, on November 19, 2008.  The conference will be
co-sponsored by the Institute of Medicine and held at the National
Academy of Sciences in Washington, DC.

This year's conference will focus on the impact of low health literacy
on healthcare quality, medication labels, physicians' practices, and the
linkages between literacy and health literacy.  For conference
information and to register, visit
http://foundation.acponline.org/hl/hcc2008.htm



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From Rolande_DAmour at phac-aspc.gc.ca  Thu Sep  4 08:27:57 2008
From: Rolande_DAmour at phac-aspc.gc.ca (Rolande D'Amour)
Date: Thu, 4 Sep 2008 08:27:57 -0400
Subject: [HealthLiteracy 2281] Re: (no subject)
In-Reply-To: <48BEC744.3020509@pacifier.com>
Message-ID: <OFDCBCF9DD.7CF2EBB5-ON852574BA.0043DB1B-852574BA.00449B87@hc-sc.gc.ca>

Hello everyone,

Here is the link to the Registered Nurses Association of Ontario 's website
with some Canadian info FYI

http://www.rnao.org/Page.asp?PageID=122&ContentID=2364&SiteNodeID=461


Thank you for providing me with links and information on health literacy. I
am starting my last year in the Master's program and will be working on a
project on my 2 passions: health literacy and Creutsfeldt-Jakob Disease.

Kind regards,

Rolande

Rolande D'Amour
Infirmi?re-conseil/Nurse consultant
Syst?me de  surveillance
de la maladie de Creutzfeldt-Jakob /
Creutzfeldt-Jakob Disease Surveillance System
Agence de sant? publique du Canada/
Public Health Agency of Canada
Tel: (613) 946-9863 / 1-888-489-2999
Fax: (613) 952-6668




                                                                           
             Jeanne McGee                                                  
             <jmcgee at pacifier.                                             
             com>                                                       To 
             Sent by:                  The Health and Literacy Discussion  
             healthliteracy-bo         List <healthliteracy at nifl.gov>      
             unces at nifl.gov                                             cc 
                                                                           
                                                                   Subject 
             2008-09-03 01:20          [HealthLiteracy 2279] New           
             PM                        communication toolkit for           
                                       explaining   quality of care        
                                                                           
             Please respond to                                             
              The Health and                                               
                 Literacy                                                  
              Discussion List                                              
             <healthliteracy at n                                             
                 ifl.gov>                                                  
                                                                           
                                                                           



Hello all,

I?m writing to let you about a new resource you can use to help create
consumer information materials on quality of care and evidence-based
medicine. This ?Communication Toolkit: Using Information to Get High
Quality Care? was developed by the American Institutes for Research and
my company, McGee & Evers Consulting, Inc., with support from the
California Health Care Foundation. It was developed to help employers,
labor unions, and others frame and deliver messages to employees about
the meaning and importance of getting evidence-based health care. It is
hosted by the National Business Group on Health (NBGH) at its website:
http://www.businessgrouphealth.org/benefitstopics/et_communications.cfm

This new toolkit provides 14 Word documents you can download and adapt
in whatever way you wish, for any audience, free of charge. Topics
include using medical evidence to guide treatment choices, finding and
using information about quality of care, and taking an active part in
managing your own care. The documents were created using guidelines for
making written material clear and effective. They are action-oriented,
written to be suitable for people with a range of literacy skills, and
they have been thoroughly tested. To assess appeal and comprehension,
the project conducted a total of 57 two-hour individual interviews with
people in several cities. The toolkit project team used feedback from
interviewees to revise the documents and then tested them again.

I welcome your feedback on these materials. If you use them and are
willing to share your experiences, I?d love to hear from you.

Best wishes,

Jeanne McGee

McGee & Evers Consulting, Inc.

1924 NW 111^th Street

Vancouver WA 98685

360 574-4744

jmcgee at pacifier.com

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rdamour at phac-aspc.gc.ca

From julie_mcKinney at worlded.org  Thu Sep  4 12:36:02 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 04 Sep 2008 12:36:02 -0400
Subject: [HealthLiteracy 2282] Re: Easy to read Prostate Cancer	info
Message-ID: <48BFD6320200002D00008207@dcgw.jsi.com>

Caroline,

Channing Bete has produced some good easy-to-read brochures, including
one on prostate cancer:

http://store.channing-bete.com/onlinestore/search.html?vid=20050104004&da=L900M

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Varner, Debra" <DVarner at cmhsumner.org> 08/27/08 11:42 AM >>>
Caroline, There is an easy to read and inexpensive booklet that can be 
bought through the NIDDK. The web site is 
http://kidney.niddk.nih.gov/kudiseases/ez.asp 
Deb

-----Original Message-----
From: "Marshall, Caroline" <Caroline.Marshall at danhosp.org>
To: <healthliteracy at nifl.gov>
Date: Thu, 21 Aug 2008 13:10:46 -0400
Subject: [HealthLiteracy 2244]  Easy to read Prostate Cancer info

> Hello all,
> 
>  
> 
> I am trying to find some easy to read handouts or brochures for a
> series
> of town meetings.  The first meeting is on Prostate Cancer.  I have
> found plenty of information  but I would like to include some  easy to
> read handouts.  I have checked MedlinPlus but they offer a video
> tutorial, this has to be in print. Do any of you know a resource I
> could
> use.
> 
>  
> 
>  
> 
>  
> 
> Regards,
> 
> 
> Caroline
> 
>  
> 
> ______________________________
> Caroline Marshall
> Health Sciences Librarian
> 
> Horblit Health Sciences Library
> 
>  
> 
>  
> 
> Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
> V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
> http://www.danburyhospital.org
> 
> This transmittal is intended for a particular addressee(s). If it is
> not
> clear that you are the intended recipient, you are hereby notified
that
> you have received this transmittal in error; any review, copying or
> distribution or dissemination is strictly prohibited. If you suspect
> that you have received this transmittal in error, please notify
Danbury
> Health Systems immediately by email reply to the sender, and delete
the
> transmittal and any attachments.
> READER BEWARE: Internet e-mail is inherently insecure and occasionally
> unreliable. Please contact the sender if you wish to arrange for
secure
> communication or to verify the contents of this message.
> 
>  
> 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From IHABRAMSON at aol.com  Thu Sep  4 17:36:42 2008
From: IHABRAMSON at aol.com (IHABRAMSON at aol.com)
Date: Thu, 4 Sep 2008 17:36:42 EDT
Subject: [HealthLiteracy 2283] Re: (no subject)
Message-ID: <c5d.366a5318.35f1aeea@aol.com>

 
Hello Everyone.
 
We have all seen some fine materials developed for clinicians dealing with  
possibly low literate patients. What ( or even how) can we advise an adult  
illiterate needing to visit a medical facility?  Remember - we cannot tell  who 
is who by looking and chances are, if the person has underdeveloped  
reading/arithmetical skill, he or she has probably not told anyone.  Thus,  there would 
be no one to accompany that adult.  But such men and women  still seek the 
same healthcare as everyone else does.
 
Does anyone have some shamefree advice we can give to the general  public and 
thus, include the illiterate people in this safety net?
 
Thank you for your thoughts and time.
Ilene
_ihabramson at aol.com_ (mailto:ihabramson at aol.com) 
 
 
 
In a message dated 9/4/2008 12:30:17 P.M. Eastern Daylight Time,  
Rolande_DAmour at phac-aspc.gc.ca writes:

Hello  everyone,

Here is the link to the Registered Nurses Association of  Ontario 's website
with some Canadian info  FYI

http://www.rnao.org/Page.asp?PageID=122&ContentID=2364&SiteNodeID=461


Thank  you for providing me with links and information on health literacy. I
am  starting my last year in the Master's program and will be working on  a
project on my 2 passions: health literacy and Creutsfeldt-Jakob  Disease.

Kind regards,

Rolande

Rolande  D'Amour
Infirmi?re-conseil/Nurse consultant
Syst?me de   surveillance
de la maladie de Creutzfeldt-Jakob /
Creutzfeldt-Jakob  Disease Surveillance System
Agence de sant? publique du Canada/
Public  Health Agency of Canada
Tel: (613) 946-9863 / 1-888-489-2999
Fax: (613)  952-6668





Jeanne McGee         
<jmcgee at pacifier.     
com>       To 
Sent by:                 The Health and Literacy Discussion  
healthliteracy-bo          List <healthliteracy at nifl.gov>      
unces at nifl.gov          cc 

Subject 
2008-09-03 01:20           [HealthLiteracy 2279] New           
PM           communication toolkit  for           
explaining   quality of care   

Please respond to        
The Health and         
Literacy                      
Discussion List                  
<healthliteracy at n              
ifl.gov>           





Hello all,

I?m writing to let you about a  new resource you can use to help create
consumer information materials on  quality of care and evidence-based
medicine. This ?Communication Toolkit:  Using Information to Get High
Quality Care? was developed by the American  Institutes for Research and
my company, McGee & Evers Consulting, Inc.,  with support from the
California Health Care Foundation. It was developed  to help employers,
labor unions, and others frame and deliver messages to  employees about
the meaning and importance of getting evidence-based health  care. It is
hosted by the National Business Group on Health (NBGH) at its  website:
http://www.businessgrouphealth.org/benefitstopics/et_communications.cfm

This  new toolkit provides 14 Word documents you can download and adapt
in  whatever way you wish, for any audience, free of charge. Topics
include  using medical evidence to guide treatment choices, finding and
using  information about quality of care, and taking an active part in
managing  your own care. The documents were created using guidelines for
making  written material clear and effective. They are action-oriented,
written to  be suitable for people with a range of literacy skills, and
they have been  thoroughly tested. To assess appeal and comprehension,
the project  conducted a total of 57 two-hour individual interviews with
people in  several cities. The toolkit project team used feedback from
interviewees to  revise the documents and then tested them again.

I welcome your  feedback on these materials. If you use them and are
willing to share your  experiences, I?d love to hear from you.

Best wishes,

Jeanne  McGee

McGee & Evers Consulting, Inc.

1924 NW 111^th  Street

Vancouver WA 98685

360  574-4744

jmcgee at pacifier.com

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go  to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered  to  rdamour at phac-aspc.gc.ca
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com


 



**************It's only a deal if it's where you want to go. Find your travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)
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From mcggayer at sbcglobal.net  Mon Sep  8 02:03:44 2008
From: mcggayer at sbcglobal.net (Matt Gayer)
Date: Sun, 7 Sep 2008 23:03:44 -0700 (PDT)
Subject: [HealthLiteracy 2284]  Health Literacy Opportunities in Dallas
Message-ID: <573855.48045.qm@web83003.mail.mud.yahoo.com>

Colleagues,
?Hello, my name is Matt Gayer and I am an undergraduate student at Southern Methodist University.? I am a pre-med student there, and thus currently residing in Dallas, Texas.? I am originally from St. Louis, Missouri, where I spent the last summer working on a health literacy internship at a county health department.? I have experience in public speaking, project development, event planning, and grant writing.? Also,?I have?worked at multiple health fairs and community events.? Finally, I have developed an original provider education program regarding health literacy while working at my internship.? I am very interested in continuing my work in the health literacy field while in college, through a paid or unpaid internship, or consultations.? If anyone works in or around the Dallas, Texas area and could use some help with their efforts in the health literacy or public health field, I would very much like to be of assistance.? This is something
 I am passionate about and want to continue working with.? Feel free to call or e-mail me if there is a chance for us to collaborate on something.
?
Thank you,
Matt
?


Matthew Gayer
Southern Methodist University
Undergraduate Student
314-630-8032
mcggayer at sbcglobal.net
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From julie_mcKinney at worlded.org  Tue Sep  9 13:32:03 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 09 Sep 2008 13:32:03 -0400
Subject: [HealthLiteracy 2285] September 16: Health Literacy and Adult
	Learners Webcast
Message-ID: <48C67AD30200002D00008325@dcgw.jsi.com>

Hi Everyone,

Please see below for information on an upcoming Webcast form the
National Institute for Literacy. I'll let you know when the registration
opens up. I'd love to have you all participate!

All the best,
Julie
*********************

Save the Date: September 16 

Health Literacy and Adult Learners Webcast

Advancing Health Literacy: Meeting the Needs of Adult Learners is the
focus of the Institute?s upcoming live Webcast on Tues., September 16 at
1 p.m. EST.  Join Ian Bennett, M.D. of the University of Pennsylvania?s
School of Medicine and Graduate School of Education; Susan R. Levy,
Ph.D. of the University of Illinois at Chicago; and Andrew Pleasant,
Ph.D. of Rutgers University, and moderator Sandra Baxter for an engaging
discussion of new and emerging topics in health literacy.  Submit your
questions and have them answered online during this live webcast. 

Registration Coming Soon! Visit http://www.nifl.gov for updates.





Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sberger1 at health.nyc.gov  Tue Sep  9 17:19:29 2008
From: sberger1 at health.nyc.gov (Shirley Berger)
Date: Tue, 9 Sep 2008 17:19:29 -0400
Subject: [HealthLiteracy 2286] Educational materials for parents and teens
	on mental health issues
Message-ID: <B25603718CD58A41A1923A7CBBC632F005644BF2@XCHGVSM102.health.dohmh.nycnet>

Hi,

 

I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).

 

I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign. 

 

I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.

 

Thanks!

 

Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene 

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov

 




**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering information important for the health of all New Yorkers.  To sign up for these new and valuable updates, log-on to our website at http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd like to receive.

IMPORTANT NOTICE:  This email is meant only for the use of the intended recipient.  It may contain confidential information that is legally privileged or otherwise protected by law.  If you have received this communication in error, please notify me immediately by replying to this message and please delete it from your computer.  Thank you for your cooperation.

-------------- next part --------------
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From julie_mcKinney at worlded.org  Wed Sep 10 10:03:01 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 10 Sep 2008 10:03:01 -0400
Subject: [HealthLiteracy 2287] Re: Educational materials for parents	and
	teenson mental health issues
Message-ID: <48C79B550200002D00008352@dcgw.jsi.com>

Hi Shirley,

This website Talking With Kids, includes information on discussing
everything BUT mental health, but click on the Resources button for a
listing of other places that might lead to you to some good information.

http://www.talkingwithkids.org

As you have probably noticed, "mental health literacy" is a very
resource-poor topic! I'd love to hear what folks recommend!

Good luck,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
Hi,

 

I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).

 

I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign. 

 

I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.

 

Thanks!

 

Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene 

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov

 




**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering
information important for the health of all New Yorkers.  To sign up for
these new and valuable updates, log-on to our website at
http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
like to receive.

IMPORTANT NOTICE:  This email is meant only for the use of the intended
recipient.  It may contain confidential information that is legally
privileged or otherwise protected by law.  If you have received this
communication in error, please notify me immediately by replying to this
message and please delete it from your computer.  Thank you for your
cooperation.



From christina.zarcadoolas at mssm.edu  Wed Sep 10 10:20:10 2008
From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina)
Date: Wed, 10 Sep 2008 10:20:10 -0400
Subject: [HealthLiteracy 2288] Re: Educational materials for
	parents	andteenson mental health issues
References: <48C79B550200002D00008352@dcgw.jsi.com>
Message-ID: <3C2E20E79C37CC468509A3C8B57A01F04BC78D@EXCH-EVS2.ExchMail.mssm.edu>

Shirley, Julie

About the only place you will actually hear "mental health literacy" as a term being used is among a group of innovative folks in Australia (Francis, Pirkis, Dunt et al, 2002. 

Here at Sinai we have been developing a "Mental Health Literacy Assessment Tool" presently being used with disadvantaged young women regarding their understanding and engagement with post natal depression issues (Davis, Rothenberg, Littman Zarcadoolas).

We also have another researcher looking into mental health literacy issues among latino parents.(Mari Umpierre)  

Agree -  historically the field of health literacy in the US has been uninterested in this topic.
Chris 

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative 
Associate Clinical Professor 
Mount Sinai School of Medicine 
Dept. of Community and Preventive Medicine 
Box 1057
One Gustave L. Levy Place 
New York, NY 10029 
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 9/10/2008 10:03 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2287] Re: Educational materials for parents	andteenson mental health issues
 
Hi Shirley,

This website Talking With Kids, includes information on discussing
everything BUT mental health, but click on the Resources button for a
listing of other places that might lead to you to some good information.

http://www.talkingwithkids.org

As you have probably noticed, "mental health literacy" is a very
resource-poor topic! I'd love to hear what folks recommend!

Good luck,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
Hi,

 

I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).

 

I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign. 

 

I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.

 

Thanks!

 

Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene 

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov

 




**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering
information important for the health of all New Yorkers.  To sign up for
these new and valuable updates, log-on to our website at
http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
like to receive.

IMPORTANT NOTICE:  This email is meant only for the use of the intended
recipient.  It may contain confidential information that is legally
privileged or otherwise protected by law.  If you have received this
communication in error, please notify me immediately by replying to this
message and please delete it from your computer.  Thank you for your
cooperation.


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to christina.zarcadoolas at mssm.edu

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From litebulb11 at gmail.com  Wed Sep 10 10:24:52 2008
From: litebulb11 at gmail.com (Kate MacDougall)
Date: Wed, 10 Sep 2008 10:24:52 -0400
Subject: [HealthLiteracy 2289] Re: Educational materials for parents and
	teenson mental health issues
In-Reply-To: <48C79B550200002D00008352@dcgw.jsi.com>
References: <48C79B550200002D00008352@dcgw.jsi.com>
Message-ID: <ad1d2c480809100724mcebdb9r76e3cb38e6240c65@mail.gmail.com>

*DBSA offers the following brochures (free PDFs available on their website,
small fee to order copies):

--Is It Just a Mood...or Something Else?: Mood Disorders for Young People
--Psychiatric Hospitalization: A Guide for Families
--The Storm in My Brain: Kids and Mood Disorders (written for children)
--Helping a Friend or Family Member with a Mood Disorder
--What Helps and What Hurts

Families for Depression Awareness offers a nice booklet for families titled
"Helping Someone Who is Depressed"**




***On Wed, Sep 10, 2008 at 10:03 AM, Julie McKinney <
julie_mcKinney at worlded.org> wrote:

> Hi Shirley,
>
> This website Talking With Kids, includes information on discussing
> everything BUT mental health, but click on the Resources button for a
> listing of other places that might lead to you to some good information.
>
> http://www.talkingwithkids.org
>
> As you have probably noticed, "mental health literacy" is a very
> resource-poor topic! I'd love to hear what folks recommend!
>
> Good luck,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
> Hi,
>
>
>
> I'm interested in finding good educational materials on child mental
> health topics that are written for parents/caregivers and also for the
> children/teens themselves.  In my work in child mental health services
> in NYC, I am sometimes asked to recommend materials that providers can
> give to families they work with (the latest example is a request for
> materials that primary care physicians can distribute to families about
> adolescent depression).
>
>
>
> I have found helpful information on the following websites:
> www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
> <http://www.familydoctor.org/> ; http://www.family.samhsa.gov
> <http://www.family.samhsa.gov/>  ; www.reachout.com.au
> <http://www.reachout.com.au/> ; http://www.nmha.org
> <http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
> are easier to navigate and offer more accessible information than
> others. My office has also been involved in piloting a strategy to
> engage NYC teens on mental health issues using social networking sites
> (including MySpace http://www.myspace.com/nycteen_mindspace ), and we
> included fact sheets in that online campaign.
>
>
>
> I'm interested in knowing whether anyone on this list has other
> suggestions of written materials or websites in the area of child mental
> health... or has any ideas about "mental health literacy" in general.
>
>
>
> Thanks!
>
>
>
> Shirley Berger, MA, MPH, CHES
>
> Research and Policy Coordinator
>
> Bureau of Child and Adolescent Services
>
> NYC Department of Health and Mental Hygiene
>
> 93 Worth Street, Room 1210
>
> New York, NY 10013
>
> Tel: 212-219-5390
>
> Fax: 212-219-5392
>
> E-mail: sberger1 at health.nyc.gov
>
>
>
>
>
>
> **********************************************************************
> The New York City Department of Health & Mental Hygiene is now offering
> information important for the health of all New Yorkers.  To sign up for
> these new and valuable updates, log-on to our website at
> http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
> like to receive.
>
> IMPORTANT NOTICE:  This email is meant only for the use of the intended
> recipient.  It may contain confidential information that is legally
> privileged or otherwise protected by law.  If you have received this
> communication in error, please notify me immediately by replying to this
> message and please delete it from your computer.  Thank you for your
> cooperation.
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to litebulb11 at gmail.com
>
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From julie_mcKinney at worlded.org  Wed Sep 10 11:35:35 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 10 Sep 2008 11:35:35 -0400
Subject: [HealthLiteracy 2290] Materials for parents andteenson mental
	health issues: Web	links
Message-ID: <48C7B1070200002D00008368@dcgw.jsi.com>

By the Way, DBSA is the Depression and Bipolar Support Alliance. You can
find them at:

http://www.dbsalliance.org

Families for Depression Awareness:
http://www.familyaware.org/ 

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Kate MacDougall" <litebulb11 at gmail.com> 09/10/08 11:31 AM >>>
*DBSA offers the following brochures (free PDFs available on their
website,
small fee to order copies):

--Is It Just a Mood...or Something Else?: Mood Disorders for Young
People
--Psychiatric Hospitalization: A Guide for Families
--The Storm in My Brain: Kids and Mood Disorders (written for children)
--Helping a Friend or Family Member with a Mood Disorder
--What Helps and What Hurts

Families for Depression Awareness offers a nice booklet for families
titled
"Helping Someone Who is Depressed"**




***On Wed, Sep 10, 2008 at 10:03 AM, Julie McKinney <
julie_mcKinney at worlded.org> wrote:

> Hi Shirley,
>
> This website Talking With Kids, includes information on discussing
> everything BUT mental health, but click on the Resources button for a
> listing of other places that might lead to you to some good
information.
>
> http://www.talkingwithkids.org
>
> As you have probably noticed, "mental health literacy" is a very
> resource-poor topic! I'd love to hear what folks recommend!
>
> Good luck,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
> Hi,
>
>
>
> I'm interested in finding good educational materials on child mental
> health topics that are written for parents/caregivers and also for the
> children/teens themselves.  In my work in child mental health services
> in NYC, I am sometimes asked to recommend materials that providers can
> give to families they work with (the latest example is a request for
> materials that primary care physicians can distribute to families
about
> adolescent depression).
>
>
>
> I have found helpful information on the following websites:
> www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
> <http://www.familydoctor.org/> ; http://www.family.samhsa.gov
> <http://www.family.samhsa.gov/>  ; www.reachout.com.au
> <http://www.reachout.com.au/> ; http://www.nmha.org
> <http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
> are easier to navigate and offer more accessible information than
> others. My office has also been involved in piloting a strategy to
> engage NYC teens on mental health issues using social networking sites
> (including MySpace http://www.myspace.com/nycteen_mindspace ), and we
> included fact sheets in that online campaign.
>
>
>
> I'm interested in knowing whether anyone on this list has other
> suggestions of written materials or websites in the area of child
mental
> health... or has any ideas about "mental health literacy" in general.
>
>
>
> Thanks!
>
>
>
> Shirley Berger, MA, MPH, CHES
>
> Research and Policy Coordinator
>
> Bureau of Child and Adolescent Services
>
> NYC Department of Health and Mental Hygiene
>
> 93 Worth Street, Room 1210
>
> New York, NY 10013
>
> Tel: 212-219-5390
>
> Fax: 212-219-5392
>
> E-mail: sberger1 at health.nyc.gov
>
>
>
>
>
>
> **********************************************************************
> The New York City Department of Health & Mental Hygiene is now
offering
> information important for the health of all New Yorkers.  To sign up
for
> these new and valuable updates, log-on to our website at
> http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
> like to receive.
>
> IMPORTANT NOTICE:  This email is meant only for the use of the
intended
> recipient.  It may contain confidential information that is legally
> privileged or otherwise protected by law.  If you have received this
> communication in error, please notify me immediately by replying to
this
> message and please delete it from your computer.  Thank you for your
> cooperation.
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to litebulb11 at gmail.com
>


From julie_mcKinney at worlded.org  Wed Sep 10 09:48:36 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 10 Sep 2008 09:48:36 -0400
Subject: [HealthLiteracy 2291]  Wednesday Question: Advice for the public
Message-ID: <48C797F40200002D0000834A@dcgw.jsi.com>

Hi Everyone,

First, let me say Happy Fall to you all, and I hope you all had a nice
summer! We are now resuming the Wednesday Questions on the list, and I
look forward to the coming year!

Last week, Ilene had a good question that I am re-stating as this week's
Wed. Question: What advice can we give to adults with literacy
challenges and to the general public to help create an atmosphere that
will allow all people to take care of their health without confusion and
embarrassment?

She raises a good point that it is not just doctors and health
professionals who need to be aware of health literacy challenges, but
all of us. Those with literacy challenges, or who are new to the English
language need to be advised on how to address their health care needs,
and everyone around them must also know how to be helpful.

How can we facilitate this?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> <IHABRAMSON at aol.com> 09/04/08 7:41 PM >>>
 
Hello Everyone.
 
We have all seen some fine materials developed for clinicians dealing
with  
possibly low literate patients. What ( or even how) can we advise an
adult  
illiterate needing to visit a medical facility?  Remember - we cannot
tell  who 
is who by looking and chances are, if the person has underdeveloped  
reading/arithmetical skill, he or she has probably not told anyone. 
Thus,  there would 
be no one to accompany that adult.  But such men and women  still seek
the 
same healthcare as everyone else does.
 
Does anyone have some shamefree advice we can give to the general 
public and 
thus, include the illiterate people in this safety net?
 
Thank you for your thoughts and time.
Ilene
_ihabramson at aol.com_ (mailto:ihabramson at aol.com) 
 
 
 
In a message dated 9/4/2008 12:30:17 P.M. Eastern Daylight Time,  
Rolande_DAmour at phac-aspc.gc.ca writes:

Hello  everyone,

Here is the link to the Registered Nurses Association of  Ontario 's
website
with some Canadian info  FYI

http://www.rnao.org/Page.asp?PageID=122&ContentID=2364&SiteNodeID=461


Thank  you for providing me with links and information on health
literacy. I
am  starting my last year in the Master's program and will be working on
 a
project on my 2 passions: health literacy and Creutsfeldt-Jakob 
Disease.

Kind regards,

Rolande

Rolande  D'Amour
Infirmi?re-conseil/Nurse consultant
Syst?me de   surveillance
de la maladie de Creutzfeldt-Jakob /
Creutzfeldt-Jakob  Disease Surveillance System
Agence de sant? publique du Canada/
Public  Health Agency of Canada
Tel: (613) 946-9863 / 1-888-489-2999
Fax: (613)  952-6668





Jeanne McGee         
<jmcgee at pacifier.     
com>       To 
Sent by:                 The Health and Literacy Discussion  
healthliteracy-bo          List <healthliteracy at nifl.gov>      
unces at nifl.gov          cc 

Subject 
2008-09-03 01:20           [HealthLiteracy 2279] New           
PM           communication toolkit  for           
explaining   quality of care   

Please respond to        
The Health and         
Literacy                      
Discussion List                  
<healthliteracy at n              
ifl.gov>           





Hello all,

I?m writing to let you about a  new resource you can use to help create
consumer information materials on  quality of care and evidence-based
medicine. This ?Communication Toolkit:  Using Information to Get High
Quality Care? was developed by the American  Institutes for Research and
my company, McGee & Evers Consulting, Inc.,  with support from the
California Health Care Foundation. It was developed  to help employers,
labor unions, and others frame and deliver messages to  employees about
the meaning and importance of getting evidence-based health  care. It is
hosted by the National Business Group on Health (NBGH) at its  website:
http://www.businessgrouphealth.org/benefitstopics/et_communications.cfm

This  new toolkit provides 14 Word documents you can download and ainclude  using medical evidence to guide treatment choices, finding and
using  information about quality of care, and taking an active part in
managing  your own care. The documents were created using guidelines for
making  written material clear and effective. They are action-oriented,
written to  be suitable for people with a range of literacy skills, and
they have been  thoroughly tested. To assess appeal and comprehension,
the project  conducted a total of 57 two-hour individual interviews with
people in  several cities. The toolkit project team used feedback from
interviewees to  revise the documents and then tested them again.

I welcome your  feedback on these materials. If you use them and are
willing to share your  experiences, I?d love to hear from you.

Best wishes,

Jeanne  McGee

McGee & Evers Consulting, Inc.

1924 NW 111^th  Street

Vancouver WA 98685

360  574-4744

jmcgee at pacifier.com

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go  to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered  to  rdamour at phac-aspc.gc.ca
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com


 



**************It's only a deal if it's where you want to go. Find your
travel 
deal here.      
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)


From knobloch.maryjo at marshfieldclinic.org  Wed Sep 10 12:49:53 2008
From: knobloch.maryjo at marshfieldclinic.org (Knobloch, Mary Jo)
Date: Wed, 10 Sep 2008 11:49:53 -0500
Subject: [HealthLiteracy 2292] Re: Wednesday Question: Advice for the public
In-Reply-To: <48C797F40200002D0000834A@dcgw.jsi.com>
References: <48C797F40200002D0000834A@dcgw.jsi.com>
Message-ID: <15654E72A13D044F9AD6DD60238403B3E20227C1@EXCHMB1.mfldclin.org>

That's a very good question and could be explored through a carefully-designed and well-executed focus group process. A good research project in the area of health literacy - although could be difficult to implement due to varying target populations, regional differences, etc. Perhaps a multi-center approach? Not knowing the health literacy literature in any extensive way, this may have been done before.

Mary Jo Knobloch, MPH
Division of Education-Resident Research
Marshfield Clinic - ML1
1000 N. Oak Avenue
Marshfield, WI 54449
715-221-8919
Fax: 715-387-5163
knobloch.maryjo at marshfieldclinic.org



-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, September 10, 2008 8:49 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2291] Wednesday Question: Advice for the public

Hi Everyone,

First, let me say Happy Fall to you all, and I hope you all had a nice summer! We are now resuming the Wednesday Questions on the list, and I look forward to the coming year!

Last week, Ilene had a good question that I am re-stating as this week's Wed. Question: What advice can we give to adults with literacy challenges and to the general public to help create an atmosphere that will allow all people to take care of their health without confusion and embarrassment?

She raises a good point that it is not just doctors and health professionals who need to be aware of health literacy challenges, but all of us. Those with literacy challenges, or who are new to the English language need to be advised on how to address their health care needs, and everyone around them must also know how to be helpful.

How can we facilitate this?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> <IHABRAMSON at aol.com> 09/04/08 7:41 PM >>>

Hello Everyone.

We have all seen some fine materials developed for clinicians dealing with possibly low literate patients. What ( or even how) can we advise an adult illiterate needing to visit a medical facility?  Remember - we cannot tell  who is who by looking and chances are, if the person has underdeveloped reading/arithmetical skill, he or she has probably not told anyone.
Thus,  there would
be no one to accompany that adult.  But such men and women  still seek the same healthcare as everyone else does.

Does anyone have some shamefree advice we can give to the general public and thus, include the illiterate people in this safety net?

Thank you for your thoughts and time.
Ilene
_ihabramson at aol.com_ (mailto:ihabramson at aol.com)



In a message dated 9/4/2008 12:30:17 P.M. Eastern Daylight Time, Rolande_DAmour at phac-aspc.gc.ca writes:

Hello  everyone,

Here is the link to the Registered Nurses Association of  Ontario 's website with some Canadian info  FYI

http://www.rnao.org/Page.asp?PageID=122&ContentID=2364&SiteNodeID=461


Thank  you for providing me with links and information on health literacy. I am  starting my last year in the Master's program and will be working on  a project on my 2 passions: health literacy and Creutsfeldt-Jakob Disease.

Kind regards,

Rolande

Rolande  D'Amour
Infirmi?re-conseil/Nurse consultant
Syst?me de   surveillance
de la maladie de Creutzfeldt-Jakob /
Creutzfeldt-Jakob  Disease Surveillance System Agence de sant? publique du Canada/ Public  Health Agency of Canada
Tel: (613) 946-9863 / 1-888-489-2999
Fax: (613)  952-6668





Jeanne McGee
<jmcgee at pacifier.
com>       To
Sent by:                 The Health and Literacy Discussion
healthliteracy-bo          List <healthliteracy at nifl.gov>
unces at nifl.gov          cc

Subject
2008-09-03 01:20           [HealthLiteracy 2279] New
PM           communication toolkit  for
explaining   quality of care

Please respond to
The Health and
Literacy
Discussion List
<healthliteracy at n
ifl.gov>





Hello all,

I'm writing to let you about a  new resource you can use to help create consumer information materials on  quality of care and evidence-based medicine. This "Communication Toolkit:  Using Information to Get High Quality Care" was developed by the American  Institutes for Research and my company, McGee & Evers Consulting, Inc.,  with support from the California Health Care Foundation. It was developed  to help employers, labor unions, and others frame and deliver messages to  employees about the meaning and importance of getting evidence-based health  care. It is hosted by the National Business Group on Health (NBGH) at its  website:
http://www.businessgrouphealth.org/benefitstopics/et_communications.cfm

This  new toolkit provides 14 Word documents you can download and ainclude  using medical evidence to guide treatment choices, finding and using  information about quality of care, and taking an active part in managing  your own care. The documents were created using guidelines for making  written material clear and effective. They are action-oriented, written to  be suitable for people with a range of literacy skills, and they have been  thoroughly tested. To assess appeal and comprehension, the project  conducted a total of 57 two-hour individual interviews with people in  several cities. The toolkit project team used feedback from interviewees to  revise the documents and then tested them again.

I welcome your  feedback on these materials. If you use them and are willing to share your  experiences, I'd love to hear from you.

Best wishes,

Jeanne  McGee

McGee & Evers Consulting, Inc.

1924 NW 111^th  Street

Vancouver WA 98685

360  574-4744

jmcgee at pacifier.com

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go  to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered  to  rdamour at phac-aspc.gc.ca
----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  ihabramson at aol.com






**************It's only a deal if it's where you want to go. Find your travel deal here.
(http://information.travel.aol.com/deals?ncid=aoltrv00050000000047)

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to knobloch.maryjo at marshfieldclinic.org

From Andrea.Rothenberg at mountsinai.org  Thu Sep 11 07:05:14 2008
From: Andrea.Rothenberg at mountsinai.org (Rothenberg, Andrea)
Date: Thu, 11 Sep 2008 07:05:14 -0400
Subject: [HealthLiteracy 2293] Re: Educational materials
	forparents	andteenson mental health issues
References: <48C79B550200002D00008352@dcgw.jsi.com>
	<3C2E20E79C37CC468509A3C8B57A01F04BC78D@EXCH-EVS2.ExchMail.mssm.edu>
Message-ID: <4E6C45AB6BCBC64DAE1AA8712FB083E701C18F1C@EXCEBW2K328.msnyuhealth.org>

This is a very interesting discussion that I'd like to add another component to.  I recently returned from a training in Seattle by NCAST on Maternal Mental Health During Pregnancy.  Based up the theories of Reva Rubin, the goal is to help pregnant women adjust to the role of motherhood throughout the pregnancy to improve outcomes at birth - which would include lower incidence of postpartum depression and increased maternal-infant attachment.  I have been reviewing exiting scales on measuring Maternal FETAL Attachment (as an indicator of Maternal INFANT Attachment).  There is a scale by Crawley from 1981 and one by Mueller (not sure of date).  Most acknowledge the need for more studies - especially on diverse, low literacy populations.  I believe this is an important component of mental health literacy and want to know if anyone is focusing on the mom during pregnancy and/or aware of more recent measurement scales/inventories that are being used.  AND, I am particularly interested in developing this area with pregnant teens. 
 
As Dr. Zarcadoolas stated, we're looking at postpartum depression literacy, but we need to be proactive and intervene earlier!. 
 
Andrea Rothenberg, MS, LCSW
Director 
Department of Health Education 
Mount Sinai Hospital

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Zarcadoolas, Christina
Sent: Wed 9/10/2008 10:20 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2288] Re: Educational materials forparents andteenson mental health issues



Shirley, Julie

About the only place you will actually hear "mental health literacy" as a term being used is among a group of innovative folks in Australia (Francis, Pirkis, Dunt et al, 2002.

Here at Sinai we have been developing a "Mental Health Literacy Assessment Tool" presently being used with disadvantaged young women regarding their understanding and engagement with post natal depression issues (Davis, Rothenberg, Littman Zarcadoolas).

We also have another researcher looking into mental health literacy issues among latino parents.(Mari Umpierre) 

Agree -  historically the field of health literacy in the US has been uninterested in this topic.
Chris

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative
Associate Clinical Professor
Mount Sinai School of Medicine
Dept. of Community and Preventive Medicine
Box 1057
One Gustave L. Levy Place
New York, NY 10029
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 9/10/2008 10:03 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2287] Re: Educational materials for parents    andteenson mental health issues

Hi Shirley,

This website Talking With Kids, includes information on discussing
everything BUT mental health, but click on the Resources button for a
listing of other places that might lead to you to some good information.

http://www.talkingwithkids.org <http://www.talkingwithkids.org/> 

As you have probably noticed, "mental health literacy" is a very
resource-poor topic! I'd love to hear what folks recommend!

Good luck,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
Hi,



I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).



I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov <http://www.family.samhsa.gov/> 
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org <http://www.nmha.org/> 
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign.



I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.



Thanks!



Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov






**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering
information important for the health of all New Yorkers.  To sign up for
these new and valuable updates, log-on to our website at
http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
like to receive.

IMPORTANT NOTICE:  This email is meant only for the use of the intended
recipient.  It may contain confidential information that is legally
privileged or otherwise protected by law.  If you have received this
communication in error, please notify me immediately by replying to this
message and please delete it from your computer.  Thank you for your
cooperation.


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to christina.zarcadoolas at mssm.edu




From sberger1 at health.nyc.gov  Thu Sep 11 10:08:10 2008
From: sberger1 at health.nyc.gov (Shirley Berger)
Date: Thu, 11 Sep 2008 10:08:10 -0400
Subject: [HealthLiteracy 2294] Educational materials / Mental health literacy
Message-ID: <B25603718CD58A41A1923A7CBBC632F005691319@XCHGVSM102.health.dohmh.nycnet>

Thanks for the various suggestions of helpful educational materials for
families, about child mental health issues (received online and
offline).

 

Following up on what Chris mentioned about the notion of "mental health
literacy" ... Australia is generally way ahead in terms of innovative
mental health work e.g. Reach Out! does fantastic mental health
promotion work with youth (by the way, this organization is in the
process of starting up in the U.S. as well). The Australian work on
mental health literacy is interesting but it has been limited in that
their conceptualization of mental health literacy has mostly been
focused on increasing knowledge of mental health disorders and ability
to seek psychiatric treatment, and therefore been centered in the
patient/consumer. I'd love to hear from others interested in a broader
understanding of the issue, and from those who are currently involved in
applying health literacy ideas and practices to mental health even if
it's not being called mental health literacy. Chris, can you say a bit
more about the mental health literacy assessment tool you've developed?

 

Thanks,

 

Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene 

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov

 




**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering information important for the health of all New Yorkers.  To sign up for these new and valuable updates, log-on to our website at http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd like to receive.

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From zornm at mail.nlm.nih.gov  Thu Sep 11 10:20:48 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Thu, 11 Sep 2008 10:20:48 -0400
Subject: [HealthLiteracy 2295] Re: Educational
	materialsforparents	andteenson mental health issues
In-Reply-To: <4E6C45AB6BCBC64DAE1AA8712FB083E701C18F1C@EXCEBW2K328.msnyuhealth.org>
References: <48C79B550200002D00008352@dcgw.jsi.com><3C2E20E79C37CC468509A3C8B57A01F04BC78D@EXCH-EVS2.ExchMail.mssm.edu>
	<4E6C45AB6BCBC64DAE1AA8712FB083E701C18F1C@EXCEBW2K328.msnyuhealth.org>
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE191CA0C91@NIHCESMLBX15.nih.gov>

Hi, all--

You can search published research literature re: Health Literacy &
post-partum depression (on other topics) using MEDLINE/Pubmed.  

To do this:

-Go to http://www.pubmed.gov 

-Click on Special Queries link on the left side bar

-Scroll down the Special Queries page to the one for Health Literacy

-Click Health Literacy

-On the upper left corner of the page, click the link to "MEDLINE/PubMed
health literacy search" where it says "The MEDLINE/PubMed health
literacy search retrieves citations to English language journal
literature. See details of the search strategy below" 
You should get citations to about 2,138 articles

-THEN CLICK THE HISTORY TAB

-Click the CLEAR button near the Search Box

-Enter into the blank search box the following: #1 AND postpartum period

-Click Go.  You should get records for 5 articles.

-CHANGE THE DISPLAY TO CITATION.  You should see that the first research
article of the 5, for example, is about  study funded by the NIH

I know your interest is broader (For example, substitute this in the
search box: #1 AND Mothers[mh] AND infant[mh])
By looking at the Citation format of a record, you can see other
descriptors (Medical Subject Headings) you may want to use. If you put
the [MH] after a known subject heading, your results will be more
focused.

I hope this is helpful!  Let me know if this is not clear and/or you
want more about using PubMed to search for published Health Literacy
research.

Marcia

Marcia Zorn, MA, MLS
Reference Librarian
National Library of Medicine, NIH



-----Original Message-----
From: Rothenberg, Andrea [mailto:Andrea.Rothenberg at mountsinai.org] 
Sent: Thursday, September 11, 2008 7:05 AM
To: The Health and Literacy Discussion List; The Health and Literacy
Discussion List
Subject: [HealthLiteracy 2293] Re: Educational materialsforparents
andteenson mental health issues

This is a very interesting discussion that I'd like to add another
component to.  I recently returned from a training in Seattle by NCAST
on Maternal Mental Health During Pregnancy.  Based up the theories of
Reva Rubin, the goal is to help pregnant women adjust to the role of
motherhood throughout the pregnancy to improve outcomes at birth - which
would include lower incidence of postpartum depression and increased
maternal-infant attachment.  I have been reviewing exiting scales on
measuring Maternal FETAL Attachment (as an indicator of Maternal INFANT
Attachment).  There is a scale by Crawley from 1981 and one by Mueller
(not sure of date).  Most acknowledge the need for more studies -
especially on diverse, low literacy populations.  I believe this is an
important component of mental health literacy and want to know if anyone
is focusing on the mom during pregnancy and/or aware of more recent
measurement scales/inventories that are being used.  AND, I am
particularly inter
 ested in developing this area with pregnant teens. 
 
As Dr. Zarcadoolas stated, we're looking at postpartum depression
literacy, but we need to be proactive and intervene earlier!. 
 
Andrea Rothenberg, MS, LCSW
Director 
Department of Health Education 
Mount Sinai Hospital

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Zarcadoolas,
Christina
Sent: Wed 9/10/2008 10:20 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2288] Re: Educational materials forparents
andteenson mental health issues



Shirley, Julie

About the only place you will actually hear "mental health literacy" as
a term being used is among a group of innovative folks in Australia
(Francis, Pirkis, Dunt et al, 2002.

Here at Sinai we have been developing a "Mental Health Literacy
Assessment Tool" presently being used with disadvantaged young women
regarding their understanding and engagement with post natal depression
issues (Davis, Rothenberg, Littman Zarcadoolas).

We also have another researcher looking into mental health literacy
issues among latino parents.(Mari Umpierre) 

Agree -  historically the field of health literacy in the US has been
uninterested in this topic.
Chris

Christina Zarcadoolas, PhD
Health and Environmental Literacy Initiative
Associate Clinical Professor
Mount Sinai School of Medicine
Dept. of Community and Preventive Medicine
Box 1057
One Gustave L. Levy Place
New York, NY 10029
(212) 824-7061




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney
Sent: Wed 9/10/2008 10:03 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2287] Re: Educational materials for parents
andteenson mental health issues

Hi Shirley,

This website Talking With Kids, includes information on discussing
everything BUT mental health, but click on the Resources button for a
listing of other places that might lead to you to some good information.

http://www.talkingwithkids.org <http://www.talkingwithkids.org/> 

As you have probably noticed, "mental health literacy" is a very
resource-poor topic! I'd love to hear what folks recommend!

Good luck,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Shirley Berger" <sberger1 at health.nyc.gov> 09/10/08 9:33 AM >>>
Hi,



I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).



I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov
<http://www.family.samhsa.gov/> 
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org
<http://www.nmha.org/> 
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign.



I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.



Thanks!



Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov






**********************************************************************
The New York City Department of Health & Mental Hygiene is now offering
information important for the health of all New Yorkers.  To sign up for
these new and valuable updates, log-on to our website at
http://www.nyc.gov/health/email and select the NYC DOHMH updates you'd
like to receive.

IMPORTANT NOTICE:  This email is meant only for the use of the intended
recipient.  It may contain confidential information that is legally
privileged or otherwise protected by law.  If you have received this
communication in error, please notify me immediately by replying to this
message and please delete it from your computer.  Thank you for your
cooperation.


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to christina.zarcadoolas at mssm.edu



----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to zornm at mail.nih.gov

From btavares at emmisolutions.com  Thu Sep 11 10:43:05 2008
From: btavares at emmisolutions.com (Bob Tavares)
Date: Thu, 11 Sep 2008 09:43:05 -0500
Subject: [HealthLiteracy 2296]  Health Literacy ListServ posting
Message-ID: <87805ADAF434604EBA8FAD2877C90F9B033D87FA@chiexch.EmmiSolutions.local>

Title: Asthma multimedia programs available for research efforts

Emmi Solutions is looking to provide our web-based programs to
organizations who are interested in researching the impact of
interactive multimedia on literacy, patient activation, and patient
outcomes. The programs are written at a 4th to 6th grade reading level
and combine narration, animation, and interactivity. The programs have
won health literacy awards from the Institute for Healthcare Advancement
and other groups.

We currently have over 100 programs across most conditions and
procedures but our current interest is in evaluating the effectiveness
of our Asthma solution. Research partners receive a subscription to our
services with training and support included. Please reply to
btavares at emmisolutions.com or (312) 568-4022. Thanks for your
consideration.



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From cjackson at humana.com  Thu Sep 11 15:18:13 2008
From: cjackson at humana.com (Charles Jackson)
Date: Thu, 11 Sep 2008 15:18:13 -0400
Subject: [HealthLiteracy 2297] Improved wellzone.org -- health information
	in everyday language
Message-ID: <OFF9CCA13B.37D648D9-ON852574C1.004C2DB1-852574C1.006A099A@humana.com>



We are pleased to announce that the third version of wellzone.org launched
a month ago with a greater focus on low health literacy.

I welcome comments and suggestions regarding our website.  This discussion
list has been invaluable in locating Internet resources for low literacy,
and I look forward to finding more links to everyday language.  For
example, I have not yet identified a women's health or reproductive health
site in everyday language.

I hope you have an opportunity to tour the website.  An anonymous online
survey is located on the home page in the "Contact Us" section.  If you
would like free posters, bookmarks and referral pads promoting the website,
please contact me.  We also have health information referral pads for
community health clinics or libraries; the staff can fill in the blank,
"For more information about__, go to wellzone.org."

Currently, we are searching for a health reviewer for accreditation of
health content.  We are especially interested in public health schools,
such as Health Literacy Studies at Harvard School of Public Health.  If
anyone knows of health professionals who may be interested in contracting
with us, please let me know.  I am also preparing to contact the Health
Information on the Internet Foundation in Geneva for accreditation as well.

   Free to the public from any Internet connection, wellzone.org is a
   portal designed for those 90 million Americans looking for basic health
   information in everyday language (ideally 3rd to 6th grade).
   Unfortunately, most health information on the Internet is at a 10th
   grade level or higher.  Talking guides provide a brief tour of the home
   page, with some health topics in audio and video formats and a variety
   of languages.

   The Wellness Information Zone (WZ) is a health literacy project offering
   easy access to basic health information in everyday language.   Project
   components are 1) the website, 2) WZ Centers in libraries and
   nonprofits, and 3) librarians and volunteers as trained health
   information guides.  The Humana Foundation created WZ in partnership
   with Libraries for the Future; other partners include National Center
   for Family Literacy, the Clear Language Group, public library systems in
   Atlanta, Cincinnati, and Houston, and nine Louisville sites--community
   health clinics, elementary schools and YMCAs.

The basic concept of wellzone.org is fairly simple:

One)  About 84% of people seeking e-health information have a specific
disease or condition in mind.  From the home page, under "Diseases and
Conditions," we offer a list of approximately 60 of the most commonly
researched diseases with immediate links to content in everyday language
from four websites  (healthyroadsmedia.org, familydoctor.org,
kidshealth.org, and healthinfotranslations.org).  The search box on the
home page searches only those four sites; however, if the search is
unsuccessful, we plan to direct the consumer to three advanced websites (
medlineplus.gov, healthfinder.gov, mayoclinic.co), which are found at the
bottom of our website's inner pages.

Two)  We currently link the other two main boxes of the home page (Being
Smart About Health Care, and Health Living) to 31 other sites, most being
in everyday language.

This Website is a work in progress.  We are negotiating another contract
with our web designer, 352 Media Group, and have a two-page list of
improvements\enhancements.  These proposed enhancements include an Hispanic
version of the home page, a seniors section, a children's section, a site
map, and a section on health information in various translations.

Last month, many participants at the CDC Conference on Health
Communication, Media, and Marketing in Atlanta visited our booth and toured
the website.  Feedback was very positive.

Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From tmbessette at comcast.net  Fri Sep 12 10:18:25 2008
From: tmbessette at comcast.net (tmbessette at comcast.net)
Date: Fri, 12 Sep 2008 14:18:25 +0000
Subject: [HealthLiteracy 2298] Health Literacy training for public health
	professionals
Message-ID: <091220081418.12980.48CA7A310001DEE9000032B422165258560A9B9B0A9C9C0A0D039B@comcast.net>

Greetings all,

I am a second year MPH candidate at Southern CT State University who is researching the knowledge, attitudes and skills that pertain to health literacy among practicing public health professionals in the state of Connecticut. I have two questions that I would like to pose to this group:
1) Does anyone  know of an instrument available that might be used to assess this information in this population? A review of the literature indicates that I may have to develop an instrument in which case I will most grateful for any input from members of this group.

2) Does anyone know of health literacy training programs directed towards public health professionals that are presently available?

Thank you,

Theresa Bessette
Second year MPH Candidate
Southern Connecticut State University 
New Haven, CT
tmbessette at comcast.net
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From jespar at lsuhsc.edu  Fri Sep 12 12:35:15 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Fri, 12 Sep 2008 11:35:15 -0500
Subject: [HealthLiteracy 2299] Job Opportunity - Coordinator - St. Jude
	Cancer Education Center - Memphis, TN
Message-ID: <2E9263050F8EE046972BE0510E7A71DAA9BE58@SH-EXCHBE2.master.lsuhsc.edu>

This position may interest some individuals.  

 

Posted for Dr. Yuri Quintana at St. Jude.  Contact Dr. Quintana if you
have any questions.

Job Title         Coordinator-Cancer Educational Outreach
Department        International Outreach
Job Number        17477

Job Description:
The St. Jude Cancer Education for Children program teaches children
about the science, treatment and prevention of cancer. The Coordinator
of Cancer Education Outreach in the International Outreach Department is
responsible for the development and oversight of the Cancer Educational
Outreach program at the local, national and international levels.
Coordinates and leads the design and development of innovative
cancer-focused educational content for the general public. Interacts
with a multidisciplinary team at St. Jude to ensure that educational
content is of the highest quality. Identifies and establishes
partnerships with community organizations to further the outreach
efforts of the program. Administers program's budget and supervises the
work of professionals providing services to the program. (MJP)

Job Qualifications:
Bachelor's degree required. MPH, MPA, MHA or graduate degree in related
field preferred. Three (3) years of experience in educational or
community outreach required. Fluency in a second language is highly
preferred.

To apply visit
http://jobs.stjude.org/css_external/CSSPage_Referred.ASP?ReqKey=EBB8A191
-C0CF-49AB-BDA2-040BAD28F5F9&AppKey=&;
<http://jobs.stjude.org/css_external/CSSPage_Referred.ASP?ReqKey=EBB8A19
1-C0CF-49AB-BDA2-040BAD28F5F9&AppKey=&;> 
Or
http://jobs.stjude.org/css_external/
<http://jobs.stjude.org/css_external/> 

For more information about the position, please contact
Yuri Quintana, PhD
Director, Education and Informatics
International Outreach Program,
St. Jude Children's Research Hospital
Email: Yuri.Quintana at stjude.org
<http://us.mc577.mail.yahoo.com/mc/compose?to=Yuri.Quintana at stjude.org> 
Tel. 901-495-4557

See also - Cure4Kids.org <http://Cure4Kids.org>  a professional medical
education web site that
has hundreds of online seminars, a digital library, and group
collaboration workspaces.
Cure4Kids is used by thousands of users worldwide. Cure4Kids is
available to any health care professional at no charge.
http://www.Cure4Kids.org <http://www.Cure4Kids.org> 

More about St. Jude International Outreach Program
http://www.stjude.org/international
<http://www.stjude.org/international> 

 

Julie Esparza

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From cozzolino at pacbell.net  Fri Sep 12 14:55:30 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Fri, 12 Sep 2008 11:55:30 -0700
Subject: [HealthLiteracy 2300] Fw: Online Health Resource for Adult ESL
	Learners
Message-ID: <CDF792C793414009B7293D41DD802FD0@cozzolinoxp1>

September 2008

Hello!  My name is Laurie Cozzolino, and I have been following the many great discussions on the list for some time now, but this is my first time contributing.

I have been an Adult ESL teacher for more than 25 years, but before that I was a health educator working in community public health.  

For the past 5 years I have been involved in a project called "Eating Well, Living Well" that has sought to integrate nutrition education into adult ESL classrooms.  This is a slightly different take on 'health literacy' as generally thought of, yet I think that the ideas and goals of our project are very much in line with those that I see discussed here.  We have developed classroom lessons with health content and language and literacy instruction, aiming to provide both critical health information to ESL populations and literacy/language skills development.  

To make a long story shorter, I just want to let you know about a new online resource we have just launched, called Lessons for Living Well: Fast Food Healthy Choices.  This is a student-accessed, stand-alone interactive lesson with health information, vocabulary review, life skills reading and listening practice in a fun yet challenging context. It is best for ESL learners intermediate level and above.  The basic reading level is around 4.0 on the Flesch-Kincaid scale (I have been following with interest the discussion on reading level!). In field-tests  we saw the most success with learners with at least basic keyboarding, mouse and navigation skills.  In the classrooms, students were interested, engaged and successful in completing the lesson.  The lesson includes audio and video and can be used as a whole class lesson, in lab settings or at home if people have Internet connections.  While we only tested with an adult ESL population, my hunch is that native English speakers with literacy challenges would also find the lesson interesting.

I know some people may not like the focus on Fast Food.  The main focus of the lesson is to present health information about fat and salt and encourage students to think about and make healthier choices when eating out in general, all in an interesting, interactive and accessible format.  The mark of success for me was when one young man, after finishing the lesson, said "Wow, that meal has 45 grams of fat?  I will never order that again!'

For more ideas and information and for a link to the lesson, go to Hot Topics on our website.

This project was funded with a grant from the USDA Food Stamps Program through  California Department of Public Health's Network for a Healthy California

Please feel free to post our links on your websites if you find the materials appropriate for your audience.  And thanks for the great discussions and resources on this list.  Feel free to contact me if you have any questions.

Thanks!
Laurie Cozzolino
cozzolino at pacbell.net

Eating Well, Living Well
San Diego Community College District
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From SStableford at une.edu  Mon Sep 15 08:37:30 2008
From: SStableford at une.edu (Sue Stableford)
Date: Mon, 15 Sep 2008 08:37:30 -0400
Subject: [HealthLiteracy 2300] Re: Health Literacy training for
	public	healthprofessionals
In-Reply-To: <091220081418.12980.48CA7A310001DEE9000032B422165258560A9B9B0A9C9C0A0D039B@comcast.net>
References: <091220081418.12980.48CA7A310001DEE9000032B422165258560A9B9B0A9C9C0A0D039B@comcast.net>
Message-ID: <48CE1ECA.57C7.00F6.0@une.edu>

Hello Theresa,

One of the training opportunities open to public health professionals is our annual Health Literacy Institute, offered in June and repeated in October each year. The Institute is an opportunity to learn skills to assess, plan, write, design, and audience-test plain language materials. Find the 2008 information here: www.HealthLiteracyInstitute.net 

We also offer a health literacy course as part of our distance MPH program at the University of New England in Maine.

There are other opportunities that other members of this list can contribute.

Best wishes,
Sue Stableford

Sue Stableford, MPH, MSB, Director
Health Literacy Institute
Center for Health Policy, Planning & Research
University of New England
716 Stevens Ave.
Portland, Maine 04103
Tel: 207-221-4567
email: sstableford at une.edu
fax: 207-523-1914
www.HealthLiteracyInstitute.net
www.ClearLanguageGroup.com


>>> <tmbessette at comcast.net> 9/12/2008 10:18 AM >>>
Greetings all,

I am a second year MPH candidate at Southern CT State University who is researching the knowledge, attitudes and skills that pertain to health literacy among practicing public health professionals in the state of Connecticut. I have two questions that I would like to pose to this group:
1) Does anyone  know of an instrument available that might be used to assess this information in this population? A review of the literature indicates that I may have to develop an instrument in which case I will most grateful for any input from members of this group.

2) Does anyone know of health literacy training programs directed towards public health professionals that are presently available?

Thank you,

Theresa Bessette
Second year MPH Candidate
Southern Connecticut State University 
New Haven, CT
tmbessette at comcast.net


From seubert.douglas at marshfieldclinic.org  Mon Sep 15 09:22:03 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Mon, 15 Sep 2008 08:22:03 -0500
Subject: [HealthLiteracy 2301] Re: Health Literacy training for public
	healthprofessional
Message-ID: <200809151322.m8FDM4kd003681@mailhost2.mfldclin.edu>

Theresa-
Here's a training resource you should take a look at...

Title: Health Literacy and Public Health
Sponsor: New York New Jersey Public Health Training Center  
Credit available: CEU/CE, CECH, CME 
Cost: Free 
Link: http://www.nynj-phtc.org/phLit/Home/phlit-login.cfm

The course consists of two modules.

The first module, ?Health Literacy & Public Health ? contains four sections. The content and activities demonstrates how the public?s literacy skills affect interactions with medical and public health staff. 

The second module, ?Strategies for Improving Public Health Communications? contains two sections and provides practical techniques for addressing literacy issues in spoken and written communications.

 Objectives:

Define fundamental literacy.  
Define health literacy.  
Describe how health literacy relates to public health.  
List the four domains of health literacy.  
Give an example of each of the four domains of health literacy.  
List some coping strategies people use to compensate for their low literacy skills.  
List some groups that are more likely to be less literate.  
List some reasons why people may have low literacy.  
List the consequences of low health literacy for individuals.  
Describe why people, regardless of literacy skills, may fail to understand health information.  
Give examples of how low literacy affects the essential services of public health.  
List seven barriers to good communication in public health.  
Provide an example for each barrier.  
List seven techniques to improve health communication.  
Define plain language.  
Describe three communication strategies you can apply in your daily work.  
Return to "Training and Educational 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"tmbessette at comcast.net" <tmbessette at comcast.net>
Date:	Sun Sep 14, 2008 -- 08:05:20 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2298] Health Literacy training for public healthprofessionals

Greetings all,

I am a second year MPH candidate at Southern CT State University who is researching the knowledge, attitudes and skills that pertain to health literacy among practicing public health professionals in the state of Connecticut. I have two questions that I would like to pose to this group:
1) Does anyone  know of an instrument available that might be used to assess this information in this population? A review of the literature indicates that I may have to develop an instrument in which case I will most grateful for any input from members of this group.

2) Does anyone know of health literacy training programs directed towards public health professionals that are presently available?

Thank you,

Theresa Bessette
Second year MPH Candidate
Southern Connecticut State University 
New Haven, CT
tmbessette at comcast.net
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From jbkimbro at uncg.edu  Mon Sep 15 10:00:31 2008
From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO)
Date: Mon, 15 Sep 2008 10:00:31 -0400
Subject: [HealthLiteracy 2302] Re: Improved wellzone.org -- health
 information	in everyday language
In-Reply-To: <OFF9CCA13B.37D648D9-ON852574C1.004C2DB1-852574C1.006A099A@humana.com>
References: <OFF9CCA13B.37D648D9-ON852574C1.004C2DB1-852574C1.006A099A@humana.com>
Message-ID: <OF5BB29DCE.61A360EE-ON852574C5.004CF3EE-852574C5.004CF3F0@noreply.uncg.edu>

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From cozzolino at pacbell.net  Mon Sep 15 10:12:26 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Mon, 15 Sep 2008 07:12:26 -0700
Subject: [HealthLiteracy 2303]  New Student Online Lesson Updated Links
Message-ID: <E3F348484B5D40D4AE4FE4E64BC00699@cozzolinoxp1>

Hello- I recently sent out an email message, but the links to our new student lesson and website somehow seem not to be working on the original email.


The first link below takes you directly to the lesson - be sure to read
'For Teachers'.  The second one takes you to a page on our main website with
information and more links.  For students, the direct link is best.  We put
up the page for teachers to give some basic information.  Let me know if
this still does not work!

Thanks!

Laurie Cozzolino
Eating Well, Living Well

Student Online Lesson
http://www.lessonsforlivingwell.org/

Main Website
http://www.sdcoe.net/eatingwell/onlinelessons.asp
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From cjackson at humana.com  Mon Sep 15 11:04:49 2008
From: cjackson at humana.com (Charles Jackson)
Date: Mon, 15 Sep 2008 11:04:49 -0400
Subject: [HealthLiteracy 2304] Re: Improved wellzone.org -- health
	information	in everyday language
In-Reply-To: <OF5BB29DCE.61A360EE-ON852574C5.004CF3EE-852574C5.004CF3F0@noreply.uncg.edu>
Message-ID: <OF6F41E1BF.89CC5717-ON852574C5.00529DC0-852574C5.0052D5E3@humana.com>


Hello, Dr. Kimbrough.  Thank you for your interest in our project.  We can
continue with the Clear Language Group for evaluation of literacy levels,
but we need assistance in reviewing the current and future content for
reliability, and also identifying best links for topics like breast cancer.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax


                                                                       
             Jen Kimbrough                                             
             JBKIMBRO                                                  
             <jbkimbro at uncg.ed                                          To
             u>                        The Health and Literacy Discussion
             Sent by:                  List <healthliteracy at nifl.gov>  
             healthliteracy-bo                                          cc
             unces at nifl.gov                                            
                                                                   Subject
                                       [HealthLiteracy 2302] Re: Improved
             09/15/2008 10:00          wellzone.org -- health information
             AM                        in everyday language            
                                                                       
                                                                       
             Please respond to                                         
              The Health and                                           
                 Literacy                                              
              Discussion List                                          
             <healthliteracy at n                                         
                 ifl.gov>                                              
                                                                       
                                                                       




Good Morning -

We might be able to help you with reviewing your site.  Are you looking for
help with ensuring the medical advice is sound or the readability of
information or both?  If you can detail you specific needs, I can let you
know if and how we may be able to help.  Thanks.
Jen Kimbrough, PhD
Associate Director
Center for Youth, Family and Community Partnerships
University of North Carolina at Greensboro
336.217.9737

-----healthliteracy-bounces at nifl.gov wrote: -----

 To: healthliteracy at nifl.gov
 From: Charles Jackson <cjackson at humana.com>
 Sent by: healthliteracy-bounces at nifl.gov
 Date: 09/11/2008 03:18PM
 Subject: [HealthLiteracy 2297] Improved wellzone.org -- health information
 in everyday language


 We are pleased to announce that the third version of wellzone.org launched
 a month ago with a greater focus on low health literacy.

 I welcome comments and suggestions regarding our website. This discussion
 list has been invaluable in locating Internet resources for low literacy,
 and I look forward to finding more links to everyday language. For
 example, I have not yet identified a women's health or reproductive health
 site in everyday language.

 I hope you have an opportunity to tour the website. An anonymous online
 survey is located on the home page in the "Contact Us" section. If you
 would like free posters, bookmarks and referral pads promoting the
 website, please contact me. We also have health information referral pads
 for community health clinics or libraries; the staff can fill in the
 blank, "For more information about__, go to wellzone.org."

 Currently, we are searching for a health reviewer for accreditation of
 health content. We are especially interested in public health schools,
 such as Health Literacy Studies at Harvard School of Public Health. If
 anyone knows of health professionals who may be interested in contracting
 with us, please let me know. I am also preparing to contact the Health
 Information on the Internet Foundation in Geneva for accreditation as
 well.
       Free to the public from any Internet connection , wellzone.org is a
       portal designed for those 90 million Americans looking for basic
       health information in everyday language (ideally 3rd to 6th grade).
       Unfortunately, most health information on the Internet is at a 10th
       grade level or higher. Talking guides provide a brief tour of the
       home page, with some health topics in audio and video formats and a
       variety of languages.
       The Wellness Information Zone (WZ) is a health literacy project
       offering easy access to basic health information in everyday
       language. Project components are 1) the website, 2) WZ Centers in
       libraries and nonprofits, and 3) librarians and volunteers as
       trained health information guides. The Humana Foundation created WZ
       in partnership with Libraries for the Future; other partners include
       National Center for Family Literacy, the Clear Language Group,
       public library systems in Atlanta, Cincinnati, and Houston, and nine
       Louisville sites--community health clinics, elementary schools and
       YMCAs.
 The basic concept of wellzone.org is fairly simple:

 One) About 84% of people seeking e-health information have a specific
 disease or condition in mind. From the home page, under "Diseases and
 Conditions," we offer a list of approximately 60 of the most commonly
 researched diseases with immediate links to content in everyday language
 from four websites ( healthyroadsmedia.org, familydoctor.org,
 kidshealth.org, and healthinfotranslations.org ). The search box on the
 home page searches only those four sites; however, if the search is
 unsuccessful, we plan to direct the consumer to three advanced websites (
 medlineplus.gov, healthfinder.gov, mayoclinic.co ), which are found at the
 bottom of our website's inner pages.

 Two) We currently link the other two main boxes of the home page (Being
 Smart About Health Care, and Health Living) to 31 other sites, most being
 in everyday language.

 This Website is a work in progress. We are negotiating another contract
 with our web designer, 352 Media Group, and have a two-page list of
 improvements\enhancements. These proposed enhancements include an Hispanic
 version of the home page, a seniors section, a children's section, a site
 map, and a section on health information in various translations.

 Last month, many participants at the CDC Conference on Health
 Communication, Media, and Marketing in Atlanta visited our booth and
 toured the website. Feedback was very positive.

 Thank you.

 Charles Jackson
 Project Manager
 Humana Foundation, 500 W. Main St., Louisville, KY 40202
 502-580-1245 telephone\voice-mail
 502-580-1256 fax
 The information transmitted is intended only for the person or entity to
 which it is addressed and may contain CONFIDENTIAL material. If you
 receive this material/information in error, please contact the sender and
 delete or destroy the material/information.
 ----------------------------------------------------
 National Institute for Literacy
 Health and Literacy mailing list
 HealthLiteracy at nifl.gov
 To unsubscribe or change your subscription settings, please go to
 http://www.nifl.gov/mailman/listinfo/healthliteracy
 Email delivered to jbkimbro at uncg.edu
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cjackson at humana.com

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From julie_mcKinney at worlded.org  Mon Sep 15 11:51:07 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 15 Sep 2008 11:51:07 -0400
Subject: [HealthLiteracy 2305] Register for tomorrow's Advancing Health
	Literacy Webcast
Message-ID: <48CE4C2B0200002D00008470@dcgw.jsi.com>

Hi Everyone,

A reminder about tomorrow's webcast from the National Instute for
Literacy:

Advancing Health Literacy: Meeting the Needs of Adult Learners
Tuesday, Sept. 16 at 1:00 Pm Eastern Standard Time

Register now at:
http://www.nifl.gov/nifl/webcasts/health08/webcast0916.html 

Even if you can't see it live tomorrow, register anyway to receive the
link to the archived webcast when it is done. You all on this list are
such good and creative advocates for this emerging discipline, and I
hope you can all be involved! Please pass on to others who may be
interested.

The Webcast will feature these health literacy professionals:

Ian Bennett, M.D., Ph.D. of the University of Pennsylvania?s School of
Medicine and Graduate School of Education; Susan R. Levy, Ph.D. of the
University of Illinois at Chicago; and Andrew Pleasant, Ph.D. of Rutgers
University, and moderator Sandra L. Baxter, Ed.D. for an engaging
discussion of new and emerging topics in health literacy. Submit your
questions and have them answered online during this live webcast. 

All the best,
Julie





Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From helen at healthliteracy.com  Mon Sep 15 17:11:19 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Mon, 15 Sep 2008 17:11:19 -0400
Subject: [HealthLiteracy 2306]  Health Literacy Month events
Message-ID: <D27CAA5FC5914F5C9C418A01E9DA6476@HLC>

Hello all,

As you likely know, October is Health Literacy Month. In fact, this will be our 10th year of collectively raising awareness about the need for understandable health information. 

I am aware of several specific events taking place in October but know there are many more. I encourage you to add yours to our event database at www.healthliteracymonth.org. This database not only is a way to gather and exchange ideas but also make clear to the world the many ways that organizations and communities are raising awareness about health literacy.  

You can add your Health Literacy Month event by going to http://www.healthliteracy.com/hl_month_event_insert.asp. But please, no ads (yes, I can -- and sometimes do -- veto submissions). Events should genuinely relate to health literacy and help further the cause of "finding the right words for better health."

Thanks for being health literacy advocates!
~Helen   

Helen Osborne, M.Ed., OTR/L
President of Health Literacy Consulting
Founder of Health Literacy Month
www.healthliteracy.com & www.healthliteracymonth.org
helen at healthliteracy.com & 508-653-1199
Speaker, Author, Plain Language Writer & Editor
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From PhiferJ at vwhs.org  Tue Sep 16 10:58:00 2008
From: PhiferJ at vwhs.org (Josh Phifer)
Date: Tue, 16 Sep 2008 08:58:00 -0600
Subject: [HealthLiteracy 2307] Re: Health Literacy training for public
 health	professionals
In-Reply-To: <091220081418.12980.48CA7A310001DEE9000032B422165258560A9B9B0A9C9C0A0D039B@comcast.net>
Message-ID: <F1FC5218854FC741B4635E36E38D95BE9E56FAA8@VWExchange.VW.vwhs.org>

Hello Theresa,

I am a health educator working in Southern Colorado with a lower income population. One online training I did that helped me out quite a bit was from HRSA, Health Resources and Services Administration. The title of the training was "Unified Health Communication: Addressing Health Literacy, Cultural Competency, and Limited English Proficiency."

If you go to this website http://www.healthdisparities.net/hdc/hdcsearch/isysquery/bb8154c5-bf98-4101-affc-04355e638cbf/2/doc/ you can download a power point that will give you information about this training and how to begin it. Please let me know if you have any questions.

Sincerely,

Joshua Phifer
Health Educator
Valley-Wide Health Systems, Inc.
128 Market St., Alamosa, CO  81101

________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of tmbessette at comcast.net
Sent: Friday, September 12, 2008 8:18 AM
To: Health Literacy Group
Subject: [HealthLiteracy 2298] Health Literacy training for public health professionals

Greetings all,

I am a second year MPH candidate at Southern CT State University who is researching the knowledge, attitudes and skills that pertain to health literacy among practicing public health professionals in the state of Connecticut. I have two questions that I would like to pose to this group:
1) Does anyone  know of an instrument available that might be used to assess this information in this population? A review of the literature indicates that I may have to develop an instrument in which case I will most grateful for any input from members of this group.

2) Does anyone know of health literacy training programs directed towards public health professionals that are presently available?

Thank you,

Theresa Bessette
Second year MPH Candidate
Southern Connecticut State University
New Haven, CT
tmbessette at comcast.net

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From cjackson at humana.com  Tue Sep 16 12:56:49 2008
From: cjackson at humana.com (Charles Jackson)
Date: Tue, 16 Sep 2008 12:56:49 -0400
Subject: [HealthLiteracy 2308] Basic health information websites in multiple
	languages
Message-ID: <OF10140F72.3D6C005D-ON852574C6.005AB6CD-852574C6.005D17F6@humana.com>



In July, I requested a list of websites with basic health information
websites in multiple languages.  Several members of this Discussion List
kindly responded.  I am confident that there are other sites not yet
identified, but here is the list so far:

   healthinfotranslations.org, healthyroadsmedia.org, ethnomed.org,
   rhin.org/health_info.aspx, and possibly refugees.org  (my company
   firewall has blocked that site from my research efforts).

For print information in multiple languages, people suggested:

hesperian.org/publications_translation.php

iha4health.org is the site for Institute for Healthcare Advancement; they
publish a series called "What to do for Health" at 3rd to 5th grade level.

Thanks to all who responded to my July request.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From julie_mcKinney at worlded.org  Wed Sep 17 13:59:32 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 17 Sep 2008 13:59:32 -0400
Subject: [HealthLiteracy 2309]  Wednesday Question: the Webcast
Message-ID: <48D10D460200002D00008551@dcgw.jsi.com>

Hi Everyone,

I hope some of you got to see the Webcast yesterday. If not, it will
soon be archived and you can watch it at your leisure. 

The presentation featured Andrew Pleasant, Ian Bennett and Susan Levy,
and was moderated by Sandra Baxter from the National Institute for
Literacy. 

Two of the points that I would distill from the discussion are these:

The definition of Health Literacy does indeed affect how we all respond
to the challenge. The presenters emphasized what we talk about often on
this list, that the broader definition, encompassing more than just
reading & writing skills and plain language health information, is a
more useful way to define health literacy, and will promote better
improvements.

Health literacy is a complex issue, and will require multi-everything!
Working towards better health literacy will mean a multi-discplinary
approach, must involve a multi-sector audience, and offer a
multi-faceted set of approaches and models. (For example: yes, get the
adult education community involved, use literacy classes, it does work,
but we also need to reach the huge number of adults who are not enrolled
in adult basic education.)

What else did people hear from this Webcast, and what do you think about
the above points?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From Lily.Hsu at mcphs.edu  Wed Sep 17 15:06:08 2008
From: Lily.Hsu at mcphs.edu (Lily.Hsu at mcphs.edu)
Date: Wed, 17 Sep 2008 15:06:08 -0400
Subject: [HealthLiteracy 2310] Re: Wednesday Question: the Webcast
In-Reply-To: <48D10D460200002D00008551@dcgw.jsi.com>
Message-ID: <749F7D4B78C1D94DBBC14E1C4CFEF2B0010B1CF4@mail_staff_bos.mcphs.edu>

Hi Julie,
I also participatedin the webcast yesterday and thought it was very
good.  Other points I took away from the presentations include:

1.  Need to focus on what we mean by health literacy proficiency.
2.  How do you measure proficiency
3.  What are the possible uses of technology i.e., internet and cell
phones can have in improving health literacy
4.  Examples were given using collaborations with ESL and GED
programs,community colleges and community health centers, what other
possible community groups would be good for health literacy programs ?
Eg K-12, school health clinics  



Lily S. Hsu, EdD
Assistant Provost for Academic Affairs
Mass College of Pharmacy and Health Sciences
179 Longwood Avenue, W 220D
Boston, Massachusetts 02115
617-732-2064
lily.hsu at mcphs.edu
 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, September 17, 2008 2:00 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2309] Wednesday Question: the Webcast

Hi Everyone,

I hope some of you got to see the Webcast yesterday. If not, it will
soon be archived and you can watch it at your leisure. 

The presentation featured Andrew Pleasant, Ian Bennett and Susan Levy,
and was moderated by Sandra Baxter from the National Institute for
Literacy. 

Two of the points that I would distill from the discussion are these:

The definition of Health Literacy does indeed affect how we all respond
to the challenge. The presenters emphasized what we talk about often on
this list, that the broader definition, encompassing more than just
reading & writing skills and plain language health information, is a
more useful way to define health literacy, and will promote better
improvements.

Health literacy is a complex issue, and will require multi-everything!
Working towards better health literacy will mean a multi-discplinary
approach, must involve a multi-sector audience, and offer a
multi-faceted set of approaches and models. (For example: yes, get the
adult education community involved, use literacy classes, it does work,
but we also need to reach the huge number of adults who are not enrolled
in adult basic education.)

What else did people hear from this Webcast, and what do you think about
the above points?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lily.hsu at mcphs.edu

From seubert.douglas at marshfieldclinic.org  Wed Sep 17 16:05:45 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 17 Sep 2008 15:05:45 -0500
Subject: [HealthLiteracy 2311] Re: Wednesday Question: the Webcast
Message-ID: <200809172005.m8HK5mLP031019@mailhost2.mfldclin.edu>

It was a good webcast!

First, the definition of health literacy: we do focus a lot on written materials, reading comprehension, and even improving spoken communication (use of active listening, "teach back" and even programs like Ask Me 3). But when you look at the full definition of health literacy in that obtaining, processing and understanding information is key, the real goal is to put that understanding into action--to empower patients to be active members of their health care teams and to participate in making decisions about their care--that is where we see the fuller picture and the importance of what we are all working toward.

And second, yes it takes movement on many fronts to make real progress. Partnering the health community with the adult learner community is not new--it's just very challenging to do for many of us. In my personal experience, selling the benefit of these partnerships can be tiring--begging for the time (and in some cases the funding) to build coalitions, attend meetings, and network among local resources can also be demoralizing. Not to mention all the political hurdles you sometimes have to jump. What I found helpful was the results of some attempts. It was good to see the failures with the success and hear how shifts in implementation were considered and enacted along the way. Of particular interest to me was Dr. Bennett's presentation and the move away from a classroom setting to a home visit approach in the Philadelphia Preterm Prevention Project curriculum. Also, what we need more of is evidence. It was good to get the pre ant post test data from the Multidisciplinary Health Literacy Project and Curriculum presented by Dr. Susan Levy. I missed whether or not the full results from this random, controlled study have been published yet or, if not, when they will be available.

Third, while it seems like a given, it was good to have the panel reiterate the need to incorporate adult learners and ESOL learners in the development process for health literacy curriculums, and also in organizational assessments. They, in fact, are the experts, and we can learn a lot from their experiences and insights. 

I have one additional comment on Internet use. The NAAL survey found that as many as 80% of those with below basic literacy skills and 58% of those with basic literacy skills NEVER use the Internet for health information. When that came up in a question at the end of the presentation, it was suggested that we take that data point "with a grain of salt." Being data from 2003 it could very well be outdated, and it appears there is more Internet use (especially when you add in cell phones and texting devices with Internet access) today across the board. Here's my personal experience again: The Board of Directors for Family Health Center thought we should invest more in a Web site and perhaps save in printing and mailing costs by having more information available online. So, we included a question about Internet use on a recent survey we did with our members. The results: 60% of those enrolled in the program reported they never use the Internet and another 9% said they rarely use the Internet. This was based on 1668 surveys returned. Age and poverty level continue to be the biggest hurdles impacting the use of the Internet. If we relied more on a web site to disseminate health information, we'd be missing up to 70% of our enrollees! I stressed this in a presentation at the AHRQ conference last week. There is a lot of great information, resources and tools available via the Internet. We all still have an obligation to get this information in the hands of those who do not (for any number of reasons) use the Internet. 


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Julie McKinney" <julie_mcKinney at worlded.org>
Date:	Wed Sep 17, 2008 -- 01:14:09 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2309]  Wednesday Question: the Webcast

Hi Everyone,

I hope some of you got to see the Webcast yesterday. If not, it will
soon be archived and you can watch it at your leisure. 

The presentation featured Andrew Pleasant, Ian Bennett and Susan Levy,
and was moderated by Sandra Baxter from the National Institute for
Literacy. 

Two of the points that I would distill from the discussion are these:

The definition of Health Literacy does indeed affect how we all respond
to the challenge. The presenters emphasized what we talk about often on
this list, that the broader definition, encompassing more than just
reading & writing skills and plain language health information, is a
more useful way to define health literacy, and will promote better
improvements.

Health literacy is a complex issue, and will require multi-everything!
Working towards better health literacy will mean a multi-discplinary
approach, must involve a multi-sector audience, and offer a
multi-faceted set of approaches and models. (For example: yes, get the
adult education community involved, use literacy classes, it does work,
but we also need to reach the huge number of adults who are not enrolled
in adult basic education.)

What else did people hear from this Webcast, and what do you think about
the above points?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From Lisa.Littman at mssm.edu  Thu Sep 18 21:03:56 2008
From: Lisa.Littman at mssm.edu (Lisa Littman)
Date: Thu, 18 Sep 2008 21:03:56 -0400
Subject: [HealthLiteracy 2312] Re: Wednesday Question: the Webcast
Message-ID: <f634e18c17456.48d2c23c@mssm.edu>

Re: The NAAL survey
> found that as many as 80% of those with below basic literacy
> skills and 58% of those with basic literacy skills NEVER use the
> Internet for health information. When that came up in a question
> at the end of the presentation, it was suggested that we take that
> data point "with a grain of salt."


At Mount Sinai School of Medicine, in preparation of the creation of computer-based educational tools matched to the health-literacy needs of our population, we surveyed 150 of our patients in the Women's Clinic to determine women's interest in using online sources for health information.  Our population is primarily economically and socially disadvantaged urban women. Surveys were conducted over the summer of 2006.

A decisive 90.7% (136/150) expressed interest in obtaining health information from computers while they waited in the waiting room. 83.3% had obtained health information from online sources before and 61.3% indicated that they would like help learning to use the computer. Patients expressed interest in learning more about the following health topics: Kids' Health (77.3%), Diabetes, Diet and Exercise (59.3%), Cancer Screening (50%), Sexually Transmitted Infections (45.3%), Finding Health Information on the Computer (44.7%), HPV Vaccine (44%), Contraceptive Methods (44%), Tobacco Cessation (22.7%), and Reading Prescription Labels (22.7%).

(Obtaining Patient Input for the Creation of a Clinic-based Health Literacy Learning Lounge.
Christina Zarcadoolas, PhD, Lisa Littman, MD, Adam Jacobs, MD,
Andrea Rothenberg, LCSW, Rhoda Sperling, MD )

We are currently finishing up a project where we created an educational website about HPV and the HPV vaccine. We gathered information from focus groups, performed usability testing and are now recruiting subjects to try out the site prior to their doctors' visits.



Lisa L. Littman, MD, MPH
Assistant Professor
Department of Community and Preventive Medicine
Department of Obstetrics, Gynecology, and Reproductive Science
Mount Sinai School of Medicine
Box 1043
17 East 102nd Street
New York, NY 10029
Lisa.Littman at mssm.edu



From elyse.morelli at academyhealth.org  Fri Sep 19 08:59:47 2008
From: elyse.morelli at academyhealth.org (Morelli, Elyse)
Date: Fri, 19 Sep 2008 08:59:47 -0400
Subject: [HealthLiteracy 2313] Call for Applications - NCHS/AcademyHealth
	Health Policy Fellowship
Message-ID: <EEF831E71A84D94A90A417B4797E6759019A7804@webmail.ahsrhp.org>

 

NCHS/AcademyHealth Health Policy Fellowship

Application Deadline: January 5, 2009

 

Sponsoring Agency: National Center for Health Statistics (NCHS)

Supporting Agency: AcademyHealth

Location: NCHS - Hyattsville, MD

Duration: 13-24 months

Web Site: www.academyhealth.org/nchs 

Electronic Application: http://www.academyhealth.org/nchs/packet.pdf

Contact Email: nchs at academyhealth.org 

 

 

The Centers for Disease Control (CDC) and Prevention's National Center
for Health Statistics (NCHS) and AcademyHealth are seeking applications
for their 2009 Health Policy Fellowship. The aim of the fellowship is to
foster collaboration between NCHS staff and visiting scholars on a wide
range of topics of mutual concern. The fellowship allows visiting
scholars to conduct new and innovative analyses, participate in health
policy activities related to the design and content of future NCHS
surveys, and offers access to the data resources provided by the CDC.
Applicants may be at any stage in their careers-from doctoral students
to senior investigators. The duration of the full-time fellowship is
13-24 months, and salaries are commensurate with qualifications and
experience. The application deadline is January 5, 2009. For more
information on the fellowship and eligibility criteria, visit
www.academyhealth.org/nchs.  

 

 

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From kbeall at onlyinternet.net  Mon Sep 22 08:45:20 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Mon, 22 Sep 2008 08:45:20 -0400
Subject: [HealthLiteracy 2314]  New Issue of Change Agent
Message-ID: <CE16E4F1C7154DD9B4A15378B94BA2CB@D14J7YD1>

ANNOUNCING - The September 2008 issue of The Change Agent -- "Making Sense
of Climate Change"

A deeper understanding of global warming, reasons for hope, actions you can
take, opportunities for justice - these are just some of the reasons to
bring the current issue of The Change Agent into your ABE or ESOL classroom.

This issue offers 60 pages of short articles, illustrations, cartoons, math
lessons, and quizzes to break down the science, economics, and everyday
effects of global warming. 

Learn about greenhouse gases, energy-saving tricks that also save money,
green jobs, justice-based solutions to climate change, and how adult
learners are teaching their kids about conservation, saying no to junk mail,
and lobbying their mayors to do more for the environment. As one Hurricane
Katrina survivor reminds us, hope comes from "learning more about a problem
and participating directly in the solution." This idea - that understanding
and participation are at the root of hopefulness - is a central theme in
this issue's articles, graphics, and lesson plans.

Visit the web site at www.nelrc.org/changeagent for information on how to
subscribe.

SUPPORT THE ONGOING WORK of The Change Agent to make social justice part of
the adult education classroom.

Thank you.
Cynthia Peters
cpeters at worlded.org 
617-482-9485

************

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From vlewis at suffolk.lib.ny.us  Mon Sep 22 11:15:49 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Mon, 22 Sep 2008 11:15:49 -0400
Subject: [HealthLiteracy 2315] Re: Wednesday Question: the Webcast
In-Reply-To: <f634e18c17456.48d2c23c@mssm.edu>
Message-ID: <009b01c91cc6$1891cb00$8a63a8c0@suffolknet.org>

Hello all, 

With all of the conversation regarding online health literacy and health
information in general, I will once again take this opportunity to remind
everyone of the importance of designing an accessible web site....and what
that many mean to different populations. 

Accessibility means many different things to many different people. 

To a person with a physical disability...it means designing a web site that
will be usable with various types of input devices such as a mouse, a track
ball, a pen that is used attached to head gear and/or voice recognition
software,for someone who may not be able to use their hands. 

It will also mean designing a web site that can be used with all of these
different devices. For example, if a person is using head gear with a
pointer, the check boxes and information fields will need to be designed in
a manner which allows for easy and unsteady access. This is also true for
people who may have arthritis or a broken hand or arm. 

If a person has a hearing impairment, the page will need to have text or
captioning attached to any video presentations or podcasts. In the video,
you may also want to include a person using Sign Language. 

If a person has a visual impairment, the page will need to have adjustable
print and be accessible to screen reader technology. It will also need
information that will enable the user to navigate successfully through the
page without sight. 

If a person has a learning disability, in addition to the literacy issues,
there will be comprehension issues related to the layout of the site and the
consistency of the pages. 

Just some thoughts to keep in mind when designing access to health literacy
materials.....to both the educators and the learners. 

Valerie


		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Littman
Sent: Thursday, September 18, 2008 9:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2312] Re: Wednesday Question: the Webcast

Re: The NAAL survey
> found that as many as 80% of those with below basic literacy
> skills and 58% of those with basic literacy skills NEVER use the
> Internet for health information. When that came up in a question
> at the end of the presentation, it was suggested that we take that
> data point "with a grain of salt."


At Mount Sinai School of Medicine, in preparation of the creation of
computer-based educational tools matched to the health-literacy needs of our
population, we surveyed 150 of our patients in the Women's Clinic to
determine women's interest in using online sources for health information.
Our population is primarily economically and socially disadvantaged urban
women. Surveys were conducted over the summer of 2006.

A decisive 90.7% (136/150) expressed interest in obtaining health
information from computers while they waited in the waiting room. 83.3% had
obtained health information from online sources before and 61.3% indicated
that they would like help learning to use the computer. Patients expressed
interest in learning more about the following health topics: Kids' Health
(77.3%), Diabetes, Diet and Exercise (59.3%), Cancer Screening (50%),
Sexually Transmitted Infections (45.3%), Finding Health Information on the
Computer (44.7%), HPV Vaccine (44%), Contraceptive Methods (44%), Tobacco
Cessation (22.7%), and Reading Prescription Labels (22.7%).

(Obtaining Patient Input for the Creation of a Clinic-based Health Literacy
Learning Lounge.
Christina Zarcadoolas, PhD, Lisa Littman, MD, Adam Jacobs, MD,
Andrea Rothenberg, LCSW, Rhoda Sperling, MD )

We are currently finishing up a project where we created an educational
website about HPV and the HPV vaccine. We gathered information from focus
groups, performed usability testing and are now recruiting subjects to try
out the site prior to their doctors' visits.



Lisa L. Littman, MD, MPH
Assistant Professor
Department of Community and Preventive Medicine
Department of Obstetrics, Gynecology, and Reproductive Science
Mount Sinai School of Medicine
Box 1043
17 East 102nd Street
New York, NY 10029
Lisa.Littman at mssm.edu


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us


From julie_mcKinney at worlded.org  Tue Sep 23 10:01:29 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 23 Sep 2008 10:01:29 -0400
Subject: [HealthLiteracy 2316] Re: Wednesday Question:
	the	Webcast/Accessibility
Message-ID: <48D8BE7A0200002D0000864F@dcgw.jsi.com>

Hi Valerie,

Your descriptions of the various ways to design an accessible website
really emphasized how complicated it is, and I suspect, how unfamiliar
so many of us are about adaptive equipment and the range of
accessiblilty issues. There are two things that I can think may be very
helpful for those designing websites:

A manual which describes in more detail the different ways of addressing
the issues that you recounted for us. Each issue would require a web
designer to look up more information about how exactly to address it,
along with specifics for what kind of programming is necessary, and what
kinds of products are available.

A link to a website with videos of people using some of the adaptive
equipment with computers. For example, when you say "headgear with a
pointer", I think it would be really useful for us to have a better idea
of what that means. (For most of us, a visual does go a long way for
something like this!) Even voice recognition software, which most people
are familiar with, would have a bigger impact if we could see some
examples of visually impaired people using it.

If you know of any resources like these, please share them with us!
These kinds of specifics of the disabled community's use of technology
is so invisible to most of us. Any resources to make it more real would
help!

Thanks, so much,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Valerie Lewis" <vlewis at suffolk.lib.ny.us> 09/22/08 2:05 PM >>>
Hello all, 

With all of the conversation regarding online health literacy and health
information in general, I will once again take this opportunity to
remind
everyone of the importance of designing an accessible web site....and
what
that many mean to different populations. 

Accessibility means many different things to many different people. 

To a person with a physical disability...it means designing a web site
that
will be usable with various types of input devices such as a mouse, a
track
ball, a pen that is used attached to head gear and/or voice recognition
software,for someone who may not be able to use their hands. 

It will also mean designing a web site that can be used with all of
these
different devices. For example, if a person is using head gear with a
pointer, the check boxes and information fields will need to be designed
in
a manner which allows for easy and unsteady access. This is also true
for
people who may have arthritis or a broken hand or arm. 

If a person has a hearing impairment, the page will need to have text or
captioning attached to any video presentations or podcasts. In the
video,
you may also want to include a person using Sign Language. 

If a person has a visual impairment, the page will need to have
adjustable
print and be accessible to screen reader technology. It will also need
information that will enable the user to navigate successfully through
the
page without sight. 

If a person has a learning disability, in addition to the literacy
issues,
there will be comprehension issues related to the layout of the site and
the
consistency of the pages. 

Just some thoughts to keep in mind when designing access to health
literacy
materials.....to both the educators and the learners. 

Valerie


		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Littman
Sent: Thursday, September 18, 2008 9:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2312] Re: Wednesday Question: the Webcast

Re: The NAAL survey
> found that as many as 80% of those with below basic literacy
> skills and 58% of those with basic literacy skills NEVER use the
> Internet for health information. When that came up in a question
> at the end of the presentation, it was suggested that we take that
> data point "with a grain of salt."


At Mount Sinai School of Medicine, in preparation of the creation of
computer-based educational tools matched to the health-literacy needs of
our
population, we surveyed 150 of our patients in the Women's Clinic to
determine women's interest in using online sources for health
information.
Our population is primarily economically and socially disadvantaged
urban
women. Surveys were conducted over the summer of 2006.

A decisive 90.7% (136/150) expressed interest in obtaining health
information from computers while they waited in the waiting room. 83.3%
had
obtained health information from online sources before and 61.3%
indicated
that they would like help learning to use the computer. Patients
expressed
interest in learning more about the following health topics: Kids'
Health
(77.3%), Diabetes, Diet and Exercise (59.3%), Cancer Screening (50%),
Sexually Transmitted Infections (45.3%), Finding Health Information on
the
Computer (44.7%), HPV Vaccine (44%), Contraceptive Methods (44%),
Tobacco
Cessation (22.7%), and Reading Prescription Labels (22.7%).

(Obtaining Patient Input for the Creation of a Clinic-based Health
Literacy
Learning Lounge.
Christina Zarcadoolas, PhD, Lisa Littman, MD, Adam Jacobs, MD,
Andrea Rothenberg, LCSW, Rhoda Sperling, MD )

We are currently finishing up a project where we created an educational
website about HPV and the HPV vaccine. We gathered information from
focus
groups, performed usability testing and are now recruiting subjects to
try
out the site prior to their doctors' visits.



Lisa L. Littman, MD, MPH
Assistant Professor
Department of Community and Preventive Medicine
Department of Obstetrics, Gynecology, and Reproductive Science
Mount Sinai School of Medicine
Box 1043
17 East 102nd Street
New York, NY 10029
Lisa.Littman at mssm.edu


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From vlewis at suffolk.lib.ny.us  Tue Sep 23 10:16:56 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Tue, 23 Sep 2008 10:16:56 -0400
Subject: [HealthLiteracy 2317] Re: Wednesday
	Question:the	Webcast/Accessibility
In-Reply-To: <48D8BE7A0200002D0000864F@dcgw.jsi.com>
Message-ID: <003c01c91d87$0937eba0$8a63a8c0@suffolknet.org>

Hi Julie, 

It would be my pleasure to forward along information regarding accessible
web design. Please give me a couple of days to compile some sites and I will
share them with the group. 

Valerie








		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, September 23, 2008 10:01 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2316] Re: Wednesday Question:the
Webcast/Accessibility

Hi Valerie,

Your descriptions of the various ways to design an accessible website
really emphasized how complicated it is, and I suspect, how unfamiliar
so many of us are about adaptive equipment and the range of
accessiblilty issues. There are two things that I can think may be very
helpful for those designing websites:

A manual which describes in more detail the different ways of addressing
the issues that you recounted for us. Each issue would require a web
designer to look up more information about how exactly to address it,
along with specifics for what kind of programming is necessary, and what
kinds of products are available.

A link to a website with videos of people using some of the adaptive
equipment with computers. For example, when you say "headgear with a
pointer", I think it would be really useful for us to have a better idea
of what that means. (For most of us, a visual does go a long way for
something like this!) Even voice recognition software, which most people
are familiar with, would have a bigger impact if we could see some
examples of visually impaired people using it.

If you know of any resources like these, please share them with us!
These kinds of specifics of the disabled community's use of technology
is so invisible to most of us. Any resources to make it more real would
help!

Thanks, so much,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Valerie Lewis" <vlewis at suffolk.lib.ny.us> 09/22/08 2:05 PM >>>
Hello all, 

With all of the conversation regarding online health literacy and health
information in general, I will once again take this opportunity to
remind
everyone of the importance of designing an accessible web site....and
what
that many mean to different populations. 

Accessibility means many different things to many different people. 

To a person with a physical disability...it means designing a web site
that
will be usable with various types of input devices such as a mouse, a
track
ball, a pen that is used attached to head gear and/or voice recognition
software,for someone who may not be able to use their hands. 

It will also mean designing a web site that can be used with all of
these
different devices. For example, if a person is using head gear with a
pointer, the check boxes and information fields will need to be designed
in
a manner which allows for easy and unsteady access. This is also true
for
people who may have arthritis or a broken hand or arm. 

If a person has a hearing impairment, the page will need to have text or
captioning attached to any video presentations or podcasts. In the
video,
you may also want to include a person using Sign Language. 

If a person has a visual impairment, the page will need to have
adjustable
print and be accessible to screen reader technology. It will also need
information that will enable the user to navigate successfully through
the
page without sight. 

If a person has a learning disability, in addition to the literacy
issues,
there will be comprehension issues related to the layout of the site and
the
consistency of the pages. 

Just some thoughts to keep in mind when designing access to health
literacy
materials.....to both the educators and the learners. 

Valerie


		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Littman
Sent: Thursday, September 18, 2008 9:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2312] Re: Wednesday Question: the Webcast

Re: The NAAL survey
> found that as many as 80% of those with below basic literacy
> skills and 58% of those with basic literacy skills NEVER use the
> Internet for health information. When that came up in a question
> at the end of the presentation, it was suggested that we take that
> data point "with a grain of salt."


At Mount Sinai School of Medicine, in preparation of the creation of
computer-based educational tools matched to the health-literacy needs of
our
population, we surveyed 150 of our patients in the Women's Clinic to
determine women's interest in using online sources for health
information.
Our population is primarily economically and socially disadvantaged
urban
women. Surveys were conducted over the summer of 2006.

A decisive 90.7% (136/150) expressed interest in obtaining health
information from computers while they waited in the waiting room. 83.3%
had
obtained health information from online sources before and 61.3%
indicated
that they would like help learning to use the computer. Patients
expressed
interest in learning more about the following health topics: Kids'
Health
(77.3%), Diabetes, Diet and Exercise (59.3%), Cancer Screening (50%),
Sexually Transmitted Infections (45.3%), Finding Health Information on
the
Computer (44.7%), HPV Vaccine (44%), Contraceptive Methods (44%),
Tobacco
Cessation (22.7%), and Reading Prescription Labels (22.7%).

(Obtaining Patient Input for the Creation of a Clinic-based Health
Literacy
Learning Lounge.
Christina Zarcadoolas, PhD, Lisa Littman, MD, Adam Jacobs, MD,
Andrea Rothenberg, LCSW, Rhoda Sperling, MD )

We are currently finishing up a project where we created an educational
website about HPV and the HPV vaccine. We gathered information from
focus
groups, performed usability testing and are now recruiting subjects to
try
out the site prior to their doctors' visits.



Lisa L. Littman, MD, MPH
Assistant Professor
Department of Community and Preventive Medicine
Department of Obstetrics, Gynecology, and Reproductive Science
Mount Sinai School of Medicine
Box 1043
17 East 102nd Street
New York, NY 10029
Lisa.Littman at mssm.edu


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us


From josarrom at uic.edu  Tue Sep 23 11:02:29 2008
From: josarrom at uic.edu (Arrom, Jose O.)
Date: Tue, 23 Sep 2008 10:02:29 -0500 (CDT)
Subject: [HealthLiteracy 2318] Re: Wednesday Question:
 the	Webcast/Accessibility
In-Reply-To: <48D8BE7A0200002D0000864F@dcgw.jsi.com>
References: <48D8BE7A0200002D0000864F@dcgw.jsi.com>
Message-ID: <1474.128.248.244.200.1222182149.squirrel@webmail.uic.edu>

I believe there are some manuals and guidelines. I am aware of some
research in this area. Probably most of the funding comes from NIDRR
(National Institute of Disability and Rehabilitation Research) under the
name of "assistive technology". Operating Systems such as those produced
by Microsoft (Vista, etc.) have a number of tools to improve access. If
you are going to deal with this issue, you probably should involve
disability or rehabilitation researchers and engineers.

Jose Arrom
-- 
Jose O. Arrom, MA
Dissemination and Research Development Specialist
Midwest Latino Health Research, Training, and Policy Center
Jane Addams College of Social Work
University of Illinois at Chicago
1640 W. Roosevelt Rd. 636 M/C 625
Chicago IL 606023
312-413-1836
Hi Valerie,

Your descriptions of the various ways to design an accessible website
really emphasized how complicated it is, and I suspect, how unfamiliar
so many of us are about adaptive equipment and the range of
accessiblilty issues. There are two things that I can think may be very
helpful for those designing websites:

A manual which describes in more detail the different ways of addressing
the issues that you recounted for us. Each issue would require a web
designer to look up more information about how exactly to address it,
along with specifics for what kind of programming is necessary, and what
kinds of products are available.

A link to a website with videos of people using some of the adaptive
equipment with computers. For example, when you say "headgear with a
pointer", I think it would be really useful for us to have a better idea
of what that means. (For most of us, a visual does go a long way for
something like this!) Even voice recognition software, which most people
are familiar with, would have a bigger impact if we could see some
examples of visually impaired people using it.

If you know of any resources like these, please share them with us!
These kinds of specifics of the disabled community's use of technology
is so invisible to most of us. Any resources to make it more real would
help!

Thanks, so much,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Valerie Lewis" <vlewis at suffolk.lib.ny.us> 09/22/08 2:05 PM >>>
Hello all,

With all of the conversation regarding online health literacy and health
information in general, I will once again take this opportunity to
remind everyone of the importance of designing an accessible web
site....and what that many mean to different populations.

Accessibility means many different things to many different people.

To a person with a physical disability...it means designing a web site
that will be usable with various types of input devices such as a mouse, a
track ball, a pen that is used attached to head gear and/or voice
recognition software,for someone who may not be able to use their hands.

It will also mean designing a web site that can be used with all of
these different devices. For example, if a person is using head gear with a
pointer, the check boxes and information fields will need to be designed
in a manner which allows for easy and unsteady access. This is also true
for people who may have arthritis or a broken hand or arm.

If a person has a hearing impairment, the page will need to have text or
captioning attached to any video presentations or podcasts. In the
video, you may also want to include a person using Sign Language.

If a person has a visual impairment, the page will need to have
adjustable print and be accessible to screen reader technology. It will
also need information that will enable the user to navigate successfully
through the page without sight.

If a person has a learning disability, in addition to the literacy
issues, there will be comprehension issues related to the layout of the
site and the consistency of the pages.

Just some thoughts to keep in mind when designing access to health
literacy materials.....to both the educators and the learners.

Valerie


		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins



Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us





From Caroline.Marshall at danhosp.org  Tue Sep 23 11:39:32 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Tue, 23 Sep 2008 11:39:32 -0400
Subject: [HealthLiteracy 2319]  Substitute Word List  Online
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D08D1@dhsiexch01.danhosp.priv>

Hello All,

 

I have found a number of substitute medical word lists.  But I am
looking for something online where you can click on the word and the
alternative comes up or you type in the word and the alternative comes
up.  I am trying to find something easy to use and user friendly for our
nurses here when they write patient education materials.  Many of the
lists I have found are not very comprehensive.

 

 

Regards,


Caroline

 

 

 

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

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From Jsorensen at afmc.org  Tue Sep 23 15:00:05 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Tue, 23 Sep 2008 14:00:05 -0500
Subject: [HealthLiteracy 2320] Re: Wednesday Question:
	the	Webcast/Accessibility
In-Reply-To: <1474.128.248.244.200.1222182149.squirrel@webmail.uic.edu>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3035BE50D@AFMCFS6.NT_AFMC.local>

We are currently working to make our Web site compliant with section 508
http://www.section508.gov/. All federal agencies and contractors must
meet the requirements, which have different "priority levels."

It covers quite a bit of ground, with different priority levels. We are
not fully compliant yet but did pretty well on a recent evaluation. Our
IS team and Web manager did a pretty good job very quickly. (Keep in
mind that our site is not low literacy -- most of it is targeting health
care providers. We will probably be revising our consumer section soon
-- I'm aware it needs work.)

A program called "Cynthia says" can check a portal for 508 compliance
and flag any problems. It is not failproof, but pretty useful, from what
I hear.

Janet Sorensen
Arkansas Foundation for Medical Care
www.afmc.org
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arrom, Jose O.
Sent: Tuesday, September 23, 2008 10:02 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2318] Re: Wednesday Question: the
Webcast/Accessibility

I believe there are some manuals and guidelines. I am aware of some
research in this area. Probably most of the funding comes from NIDRR
(National Institute of Disability and Rehabilitation Research) under the
name of "assistive technology". Operating Systems such as those produced
by Microsoft (Vista, etc.) have a number of tools to improve access. If
you are going to deal with this issue, you probably should involve
disability or rehabilitation researchers and engineers.

Jose Arrom
--
Jose O. Arrom, MA
Dissemination and Research Development Specialist Midwest Latino Health
Research, Training, and Policy Center Jane Addams College of Social Work
University of Illinois at Chicago 1640 W. Roosevelt Rd. 636 M/C 625
Chicago IL 606023
312-413-1836
Hi Valerie,

Your descriptions of the various ways to design an accessible website
really emphasized how complicated it is, and I suspect, how unfamiliar
so many of us are about adaptive equipment and the range of
accessiblilty issues. There are two things that I can think may be very
helpful for those designing websites:

A manual which describes in more detail the different ways of addressing
the issues that you recounted for us. Each issue would require a web
designer to look up more information about how exactly to address it,
along with specifics for what kind of programming is necessary, and what
kinds of products are available.

A link to a website with videos of people using some of the adaptive
equipment with computers. For example, when you say "headgear with a
pointer", I think it would be really useful for us to have a better idea
of what that means. (For most of us, a visual does go a long way for
something like this!) Even voice recognition software, which most people
are familiar with, would have a bigger impact if we could see some
examples of visually impaired people using it.

If you know of any resources like these, please share them with us!
These kinds of specifics of the disabled community's use of technology
is so invisible to most of us. Any resources to make it more real would
help!

Thanks, so much,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Valerie Lewis" <vlewis at suffolk.lib.ny.us> 09/22/08 2:05 PM >>>
Hello all,

With all of the conversation regarding online health literacy and health
information in general, I will once again take this opportunity to
remind everyone of the importance of designing an accessible web
site....and what that many mean to different populations.

Accessibility means many different things to many different people.

To a person with a physical disability...it means designing a web site
that will be usable with various types of input devices such as a mouse,
a track ball, a pen that is used attached to head gear and/or voice
recognition software,for someone who may not be able to use their hands.

It will also mean designing a web site that can be used with all of
these different devices. For example, if a person is using head gear
with a pointer, the check boxes and information fields will need to be
designed in a manner which allows for easy and unsteady access. This is
also true for people who may have arthritis or a broken hand or arm.

If a person has a hearing impairment, the page will need to have text or
captioning attached to any video presentations or podcasts. In the
video, you may also want to include a person using Sign Language.

If a person has a visual impairment, the page will need to have
adjustable print and be accessible to screen reader technology. It will
also need information that will enable the user to navigate successfully
through the page without sight.

If a person has a learning disability, in addition to the literacy
issues, there will be comprehension issues related to the layout of the
site and the consistency of the pages.

Just some thoughts to keep in mind when designing access to health
literacy materials.....to both the educators and the learners.

Valerie


		"A community that excludes even one of its members --
						  		is no
community at all"

	
Dan
Wilkins



Valerie Lewis, Director
Long Island Talking Book Library
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From cjackson at humana.com  Tue Sep 23 15:20:52 2008
From: cjackson at humana.com (Charles Jackson)
Date: Tue, 23 Sep 2008 15:20:52 -0400
Subject: [HealthLiteracy 2321]  Health information in multiple languages
Message-ID: <OF1279DB77.43FEE7C9-ON852574CD.0069E4C2-852574CD.006A47B8@humana.com>


In an e-mail to the Discussion List a few days ago, I listed several
websites for basic health information in mulitple languages.  I stumbled
upon this listing at the

National Network of Libraries of Medicine; how many of the listings are in
everyday language I cannot say.

http://nnlm.gov/outreach/consumer/multi.html#A1

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From Linda.Benn at cdha.nshealth.ca  Tue Sep 23 14:25:03 2008
From: Linda.Benn at cdha.nshealth.ca (Linda Benn)
Date: Tue, 23 Sep 2008 15:25:03 -0300
Subject: [HealthLiteracy 2322] Re: Substitute Word List  Online
Message-ID: <s8d91d1d.051@ngate01.cdha.nshealth.ca>

Hi Caroline!
I would suggest the Health Literacy Advisor -. This is  a piece of
software that can be added to MS word- It grades your document,
highlights the difficult words and them provides alternate word
suggestions for both lay terms and medical jargon. I recently trialed
this and plan to purchase the licence X1 year. 
Linda
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca
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From vlewis at suffolk.lib.ny.us  Tue Sep 23 18:23:12 2008
From: vlewis at suffolk.lib.ny.us (vlewis at suffolk.lib.ny.us)
Date: Tue, 23 Sep 2008 22:23:12 -0000
Subject: [HealthLiteracy 2323] Re: Wednesday Question: the
	Webcast/Accessibility
In-Reply-To: <1474.128.248.244.200.1222182149.squirrel@webmail.uic.edu>
References: <48D8BE7A0200002D0000864F@dcgw.jsi.com>,
	<48D8BE7A0200002D0000864F@dcgw.jsi.com>
Message-ID: <twig.1222208592.91601@suffolk.lib.ny.us>

There are guidelines and recommendations. The W3C guidelines are the most
useful and understandable to web designeers. There is no organization that
provides oversight...and unfortunately, you will find that most
organizatins and agencies have virtuelly no understanding of web
accessibility. 

There are books on the topic and numerous web pages, but I am more than
happy to provide information. This is what I do. I work with disability
related issues to ensure access to information, as well as legislation
regarding physical access. 

While Microsoft provides certain tools to make their products somewhat
accessible, sadly they are not very accessible at all. It is the
manufacturers of assistive software and hardware devices that must lag
behind and try to catch up with the technology giants, in order to make
current technology accessible. 

It is more common that you will find people with disabilities have very
little access to the current technology.......

Valerie


On Tue, Sep 23, 2008, "Arrom, Jose O." <josarrom at uic.edu> said:

> I believe there are some manuals and guidelines. I am aware of some
> research in this area. Probably most of the funding comes from NIDRR
> (National Institute of Disability and Rehabilitation Research) under the
> name of "assistive technology". Operating Systems such as those produced
> by Microsoft (Vista, etc.) have a number of tools to improve access. If
> you are going to deal with this issue, you probably should involve
> disability or rehabilitation researchers and engineers.
> 
> Jose Arrom
> -- 
> Jose O. Arrom, MA
> Dissemination and Research Development Specialist
> Midwest Latino Health Research, Training, and Policy Center
> Jane Addams College of Social Work
> University of Illinois at Chicago
> 1640 W. Roosevelt Rd. 636 M/C 625
> Chicago IL 606023
> 312-413-1836
> Hi Valerie,
> 
> Your descriptions of the various ways to design an accessible website
> really emphasized how complicated it is, and I suspect, how unfamiliar
> so many of us are about adaptive equipment and the range of
> accessiblilty issues. There are two things that I can think may be very
> helpful for those designing websites:
> 
> A manual which describes in more detail the different ways of addressing
> the issues that you recounted for us. Each issue would require a web
> designer to look up more information about how exactly to address it,
> along with specifics for what kind of programming is necessary, and what
> kinds of products are available.
> 
> A link to a website with videos of people using some of the adaptive
> equipment with computers. For example, when you say "headgear with a
> pointer", I think it would be really useful for us to have a better idea
> of what that means. (For most of us, a visual does go a long way for
> something like this!) Even voice recognition software, which most people
> are familiar with, would have a bigger impact if we could see some
> examples of visually impaired people using it.
> 
> If you know of any resources like these, please share them with us!
> These kinds of specifics of the disabled community's use of technology
> is so invisible to most of us. Any resources to make it more real would
> help!
> 
> Thanks, so much,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
>>>> "Valerie Lewis" <vlewis at suffolk.lib.ny.us> 09/22/08 2:05 PM >>>
> Hello all,
> 
> With all of the conversation regarding online health literacy and health
> information in general, I will once again take this opportunity to
> remind everyone of the importance of designing an accessible web
> site....and what that many mean to different populations.
> 
> Accessibility means many different things to many different people.
> 
> To a person with a physical disability...it means designing a web site
> that will be usable with various types of input devices such as a mouse, a
> track ball, a pen that is used attached to head gear and/or voice
> recognition software,for someone who may not be able to use their hands.
> 
> It will also mean designing a web site that can be used with all of
> these different devices. For example, if a person is using head gear with a
> pointer, the check boxes and information fields will need to be designed
> in a manner which allows for easy and unsteady access. This is also true
> for people who may have arthritis or a broken hand or arm.
> 
> If a person has a hearing impairment, the page will need to have text or
> captioning attached to any video presentations or podcasts. In the
> video, you may also want to include a person using Sign Language.
> 
> If a person has a visual impairment, the page will need to have
> adjustable print and be accessible to screen reader technology. It will
> also need information that will enable the user to navigate successfully
> through the page without sight.
> 
> If a person has a learning disability, in addition to the literacy
> issues, there will be comprehension issues related to the layout of the
> site and the consistency of the pages.
> 
> Just some thoughts to keep in mind when designing access to health
> literacy materials.....to both the educators and the learners.
> 
> Valerie
> 
> 
> 		"A community that excludes even one of its members --
> 						  		is no
> community at all"
> 
> 									Dan
> Wilkins
> 
> 
> 
> Valerie Lewis, Director
> Long Island Talking Book Library
> Administrator of Outreach Services
> Suffolk Cooperative Library System
> P.O. Box 9000
> Bellport, NY 11713-9000
> 631-286-1600, x1365
> (FAX) 631-286-1647
> vlewis at suffolk.lib.ny.us
> 
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to vlewis at suffolk.lib.ny.us
> 

-- 




From kkham at library.ucla.edu  Tue Sep 23 18:59:40 2008
From: kkham at library.ucla.edu (Ham, Kelli)
Date: Tue, 23 Sep 2008 15:59:40 -0700
Subject: [HealthLiteracy 2324] Re: Health information in multiple languages
	- another resource
In-Reply-To: <OF1279DB77.43FEE7C9-ON852574CD.0069E4C2-852574CD.006A47B8@humana.com>
References: <OF1279DB77.43FEE7C9-ON852574CD.0069E4C2-852574CD.006A47B8@humana.com>
Message-ID: <E541E3451B5BE94A9AFB04153A3484B911FDBD3F@EM2.ad.ucla.edu>

Hi everyone,

 

Regarding the list from Charles, I'd like to add the Multiple Languages
section on medlineplus.gov.  From the home page, you'll see the link on
the lower left which takes you to the entire list of materials in 40
languages.   In order for a resource to be included, there must be an
English version as part of the document.  (Useful for health care
providers, librarians and others who are providing information and need
to know what the information says in the target language.)   The
selection of materials is limited at this point, but more will be added
over time as more materials become available that meet the inclusion
criteria.  If multilingual materials exist for a specific health topic,
the languages will be shown in a special box on the right side of the
Health Topic page.  (12 languages are listed on the Asthma page, for
example).

 

The list is provided without reading level designations, but even so,
some of the English versions may be plain language materials.   However,
it will be difficult if not impossible to know the reading level of the
foreign language material.

 

For Spanish language materials in general, the MedlinePlus en espanol
site continues to grow.  It now contains more than 700 health topics and
is quite robust.  Use the espanol toggle button on any page or go
directly to medlineplus.gov/Spanish.

 

Kelli

 

Kelli Ham

Consumer Health Coordinator

NN/LM Pacific Southwest Region

UCLA Louise M. Darling Biomedical Library

310-825-1984

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Tuesday, September 23, 2008 12:21 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2321] Health information in multiple languages

 

In an e-mail to the Discussion List a few days ago, I listed several
websites for basic health information in mulitple languages. I stumbled
upon this listing at the

National Network of Libraries of Medicine; how many of the listings are
in everyday language I cannot say.

http://nnlm.gov/outreach/consumer/multi.html#A1

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax


The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

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From Pam.Hebert at va.gov  Wed Sep 10 09:51:34 2008
From: Pam.Hebert at va.gov (Hebert, Pam  NCP)
Date: Wed, 10 Sep 2008 09:51:34 -0400
Subject: [HealthLiteracy 2324] Re: Educational materials for parents and
	teenson mental health issues
In-Reply-To: <B25603718CD58A41A1923A7CBBC632F005644BF2@XCHGVSM102.health.dohmh.nycnet>
References: <B25603718CD58A41A1923A7CBBC632F005644BF2@XCHGVSM102.health.dohmh.nycnet>
Message-ID: <7967BDFA0C9E2745A5281ED6DBD05BFD051FEFB4@VHAV06MSGA3.v06.med.va.gov>

You may want to try the Healthy Family Home Kit ( which has a part for
kids) done by the YMCA; the web site to view their material is:'

www.HealthyFamilyHome.org <http://www.healthyfamilyhome.org/> 

 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Shirley Berger
Sent: Tuesday, September 09, 2008 5:19 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2286] Educational materials for parents and
teenson mental health issues

 

Hi,

 

I'm interested in finding good educational materials on child mental
health topics that are written for parents/caregivers and also for the
children/teens themselves.  In my work in child mental health services
in NYC, I am sometimes asked to recommend materials that providers can
give to families they work with (the latest example is a request for
materials that primary care physicians can distribute to families about
adolescent depression).

 

I have found helpful information on the following websites:
www.kidshealth.org <http://www.kidshealth.org/> ; www.familydoctor.org
<http://www.familydoctor.org/> ; http://www.family.samhsa.gov
<http://www.family.samhsa.gov/>  ; www.reachout.com.au
<http://www.reachout.com.au/> ; http://www.nmha.org
<http://www.nmha.org/>  ; www.nami.org <http://www.nami.org/>  . Some
are easier to navigate and offer more accessible information than
others. My office has also been involved in piloting a strategy to
engage NYC teens on mental health issues using social networking sites
(including MySpace http://www.myspace.com/nycteen_mindspace ), and we
included fact sheets in that online campaign. 

 

I'm interested in knowing whether anyone on this list has other
suggestions of written materials or websites in the area of child mental
health... or has any ideas about "mental health literacy" in general.

 

Thanks!

 

Shirley Berger, MA, MPH, CHES

Research and Policy Coordinator

Bureau of Child and Adolescent Services

NYC Department of Health and Mental Hygiene 

93 Worth Street, Room 1210

New York, NY 10013

Tel: 212-219-5390

Fax: 212-219-5392

E-mail: sberger1 at health.nyc.gov

 




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From julie_mcKinney at worlded.org  Wed Sep 24 12:13:58 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 24 Sep 2008 12:13:58 -0400
Subject: [HealthLiteracy 2325]  Wednesday Question: How We Reach People
Message-ID: <48DA2F070200002D0000869C@dcgw.jsi.com>

Hi Everyone,

My question this week comes from the Webcast and Doug's response. It is
about the model of how we reach people (the patients or consumers) for
health literacy education. 

We saw that Dr. Ian Bennett's study found that a home-based model of
education worked better than the classroom model. Of course, that is
coming from a Health Center-initiated program, where forming into
classes is not expected from patients. Dr. Susan Levy's study, which was
done in adult literacy programs, did have success with the classroom
model. However, we see that a relatively low percentage of adults with
literacy challenges are actually enrolled in these kinds of programs, so
we do need to find other ways. Dr. Bennett emphasized that new models
need to be explored.

So let's exlpore some! What other ways can we reach people to help them
learn about basic health, health literacy, health care access, finding
and using health info, etc?

What are our options?

So far: 

classroom setting in adult education program (adult literacy or English
classes)
patient waiting room of clinic, hospital or community health center
media (TV, radio, bulletin boards in libraries, hosptials, school)
K-12 health education
people lucky enough to participate in a research study

What other options are there? 
What are the pros and cons of groups vs. individual?

Please share your thoughts and experience on this!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From cozzolino at pacbell.net  Wed Sep 24 13:03:30 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Wed, 24 Sep 2008 10:03:30 -0700
Subject: [HealthLiteracy 2326] Re: Wednesday Question: How We Reach People
References: <48DA2F070200002D0000869C@dcgw.jsi.com>
Message-ID: <9F5149BB75C7499EB7EE7E5F864855E3@cozzolinoxp1>

Hello and thanks for this important question

How about the Internet?  I think many of us might assume that low-literacy 
adults and older adults don't use the Internet for information.  I wonder if 
that is really true?  We might all be surprised at the numbers.  I don't 
have the data at hand, but from my experience in adult ESL in California, I 
think that it can be a useful tool, at home, at school and in other 
settings.  The problem becomes which materials are people looking at, are 
they accessible and are they valid and accurate?

The second question in my mind is always the fact that information alone is 
not enough - people often need to change their behaviors, and which of any 
method helps bring about real change?  That may be another discussion!

Laurie Cozzolino
cozzolino at pacbell.net
Eating Well, Living Well
San Diego Community College District

----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, September 24, 2008 9:13 AM
Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People


> Hi Everyone,
>
> My question this week comes from the Webcast and Doug's response. It is
> about the model of how we reach people (the patients or consumers) for
> health literacy education.
>
> We saw that Dr. Ian Bennett's study found that a home-based model of
> education worked better than the classroom model. Of course, that is
> coming from a Health Center-initiated program, where forming into
> classes is not expected from patients. Dr. Susan Levy's study, which was
> done in adult literacy programs, did have success with the classroom
> model. However, we see that a relatively low percentage of adults with
> literacy challenges are actually enrolled in these kinds of programs, so
> we do need to find other ways. Dr. Bennett emphasized that new models
> need to be explored.
>
> So let's exlpore some! What other ways can we reach people to help them
> learn about basic health, health literacy, health care access, finding
> and using health info, etc?
>
> What are our options?
>
> So far:
>
> classroom setting in adult education program (adult literacy or English
> classes)
> patient waiting room of clinic, hospital or community health center
> media (TV, radio, bulletin boards in libraries, hosptials, school)
> K-12 health education
> people lucky enough to participate in a research study
>
> What other options are there?
> What are the pros and cons of groups vs. individual?
>
> Please share your thoughts and experience on this!
>
> All the best,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cozzolino at pacbell.net 


From jpotter at gha.org  Thu Sep 25 11:09:54 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 25 Sep 2008 11:09:54 -0400
Subject: [HealthLiteracy 2327] Re: Wednesday Question: How We Reach People
Message-ID: <FFE7C75CEE15B042B0453ABA750444DDF8F329@email.gha.local>

You should definitely consider Podcasting as well.  I've heard statistics that say that someone buys an Ipod-like device every 3 seconds.  As to internet use, we definitely need to consider the Health 2.0 stuff out there in social networking sites.  I suspect this will be even greater in years to come.

 

Personally, I subscribe to the "do everything" method - that is, put flyers, bulletin boards, PSAs, billboards, radio/TV spots everywhere you can.  If you have a colorful simply written flyer in your local library or your local super market, you will reach more people than just the ill in a doctor or hospital setting.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

"Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."
 
Peter Cameron

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From emilyzkontos at gmail.com  Thu Sep 25 11:16:43 2008
From: emilyzkontos at gmail.com (Emily Z. Kontos)
Date: Thu, 25 Sep 2008 11:16:43 -0400
Subject: [HealthLiteracy 2328] Re: Wednesday Question: How We Reach People
In-Reply-To: <dfcd122b0809250723r4cd26535i5b2b4499051896c6@mail.gmail.com>
References: <48DA2F070200002D0000869C@dcgw.jsi.com>
	<9F5149BB75C7499EB7EE7E5F864855E3@cozzolinoxp1>
	<dfcd122b0809250723r4cd26535i5b2b4499051896c6@mail.gmail.com>
Message-ID: <dfcd122b0809250816q1e6307deg8a0a167140554af1@mail.gmail.com>

>
>  The NAALS Health LIteracy report published figures on this and indeed low
> literacy adults do NOT use the Internet to seek out health information. Note
> that this does not mean they do not USE the Internet at all but I think the
> focus of this discussion is on their health seeking behaviors. This is
> actually my area of research. Here is the data from the Health Literacy
> Report and I have also attached a url to a paper that relates to the
> subject.
>
> 80% of "below basic" literacy adults do NOT use the Internet to seek out
> health information
> 58% of "basic"
> 33% of "intermediate"
> 15% of "proficient
>

Barriers and Facilitators to Home Computer and Internet Use Among Urban
Novice Computer Users of Low Socioeconomic Position
http://www.jmir.org/2007/4/e31

>
> Thanks,
> Emily
>
> **
> *Emily Z. Kontos, ScM*
> Doctoral Student
> Dept. of Society, Human Development and Health
> Harvard University, School of Public Health
>
> Research Assistant
> Center for Community-Based Research
> Dana-Farber Cancer Institute
> 44 Binney Street (LW627A)
> Boston, MA 02115
> TEL: 617.582.8191
> FAX: 617.632.5690
>
>
>   On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net
> > wrote:
>
>> Hello and thanks for this important question
>>
>> How about the Internet?  I think many of us might assume that low-literacy
>> adults and older adults don't use the Internet for information.  I wonder
>> if
>> that is really true?  We might all be surprised at the numbers.  I don't
>> have the data at hand, but from my experience in adult ESL in California,
>> I
>> think that it can be a useful tool, at home, at school and in other
>> settings.  The problem becomes which materials are people looking at, are
>> they accessible and are they valid and accurate?
>>
>> The second question in my mind is always the fact that information alone
>> is
>> not enough - people often need to change their behaviors, and which of any
>> method helps bring about real change?  That may be another discussion!
>>
>> Laurie Cozzolino
>> cozzolino at pacbell.net
>> Eating Well, Living Well
>> San Diego Community College District
>>
>> ----- Original Message -----
>> From: "Julie McKinney" <julie_mcKinney at worlded.org>
>> To: <healthliteracy at nifl.gov>
>> Sent: Wednesday, September 24, 2008 9:13 AM
>> Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People
>>
>>
>> > Hi Everyone,
>> >
>> > My question this week comes from the Webcast and Doug's response. It is
>> > about the model of how we reach people (the patients or consumers) for
>> > health literacy education.
>> >
>> > We saw that Dr. Ian Bennett's study found that a home-based model of
>> > education worked better than the classroom model. Of course, that is
>> > coming from a Health Center-initiated program, where forming into
>> > classes is not expected from patients. Dr. Susan Levy's study, which was
>> > done in adult literacy programs, did have success with the classroom
>> > model. However, we see that a relatively low percentage of adults with
>> > literacy challenges are actually enrolled in these kinds of programs, so
>> > we do need to find other ways. Dr. Bennett emphasized that new models
>> > need to be explored.
>> >
>> > So let's exlpore some! What other ways can we reach people to help them
>> > learn about basic health, health literacy, health care access, finding
>> > and using health info, etc?
>> >
>> > What are our options?
>> >
>> > So far:
>> >
>> > classroom setting in adult education program (adult literacy or English
>> > classes)
>> > patient waiting room of clinic, hospital or community health center
>> > media (TV, radio, bulletin boards in libraries, hosptials, school)
>> > K-12 health education
>> > people lucky enough to participate in a research study
>> >
>> > What other options are there?
>> > What are the pros and cons of groups vs. individual?
>> >
>> > Please share your thoughts and experience on this!
>> >
>> > All the best,
>> > Julie
>> >
>> > Julie McKinney
>> > Health Literacy List Moderator
>> > World Education
>> > jmckinney at worlded.org
>> > ----------------------------------------------------
>> > National Institute for Literacy
>> > Health and Literacy mailing list
>> > HealthLiteracy at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/healthliteracy
>> > Email delivered to cozzolino at pacbell.net
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to emilyzkontos at gmail.com
>>
>
>
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From djrosen1 at gmail.com  Thu Sep 25 11:24:27 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Thu, 25 Sep 2008 11:24:27 -0400
Subject: [HealthLiteracy 2329]  Reaching adults through the Learner Web
Message-ID: <327C7E45-892B-4EE0-BA2D-E713A5742E34@gmail.com>

Julie and others,

There is a new online and telephone support model being developed now  
through a federally-funded, national demonstration grant. It is  
called the Learner Web. Beginning its second year in October, in  
several regions of the country a range of Learning Plans will be  
field-tested with adults in libraries, community centers, at home and  
work, and in adult basic education classes. It is built from an eight- 
year longitudinal study in adult Literacy, conducted by Portland  
State University researchers Steve Reder and Clare Strawn. In their  
study of adults in Portland Oregon who had left school without  
graduating, Reder and Strawn found a large number of people who  
pursued their education independently, without enrolling in adult  
education programs. The Learner Web is designed to support these self- 
study learners as well as to supplement learning for those who enroll  
in adult basic education classes or tutorials.

A Learning Plan is a set of carefully designed steps to accomplish a  
learning goal such as "Get a GED or high school diploma", "Prepare  
for college", "Learn English", or "Learn to read to my children". It  
would be possible to develop Learning Plans for health literacy such  
as "Learn about a new disease" or "Learn how to eat healthy food  
inexpensively". The steps would lead to online learning resources  
such as those that have been mentioned in discussions on this list,  
or they could lead to face-to-face learning resources in a particular  
community where someone logged in. The learning resources might  
include face-to-face or online tutorials, as well as telephone-based  
help.

I wonder if anyone on this discussion list is interested in  
developing a health literacy Learning Plan. It's a time-consuming  
process to do it well. However, it could eventually be used by  
thousands or millions of adults who need to learn about a disease or  
condition that might affect them or their family members, or who want  
to learn good illness prevention practices. The Learner Web is  
designed so that adults whose reading skills are not strong might  
benefit from the Learning Plans. If you are interested in creating a  
health literacy Learning Plan, first take a look at http:// 
learnerweb.org to learn more, and then contact Steve Reder  
[ reders at pdx.edu ] to discuss your interest.

David J. Rosen
Learner Web Implementation Advisor
djrosen1 at gmail.com


On Sep 24, 2008, at 12:13 PM, Julie McKinney wrote:



> Hi Everyone,
>
> My question this week comes from the Webcast and Doug's response.  
> It is
> about the model of how we reach people (the patients or consumers) for
> health literacy education.
>
> We saw that Dr. Ian Bennett's study found that a home-based model of
> education worked better than the classroom model. Of course, that is
> coming from a Health Center-initiated program, where forming into
> classes is not expected from patients. Dr. Susan Levy's study,  
> which was
> done in adult literacy programs, did have success with the classroom
> model. However, we see that a relatively low percentage of adults with
> literacy challenges are actually enrolled in these kinds of  
> programs, so
> we do need to find other ways. Dr. Bennett emphasized that new models
> need to be explored.
>
> So let's exlpore some! What other ways can we reach people to help  
> them
> learn about basic health, health literacy, health care access, finding
> and using health info, etc?
>
> What are our options?
>
> So far:
>
> classroom setting in adult education program (adult literacy or  
> English
> classes)
> patient waiting room of clinic, hospital or community health center
> media (TV, radio, bulletin boards in libraries, hosptials, school)
> K-12 health education
> people lucky enough to participate in a research study
>
> What other options are there?
> What are the pros and cons of groups vs. individual?
>
> Please share your thoughts and experience on this!
>
> All the best,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to djrosen at comcast.net
>
>


David J. Rosen
djrosen1 at gmail.com




From grants at yorkliteracy.org  Thu Sep 25 12:13:01 2008
From: grants at yorkliteracy.org (Laura Bair)
Date: Thu, 25 Sep 2008 12:13:01 -0400
Subject: [HealthLiteracy 2330]  Photo Novellas related to health
References: <327C7E45-892B-4EE0-BA2D-E713A5742E34@gmail.com>
Message-ID: <003b01c91f29$978d2660$9601a8c0@yorkliteracy.org>

Hi all, 
Our community has been working on a marketing plan to get the word out about improved patient-doctor communication and various chronic diseases.  We are leaning toward using a photo novella approach in our marketing materials and of course making them health literacy friendly.  

My questions to the group are:
-Does any one know of some good examples of photo novellas related to health and/or health care?  
-Is anyone using these types of resources now?  If so, what has the response been?

Thank you in advance!
Laura
Laura Bair
Grants Writer & Workplace Coordinator/
Health Literacy Task Force Chair
York County Literacy Council (YCLC)
800 E. King St.
York, PA 17403
717-845-8719
www.yorkliteracy.org
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From seubert.douglas at marshfieldclinic.org  Thu Sep 25 12:14:15 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Thu, 25 Sep 2008 11:14:15 -0500
Subject: [HealthLiteracy 2331] Re: Wednesday Question: How We Reach People
Message-ID: <200809251614.m8PGEH1G020087@mailhost2.mfldclin.edu>

When we did a satisfaction survey with Family Health Center members, part of the demographic data we collected was about Internet use. Our findings showed that 60% of our members do not use the Internet at all, and another 9% rarely use it. To put this into context it's important to know what Family Health Center is, who are the people we serve and in what area.

Family Health Center of Marshfield, Inc is a federally qualified community health center that offers primary and preventative care to the residents of an eleven county region in north, central, and western Wisconsin. Within this service area FHC targets individuals living at or below 200% of the federal poverty level who experience access to care barriers. Many seniors are enrolled in the program, and we have familles,and immigrant populations who do not speak English. It is also a very rural area. Public libraries and technical colleges that provide Internet access to the public are located within the bigger cities, which may mean driving 30-50 or more miles to get to them. Wisconsin Literacy and county-level literacy councils do provide great services and often use computers and the Internet to teach. But according to their statistics, approximately 1 million Wisconsin adults qualify for adult literacy and English language services, but only 75,000 (or less than 10%) of adults in need of services are currently receiving them. 

So there are multiple barriers, but the 3 that have the greatest impact on Internet use for our members are low income, lack of Internet access in rural areas, and age.

Now, I FULLY agree with the multiple-hit method --- getting information out to patients and health care consumers in multiple ways, using multiple approaches. My early comments regarding last week's webcast was not to downplay the use of the Internet as a tool. But for the population I'm trying to reach, 70% of them just told me via our survey that they do not use the Internet. And if I go back and ask them, I bet they don't have iPods, either.

So my challenge (and also where I'm asking for help and suggestions) is to find ways to reach non-Internet users and bring all these wonderful resources that are out there to them. 

Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org


------Original Message------
From:	"Emily Z. Kontos" <emilyzkontos at gmail.com>
Date:	Thu Sep 25, 2008 -- 10:36:24 AM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2328] Re: Wednesday Question: How We Reach People

>
>  The NAALS Health LIteracy report published figures on this and indeed low
> literacy adults do NOT use the Internet to seek out health information. Note
> that this does not mean they do not USE the Internet at all but I think the
> focus of this discussion is on their health seeking behaviors. This is
> actually my area of research. Here is the data from the Health Literacy
> Report and I have also attached a url to a paper that relates to the
> subject.
>
> 80% of "below basic" literacy adults do NOT use the Internet to seek out
> health information
> 58% of "basic"
> 33% of "intermediate"
> 15% of "proficient
>

Barriers and Facilitators to Home Computer and Internet Use Among Urban
Novice Computer Users of Low Socioeconomic Position
http://www.jmir.org/2007/4/e31

>
> Thanks,
> Emily
>
> **
> *Emily Z. Kontos, ScM*
> Doctoral Student
> Dept. of Society, Human Development and Health
> Harvard University, School of Public Health
>
> Research Assistant
> Center for Community-Based Research
> Dana-Farber Cancer Institute
> 44 Binney Street (LW627A)
> Boston, MA 02115
> TEL: 617.582.8191
> FAX: 617.632.5690
>
>
>   On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net
> > wrote:
>
>> Hello and thanks for this important question
>>
>> How about the Internet?  I think many of us might assume that low-literacy
>> adults and older adults don't use the Internet for information.  I wonder
>> if
>> that is really true?  We might all be surprised at the numbers.  I don't
>> have the data at hand, but from my experience in adult ESL in California,
>> I
>> think that it can be a useful tool, at home, at school and in other
>> settings.  The problem becomes which materials are people looking at, are
>> they accessible and are they valid and accurate?
>>
>> The second question in my mind is always the fact that information alone
>> is
>> not enough - people often need to change their behaviors, and which of any
>> method helps bring about real change?  That may be another discussion!
>>
>> Laurie Cozzolino
>> cozzolino at pacbell.net
>> Eating Well, Living Well
>> San Diego Community College District
>>
>> ----- Original Message -----
>> From: "Julie McKinney" <julie_mcKinney at worlded.org>
>> To: <healthliteracy at nifl.gov>
>> Sent: Wednesday, September 24, 2008 9:13 AM
>> Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People
>>
>>
>> > Hi Everyone,
>> >
>> > My question this week comes from the Webcast and Doug's response. It is
>> > about the model of how we reach people (the patients or consumers) for
>> > health literacy education.
>> >
>> > We saw that Dr. Ian Bennett's study found that a home-based model of
>> > education worked better than the classroom model. Of course, that is
>> > coming from a Health Center-initiated program, where forming into
>> > classes is not expected from patients. Dr. Susan Levy's study, which was
>> > done in adult literacy programs, did have success with the classroom
>> > model. However, we see that a relatively low percentage of adults with
>> > literacy challenges are actually enrolled in these kinds of programs, so
>> > we do need to find other ways. Dr. Bennett emphasized that new models
>> > need to be explored.
>> >
>> > So let's exlpore some! What other ways can we reach people to help them
>> > learn about basic health, health literacy, health care access, finding
>> > and using health info, etc?
>> >
>> > What are our options?
>> >
>> > So far:
>> >
>> > classroom setting in adult education program (adult literacy or English
>> > classes)
>> > patient waiting room of clinic, hospital or community health center
>> > media (TV, radio, bulletin boards in libraries, hosptials, school)
>> > K-12 health education
>> > people lucky enough to participate in a research study
>> >
>> > What other options are there?
>> > What are the pros and cons of groups vs. individual?
>> >
>> > Please share your thoughts and experience on this!
>> >
>> > All the best,
>> > Julie
>> >
>> > Julie McKinney
>> > Health Literacy List Moderator
>> > World Education
>> > jmckinney at worlded.org
>> > ----------------------------------------------------
>> > National Institute for Literacy
>> > Health and Literacy mailing list
>> > HealthLiteracy at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/healthliteracy
>> > Email delivered to cozzolino at pacbell.net
>>
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to emilyzkontos at gmail.com
>>
>
>

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From SandraW.Hilfiker at hhs.gov  Thu Sep 25 12:43:23 2008
From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS))
Date: Thu, 25 Sep 2008 12:43:23 -0400
Subject: [HealthLiteracy 2332] Re: Wednesday Question: How We Reach People
In-Reply-To: <dfcd122b0809250816q1e6307deg8a0a167140554af1@mail.gmail.com>
References: <48DA2F070200002D0000869C@dcgw.jsi.com>
	<9F5149BB75C7499EB7EE7E5F864855E3@cozzolinoxp1>
	<dfcd122b0809250723r4cd26535i5b2b4499051896c6@mail.gmail.com>
	<dfcd122b0809250816q1e6307deg8a0a167140554af1@mail.gmail.com>
Message-ID: <9875CD000F62F3468AAA8B754A2543A8378589@AVN3VS031.ees.hhs.gov>

A great resource for information on Internet use and health is the Pew
Internet and American Life Project. The NAALS report is from 2003, so
PEW can provide more recent information. See
http://www.pewinternet.org/PPF/r/251/presentation_display.asp for 2008
data on demographics, Internet use, and health information seeking. 

 

 

Sandra Williams Hilfiker

Health Communication Advisor

Office of Disease Prevention and Health Promotion

Office of Public Health and Science, Office of the Secretary
U.S. Department of Health and Human Services 
1101 Wootton Parkway, LL 100

Rockville, MD 20850

240-453-8268

SandraW.Hilfiker at hhs.gov

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Emily Z. Kontos
Sent: Thursday, September 25, 2008 11:17 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2328] Re: Wednesday Question: How We Reach
People

 

	The NAALS Health LIteracy report published figures on this and
indeed low literacy adults do NOT use the Internet to seek out health
information. Note that this does not mean they do not USE the Internet
at all but I think the focus of this discussion is on their health
seeking behaviors. This is actually my area of research. Here is the
data from the Health Literacy Report and I have also attached a url to a
paper that relates to the subject.

	 

	80% of "below basic" literacy adults do NOT use the Internet to
seek out health information

	58% of "basic"

	33% of "intermediate"

	15% of "proficient

 

Barriers and Facilitators to Home Computer and Internet Use Among Urban
Novice Computer Users of Low Socioeconomic Position

http://www.jmir.org/2007/4/e31

	

	 

	Thanks,

	Emily 

	 

	 

	Emily Z. Kontos, ScM 
	Doctoral Student 
	Dept. of Society, Human Development and Health 
	Harvard University, School of Public Health 

	Research Assistant 
	Center for Community-Based Research 
	Dana-Farber Cancer Institute 
	44 Binney Street (LW627A) 
	Boston, MA 02115 
	TEL: 617.582.8191 
	FAX: 617.632.5690 

	 

	On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino
<cozzolino at pacbell.net> wrote:

	Hello and thanks for this important question
	
	How about the Internet?  I think many of us might assume that
low-literacy
	adults and older adults don't use the Internet for information.
I wonder if
	that is really true?  We might all be surprised at the numbers.
I don't
	have the data at hand, but from my experience in adult ESL in
California, I
	think that it can be a useful tool, at home, at school and in
other
	settings.  The problem becomes which materials are people
looking at, are
	they accessible and are they valid and accurate?
	
	The second question in my mind is always the fact that
information alone is
	not enough - people often need to change their behaviors, and
which of any
	method helps bring about real change?  That may be another
discussion!
	
	Laurie Cozzolino
	cozzolino at pacbell.net
	Eating Well, Living Well
	San Diego Community College District

	
	----- Original Message -----
	From: "Julie McKinney" <julie_mcKinney at worlded.org>
	To: <healthliteracy at nifl.gov>
	Sent: Wednesday, September 24, 2008 9:13 AM
	Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach
People
	
	
	> Hi Everyone,
	>
	> My question this week comes from the Webcast and Doug's
response. It is
	> about the model of how we reach people (the patients or
consumers) for
	> health literacy education.
	>
	> We saw that Dr. Ian Bennett's study found that a home-based
model of
	> education worked better than the classroom model. Of course,
that is
	> coming from a Health Center-initiated program, where forming
into
	> classes is not expected from patients. Dr. Susan Levy's study,
which was
	> done in adult literacy programs, did have success with the
classroom
	> model. However, we see that a relatively low percentage of
adults with
	> literacy challenges are actually enrolled in these kinds of
programs, so
	> we do need to find other ways. Dr. Bennett emphasized that new
models
	> need to be explored.
	>
	> So let's exlpore some! What other ways can we reach people to
help them
	> learn about basic health, health literacy, health care access,
finding
	> and using health info, etc?
	>
	> What are our options?
	>
	> So far:
	>
	> classroom setting in adult education program (adult literacy
or English
	> classes)
	> patient waiting room of clinic, hospital or community health
center
	> media (TV, radio, bulletin boards in libraries, hosptials,
school)
	> K-12 health education
	> people lucky enough to participate in a research study
	>
	> What other options are there?
	> What are the pros and cons of groups vs. individual?
	>
	> Please share your thoughts and experience on this!
	>
	> All the best,
	> Julie
	>
	> Julie McKinney
	> Health Literacy List Moderator
	> World Education
	> jmckinney at worlded.org
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go
to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy

	> Email delivered to cozzolino at pacbell.net

	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to emilyzkontos at gmail.com

	 

 

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From jpotter at gha.org  Thu Sep 25 14:22:36 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 25 Sep 2008 14:22:36 -0400
Subject: [HealthLiteracy 2333] Re: Wednesday Question: How We Reach People
In-Reply-To: <dfcd122b0809250816q1e6307deg8a0a167140554af1@mail.gmail.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local>

Is that based upon 2003 data?  I would think that would make a difference.  I've read the JMIR study and it only had 12 people.  I'm not sure we have a good idea about this topic at this point.  Aren't there some computer/health kiosk folks on this listserv?  I'd be curious to see what their ideas were about internet use in this demographic.  How about adult literacy instructors?  Are there some of you conducting classes using computers and the internet?  I suspect the best group of people to answer this question might be public librarians.  If we make an assumption that lower socioeconomic folks would be less likely to have computers in their home (which may or may not be true), then where would they use a computer?

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

"Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."
 
Peter Cameron

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Emily Z. Kontos
Sent: Thursday, September 25, 2008 11:17 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2328] Re: Wednesday Question: How We Reach People

 

	The NAALS Health LIteracy report published figures on this and indeed low literacy adults do NOT use the Internet to seek out health information. Note that this does not mean they do not USE the Internet at all but I think the focus of this discussion is on their health seeking behaviors. This is actually my area of research. Here is the data from the Health Literacy Report and I have also attached a url to a paper that relates to the subject.

	 

	80% of "below basic" literacy adults do NOT use the Internet to seek out health information

	58% of "basic"

	33% of "intermediate"

	15% of "proficient

 

Barriers and Facilitators to Home Computer and Internet Use Among Urban Novice Computer Users of Low Socioeconomic Position

http://www.jmir.org/2007/4/e31

	

	 

	Thanks,

	Emily 

	 

	 

	Emily Z. Kontos, ScM 
	Doctoral Student 
	Dept. of Society, Human Development and Health 
	Harvard University, School of Public Health 

	Research Assistant 
	Center for Community-Based Research 
	Dana-Farber Cancer Institute 
	44 Binney Street (LW627A) 
	Boston, MA 02115 
	TEL: 617.582.8191 
	FAX: 617.632.5690 

	 

	On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net> wrote:

	Hello and thanks for this important question
	
	How about the Internet?  I think many of us might assume that low-literacy
	adults and older adults don't use the Internet for information.  I wonder if
	that is really true?  We might all be surprised at the numbers.  I don't
	have the data at hand, but from my experience in adult ESL in California, I
	think that it can be a useful tool, at home, at school and in other
	settings.  The problem becomes which materials are people looking at, are
	they accessible and are they valid and accurate?
	
	The second question in my mind is always the fact that information alone is
	not enough - people often need to change their behaviors, and which of any
	method helps bring about real change?  That may be another discussion!
	
	Laurie Cozzolino
	cozzolino at pacbell.net
	Eating Well, Living Well
	San Diego Community College District

	
	----- Original Message -----
	From: "Julie McKinney" <julie_mcKinney at worlded.org>
	To: <healthliteracy at nifl.gov>
	Sent: Wednesday, September 24, 2008 9:13 AM
	Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People
	
	
	> Hi Everyone,
	>
	> My question this week comes from the Webcast and Doug's response. It is
	> about the model of how we reach people (the patients or consumers) for
	> health literacy education.
	>
	> We saw that Dr. Ian Bennett's study found that a home-based model of
	> education worked better than the classroom model. Of course, that is
	> coming from a Health Center-initiated program, where forming into
	> classes is not expected from patients. Dr. Susan Levy's study, which was
	> done in adult literacy programs, did have success with the classroom
	> model. However, we see that a relatively low percentage of adults with
	> literacy challenges are actually enrolled in these kinds of programs, so
	> we do need to find other ways. Dr. Bennett emphasized that new models
	> need to be explored.
	>
	> So let's exlpore some! What other ways can we reach people to help them
	> learn about basic health, health literacy, health care access, finding
	> and using health info, etc?
	>
	> What are our options?
	>
	> So far:
	>
	> classroom setting in adult education program (adult literacy or English
	> classes)
	> patient waiting room of clinic, hospital or community health center
	> media (TV, radio, bulletin boards in libraries, hosptials, school)
	> K-12 health education
	> people lucky enough to participate in a research study
	>
	> What other options are there?
	> What are the pros and cons of groups vs. individual?
	>
	> Please share your thoughts and experience on this!
	>
	> All the best,
	> Julie
	>
	> Julie McKinney
	> Health Literacy List Moderator
	> World Education
	> jmckinney at worlded.org
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy

	> Email delivered to cozzolino at pacbell.net

	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to emilyzkontos at gmail.com

	 

 

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From emilyzkontos at gmail.com  Thu Sep 25 20:51:06 2008
From: emilyzkontos at gmail.com (Emily Z. Kontos)
Date: Thu, 25 Sep 2008 20:51:06 -0400
Subject: [HealthLiteracy 2334] Re: Wednesday Question: How We Reach People
In-Reply-To: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local>
References: <dfcd122b0809250816q1e6307deg8a0a167140554af1@mail.gmail.com>
	<FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local>
Message-ID: <dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com>

A couple of additional comments on this issue...

I would have to say that there really is not adequate empirical data on this
topic. The NAALS data is a bit dated and we need to question who is included
in the PEW RDD surveys given the increase of cell phone as a primary phone
for lower SES individuals. Because of these facts, Dana-Farber Cancer
Institute is actually invovled in the first 5 year RCT collecting data on
how low literacy adults (recruited from adult ed programs throughout MA) use
the Internet for health. The study is in its 3rd year so stay tunned for
more information on this. The JMIR article that was shared is merely a
qualitative paper reporting on the pilot study that served as the foundation
for the lR01.

-Emily Kontos

On Thu, Sep 25, 2008 at 2:22 PM, Jan Potter <jpotter at gha.org> wrote:

>  Is that based upon 2003 data?  I would think that would make a
> difference.  I've read the JMIR study and it only had 12 people.  I'm not
> sure we have a good idea about this topic at this point.  Aren't there some
> computer/health kiosk folks on this listserv?  I'd be curious to see what
> their ideas were about internet use in this demographic.  How about adult
> literacy instructors?  Are there some of you conducting classes using
> computers and the internet?  I suspect the best group of people to answer
> this question might be public librarians.  If we make an assumption that
> lower socioeconomic folks would be less likely to have computers in their
> home (which may or may not be true), then where would they use a computer?
>
>
>
> Jan Potter, MSTC
>
> Communications Specialist
>
> Partnership for Health and Accountability
>
> 770-249-4549
>
> www.gha.org/pha
>
>
>
> "Homework: Find the value of n such that n plus everything else in your
> life makes you feel all right. What would n equal? Solve for n."
>
> Peter Cameron
>
>
>
> This Email is covered by the Electronic Communications Privacy Act, 18
> U.S.C. ?? 2510-2521 and may be legally privileged. The information contained
> in this Email is intended only for use of the individual or entity named
> above. If the reader of this message is not the intended recipient, or the
> employee or agent responsible to deliver it to the intended recipient,
> please destroy the email after advising by reply that you erroneously
> received this.  If applicable, the receipt by anyone other than the
> designated recipient does not waive the attorney-client privilege, nor will
> it constitute a waiver of the work-product doctrine. If you are not the
> intended recipient, please delete this message and notify us via e-mail to (
> PHA at gha.org)
>
> -----Original Message-----
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *Emily Z. Kontos
> *Sent:* Thursday, September 25, 2008 11:17 AM
> *To:* The Health and Literacy Discussion List
>
> *Subject:* [HealthLiteracy 2328] Re: Wednesday Question: How We Reach
> People
>
>
>
>  The NAALS Health LIteracy report published figures on this and indeed low
> literacy adults do NOT use the Internet to seek out health information. Note
> that this does not mean they do not USE the Internet at all but I think the
> focus of this discussion is on their health seeking behaviors. This is
> actually my area of research. Here is the data from the Health Literacy
> Report and I have also attached a url to a paper that relates to the
> subject.
>
>
>
> 80% of "below basic" literacy adults do NOT use the Internet to seek out
> health information
>
> 58% of "basic"
>
> 33% of "intermediate"
>
> 15% of "proficient
>
>
>
> Barriers and Facilitators to Home Computer and Internet Use Among Urban
> Novice Computer Users of Low Socioeconomic Position
>
> http://www.jmir.org/2007/4/e31
>
>
>
> Thanks,
>
> Emily
>
>
>
>
>
> *Emily Z. Kontos, ScM*
> Doctoral Student
> Dept. of Society, Human Development and Health
> Harvard University, School of Public Health
>
> Research Assistant
> Center for Community-Based Research
> Dana-Farber Cancer Institute
> 44 Binney Street (LW627A)
> Boston, MA 02115
> TEL: 617.582.8191
> FAX: 617.632.5690
>
>
>
> On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net>
> wrote:
>
> Hello and thanks for this important question
>
> How about the Internet?  I think many of us might assume that low-literacy
> adults and older adults don't use the Internet for information.  I wonder
> if
> that is really true?  We might all be surprised at the numbers.  I don't
> have the data at hand, but from my experience in adult ESL in California, I
> think that it can be a useful tool, at home, at school and in other
> settings.  The problem becomes which materials are people looking at, are
> they accessible and are they valid and accurate?
>
> The second question in my mind is always the fact that information alone is
> not enough - people often need to change their behaviors, and which of any
> method helps bring about real change?  That may be another discussion!
>
> Laurie Cozzolino
> cozzolino at pacbell.net
> Eating Well, Living Well
> San Diego Community College District
>
>
> ----- Original Message -----
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> To: <healthliteracy at nifl.gov>
> Sent: Wednesday, September 24, 2008 9:13 AM
> Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People
>
>
> > Hi Everyone,
> >
> > My question this week comes from the Webcast and Doug's response. It is
> > about the model of how we reach people (the patients or consumers) for
> > health literacy education.
> >
> > We saw that Dr. Ian Bennett's study found that a home-based model of
> > education worked better than the classroom model. Of course, that is
> > coming from a Health Center-initiated program, where forming into
> > classes is not expected from patients. Dr. Susan Levy's study, which was
> > done in adult literacy programs, did have success with the classroom
> > model. However, we see that a relatively low percentage of adults with
> > literacy challenges are actually enrolled in these kinds of programs, so
> > we do need to find other ways. Dr. Bennett emphasized that new models
> > need to be explored.
> >
> > So let's exlpore some! What other ways can we reach people to help them
> > learn about basic health, health literacy, health care access, finding
> > and using health info, etc?
> >
> > What are our options?
> >
> > So far:
> >
> > classroom setting in adult education program (adult literacy or English
> > classes)
> > patient waiting room of clinic, hospital or community health center
> > media (TV, radio, bulletin boards in libraries, hosptials, school)
> > K-12 health education
> > people lucky enough to participate in a research study
> >
> > What other options are there?
> > What are the pros and cons of groups vs. individual?
> >
> > Please share your thoughts and experience on this!
> >
> > All the best,
> > Julie
> >
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
>
> > Email delivered to cozzolino at pacbell.net
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to emilyzkontos at gmail.com
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to emilyzkontos at gmail.com
>
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From Jsorensen at afmc.org  Thu Sep 25 23:14:15 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 25 Sep 2008 22:14:15 -0500
Subject: [HealthLiteracy 2335] Re: Photo Novellas related to health
References: <327C7E45-892B-4EE0-BA2D-E713A5742E34@gmail.com>
	<003b01c91f29$978d2660$9601a8c0@yorkliteracy.org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3029FDAAE@AFMCFS6.NT_AFMC.local>

We recently received word that we've received a grant to increase health literacy among Head Start parents, with a primary goal of reducing nonurgent ER visits. We proposed to target one county that has a rather high nonurgent ER utilization rate. Many of the parents are Hispanic and a few are Marshall Islanders. One of the tools we proposed is a photonovella, primarily for the Hispanic parents. We'll be offering it in print, as well as on DVD as a slide show with an audio track, to reach any parents who may have literacy issues in their own language. I have never worked on a fotonovella before, and I'm thrilled to be working on this project.
I cannot access my notes from here at home or remember the location or details, but I recall a photonovella was used to encourage folic acid supplements for pregnant women in one project. I believe we cited it in the proposal.
I'm obviously interested in this string and any other advice, and will eventually post links to our fotonovella and other materials, as well as the results of the project.
Janet Sorensen, tech and educational writer
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Laura Bair
Sent: Thu 9/25/2008 11:13 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2330] Photo Novellas related to health


Hi all, 
Our community has been working on a marketing plan to get the word out about improved patient-doctor communication and various chronic diseases.  We are leaning toward using a photo novella approach in our marketing materials and of course making them health literacy friendly.  
 
My questions to the group are:
-Does any one know of some good examples of photo novellas related to health and/or health care?  
-Is anyone using these types of resources now?  If so, what has the response been?
 
Thank you in advance!
Laura
Laura Bair
Grants Writer & Workplace Coordinator/
Health Literacy Task Force Chair
York County Literacy Council (YCLC)
800 E. King St.
York, PA 17403
717-845-8719
www.yorkliteracy.org <http://www.yorkliteracy.org/> 
***************************************************************************
CONFIDENTIALITY NOTICE: The information in this E-mail is 
confidential and may be privileged. This E-mail is intended solely
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From lisamjones44 at hotmail.com  Fri Sep 26 08:33:46 2008
From: lisamjones44 at hotmail.com (lisa jones)
Date: Fri, 26 Sep 2008 12:33:46 +0000
Subject: [HealthLiteracy 2335] Re: Photo Novellas related to health
In-Reply-To: <mailman.74618.1222430948.14302.healthliteracy@nifl.gov>
References: <mailman.74618.1222430948.14302.healthliteracy@nifl.gov>
Message-ID: <BLU147-W39B0B0C2F13D38EB1CD74DC8470@phx.gbl>



 
 Laura -
 
Susan Auger (Auger communications) has some great photonovellas on prenatal care and food safety.  She comments sometimes on this list..
 
 
Lisa M. Jones, MD

>> Message: 1> Date: Thu, 25 Sep 2008 12:13:01 -0400> From: "Laura Bair" <grants at yorkliteracy.org>> Subject: [HealthLiteracy 2330] Photo Novellas related to health> To: "The Health and Literacy Discussion List"> <healthliteracy at nifl.gov>> Message-ID: <003b01c91f29$978d2660$9601a8c0 at yorkliteracy.org>> Content-Type: text/plain; charset="iso-8859-1"> > Hi all, > Our community has been working on a marketing plan to get the word out about improved patient-doctor communication and various chronic diseases. We are leaning toward using a photo novella approach in our marketing materials and of course making them health literacy friendly. > > My questions to the group are:> -Does any one know of some good examples of photo novellas related to health and/or health care? > -Is anyone using these types of resources now? If so, what has the response been?> > Thank you in advance!> Laura> Laura Bair> Grants Writer & Workplace Coordinator/> Health Literacy Task Force Chair> York County Literacy Council (YCLC)> 800 E. King St.> York, PA 17403> 717-845-8719> www.yorkliteracy.org> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20080925/4fb767de/attachment-0001.html > > ------------------------------> 
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From djrosen1 at gmail.com  Fri Sep 26 08:45:21 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Fri, 26 Sep 2008 08:45:21 -0400
Subject: [HealthLiteracy 2336]  Photo novels
Message-ID: <20B1C6A5-898B-469E-8D60-239E2891C9B6@gmail.com>

Information on photo novels from a July 30th post to the NIFL  
Technology discussion list.

David J. Rosen
djrosen1 at gmail.com
------------------------------------------------------------------------ 
------
From: "Laura Nimmon" <LN at uvic.ca>
Date: July 30, 2008 6:50:15 PM EDT
To: Technology at nifl.gov
Subject: [Technology 1694]  Photonovels
Reply-To: The Technology and Literacy Discussion List
<technology at nifl.gov>

My apologies if this is a cross posting for some of you,

Inspired by Paulo Freire's approach to critical pedagogy, my MA
research involved having immigrant ESL speaking women create
a participatory photonovel about eating well in Canada. A photonovel
  is like a comic book, but uses photographs with balloon captions.

Creating a photonovel is very user-friendly and economical. In terms
of technology, all that is required is a digital camera, computer and a
comic-producing program that costs 30 dollars (Comic Life, which can
be bought online: www.plasq.com/ or it comes with most Mac computers).

My research findings demonstrated that a photonovel can be an effective
health literacy tool for immigrant ESL-speaking women, that it created
community amongst the women, that it helped the women feel important
and that it shifted their consciousness about nutrition in Canada

To view the photonovel the women created, and others, go to:

www.photonovel.ca

My MA research won a Canadian Population and Public Health Masters
Research Award (2006) and was shortlisted for the Canadian Language
and Literacy Masters Research Award (2008).

For some more information about the use of photonovels in education:

Nimmon, L. (2007). Within the eyes of the people: Using a photonovel as
a consciousness-raising health literacy tool with ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4), 337-340.

Rudd, R., & Comings, J. (1996). Learner developed materials: An
empowering product. Health Education Quarterly, 21(3), 313-327.

Wang, C., & Burris, A. (1994). Empowerment through photonovella:
Portraits of participation. Health Education Quarterly, 21(2), 171-186.

In response to the growing interest in photonovels as an empowering
educational tool, I have created a new website at www.photonovela.com

The goal of this site is to have a place where user created photonovels
can be shared and disseminated more widely.

Should you have any questions about facilitating photonovel projects,
please do not hesitate to contact me.

Sincerely,

Laura

Laura Nimmon
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
University of British Columbia
Literacy Education
www.photonovel.ca






From DUrbonas at channing-bete.com  Fri Sep 26 09:56:12 2008
From: DUrbonas at channing-bete.com (David Urbonas)
Date: Fri, 26 Sep 2008 09:56:12 -0400
Subject: [HealthLiteracy 2337] Re: Photo Novellas related to health
In-Reply-To: <003b01c91f29$978d2660$9601a8c0@yorkliteracy.org>
References: <327C7E45-892B-4EE0-BA2D-E713A5742E34@gmail.com>
	<003b01c91f29$978d2660$9601a8c0@yorkliteracy.org>
Message-ID: <D99901F56B97864DBD4D1F1F65388C851D1B910E@sxgen01.dclb>

Laura, thought I would mention that Channing Bete Company offers a
selection of fotonovelas on a range of health-related topics.  Please
visit:
 
http://www.channing-bete.com/public-health/hisp-health-disparities.html
 
David Urbonas
Senior Marketing Director, Product Management Group
Channing Bete Company, Inc.
One Community Place
South Deerfield, MA 01373
413-665-6338
durbonas at channing-bete.com
www.channing-bete.com 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Bair
Sent: Thursday, September 25, 2008 12:13 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2330] Photo Novellas related to health


Hi all, 
Our community has been working on a marketing plan to get the word out
about improved patient-doctor communication and various chronic
diseases.  We are leaning toward using a photo novella approach in our
marketing materials and of course making them health literacy friendly.

 
My questions to the group are:
-Does any one know of some good examples of photo novellas related to
health and/or health care?  
-Is anyone using these types of resources now?  If so, what has the
response been?
 
Thank you in advance!
Laura
Laura Bair
Grants Writer & Workplace Coordinator/
Health Literacy Task Force Chair
York County Literacy Council (YCLC)
800 E. King St.
York, PA 17403
717-845-8719
www.yorkliteracy.org <http://www.yorkliteracy.org> 
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From sauger at mindspring.com  Fri Sep 26 10:34:51 2008
From: sauger at mindspring.com (Susan Auger)
Date: Fri, 26 Sep 2008 10:34:51 -0400
Subject: [HealthLiteracy 2338] Re: Photo Novellas related to health
In-Reply-To: <BLU147-W39B0B0C2F13D38EB1CD74DC8470@phx.gbl>
References: <mailman.74618.1222430948.14302.healthliteracy@nifl.gov>
	<BLU147-W39B0B0C2F13D38EB1CD74DC8470@phx.gbl>
Message-ID: <A61D270035904AF1A6D7DF447B173A1E@ACIncPC>

Thanks Lisa!
Laura- we've also recently completed a bilingual photonovel on gestational
diabetes and created the story on folic acid that I believe you were
referring to (it's actually a 'novela' coloring book). A group from the
National Training Collaborative for Social Marketing (USF) tested a variety
of folic acid educational materials (this novela, pamphlets, brochures) with
Mexican migrant families. It was the most popular choice and I understand
all the women reported gaining a better understanding of the need for
preconceptual folic acid.
 
In addition, the folks at Rural Women's Health Project in FL (Robin Lewey,
Exec Dir) also have an assortment of photonovels and have done some really
creative projects with photonovel development.
 
Feel free to contact me directly if you have any questions or would like
additional information.
Best wishes-
Susan Auger
Auger Communications, Inc.
919-361-1857

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones
Sent: Friday, September 26, 2008 8:34 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2335] Re: Photo Novellas related to health





 Laura -
 
Susan Auger (Auger communications) has some great photonovellas on prenatal
care and food safety.  She comments sometimes on this list..
 
 
Lisa M. Jones, MD



  _____  

>
> Message: 1
> Date: Thu, 25 Sep 2008 12:13:01 -0400
> From: "Laura Bair" <grants at yorkliteracy.org>
> Subject: [HealthLiteracy 2330] Photo Novellas related to health
> To: "The Health and Literacy Discussion List"
> <healthliteracy at nifl.gov>
> Message-ID: <003b01c91f29$978d2660$9601a8c0 at yorkliteracy.org>
> Content-Type: text/plain; charset="iso-8859-1"
> 
> Hi all, 
> Our community has been working on a marketing plan to get the word out
about improved patient-doctor communication and various chronic diseases. We
are leaning toward using a photo novella approach in our marketing materials
and of course making them health literacy friendly. 
> 
> My questions to the group are:
> -Does any one know of some good examples of photo novellas related to
health and/or health care? 
> -Is anyone using these types of resources now? If so, what has the
response been?
> 
> Thank you in advance!
> Laura
> Laura Bair
> Grants Writer & Workplace Coordinator/
> Health Literacy Task Force Chair
> York County Literacy Council (YCLC)
> 800 E. King St.
> York, PA 17403
> 717-845-8719
> www.yorkliteracy.org
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From zornm at mail.nlm.nih.gov  Fri Sep 26 10:50:06 2008
From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E])
Date: Fri, 26 Sep 2008 10:50:06 -0400
Subject: [HealthLiteracy 2339] Re: Wednesday Question: How We Reach People
In-Reply-To: <dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com>
References: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local>
	<dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com>
Message-ID: <3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>

I think newer data is available from the Center for Studying Health System Chang Tracking Report No. 20 August 2008 by Ha T. Tu, Genna Cohen

 

"In 2007, 56 percent of American adults-more than 122 million people-sought information about a personal health concern, up from 38 percent in 2001, according to a new national study by the Center for Studying Health System Change (HSC). Use of all information sources rose substantially, with the Internet leading the way: Internet information seeking doubled to 32 percent during the six-year period. Consumers across all categories of age, education, income, race/ethnicity and health status increased their information seeking significantly, but education level remained the key factor in explaining how likely people are to seek health information. Although elderly Americans-65 and older-sharply increased their information seeking, they still trail younger Americans by a substantial margin, especially in using Internet information sources. Consumers who actively researched health concerns widely reported positive impacts: More than half said the information changed their overall approach to maintaining their health, and four in five said that the information helped them to better understand how to treat an illness or condition. 

More at  http://www.hschange.org/CONTENT/1006/ 

 

See also (about the above report)  "More Americans Seeking Health Information, Especially on the Internet: Education level remains key in likelihood of seeking health information.  Robert Wood Johnson Foundation press release at

 http://www.rwjf.org/newsroom/product.jsp?id=33852http://www.rwjf.org/newsroom/product.jsp?id=33852

 

Marcia

 

Marcia Zorn, MA, MLS

National Library of Medicine, NIH

 

From: Emily Z. Kontos [mailto:emilyzkontos at gmail.com] 
Sent: Thursday, September 25, 2008 8:51 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2334] Re: Wednesday Question: How We Reach People

 

A couple of additional comments on this issue...

 

I would have to say that there really is not adequate empirical data on this topic. The NAALS data is a bit dated and we need to question who is included in the PEW RDD surveys given the increase of cell phone as a primary phone for lower SES individuals. Because of these facts, Dana-Farber Cancer Institute is actually invovled in the first 5 year RCT collecting data on how low literacy adults (recruited from adult ed programs throughout MA) use the Internet for health. The study is in its 3rd year so stay tunned for more information on this. The JMIR article that was shared is merely a qualitative paper reporting on the pilot study that served as the foundation for the lR01.

 

-Emily Kontos 

On Thu, Sep 25, 2008 at 2:22 PM, Jan Potter <jpotter at gha.org> wrote:

Is that based upon 2003 data?  I would think that would make a difference.  I've read the JMIR study and it only had 12 people.  I'm not sure we have a good idea about this topic at this point.  Aren't there some computer/health kiosk folks on this listserv?  I'd be curious to see what their ideas were about internet use in this demographic.  How about adult literacy instructors?  Are there some of you conducting classes using computers and the internet?  I suspect the best group of people to answer this question might be public librarians.  If we make an assumption that lower socioeconomic folks would be less likely to have computers in their home (which may or may not be true), then where would they use a computer?

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

"Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."
 
Peter Cameron

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Emily Z. Kontos
Sent: Thursday, September 25, 2008 11:17 AM
To: The Health and Literacy Discussion List


Subject: [HealthLiteracy 2328] Re: Wednesday Question: How We Reach People

 

	The NAALS Health LIteracy report published figures on this and indeed low literacy adults do NOT use the Internet to seek out health information. Note that this does not mean they do not USE the Internet at all but I think the focus of this discussion is on their health seeking behaviors. This is actually my area of research. Here is the data from the Health Literacy Report and I have also attached a url to a paper that relates to the subject.

	 

	80% of "below basic" literacy adults do NOT use the Internet to seek out health information

	58% of "basic"

	33% of "intermediate"

	15% of "proficient

 

Barriers and Facilitators to Home Computer and Internet Use Among Urban Novice Computer Users of Low Socioeconomic Position

http://www.jmir.org/2007/4/e31

	 

	Thanks,

	Emily 

	 

	 

	Emily Z. Kontos, ScM 
	Doctoral Student 
	Dept. of Society, Human Development and Health 
	Harvard University, School of Public Health 

	Research Assistant 
	Center for Community-Based Research 
	Dana-Farber Cancer Institute 
	44 Binney Street (LW627A) 
	Boston, MA 02115 
	TEL: 617.582.8191 
	FAX: 617.632.5690 

	 

	On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net> wrote:

	Hello and thanks for this important question
	
	How about the Internet?  I think many of us might assume that low-literacy
	adults and older adults don't use the Internet for information.  I wonder if
	that is really true?  We might all be surprised at the numbers.  I don't
	have the data at hand, but from my experience in adult ESL in California, I
	think that it can be a useful tool, at home, at school and in other
	settings.  The problem becomes which materials are people looking at, are
	they accessible and are they valid and accurate?
	
	The second question in my mind is always the fact that information alone is
	not enough - people often need to change their behaviors, and which of any
	method helps bring about real change?  That may be another discussion!
	
	Laurie Cozzolino
	cozzolino at pacbell.net
	Eating Well, Living Well
	San Diego Community College District

	
	----- Original Message -----
	From: "Julie McKinney" <julie_mcKinney at worlded.org>
	To: <healthliteracy at nifl.gov>
	Sent: Wednesday, September 24, 2008 9:13 AM
	Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People
	
	
	> Hi Everyone,
	>
	> My question this week comes from the Webcast and Doug's response. It is
	> about the model of how we reach people (the patients or consumers) for
	> health literacy education.
	>
	> We saw that Dr. Ian Bennett's study found that a home-based model of
	> education worked better than the classroom model. Of course, that is
	> coming from a Health Center-initiated program, where forming into
	> classes is not expected from patients. Dr. Susan Levy's study, which was
	> done in adult literacy programs, did have success with the classroom
	> model. However, we see that a relatively low percentage of adults with
	> literacy challenges are actually enrolled in these kinds of programs, so
	> we do need to find other ways. Dr. Bennett emphasized that new models
	> need to be explored.
	>
	> So let's exlpore some! What other ways can we reach people to help them
	> learn about basic health, health literacy, health care access, finding
	> and using health info, etc?
	>
	> What are our options?
	>
	> So far:
	>
	> classroom setting in adult education program (adult literacy or English
	> classes)
	> patient waiting room of clinic, hospital or community health center
	> media (TV, radio, bulletin boards in libraries, hosptials, school)
	> K-12 health education
	> people lucky enough to participate in a research study
	>
	> What other options are there?
	> What are the pros and cons of groups vs. individual?
	>
	> Please share your thoughts and experience on this!
	>
	> All the best,
	> Julie
	>
	> Julie McKinney
	> Health Literacy List Moderator
	> World Education
	> jmckinney at worlded.org
	> ----------------------------------------------------
	> National Institute for Literacy
	> Health and Literacy mailing list
	> HealthLiteracy at nifl.gov
	> To unsubscribe or change your subscription settings, please go to
	> http://www.nifl.gov/mailman/listinfo/healthliteracy

	> Email delivered to cozzolino at pacbell.net

	
	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to emilyzkontos at gmail.com

	 

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to emilyzkontos at gmail.com

 

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From lchurch at proliteracy.org  Fri Sep 26 11:28:57 2008
From: lchurch at proliteracy.org (Linda Church)
Date: Fri, 26 Sep 2008 11:28:57 -0400
Subject: [HealthLiteracy 2340] Re: Photo novels
In-Reply-To: <20B1C6A5-898B-469E-8D60-239E2891C9B6@gmail.com>
Message-ID: <DBF40CF21F685B45B1D163F82E43A2217F0B2B@miller.proliteracy.org>

In response to the growing interest in photonovels, the Adult Basic Education and Literacy Journal asked Laura Nimmon (see below) and Deborah Begoray to write an article especially for people just starting out with this teaching tool. The article, "Creating Participatory Photonovels: A Classroom Guide" will appear in the November issue of the journal, which is copublished by the Commission on Adult Basic Education (COABE) and ProLiteracy. If you are not a current subscriber, you can find ordering information at http://www.newreaderspress.com/Items.aspx?hierId=4130.

Linda Church
ProLiteracy
Syracuse, NY 
www.proliteracy.org
lchurch at proliteracy.org


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of djrosen1
Sent: Friday, September 26, 2008 8:45 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2336] Photo novels


Information on photo novels from a July 30th post to the NIFL  
Technology discussion list.

David J. Rosen
djrosen1 at gmail.com
------------------------------------------------------------------------ 
------
From: "Laura Nimmon" <LN at uvic.ca>
Date: July 30, 2008 6:50:15 PM EDT
To: Technology at nifl.gov
Subject: [Technology 1694]  Photonovels
Reply-To: The Technology and Literacy Discussion List
<technology at nifl.gov>

My apologies if this is a cross posting for some of you,

Inspired by Paulo Freire's approach to critical pedagogy, my MA
research involved having immigrant ESL speaking women create
a participatory photonovel about eating well in Canada. A photonovel
  is like a comic book, but uses photographs with balloon captions.

Creating a photonovel is very user-friendly and economical. In terms
of technology, all that is required is a digital camera, computer and a
comic-producing program that costs 30 dollars (Comic Life, which can
be bought online: www.plasq.com/ or it comes with most Mac computers).

My research findings demonstrated that a photonovel can be an effective
health literacy tool for immigrant ESL-speaking women, that it created
community amongst the women, that it helped the women feel important
and that it shifted their consciousness about nutrition in Canada

To view the photonovel the women created, and others, go to:

www.photonovel.ca

My MA research won a Canadian Population and Public Health Masters
Research Award (2006) and was shortlisted for the Canadian Language
and Literacy Masters Research Award (2008).

For some more information about the use of photonovels in education:

Nimmon, L. (2007). Within the eyes of the people: Using a photonovel as
a consciousness-raising health literacy tool with ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4), 337-340.

Rudd, R., & Comings, J. (1996). Learner developed materials: An
empowering product. Health Education Quarterly, 21(3), 313-327.

Wang, C., & Burris, A. (1994). Empowerment through photonovella:
Portraits of participation. Health Education Quarterly, 21(2), 171-186.

In response to the growing interest in photonovels as an empowering
educational tool, I have created a new website at www.photonovela.com

The goal of this site is to have a place where user created photonovels
can be shared and disseminated more widely.

Should you have any questions about facilitating photonovel projects,
please do not hesitate to contact me.

Sincerely,

Laura

Laura Nimmon
Doctoral Fellow
Social Sciences & Humanities Research Council of Canada
Michael Smith Foundation for Health Research
University of British Columbia
Literacy Education
www.photonovel.ca





----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lchurch at proliteracy.org

From Jsorensen at afmc.org  Fri Sep 26 11:34:41 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Fri, 26 Sep 2008 10:34:41 -0500
Subject: [HealthLiteracy 2341] Re: Photo Novellas related to health
In-Reply-To: <A61D270035904AF1A6D7DF447B173A1E@ACIncPC>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3035BE757@AFMCFS6.NT_AFMC.local>

Ms. Augur, is there a link to your novella coloring book or is there a
way I can order a sample? We did a coloring book a while back with
Arkansas Medicaid for Hispanic children with asthma. It's still
available for Arkansas physicians at www.afmc.org/tools. Now we are
about to start work on a fotonovella and DVD slide show for Head Start
parents to improve their general health literacy. We have an excellent
illustrator so another coloring book for them to the parents to take
home and share with their kids might be a good supplement.
Thanks!
Janet Sorensen, tech and ed writer
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger
Sent: Friday, September 26, 2008 9:35 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2338] Re: Photo Novellas related to health


Thanks Lisa!
Laura- we've also recently completed a bilingual photonovel on
gestational diabetes and created the story on folic acid that I believe
you were referring to (it's actually a 'novela' coloring book). A group
from the National Training Collaborative for Social Marketing (USF)
tested a variety of folic acid educational materials (this novela,
pamphlets, brochures) with Mexican migrant families. It was the most
popular choice and I understand all the women reported gaining a better
understanding of the need for preconceptual folic acid.
 
In addition, the folks at Rural Women's Health Project in FL (Robin
Lewey, Exec Dir) also have an assortment of photonovels and have done
some really creative projects with photonovel development.
 
Feel free to contact me directly if you have any questions or would like
additional information.
Best wishes-
Susan Auger
Auger Communications, Inc.
919-361-1857

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones
Sent: Friday, September 26, 2008 8:34 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2335] Re: Photo Novellas related to health





 Laura -
 
Susan Auger (Auger communications) has some great photonovellas on
prenatal care and food safety.  She comments sometimes on this list..
 
 
Lisa M. Jones, MD



________________________________

>
> Message: 1
> Date: Thu, 25 Sep 2008 12:13:01 -0400
> From: "Laura Bair" <grants at yorkliteracy.org>
> Subject: [HealthLiteracy 2330] Photo Novellas related to health
> To: "The Health and Literacy Discussion List"
> <healthliteracy at nifl.gov>
> Message-ID: <003b01c91f29$978d2660$9601a8c0 at yorkliteracy.org>
> Content-Type: text/plain; charset="iso-8859-1"
> 
> Hi all, 
> Our community has been working on a marketing plan to get the word out
about improved patient-doctor communication and various chronic
diseases. We are leaning toward using a photo novella approach in our
marketing materials and of course making them health literacy friendly. 
> 
> My questions to the group are:
> -Does any one know of some good examples of photo novellas related to
health and/or health care? 
> -Is anyone using these types of resources now? If so, what has the
response been?
> 
> Thank you in advance!
> Laura
> Laura Bair
> Grants Writer & Workplace Coordinator/
> Health Literacy Task Force Chair
> York County Literacy Council (YCLC)
> 800 E. King St.
> York, PA 17403
> 717-845-8719
> www.yorkliteracy.org
> -------------- next part --------------
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> ------------------------------
> 

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From SandraW.Hilfiker at hhs.gov  Fri Sep 26 13:33:04 2008
From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS))
Date: Fri, 26 Sep 2008 13:33:04 -0400
Subject: [HealthLiteracy 2342] Improved healthfinder.gov Makes Prevention
 Information Quicker and Easier to Use
In-Reply-To: <3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>
References: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local>
	<dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com>
	<3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>
Message-ID: <9875CD000F62F3468AAA8B754A2543A83DB2CB@AVN3VS031.ees.hhs.gov>

The U.S. Department of Health and Human Services has released a more
user-friendly version of healthfinder.gov <http://www.healthfinder.gov/>
. The site offers quick and easy information and tools to help people
stay healthy and prevent disease. 

 

Coordinated by the Office of Disease Prevention and Health Promotion
(ODPHP) and its National Health Information Center, the redesign of
healthfinder.gov was informed by health literacy and usability
principles and tested with more than 650 users. 

 

Visit healthfinder.gov's Quick Guide to Healthy Living
<http://www.healthfinder.gov/prevention/> , a new resource that uses
everyday language and examples to:

*	Tell users how to take action to improve their health using a
"small-steps" approach
*	Give users positive reasons to change their behavior
*	Provide tools and encouragement, such as personal health
calculators, menu planners and recipes, tips for caregivers, and
printable lists of questions to take to the doctor

 

You also may want to try out the new "myhealthfinder
<http://www.healthfinder.gov/prevention/> " tool, which provides
personalized health recommendations based on sex, age, and pregnancy
status. This feature offers evidence-based recommendations from the U.S.
Preventive Services Task Force, an independent panel of experts in
prevention and primary care sponsored by the Agency for Healthcare
Research and Quality. 

 

Visit the redesigned healthfinder.gov <http://www.healthfinder.gov/>
today and help us spread the word about this new resource. For
instructions on how to link to healthfinder.gov, please visit
http://www.healthfinder.gov/aboutus/linking.aspx.

 

Sandra Williams Hilfiker

Health Communication Advisor

Office of Disease Prevention and Health Promotion

Office of Public Health and Science, Office of the Secretary
U.S. Department of Health and Human Services 
1101 Wootton Parkway, LL 100

Rockville, MD 20850

240-453-8268

SandraW.Hilfiker at hhs.gov

 

 

 

 

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From Lendoak at aol.com  Fri Sep 26 13:33:44 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Fri, 26 Sep 2008 13:33:44 EDT
Subject: [HealthLiteracy 2343] Re: Photo novels
Message-ID: <bec.2bca3476.360e76f8@aol.com>

Dear Laura,
 
We too are fans of the photonovela.  We wonder what steps  you are taking 
with one problem with this media:  "The camera lens sees  all."  In the resulting 
photos, the untrained viewer's eye goes first to  the brightest color, then 
to "strange" objects that also make  for distractions from the focal point of 
the message.  For example, in  the homepage you referenced, in the bottom photo 
one's eyes focus on the  rainbow, not on the people or the fruit on the table.
 
Do you have a set of helpful ground rules in making  photonovelas to cut down 
on the number of distractions?
 
Best wishes,
 
Len and Ceci Doak
Patient Learning Assoc.
 
 
In a message dated 9/26/2008 6:49:39 A.M. Pacific Daylight Time,  
djrosen1 at gmail.com writes:

Information on photo novels from a July 30th post to the NIFL   
Technology discussion list.

David J.  Rosen
djrosen1 at gmail.com
------------------------------------------------------------------------  
------
From: "Laura Nimmon" <LN at uvic.ca>
Date: July 30, 2008  6:50:15 PM EDT
To: Technology at nifl.gov
Subject: [Technology 1694]   Photonovels
Reply-To: The Technology and Literacy Discussion  List
<technology at nifl.gov>

My apologies if this is a cross  posting for some of you,

Inspired by Paulo Freire's approach to  critical pedagogy, my MA
research involved having immigrant ESL speaking  women create
a participatory photonovel about eating well in Canada. A  photonovel
is like a comic book, but uses photographs with balloon  captions.

Creating a photonovel is very user-friendly and economical.  In terms
of technology, all that is required is a digital camera, computer  and a
comic-producing program that costs 30 dollars (Comic Life, which  can
be bought online: www.plasq.com/ or it comes with most Mac  computers).

My research findings demonstrated that a photonovel can be  an effective
health literacy tool for immigrant ESL-speaking women, that it  created
community amongst the women, that it helped the women feel  important
and that it shifted their consciousness about nutrition in  Canada

To view the photonovel the women created, and others, go  to:

www.photonovel.ca

My MA research won a Canadian Population  and Public Health Masters
Research Award (2006) and was shortlisted for the  Canadian Language
and Literacy Masters Research Award (2008).

For  some more information about the use of photonovels in  education:

Nimmon, L. (2007). Within the eyes of the people: Using a  photonovel as
a consciousness-raising health literacy tool with  ESL-speaking immigrant
women. Canadian Journal of Public Health, 98(4),  337-340.

Rudd, R., & Comings, J. (1996). Learner developed  materials: An
empowering product. Health Education Quarterly, 21(3),  313-327.

Wang, C., & Burris, A. (1994). Empowerment through  photonovella:
Portraits of participation. Health Education Quarterly,  21(2), 171-186.

In response to the growing interest in photonovels as  an empowering
educational tool, I have created a new website at  www.photonovela.com

The goal of this site is to have a place where user  created photonovels
can be shared and disseminated more  widely.

Should you have any questions about facilitating photonovel  projects,
please do not hesitate to contact  me.

Sincerely,

Laura

Laura Nimmon
Doctoral  Fellow
Social Sciences & Humanities Research Council of  Canada
Michael Smith Foundation for Health Research
University of  British Columbia
Literacy  Education
www.photonovel.ca





----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  lendoak at aol.com





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From cozzolino at pacbell.net  Fri Sep 26 16:02:39 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Fri, 26 Sep 2008 13:02:39 -0700
Subject: [HealthLiteracy 2344] Re: Wednesday Question: How We Reach People
References: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local><dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com>
	<3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>
Message-ID: <613077BB8B0D402E8BF6B3010B8315ED@cozzolinoxp1>

I think in the end we all can agree that the Internet is a powerful and useful tool for learning - one of many- and that there are many challenges both in terms of bridging the digital divide and at the same time providing accessible, valid and interesting content to adult learners - at home, in schools and in health care and other settings. 

My last words on this are from our experience in an adult ESL classroom setting.  We piloted (not a scientific study!) an online, interactive low-literacy lesson with 40 adult ESL learners. Our anecdotal observations should not be surprising.  Learners who had basic computer skills - using a mouse, basic keyboarding and navigation skills - were able to complete the lesson in about an hour, including an assessment and survey related to planning healthier meal choices.  Learners who lacked basic computer skills took at least twice as long, seemed frustrated and were not as likely to complete the lesson.  I do not think it was the content that challenged them, but rather their lack of basic computer skills.  This was true across age ranges, though, as if often the case, younger learners appeared to have better computer skills in general.   Again, this was not a research study, and the learning materials were custom-designed for this audience.  

One other interesting observation - many learners, though somewhat frustrated using the computer, were very interested in the topic and so persisted until the bell rang.  By using this lesson, these learners both improved their computer skills and gained valuable health information.  Not a bad outcome.

Thanks again for this interesting discussion.  I especially appreciate the research links.

Laurie Cozzolino
Eating Well, Living Well

Original Message ----- 
  From: Zorn, Marcia (NIH/NLM) [E] 
  To: The Health and Literacy Discussion List 
  Sent: Friday, September 26, 2008 7:50 AM
  Subject: [HealthLiteracy 2339] Re: Wednesday Question: How We Reach People


  I think newer data is available from the Center for Studying Health System Chang Tracking Report No. 20 August 2008 by Ha T. Tu, Genna Cohen

   

  "In 2007, 56 percent of American adults-more than 122 million people-sought information about a personal health concern, up from 38 percent in 2001, according to a new national study by the Center for Studying Health System Change (HSC). Use of all information sources rose substantially, with the Internet leading the way: Internet information seeking doubled to 32 percent during the six-year period. Consumers across all categories of age, education, income, race/ethnicity and health status increased their information seeking significantly, but education level remained the key factor in explaining how likely people are to seek health information. Although elderly Americans-65 and older-sharply increased their information seeking, they still trail younger Americans by a substantial margin, especially in using Internet information sources. Consumers who actively researched health concerns widely reported positive impacts: More than half said the information changed their overall approach to maintaining their health, and four in five said that the information helped them to better understand how to treat an illness or condition. 

  More at  http://www.hschange.org/CONTENT/1006/ 

   

  See also (about the above report)  "More Americans Seeking Health Information, Especially on the Internet: Education level remains key in likelihood of seeking health information.  Robert Wood Johnson Foundation press release at

   http://www.rwjf.org/newsroom/product.jsp?id=33852http://www.rwjf.org/newsroom/product.jsp?id=33852

   

  Marcia

   

  Marcia Zorn, MA, MLS

  National Library of Medicine, NIH

   

  From: Emily Z. Kontos [mailto:emilyzkontos at gmail.com] 
  Sent: Thursday, September 25, 2008 8:51 PM
  To: The Health and Literacy Discussion List
  Subject: [HealthLiteracy 2334] Re: Wednesday Question: How We Reach People

   

  A couple of additional comments on this issue...

   

  I would have to say that there really is not adequate empirical data on this topic. The NAALS data is a bit dated and we need to question who is included in the PEW RDD surveys given the increase of cell phone as a primary phone for lower SES individuals. Because of these facts, Dana-Farber Cancer Institute is actually invovled in the first 5 year RCT collecting data on how low literacy adults (recruited from adult ed programs throughout MA) use the Internet for health. The study is in its 3rd year so stay tunned for more information on this. The JMIR article that was shared is merely a qualitative paper reporting on the pilot study that served as the foundation for the lR01.

   

  -Emily Kontos 

  On Thu, Sep 25, 2008 at 2:22 PM, Jan Potter <jpotter at gha.org> wrote:

  Is that based upon 2003 data?  I would think that would make a difference.  I've read the JMIR study and it only had 12 people.  I'm not sure we have a good idea about this topic at this point.  Aren't there some computer/health kiosk folks on this listserv?  I'd be curious to see what their ideas were about internet use in this demographic.  How about adult literacy instructors?  Are there some of you conducting classes using computers and the internet?  I suspect the best group of people to answer this question might be public librarians.  If we make an assumption that lower socioeconomic folks would be less likely to have computers in their home (which may or may not be true), then where would they use a computer?

   

  Jan Potter, MSTC

  Communications Specialist

  Partnership for Health and Accountability

  770-249-4549

  www.gha.org/pha 

   

  "Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."
   
  Peter Cameron

   

  This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org)

  -----Original Message-----
  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Emily Z. Kontos
  Sent: Thursday, September 25, 2008 11:17 AM
  To: The Health and Literacy Discussion List


  Subject: [HealthLiteracy 2328] Re: Wednesday Question: How We Reach People

   

    The NAALS Health LIteracy report published figures on this and indeed low literacy adults do NOT use the Internet to seek out health information. Note that this does not mean they do not USE the Internet at all but I think the focus of this discussion is on their health seeking behaviors. This is actually my area of research. Here is the data from the Health Literacy Report and I have also attached a url to a paper that relates to the subject.

     

    80% of "below basic" literacy adults do NOT use the Internet to seek out health information

    58% of "basic"

    33% of "intermediate"

    15% of "proficient

   

  Barriers and Facilitators to Home Computer and Internet Use Among Urban Novice Computer Users of Low Socioeconomic Position

  http://www.jmir.org/2007/4/e31

     

    Thanks,

    Emily 

     

     

    Emily Z. Kontos, ScM 
    Doctoral Student 
    Dept. of Society, Human Development and Health 
    Harvard University, School of Public Health 

    Research Assistant 
    Center for Community-Based Research 
    Dana-Farber Cancer Institute 
    44 Binney Street (LW627A) 
    Boston, MA 02115 
    TEL: 617.582.8191 
    FAX: 617.632.5690 

     

    On Wed, Sep 24, 2008 at 1:03 PM, Laurie Cozzolino <cozzolino at pacbell.net> wrote:

    Hello and thanks for this important question

    How about the Internet?  I think many of us might assume that low-literacy
    adults and older adults don't use the Internet for information.  I wonder if
    that is really true?  We might all be surprised at the numbers.  I don't
    have the data at hand, but from my experience in adult ESL in California, I
    think that it can be a useful tool, at home, at school and in other
    settings.  The problem becomes which materials are people looking at, are
    they accessible and are they valid and accurate?

    The second question in my mind is always the fact that information alone is
    not enough - people often need to change their behaviors, and which of any
    method helps bring about real change?  That may be another discussion!

    Laurie Cozzolino
    cozzolino at pacbell.net
    Eating Well, Living Well
    San Diego Community College District


    ----- Original Message -----
    From: "Julie McKinney" <julie_mcKinney at worlded.org>
    To: <healthliteracy at nifl.gov>
    Sent: Wednesday, September 24, 2008 9:13 AM
    Subject: [HealthLiteracy 2325] Wednesday Question: How We Reach People


    > Hi Everyone,
    >
    > My question this week comes from the Webcast and Doug's response. It is
    > about the model of how we reach people (the patients or consumers) for
    > health literacy education.
    >
    > We saw that Dr. Ian Bennett's study found that a home-based model of
    > education worked better than the classroom model. Of course, that is
    > coming from a Health Center-initiated program, where forming into
    > classes is not expected from patients. Dr. Susan Levy's study, which was
    > done in adult literacy programs, did have success with the classroom
    > model. However, we see that a relatively low percentage of adults with
    > literacy challenges are actually enrolled in these kinds of programs, so
    > we do need to find other ways. Dr. Bennett emphasized that new models
    > need to be explored.
    >
    > So let's exlpore some! What other ways can we reach people to help them
    > learn about basic health, health literacy, health care access, finding
    > and using health info, etc?
    >
    > What are our options?
    >
    > So far:
    >
    > classroom setting in adult education program (adult literacy or English
    > classes)
    > patient waiting room of clinic, hospital or community health center
    > media (TV, radio, bulletin boards in libraries, hosptials, school)
    > K-12 health education
    > people lucky enough to participate in a research study
    >
    > What other options are there?
    > What are the pros and cons of groups vs. individual?
    >
    > Please share your thoughts and experience on this!
    >
    > All the best,
    > Julie
    >
    > Julie McKinney
    > Health Literacy List Moderator
    > World Education
    > jmckinney at worlded.org
    > ----------------------------------------------------
    > National Institute for Literacy
    > Health and Literacy mailing list
    > HealthLiteracy at nifl.gov
    > To unsubscribe or change your subscription settings, please go to
    > http://www.nifl.gov/mailman/listinfo/healthliteracy

    > Email delivered to cozzolino at pacbell.net


    ----------------------------------------------------
    National Institute for Literacy
    Health and Literacy mailing list
    HealthLiteracy at nifl.gov
    To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
    Email delivered to emilyzkontos at gmail.com

     

   


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to emilyzkontos at gmail.com

   



------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to cozzolino at pacbell.net
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From grants at yorkliteracy.org  Fri Sep 26 17:04:31 2008
From: grants at yorkliteracy.org (Laura Bair)
Date: Fri, 26 Sep 2008 17:04:31 -0400
Subject: [HealthLiteracy 2345] Re: Photo Novellas related to health
References: <6EE40CD48836434BBF299E57FBBB2AD3035BE757@AFMCFS6.NT_AFMC.local>
Message-ID: <C3563132F6AF43CE89A0438D660761B3@yorkliteracy.org>

Thank you everyone for all the great info on photo/fotonovellas so far!
I know that these have been used a lot with the Hispanic population.  Has anyone used photonovellas with a Caucasion audience, who perhaps does not have low literacy skills, but may have low health literacy skills?

If so, what was the response?  One fear in our brainstorming sessions was that the average middle class white guy/gal will feel like they are being talked down to with this approach.  Personally, I think the concept is very engaging, but would love to hear others' thoughts.

Thanks!
Laura
Laura Bair
Grants Writer & Workplace Coordinator
Health Literacy Task Force Chair
York County Literacy Council (YCLC)
800 E. King St.
York, PA 17403
717-845-8719
www.yorkliteracy.org
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From pleasant at aesop.rutgers.edu  Sat Sep 27 08:51:35 2008
From: pleasant at aesop.rutgers.edu (Andrew Pleasant)
Date: Sat, 27 Sep 2008 08:51:35 -0400
Subject: [HealthLiteracy 2346] Fwd: The Drum Beat - 462 - Assistive
	Technology for Universal Access
Message-ID: <p0623092dc503db521ef2@[192.168.1.100]>

For those recently wondering about technology to 
increase access for those with disabilities ... 
the current issue of the Drum Beat lists many 
examples of various types from around the world. 
See below.

>
>
>The Drum Beat - Issue 462 - Assistive Technology for Universal Access
>September 29 2008
>===
>
>
>This issue of the Drum Beat explores some of the 
>ways that adaptive (or assistive) technology is 
>being used around the world to facilitate access 
>to information, communication, and education for 
>people living with physical or mental 
>disabilities. It also includes a few examples of 
>projects and strategies advocating for the 
>rights of people with disabilities.
>
>
>===
>
>
>The Drum Beat 462 contains:
>* Subscribe to a new e-magazine: C-CHANGE PICKS.
>* Selected DEFINITIONS of "Assistive/Adaptive Technology".
>* Current ICT4D POLL.
>* A focus on ensuring ACCESS FOR ALL through assistive technologies.
>* Become a CI ASSOCIATE.
>* A focus on EMPOWERING CHILDREN through assistive technology.
>* New DEVELOPMENT CLASSIFIEDS from The CI.
>* A focus on MEDIA INTERSECTIONS related to assistive technology.
>
>
>===
>
>
>SUBSCRIBE TO A NEW E-MAGAZINE
>
>C-Change Picks
>http://www.comminit.com/en/cchangepicks/newsletter
>
>This periodic e-magazine, supported by C-Change 
>(see The Drum Beat #461 - 
>http://www.comminit.com/en/drum_beat_461.html ) 
>and implemented by The Communication Initiative, 
>has a focus on behaviour change and social 
>change communication to address health, the 
>environment, and civil society. Current special 
>focus areas include family planning, HIV/AIDS, 
>and malaria.
>
>See 
>http://www.comminit.com/en/cchangepicks/newsletter 
>to access the current and archived issues 
>online. Contact cchange at comminit.com to 
>subscribe.
>
>
>===
>
>
>ASSISTIVE/ADAPTIVE TECHNOLOGY: A FEW DEFINITIONS
>
>
>1.	"Assistive technology is a generic term 
>that includes assistive, adaptive, and 
>rehabilitative devices and the process used in 
>selecting, locating, and using them. AT promotes 
>greater independence for people with 
>disabilities by enabling them to perform tasks 
>that they were formerly unable to accomplish, or 
>had great difficulty accomplishing, by providing 
>enhancements to or changed methods of 
>interacting with the technology needed to 
>accomplish such tasks."
>Source: Wikipedia. See 
>http://www.comminit.com/redirect.cgi?cimo=1&r=http://en.wikipedia.org/wiki/Assistive_technology 
>- retrieved September 17 2008.
>
>
>2.	"Assistive technology [is a]ny item, 
>piece of equipment, or system, whether acquired 
>commercially, modified, or customized, that is 
>commonly used to increase, maintain, or improve 
>functional capabilities of individuals with 
>disabilities."
>Source: United States Federal Register: 
>Electronic and Information Technology 
>Accessibility Standards (Section 508), December 
>2000. See 
>http://www.comminit.com/redirect.cgi?cimo=1&r=http://www.access-board.gov/sec508/standards.htm 
>- retrieved September 17 2008.
>
>
>3.	"Assistive technology devices are 
>mechanical aids which substitute for or enhance 
>the function of some physical or mental ability 
>that is impaired. Assistive technology can be 
>anything homemade, purchased off the shelf, 
>modified, or commercially available which is 
>used to help an individual perform some task of 
>daily living. The term assistive technology 
>encompasses a broad range of devices from 'low 
>tech' (e.g., pencil grips, splints, paper 
>stabilizers) to 'high tech' (e.g., computers, 
>voice synthesizers, braille readers). These 
>devices include the entire range of supportive 
>tools and equipment from adapted spoons to 
>wheelchairs and computer systems for 
>environmental control."
>Source: Parents, Let?s Unite for Kids (PLUK), 
>"Family Guide to Assistive Technology", 1997. 
>See 
>http://www.comminit.com/redirect.cgi?cimo=1&r=http://www.pluk.org/AT1.html 
>- retrieved September 17 2008.
>
>
>===
>
>
>Please VOTE in our current ICT4D Poll!
>http://www.comminit.com/en/ict4d.html
>
>
>Which of the following might be immediately 
>economically advantageous to mobile users in the 
>developing world?
>
>* A weekly free texting day.
>* A weekly free calling morning or evening.
>* The ability to add time to someone else's 
>phone and text them a free-of-charge message 
>that they have phone time.
>* The ability to add time to someone else's 
>phone that can subsequently be traded for cash.
>
>VOTE at http://www.comminit.com/en/ict4d.html 
>(see "Poll" heading on the top right side).
>
>
>===
>
>
>ENSURING ACCESS FOR ALL
>
>
>4.	Web Accessibility Initiative (WAI) - Global
>Based on the premise that "[t]he power of the 
>Web is in its universality. Access by everyone 
>regardless of disability is an essential 
>aspect,? WAI works with organisations around the 
>world to develop strategies, guidelines, and 
>resources to help make the world wide web 
>accessible to people with disabilities. WAI 
>pursues accessibility of the web through 5 
>primary activities: ensuring that core 
>technologies of the web support accessibility; 
>developing guidelines for web content, user 
>agents, and authoring tools; facilitating 
>development of evaluation and repair tools for 
>accessibility; conducting education and 
>outreach; and coordinating with research and 
>development (R & D) that can affect the future 
>accessibility of the web.
>Contact: Judy Brewer jbrewer at w3.org
>http://www.comminit.com/en/node/270579/307
>
>
>5.	ICTUpdate: Language Technology
>'Language Technology' is the theme of this 
>December 2007 edition of ICTUpdate. One of its 
>feature articles is about a project of the Local 
>Language Speech Technology Initiative (LLSTI) 
>that offers a system to read out text, available 
>via mobile phone. Results from the LLSTI project 
>in Kenya, which provides information to farmers 
>on banana cultivation, has encouraged the 
>development of similar projects in Botswana and 
>South Africa. Another article explores the 
>African Languages Technology Initiative (Alt-i), 
>which has started developing aspects of human 
>language technology using Yoruba as a pilot 
>language, including an efficient and ergonomic 
>computer keyboard layout for Yoruba and a speech 
>recognition system for African tone languages, 
>in which the pitch of the speaker's voice 
>contributes to the meaning of a word.
>http://www.comminit.com/en/node/269601/307
>
>
>6.	Lifelinks' Sightspeed Service for the Deaf Outpaces Ebay's Skype VOIP
>This June 2006 article examines LifeLinks Video 
>Relay Services (VRS), a provider of video relay 
>telephone-like service for the Deaf and hard of 
>hearing community which uses sign language over 
>high speed broadband video. The recent spike in 
>demand for their services is, according to this 
>article, due to the availability of Sightspeed 
>technology, which is accessible from any 
>location which has internet access (even 
>wireless access). The user can utilise this 
>software to access a VRS interpreter 24 hours a 
>day, every day of the year - free of charge. 
>Customer support is provided in English and 
>Spanish by Deaf technical specialists. Deaf 
>persons can also utilise the free Sightspeed 
>software for interpersonal calls, without an 
>interpreter, in a call involving 3 or more other 
>persons (hearing or Deaf).
>http://www.comminit.com/en/node/243610/307
>
>
>7.	ICTs for Development in Special Needs 
>Education - Syrian Arab Republic / Syria
>This programme is based on the contention that 
>assistive technology surmounts the disability 
>and allows individuals to participate on a level 
>playing field - thereby actively contributing to 
>society and the economy, and gaining in terms of 
>independence and self-esteem, which (according 
>to organisers) improves the quality of life of 
>persons with disabilities and all others. 
>Specifically, the strategy involves implementing 
>specialised computer programmes and models to 
>enhance the capacity of those who are blind or 
>visually impaired, deaf/mute, or affected by 
>motor disabilities, Down's syndrome, cerebral 
>palsy, and/or autism. In-person courses aim to 
>promote the knowledge base of individuals with 
>special needs to help them be able to work 
>independently in society by rehabilitating them 
>psychologically, socially, professionally, and 
>culturally. In addition, the Studies Centre for 
>Handicapped Research (SCHR) website shares 
>teaching and learning skills generated from, and 
>shares s!
>uccesses (and challenges) gleaned from, 
>educators working with students with special 
>needs.
>Contact: Nabil Eid nabileid21 at yahoo.com
>http://www.comminit.com/en/node/270499/307
>
>
>===
>
>
>Please see a previous Drum Beat issue, entitled 
>"Addressing Disabilities" for related summaries; 
>click here: 
>http://www.comminit.com/en/drum_beat_244.html
>
>
>===
>
>
>BECOME A CI ASSOCIATE
>http://www.comminit.com/ci_associates/members
>
>If your organisation or your specific department 
>within your organisation benefits from the 
>information shared through The Communication 
>Initiative, we hope you'll considering donating 
>a small sum to support us through our CI 
>Associates initiative. Please see 
>http://www.comminit.com/en/ci_associates/ for 
>more information and to become a CI Associate.
>
>For a list of organisations who have already 
>chosen to become CI Associate Members, please 
>see http://www.comminit.com/ci_associates/members
>
>
>===
>
>
>EMPOWERING CHILDREN
>
>
>8.	Helping Our Children with Disabilities 
>Succeed: What's Broadband Got to Do with It?
>by Jessica Rothschuh, April KirkHart, and Wendy Lazarus
>This report examines how children with 
>disabilities may benefit from broadband - an 
>internet connection that functions at speeds 
>high enough to allow voice, data, and video 
>transfer - and other "accessible technologies". 
>Amongst the many examples described here are: 
>websites with video streaming that include 
>closed captioning for those with limited 
>hearing, software that reads text and describes 
>other visual contents of a computer screen aloud 
>in a synthetic voice output or by controlling a 
>Braille display's contents, wireless keyboard 
>devices with text-to-speech functionality, job 
>training in information technology that is 
>available for the blind through distance 
>education, video relay services allowing deaf 
>students to send sign language messages, and 
>virtual reality sites like Second Life that give 
>youth with disabilities opportunities to 
>socialise, conduct business, and explore.
>http://www.comminit.com/en/node/269256/303
>
>
>9.	A Review of Good Practice in ICT and 
>Special Educational Needs for Africa
>by Leslie Casely-Hayford and Paul Lynch
>This report is the result of a study focusing on 
>the use of assistive technology to support 
>special educational needs in Africa with 
>particular reference to special schools, teacher 
>education, and inclusive educational programmes. 
>The specifics of assistive technology are 
>outlined here, and include face-to-face 
>communication aids, hardware and software 
>required for written/graphic output and 
>educational access, mobility aids, and 
>environmental controls. The report explains that 
>despite the rising potential that ICT has for 
>children in Africa with moderate to severe 
>learning disabilities, they remain out of reach 
>of the African child, particularly the higher, 
>more sophisticated forms of assistive 
>technology. Key recommendations for bridging 
>this digital divide are outlined.
>http://www.comminit.com/en/node/216802/307
>
>
>10.	Digital Stories Targeting Social Skills for Children With Disabilities
>by Cori More
>This article explores how the use of 
>interpersonal interactions and digital 
>technology can be part of a strategy for helping 
>children with disabilities interact with their 
>peers. One strategy examined here is "digital 
>stories", which the author describes as more 
>effectively implemented in the classroom when 
>teachers include peers. She describes the 
>technique as follows: "[d]igital media allow 
>teachers to take into consideration a range of 
>skills and learning styles. Teachers add sound 
>to each digital story. Along with gaining the 
>student's attention, the addition of sound 
>allows children with visual impairments or 
>reading difficulties to access the digital 
>social stories independently. The addition of 
>digital pictures supports the needs of visual 
>learners. The text, built on developmentally 
>appropriate vocabulary, promotes literacy and 
>provides structure to the lesson." Details, 
>including links to online help sites, are 
>provided here to assist teachers interested in 
>the nuts!
>   and bolts of creating digital social stories.
>http://www.comminit.com/en/node/271795/307
>
>
>11.	Make Beliefs Comix - Global 
>This web-based initiative is built on the 
>premise that learning can happen through 
>imaginative play. Its creator envisions teachers 
>using the online comic strip game to encourage 
>their students to improve language, reading, and 
>creative skills. For those who teach people how 
>to read and write or to learn English as a 
>second language, this educational tool might 
>also be used as a resource to spur children and 
>adults to write, read, and communicate their 
>ideas - while practicing English. It is also 
>currently being used as a tool by educational 
>therapists who work with deaf and autistic 
>people to help them understand concepts and 
>communicate. Parents and children can create 
>stories together, print them to create comic 
>books, or email them to friends and family.
>Contact: Bill Zimmerman billz at makebeliefscomix.com OR wmz at aol.com
>http://www.comminit.com/en/node/135490
>
>
>12.	The Impact of Technology on Children with 
>Physical Disabilities: An Evaluative Case Study 
>at a Special School in the West Midlands
>by Paul South
>"Reviews of literature show that information and 
>communication technology (ICT) can have a 
>positive impact on pupils when effectively 
>managed. This research critically evaluates to 
>what extent this impact is being experienced at 
>a special school [in the United Kingdom] for 
>pupils with physical disabilities. Focusing on a 
>group of 13 pupils, the research collects and 
>analyses the views of pupils, parents and staff, 
>using both qualitative and quantitative methods. 
>The findings show that pupils are highly 
>motivated by technology and that its use is 
>growing in the school. They also reveal the 
>importance of building curriculum and technical 
>support into technology assessments for pupils 
>and monitoring their implementation."
>http://www.comminit.com/en/node/270636/307
>
>
>===
>
>
>DEVELOPMENT CLASSIFIEDS
>http://www.comminit.com/classifieds
>
>Development Classifieds is a NEW initiative of 
>The Communication Initiative which includes 
>listings of any development-related jobs, 
>consultants, requests for proposals (RFPs), 
>events, training opportunities, and books, 
>journals, or videos for sale. Please see 
>http://www.comminit.com/classifieds
>
>The next issue of the Development Classifieds 
>E-magazine will be published October 1st 2008.
>
>Please submit open vacancies from within your 
>organisation, event information, training 
>opportunities, upcoming RFPs, details about your 
>consultancy skills, and information about books, 
>journals, or videos for sale as soon as possible 
>to ensure inclusion.
>
>
>===
>
>
>MEDIA INTERSECTIONS
>
>
>13.	Tanzania Association of Disabled Issues Journalists (TADIJO) - Tanzania
>TADIJO seeks to capitalise on the media's 
>influence among the community, to sustain and 
>promote the welfare of people with disabilities, 
>to defeat the stigma related to disabilities, 
>and to address the social, economic, and 
>political factors that exacerbate 
>discrimination. TADIJO has embarked on different 
>projects that include: training for members of 
>the media and other stakeholders on accurate 
>reporting about disability issues, a newsletter 
>that emphasises changing the community's 
>attitude toward disabled persons while tackling 
>stigma and discrimination against them, radio 
>and television productions, and a (planned) 
>website that is expected to play the role of 
>linking up journalists and stakeholders covering 
>or interested in disability issues.
>Contact: Deogratius Kiduduye kiduduye at yahoo.com 
>OR tadijotz at yahoo.com OR kiduduye at gmail.com
>http://www.comminit.com/en/node/129875/38
>
>
>14.	One Hour Is Not Enough - Western Europe, Middle East, North Africa
>Broadcast on Arabic satellite television, this 
>talk show series highlighted the rights of 
>disabled persons to education, work, and 
>political participation. The weekly talk show 
>was interactive; discussion included guests in 
>the studio and with viewers, who called the show 
>or send their comments via text messages from 
>their mobile phones. Organisers say that "[t]he 
>rights of disabled persons are often ignored in 
>many Arab countries, and one of the main reasons 
>for this is simply lack of awareness. The issue 
>of disability is not generally discussed in Arab 
>media, and SAT-7's show has created a lot of 
>attention, also from other media."
>Contact: Mette Schmidt MetteSchmidt at sat7.org
>http://www.comminit.com/en/node/271054
>
>
>15.	Handspeak - Zimbabwe
>This 13-part weekly magazine television show was 
>produced by and for deaf people in Zimbabwe. 
>Each episode featured a Sign Language lesson, 
>news about and for the deaf, a drama on the 
>topic of the week followed by a discussion with 
>studio guests, and a positive profile of a deaf 
>person  achieving success in life. CHIPAWO Media 
>has launched 2 sequels to Handspeak. The first, 
>Deaf Dialogues, was a 4-episode mini-series that 
>included "Give Us a Chance", a documentary based 
>on a Handicap Advocacy Arts Festival featuring 
>performance and discussion on issues relating to 
>the handicapped. Amongst the elements of the 
>second sequel, Action Power, which was launched 
>in April 2008, is discussion by children, youth, 
>parents, teachers, and government on education 
>and careers for the deaf in Zimbabwe.
>Contact: chipawo at mango.zw
>http://www.comminit.com/en/node/272759/38
>
>
>16.	CharityComms - Great Britain and Northern Ireland (UK)
>This programme seeks to support staff and 
>volunteers working to facilitate communication 
>for development from charities and NGOs in the 
>UK. One of CharityComms' activities is carrying 
>out interviews with those working in the field. 
>For instance, in a piece available on the 
>project website, a practitioner from the 
>Multiple Sclerosis (MS) Society describes the 
>strategy involved in the "Putting the Pieces 
>Together" campaign. As he explains, this 
>campaign was devised by both men and women 
>living with MS; insights were gained through 14 
>research groups held all over the UK, and an 
>online forum (set up to gauge people's opinions 
>on how MS affects relationships, careers, 
>everyday routine, and social lives - all issues 
>which feature in the ads). Even the models in 
>the 4 campaign posters have MS and were 
>recruited through the charity's online forum; 
>"it's their hard-hitting but honest words on the 
>campaign posters. Before this, the charity used 
>copywriters' language in ads..."
>Contact: Emma Wickenden emma at charitycomms.org.uk
>http://www.comminit.com/en/node/271166/307
>
>
>17.	Disability and Social Change: A South African Agenda
>This 425-page publication offers a broad 
>perspective on disability issues in South 
>Africa. Themes include theoretical approaches to 
>and representations of disability, government 
>and civil society responses to disability, 
>rights of disabled people in relation to health, 
>education, employment, and social security, the 
>complex politics permeating service provision, 
>and disability and the media.
>http://www.comminit.com/en/node/264153/38
>
>
>===
>
>
>This issue was written by Kier Olsen DeVries.
>
>===
>
>
>The Drum Beat is the email and web network of 
>The Communication Initiative Partnership - ANDI, 
>BBC World Service Trust, Bernard van Leer 
>Foundation, Calandria, CFSC Consortium, CIDA, 
>DFID, FAO, Fundaci?n Nuevo Periodismo 
>Iberoamericano, Ford Foundation, Healthlink 
>Worldwide, Inter-American Development Bank, 
>International Institute for Communication and 
>Development, Johns Hopkins Bloomberg School of 
>Public Health Center for Communication Programs, 
>MISA, PAHO, The Panos Institute, The Rockefeller 
>Foundation, SAfAIDS, Sesame Workshop, Soul City, 
>Swiss Agency for Development and Cooperation, 
>UNAIDS, UNDP, UNICEF, USAID, WHO, W.K. Kellogg 
>Foundation.
>
>Chair of the Partners Group: Garth Japhet, 
>Founder, Soul City garth at heartlines.org.za
>Executive Director: Warren Feek wfeek at comminit.com
>
>===
>
>
>The Drum Beat seeks to cover the full range of 
>communication for development activities. 
>Inclusion of an item does not imply endorsement 
>or support by The Partners.
>
>
>Please send material for The Drum Beat to the 
>Editor - Deborah Heimann dheimann at comminit.com
>
>
>To reproduce any portion of The Drum Beat, see 
>http://www.comminit.com/en/editorialpolicy/global 
>for our policy.
>
>
>To subscribe, see http://www.comminit.com/en/user/register
>To unsubscribe, reply to this message with "unsubscribe" as the subject.
>
>--
>This message has been scanned for viruses and
>dangerous content by MailScanner, and is
>believed to be clean.
>
>


-- 
Interested in health literacy curricula 
development? Come join the discussion in Calgary. 
See 
http://www.centreforliteracy.qc.ca/whatsnew/Healthlitinst/HLinstIndex.htm 
for details.
Please feel free to forward.
-----
The Commission on Social Determinants of Health 
concluded that the "toxic combination of bad 
policies, economics, and politics is, in large 
measure, responsible for the fact that a majority 
of people in the world do not enjoy the good 
health that is biologically possible."
----------

From ar at plainlanguageworks.com  Mon Sep 29 12:52:42 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Mon, 29 Sep 2008 09:52:42 -0700
Subject: [HealthLiteracy 2347] Re: Improved healthfinder.gov Makes
	Prevention Information Quicker and Easier to Use
References: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local><dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com><3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>
	<9875CD000F62F3468AAA8B754A2543A83DB2CB@AVN3VS031.ees.hhs.gov>
Message-ID: <3341ED7245A44D14BDCC90DABC066884@D5NPYT31>

Hello, Sandra,

The new site is a great improvement! Thank you so much! I noticed you tested it with over 650 users. Can you please tell us how you recruited the test users and some of the following information about them?  
  a.. Educational attainment level OR 
  b.. Literacy level (and how assessed) OR
  c.. Health literacy skills (and how assessed)
  d.. Age, health status, experience with internet use, etc.

I'm always very interested in knowing the demographics of the test users so I can tell specifically who the site worked well with. As we know, users with a high school education or more are so very different than users with less than a high school education (just as one way of describing and dividing them). 

Thanks! 

Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com
Ph.D. Student in Health Communication, Univ. of New Mexico

----- Original Message ----- 
  From: Hilfiker, Sandra W. (HHS/OPHS) 
  To: The Health and Literacy Discussion List 
  Sent: Friday, September 26, 2008 10:33 AM
  Subject: [HealthLiteracy 2342] Improved healthfinder.gov Makes Prevention Information Quicker and Easier to Use


  The U.S. Department of Health and Human Services has released a more user-friendly version of healthfinder.gov. The site offers quick and easy information and tools to help people stay healthy and prevent disease. 

   

  Coordinated by the Office of Disease Prevention and Health Promotion (ODPHP) and its National Health Information Center, the redesign of healthfinder.gov was informed by health literacy and usability principles and tested with more than 650 users. 

   

  Visit healthfinder.gov's Quick Guide to Healthy Living, a new resource that uses everyday language and examples to:

    a.. Tell users how to take action to improve their health using a "small-steps" approach 
    b.. Give users positive reasons to change their behavior 
    c.. Provide tools and encouragement, such as personal health calculators, menu planners and recipes, tips for caregivers, and printable lists of questions to take to the doctor 
   

  You also may want to try out the new "myhealthfinder" tool, which provides personalized health recommendations based on sex, age, and pregnancy status. This feature offers evidence-based recommendations from the U.S. Preventive Services Task Force, an independent panel of experts in prevention and primary care sponsored by the Agency for Healthcare Research and Quality. 

   

  Visit the redesigned healthfinder.gov today and help us spread the word about this new resource. For instructions on how to link to healthfinder.gov, please visit http://www.healthfinder.gov/aboutus/linking.aspx.

   

  Sandra Williams Hilfiker

  Health Communication Advisor

  Office of Disease Prevention and Health Promotion

  Office of Public Health and Science, Office of the Secretary
  U.S. Department of Health and Human Services 
  1101 Wootton Parkway, LL 100

  Rockville, MD 20850

  240-453-8268

  SandraW.Hilfiker at hhs.gov

   

   

   

   



------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From seasonalthought at yahoo.com  Tue Sep 30 20:04:04 2008
From: seasonalthought at yahoo.com (joe horne)
Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
Subject: [HealthLiteracy 2348] Is the web a viable way to improve health
	literacy?
Message-ID: <480545.9462.qm@web31707.mail.mud.yahoo.com>

Hello,

I am a student at Georgia State in the Instructional Technology program.  I was curious how critical you all (as health literacy professionals) consider the web to be in your practice?  Is it more important for your groups, or is some other medium more critical?

Thanks,

Joe


From amuro5 at epcc.edu  Wed Oct  1 09:51:33 2008
From: amuro5 at epcc.edu (Muro, Andres)
Date: Wed, 1 Oct 2008 07:51:33 -0600
Subject: [HealthLiteracy 2349] Re: Is the web a viable way to improve
	healthliteracy?
References: <480545.9462.qm@web31707.mail.mud.yahoo.com>
Message-ID: <CA29C5E82B801844A7A967D109F117CF278D30@svrascmail01>

I consider the web very critical to some of the work I do related to health education and health literacy. It is very useful for myself as an administrator to find information, funding opportunities, to stay updated in the field, etc. However, the most important and most critical aspect of health literacy education is live contact with students. There has to be a live teacher interacting with students as the central component of our work (education). The web is a very useful support tool that, nowadays, has become almost essential. I still remember, though, when we did not depend that much on the web, yet, we still met with students daily to facilitate instruction.
 
Andres 
 
Please visit my art website at:
http://www.geocities.com/andresmuro/art.html

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of joe horne
Sent: Tue 9/30/2008 6:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2348] Is the web a viable way to improve healthliteracy?



Hello,

I am a student at Georgia State in the Instructional Technology program.  I was curious how critical you all (as health literacy professionals) consider the web to be in your practice?  Is it more important for your groups, or is some other medium more critical?

Thanks,

Joe

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to amuro5 at epcc.edu


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From vlewis at suffolk.lib.ny.us  Wed Oct  1 10:39:29 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Wed, 1 Oct 2008 10:39:29 -0400
Subject: [HealthLiteracy 2350] Re: Improved healthfinder.gov Makes
	Prevention Information Quicker and Easier to Use
In-Reply-To: <9875CD000F62F3468AAA8B754A2543A83DB2CB@AVN3VS031.ees.hhs.gov>
Message-ID: <005b01c923d3$82a9fda0$8a63a8c0@suffolknet.org>

Hello All, 

I wanted to let you know that I have compiled several web sites that will
help in efforts to create accessible web sites on the topic of health
literacy. I will be forwarding those along, hopefully in the next day or
two. 

I also wanted to re-forward the below email as an example of an accessible
web site. From my perspective, the site can be easily and fully read with my
screen reader software. Each of the images is labeled with a brief
description of what the image contains and each of the links is clearly
defined on the page. From a sighted person's perspective, everything is
clearly laid out and the information from page to page is consistent. This
type of consistency is very important when it comes to individuals with
learning and cognitive disabilities. 

Valerie



		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hilfiker, Sandra W.
(HHS/OPHS)
Sent: Friday, September 26, 2008 1:33 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2342] Improved healthfinder.gov Makes Prevention
Information Quicker and Easier to Use

The U.S. Department of Health and Human Services has released a more
user-friendly version of healthfinder.gov <http://www.healthfinder.gov/> .
The site offers quick and easy information and tools to help people stay
healthy and prevent disease. 

 

Coordinated by the Office of Disease Prevention and Health Promotion (ODPHP)
and its National Health Information Center, the redesign of healthfinder.gov
was informed by health literacy and usability principles and tested with
more than 650 users. 

 

Visit healthfinder.gov's Quick Guide to Healthy Living
<http://www.healthfinder.gov/prevention/> , a new resource that uses
everyday language and examples to:

*	Tell users how to take action to improve their health using a
"small-steps" approach
*	Give users positive reasons to change their behavior
*	Provide tools and encouragement, such as personal health
calculators, menu planners and recipes, tips for caregivers, and printable
lists of questions to take to the doctor

 

You also may want to try out the new "myhealthfinder
<http://www.healthfinder.gov/prevention/> " tool, which provides
personalized health recommendations based on sex, age, and pregnancy status.
This feature offers evidence-based recommendations from the U.S. Preventive
Services Task Force, an independent panel of experts in prevention and
primary care sponsored by the Agency for Healthcare Research and Quality. 

 

Visit the redesigned healthfinder.gov <http://www.healthfinder.gov/>  today
and help us spread the word about this new resource. For instructions on how
to link to healthfinder.gov, please visit
http://www.healthfinder.gov/aboutus/linking.aspx.

 

Sandra Williams Hilfiker

Health Communication Advisor

Office of Disease Prevention and Health Promotion

Office of Public Health and Science, Office of the Secretary
U.S. Department of Health and Human Services 
1101 Wootton Parkway, LL 100

Rockville, MD 20850

240-453-8268

SandraW.Hilfiker at hhs.gov

 

 

 

 



From lisamjones44 at hotmail.com  Wed Oct  1 12:29:23 2008
From: lisamjones44 at hotmail.com (lisa jones)
Date: Wed, 1 Oct 2008 16:29:23 +0000
Subject: [HealthLiteracy 2350] Re: Is the web a viable way to improve health
	literacy?
In-Reply-To: <mailman.3.1222876801.12581.healthliteracy@nifl.gov>
References: <mailman.3.1222876801.12581.healthliteracy@nifl.gov>
Message-ID: <BLU147-W42FB45D31AF1E20B29578AC8420@phx.gbl>

Joe-
 
I think the internet (done right) has to potential to be extremely powerful.  However, using the internet to improve health literacy requires patients to have "computer literacy". BY computer literacy I mean the ability to use a computer, navigate the internet and distinguish good sources of information from all the junk that's out there.
 
I don't know of any studies to prove this, but I suspect that populations with low health literacy will also have low computer literacy.
 
I know in my community health center population, my patients don't have cars or phones..let alone computers.
 
Id be interested in what the adult ed population thinks about computer literacy and health literacy
 
Lisa
 
Lisa M. Jones,MD
 

 
 

> From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 37, Issue 1> To: healthliteracy at nifl.gov> Date: Wed, 1 Oct 2008 12:00:01 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 2348] Is the web a viable way to improve> health literacy? (joe horne)> > > ----------------------------------------------------------------------> > Message: 1> Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)> From: joe horne <seasonalthought at yahoo.com>> Subject: [HealthLiteracy 2348] Is the web a viable way to improve> health literacy?> To: healthliteracy at nifl.gov> Message-ID: <480545.9462.qm at web31707.mail.mud.yahoo.com>> Content-Type: text/plain; charset=us-ascii> > Hello,> > I am a student at Georgia State in the Instructional Technology program. I was curious how critical you all (as health literacy professionals) consider the web to be in your practice? Is it more important for your groups, or is some other medium more critical?> > Thanks,> > Joe> > > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 37, Issue 1> *********************************************
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From julie_mcKinney at worlded.org  Wed Oct  1 13:34:40 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 01 Oct 2008 13:34:40 -0400
Subject: [HealthLiteracy 2351] Re: Is the web a viable way
	to	improvehealthliteracy?
Message-ID: <48E37C700200002D00008841@dcgw.jsi.com>

Joe and Everyone,

I'm glad we're talking about this, and let's just keep it as the
Wednesday Question. It seems odd to me that the data from various
sources (which several list members shared soon after the Health
Literacy Webcast) is not consistent. Some show high interest and usage
among lower literacy adults, and other sources (like the NALS: National
Assessment of Adult Literacy) suggest that only 80% of the lower
literate folks look for health information on the net.

Regardless...technology and its use among so many is growing at a
lightening pace. What's true today about internet access and usage may
be already outdated in a couple years. So even if a small number of
people with health literacy challenges use computers and the internet
now, we have to lay the groundwork for them to start learning these
skills now so that they can be prepared for the future. If we ignore the
internet now as a mode of teaching and access to health information, we
will likely be sorry later. 

I agree with Andres that face-to-face contact with students is essential
and cannot be substituted with good health information websites. But
teachers and health educators can do their work much better and more
efficiently if they themselves can access heatlh literacy resources
online, such as curricula, funding sources, contacts, guidance and more.
So the use of the internet as teacher and health provider support is
huge. But as we all know, a small percentage of adults who need literacy
services are actually getting that face time with teachers, so we do
have to figure out a way to expand our audience, while still protecting
them forom the "junk" that's out there (and it's not just on the
internet, but in all kinds of advertising: TV, magazines, billboards,
etc.) Down the road, the internet is likely to be a critical mode of
broadening our audience. 

All in all, I see some good strategies developing in current practice:

  - Adult educators are pushing for adding computer literacy at all
levels of instruction.
  - Distance learning is expanding, becoming an important way for a
greater number of adults to learn literacy and other skills at their own
pace online with instructor support.
  - Health literacy curricula are including more about finding and
evaluating health information online.
  - Libraries (public and medical) are coming on board in a big way,
training librarians to help people find health information using the
web, and providing more opportunitites for those who do not have
computer access at home (or skills, for that matter) to access computers
AND face-to-face guidance at their libraries.

I think we need to keep up with all of these good practices!

What do others think?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Muro, Andres" <amuro5 at epcc.edu> 10/01/08 12:29 PM >>>
I consider the web very critical to some of the work I do related to
health education and health literacy. It is very useful for myself as an
administrator to find information, funding opportunities, to stay
updated in the field, etc. However, the most important and most critical
aspect of health literacy education is live contact with students. There
has to be a live teacher interacting with students as the central
component of our work (education). The web is a very useful support tool
that, nowadays, has become almost essential. I still remember, though,
when we did not depend that much on the web, yet, we still met with
students daily to facilitate instruction.
 
Andres 
 
Please visit my art website at:
http://www.geocities.com/andresmuro/art.html

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of joe horne
Sent: Tue 9/30/2008 6:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2348] Is the web a viable way to improve
healthliteracy?



Hello,

I am a student at Georgia State in the Instructional Technology program.
 I was curious how critical you all (as health literacy professionals)
consider the web to be in your practice?  Is it more important for your
groups, or is some other medium more critical?

Thanks,

Joe

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to amuro5 at epcc.edu




From SandraW.Hilfiker at hhs.gov  Wed Oct  1 13:47:35 2008
From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS))
Date: Wed, 1 Oct 2008 13:47:35 -0400
Subject: [HealthLiteracy 2352] Re: Improved healthfinder.gov Makes
 Prevention Information Quicker and Easier to Use
References: <FFE7C75CEE15B042B0453ABA750444DDF8F332@email.gha.local><dfcd122b0809251751m4fdce72fp12511f170df41598@mail.gmail.com><3B90C39A18D6CB49B8D8C606C47AE191CA0D3D@NIHCESMLBX15.nih.gov>
	<9875CD000F62F3468AAA8B754A2543A83DB2CB@AVN3VS031.ees.hhs.gov>
	<3341ED7245A44D14BDCC90DABC066884@D5NPYT31>
Message-ID: <9875CD000F62F3468AAA8B754A2543A80F9CDA@AVN3VS031.ees.hhs.gov>

We completed 7 studies as part of the development of the new healthfinder.gov site and the Quick Guide to Healthy Living prevention content. We continue to do more formative research to inform the writing of new content (new content for parents and for people who are managing chronic diseases). Each study had a little different focus and different demographic make-up. We wanted to have input from a diverse audience, but also wanted to ensure that we heard from a large number of users who may struggle with health literacy. As many of you know, it is very difficult to recruit this population, so our definitions and strategies for recruitment evolved over time. 
 
Below is a quick breakdown of each study with a description of the participants. I am happy to share more detailed information if anyone is interested.
 
Study #1: Mental Models Research; N = 35

 

In-depth interviews with English-speaking adults 18-65 years of age with limited health literacy. Low health literacy was defined as having an 8th to 12th grade education, or a score of below 61 (less than an 8th grade reading level) on the Rapid Estimate of Adult Literacy in Medicine (REALM) evaluation tool, as well as having low knowledge in at least one of the eight prevention topics being studied. 

 

Study #2: Structured Interviews; N = 200

 

Participants between ages of 18-65 who had used the Internet to search for health information in the past year. Very diverse sample with respect to racial ethnic background, education, and income. Almost half of the participants (82) had an annual household income of less than $40,000

 

Study #3: Card Sort; N = 81

 

Again a diverse sample with respect to age, income, education, and Internet experience. 24 participants had less than high school education, 25 participants had an annual household income under $40,000 annual income, 11 participants had less than 1 year internet experience. 

 

Study #4: Prevention Prototype Evaluation; N=300

 

Tested with a diverse, nationwide sample of 260 people remotely and 40 people with limited health literacy in-person. In this study we operationalized limited health literacy as: people with a high school education or less, who had an annual household income of less than $40,000; and who had not searched for health information on the Internet in the past year.

 

Study #5: Usability Testing; N = 40

 

Adult women recruited from a community health center system in Baltimore. Most participants in this study were uninsured; had an annual household income of less than $40,000; had less than 2 years of college; and were not regular Internet users.

 

Study #6: Usability Testing; N = 13

Adult women recruited from a community health center system in Baltimore. Most participants in this study were uninsured; had an annual household income of less than $40,000; had less than 2 years of college; and were not regular Internet users.

 

Study # 7; Usability Testing; N = 8

Adults recruited in Knoxville, TN; half the participants were not regular Internet users, had only a high school education and had an annual household income of less than $40,000.

 

Sandra Williams Hilfiker
Health Communication Advisor
Office of Disease Prevention and Health Promotion
Office of Public Health and Science, Office of the Secretary
U.S. Department of Health and Human Services 
1101 Wooton Parkway, LL 100
Rockville, MD 20850
240-453-8268
sandraw.hilfiker at hhs.gov 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Audrey Riffenburgh
Sent: Mon 9/29/2008 12:52 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2347] Re: Improved healthfinder.gov Makes Prevention Information Quicker and Easier to Use


Hello, Sandra,
 
The new site is a great improvement! Thank you so much! I noticed you tested it with over 650 users. Can you please tell us how you recruited the test users and some of the following information about them?  

*	Educational attainment level OR 
*	Literacy level (and how assessed) OR 
*	Health literacy skills (and how assessed) 
*	Age, health status, experience with internet use, etc.

 
I'm always very interested in knowing the demographics of the test users so I can tell specifically who the site worked well with. As we know, users with a high school education or more are so very different than users with less than a high school education (just as one way of describing and dividing them). 
 
Thanks! 
 
Audrey Riffenburgh, M.A., President
Plain Language Works (formerly Riffenburgh & Associates)
Albuquerque, New Mexico, USA 
Phone: (505) 345-1107   E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group, www.clearlanguagegroup.com <http://www.clearlanguagegroup.com/> 
Ph.D. Student in Health Communication, Univ. of New Mexico
 
----- Original Message ----- 

	From: Hilfiker, Sandra W. (HHS/OPHS) <mailto:SandraW.Hilfiker at hhs.gov>  
	To: The Health and Literacy Discussion List <mailto:healthliteracy at nifl.gov>  
	Sent: Friday, September 26, 2008 10:33 AM
	Subject: [HealthLiteracy 2342] Improved healthfinder.gov Makes Prevention Information Quicker and Easier to Use


	The U.S. Department of Health and Human Services has released a more user-friendly version of healthfinder.gov <http://www.healthfinder.gov/> . The site offers quick and easy information and tools to help people stay healthy and prevent disease. 

	 

	Coordinated by the Office of Disease Prevention and Health Promotion (ODPHP) and its National Health Information Center, the redesign of healthfinder.gov was informed by health literacy and usability principles and tested with more than 650 users. 

	 

	Visit healthfinder.gov's Quick Guide to Healthy Living <http://www.healthfinder.gov/prevention/> , a new resource that uses everyday language and examples to:

	*	Tell users how to take action to improve their health using a "small-steps" approach 
	*	Give users positive reasons to change their behavior 
	*	Provide tools and encouragement, such as personal health calculators, menu planners and recipes, tips for caregivers, and printable lists of questions to take to the doctor 

	 

	You also may want to try out the new "myhealthfinder <http://www.healthfinder.gov/prevention/> " tool, which provides personalized health recommendations based on sex, age, and pregnancy status. This feature offers evidence-based recommendations from the U.S. Preventive Services Task Force, an independent panel of experts in prevention and primary care sponsored by the Agency for Healthcare Research and Quality. 

	 

	Visit the redesigned healthfinder.gov <http://www.healthfinder.gov/>  today and help us spread the word about this new resource. For instructions on how to link to healthfinder.gov, please visit http://www.healthfinder.gov/aboutus/linking.aspx.

	 

	Sandra Williams Hilfiker

	Health Communication Advisor

	Office of Disease Prevention and Health Promotion

	Office of Public Health and Science, Office of the Secretary
	U.S. Department of Health and Human Services 
	1101 Wootton Parkway, LL 100

	Rockville, MD 20850

	240-453-8268

	SandraW.Hilfiker at hhs.gov

	 

	 

	 

	 

	
________________________________


	

	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to ar at plainlanguageworks.com

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From sabrina_kurtz-rossi at comcast.net  Wed Oct  1 14:46:13 2008
From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi)
Date: Wed, 1 Oct 2008 14:46:13 -0400
Subject: [HealthLiteracy 2353] Re: Is the web a viable way to improve
	healthliteracy?
In-Reply-To: <BLU147-W42FB45D31AF1E20B29578AC8420@phx.gbl>
Message-ID: <20081001184612.37BFA11AD1@mail.nifl.gov>

Lisa,  Joe, and others, 

 

I am working on a health literacy project in rural Maine which is primarily
Internet-based.  The goal of the project is to increase health literacy and
the ability to use the Internet to find reliable and usable health
information among youth and young adults.  I am working with middle and high
school teachers, teachers in adult education, and public librarians to
implement and evaluate the project.  There is an intergenerational component
where the youth and young adults will work with seniors in their families
and the community to help them use the Internet to find answers pressing
health questions.  So far the project is well received by all involved.  

 

Sabrina 

--------------------------------- 

Sabrina Kurtz-Rossi, Health Literacy Consultant

Health Information Literacy Outreach Project 

River Valley Healthy Communities Coalition

781-835-6488 phone; 781-391-4409 fax;

 <mailto:sabrina_kurtz-rossi at comcast.net> sabrina_kurtz-rossi at comcast.net

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones
Sent: Wednesday, October 01, 2008 12:29 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2350] Re: Is the web a viable way to improve
healthliteracy?

 

Joe-
 
I think the internet (done right) has to potential to be extremely powerful.
However, using the internet to improve health literacy requires patients to
have "computer literacy". BY computer literacy I mean the ability to use a
computer, navigate the internet and distinguish good sources of information
from all the junk that's out there.
 
I don't know of any studies to prove this, but I suspect that populations
with low health literacy will also have low computer literacy.
 
I know in my community health center population, my patients don't have cars
or phones..let alone computers.

 
Id be interested in what the adult ed population thinks about computer
literacy and health literacy
 
Lisa
 
Lisa M. Jones,MD

 

 
 

 

  _____  

> From: healthliteracy-request at nifl.gov
> Subject: HealthLiteracy Digest, Vol 37, Issue 1
> To: healthliteracy at nifl.gov
> Date: Wed, 1 Oct 2008 12:00:01 -0400
> 
> Send HealthLiteracy mailing list submissions to
> healthliteracy at nifl.gov
> 
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> or, via email, send a message with subject or body 'help' to
> healthliteracy-request at nifl.gov
> 
> You can reach the person managing the list at
> healthliteracy-owner at nifl.gov
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of HealthLiteracy digest..."
> 
> 
> Today's Topics:
> 
> 1. [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy? (joe horne)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
> From: joe horne <seasonalthought at yahoo.com>
> Subject: [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy?
> To: healthliteracy at nifl.gov
> Message-ID: <480545.9462.qm at web31707.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=us-ascii
> 
> Hello,
> 
> I am a student at Georgia State in the Instructional Technology program. I
was curious how critical you all (as health literacy professionals) consider
the web to be in your practice? Is it more important for your groups, or is
some other medium more critical?
> 
> Thanks,
> 
> Joe
> 
> 
> 
> ------------------------------
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
> 
> End of HealthLiteracy Digest, Vol 37, Issue 1
> *********************************************

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From rmcknight at vcu.edu  Wed Oct  1 15:27:53 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Wed, 1 Oct 2008 15:27:53 -0400
Subject: [HealthLiteracy 2354] Re: Is the web a viable way to improve health
 literacy?
In-Reply-To: <BLU147-W42FB45D31AF1E20B29578AC8420@phx.gbl>
Message-ID: <OF310BE476.622C2771-ON852574D5.0066DAA3-852574D5.006AE99C@vcu.edu>

Hi Lisa & Joe,

The following resources may be helpful:

Norman CD, Skinner HA. eHEALS: The eHealth literacy Scale. Journal of 
Medical Internet Research (2006) 8:e27 
According to these authors (different article), "If eHealth is to realize 
its potential for improving the health of the public, the gap between what 
is provided and what people can access must be acknowledged and remedied."

Jakob Nielsen studies the usability of the web and provides some insights 
regarding lower-literacy design:
http://www.useit.com/alertbox/20050314.html

The Health Literacy Environment of Hospitals and Health Centers - Partners 
for Action: Making Your Healthcare Facility Literacy-Friendly report by 
Rima Rudd and Jennie Anderson provides resources for navigation, print, 
oral, and technology-based communication 
http://www.hsph.harvard.edu/healthliteracy/literature.html

Some recent NIH studies address the issue of computer and health literacy:
http://www.nih.gov/icd/od/ocpl/resources/healthliteracyresearch.htm

Many people who do not have computers, access information through public 
libraries.

Regards,
Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 
Email: rmcknight at vcu.edu
"Imagination is more important than knowledge." Albert Einstein



lisa jones <lisamjones44 at hotmail.com> 
Sent by: healthliteracy-bounces at nifl.gov
10/01/2008 01:08 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2350] Re: Is the web a viable way to improve health 
literacy?






Joe-
 
I think the internet (done right) has to potential to be extremely 
powerful.  However, using the internet to improve health literacy requires 
patients to have "computer literacy". BY computer literacy I mean the 
ability to use a computer, navigate the internet and distinguish good 
sources of information from all the junk that's out there.
 
I don't know of any studies to prove this, but I suspect that populations 
with low health literacy will also have low computer literacy.
 
I know in my community health center population, my patients don't have 
cars or phones..let alone computers.

 
Id be interested in what the adult ed population thinks about computer 
literacy and health literacy
 
Lisa
 
Lisa M. Jones,MD

 
 
 


> From: healthliteracy-request at nifl.gov
> Subject: HealthLiteracy Digest, Vol 37, Issue 1
> To: healthliteracy at nifl.gov
> Date: Wed, 1 Oct 2008 12:00:01 -0400
> 
> Send HealthLiteracy mailing list submissions to
> healthliteracy at nifl.gov
> 
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> or, via email, send a message with subject or body 'help' to
> healthliteracy-request at nifl.gov
> 
> You can reach the person managing the list at
> healthliteracy-owner at nifl.gov
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of HealthLiteracy digest..."
> 
> 
> Today's Topics:
> 
> 1. [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy? (joe horne)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
> From: joe horne <seasonalthought at yahoo.com>
> Subject: [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy?
> To: healthliteracy at nifl.gov
> Message-ID: <480545.9462.qm at web31707.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=us-ascii
> 
> Hello,
> 
> I am a student at Georgia State in the Instructional Technology program. 
I was curious how critical you all (as health literacy professionals) 
consider the web to be in your practice? Is it more important for your 
groups, or is some other medium more critical?
> 
> Thanks,
> 
> Joe
> 
> 
> 
> ------------------------------
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
> 
> End of HealthLiteracy Digest, Vol 37, Issue 1
> *********************************************
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu
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From NDavies at dthr.ab.ca  Wed Oct  1 16:05:40 2008
From: NDavies at dthr.ab.ca (Davies, Nicola)
Date: Wed, 1 Oct 2008 14:05:40 -0600
Subject: [HealthLiteracy 2355] Re: Is the web a viable
	wayto	improvehealthliteracy?
In-Reply-To: <48E37C700200002D00008841@dcgw.jsi.com>
Message-ID: <521441A4F164E1418DCAC093C9EE6D9503E2C355@DTHREXCL1.dthr.ab.ca>


A while ago, a List member used the term Health 2.0, which really interested me as I had heard of Web 2.0, but never of Health 2.0.

I found some really interesting information by simply doing a quick, basic Google search.

The Health 2.0 wiki can be found here: http://health20.org/wiki/Health_2.0_Definition 

Is anybody here involved in Health 2.0 programs? I know I have seen some mention of user-created health information on here, with one astute writer creating strategies for dealing with the demands of eye surgery, and how to keep your head in the face-down position as instructed by hospital staff. That, I thought, was a great example of user-generated health information.

Of course, with everything user-generated (and I hate to belabour the point here) is that sometimes the information is not based on scientific rigour. For example, regardless of your own beliefs, there is no scientific link between vaccinations and autism. However, if you were to go onto youtube and look up some videos about the topic, you would likely be bombarded with videos purporting to be 'scientific' in support of the link. www.thinktwice.org has some information about autism and vaccinations that does not concur with the results of these tests.

It was Julie's question about the web being a viable way to improve health literacy. The answer (inevitably) seems to be "yes, but..." 

Health 2.0 seems to be intrinsically linked to that other 'new' phrase: digiracy. With the increase in passive access to health information, health information professionals need to be able to beat the junk disseminated. As someone else on here once said, technology is evolving faster than user's abilities to keep up and fully utilise the tools it provides. While the Internet is a great tool today, is it the future? Has anybody heard of the Grid?

		"Apparently, The Grid is capable of delivering content from one country to another via a personal computer in a matter of seconds. I am not talking about email or something small like that - I am talking about HD Videos which currently take anywhere from 20 minutes to several hours. With The Grid, you will be able to download HD Video in about 5 seconds according to researches at CERN." (see link below)

	With a lot of health information being video-based, and with Youtube's general rule that videos can only be about 10 mins long, this is a great move forward. The applications for the Grid are limitless for health information - and the impact it will have on user-generated health information is again, significant.

Information can be found here:
http://iknowstufftoo.wordpress.com/2008/04/07/the-grid-is-the-internet-dead-2/

Thanks
Nicola

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney
Sent: Wednesday, October 01, 2008 11:35 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2351] Re: Is the web a viable wayto
improvehealthliteracy?


Joe and Everyone,

I'm glad we're talking about this, and let's just keep it as the
Wednesday Question. It seems odd to me that the data from various
sources (which several list members shared soon after the Health
Literacy Webcast) is not consistent. Some show high interest and usage
among lower literacy adults, and other sources (like the NALS: National
Assessment of Adult Literacy) suggest that only 80% of the lower
literate folks look for health information on the net.

Regardless...technology and its use among so many is growing at a
lightening pace. What's true today about internet access and usage may
be already outdated in a couple years. So even if a small number of
people with health literacy challenges use computers and the internet
now, we have to lay the groundwork for them to start learning these
skills now so that they can be prepared for the future. If we ignore the
internet now as a mode of teaching and access to health information, we
will likely be sorry later. 

I agree with Andres that face-to-face contact with students is essential
and cannot be substituted with good health information websites. But
teachers and health educators can do their work much better and more
efficiently if they themselves can access heatlh literacy resources
online, such as curricula, funding sources, contacts, guidance and more.
So the use of the internet as teacher and health provider support is
huge. But as we all know, a small percentage of adults who need literacy
services are actually getting that face time with teachers, so we do
have to figure out a way to expand our audience, while still protecting
them forom the "junk" that's out there (and it's not just on the
internet, but in all kinds of advertising: TV, magazines, billboards,
etc.) Down the road, the internet is likely to be a critical mode of
broadening our audience. 

All in all, I see some good strategies developing in current practice:

  - Adult educators are pushing for adding computer literacy at all
levels of instruction.
  - Distance learning is expanding, becoming an important way for a
greater number of adults to learn literacy and other skills at their own
pace online with instructor support.
  - Health literacy curricula are including more about finding and
evaluating health information online.
  - Libraries (public and medical) are coming on board in a big way,
training librarians to help people find health information using the
web, and providing more opportunitites for those who do not have
computer access at home (or skills, for that matter) to access computers
AND face-to-face guidance at their libraries.

I think we need to keep up with all of these good practices!

What do others think?

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Muro, Andres" <amuro5 at epcc.edu> 10/01/08 12:29 PM >>>
I consider the web very critical to some of the work I do related to
health education and health literacy. It is very useful for myself as an
administrator to find information, funding opportunities, to stay
updated in the field, etc. However, the most important and most critical
aspect of health literacy education is live contact with students. There
has to be a live teacher interacting with students as the central
component of our work (education). The web is a very useful support tool
that, nowadays, has become almost essential. I still remember, though,
when we did not depend that much on the web, yet, we still met with
students daily to facilitate instruction.
 
Andres 
 
Please visit my art website at:
http://www.geocities.com/andresmuro/art.html

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of joe horne
Sent: Tue 9/30/2008 6:04 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2348] Is the web a viable way to improve
healthliteracy?



Hello,

I am a student at Georgia State in the Instructional Technology program.
 I was curious how critical you all (as health literacy professionals)
consider the web to be in your practice?  Is it more important for your
groups, or is some other medium more critical?

Thanks,

Joe

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to amuro5 at epcc.edu



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ndavies at dthr.ab.ca


From julie_mcKinney at worlded.org  Thu Oct  2 09:51:25 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 02 Oct 2008 09:51:25 -0400
Subject: [HealthLiteracy 2356]  Coming soon: Photonovella discussion
Message-ID: <48E4999D0200002D0000887F@dcgw.jsi.com>

Hi Everyone,

We had another flurry of talk about photonovellas recently, and I just
want to let you know that we are planning a guest discussion on this
topic soon. Stay tuned for more information!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From tsticht at znet.com  Sat Oct  4 17:38:39 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Sat, 04 Oct 2008 14:38:39 -0700
Subject: [HealthLiteracy 2357] Re: Coming soon: Photonovella discussion
Message-ID: <1223156319.48e7e25f31a09@webmail.znet.net>

Julie: The following summary note includes the first photo novel I have
found used for teaching illiterate and non-English speaking soldiers during
World War II. Hope this is of interest. Tom Sticht

Paper prepared for the conference of the International Reading Association
in San Antonio May 2005

Paul Witty and Learning to Read With Private Pete in World War II Paul A.
Witty (1898-1976).

Tom Sticht

During World War II the armed services faced the need to utilize hundreds of
thousands of men who were illiterate or poorly literate. Paul Andrew Witty,
with an M.A. (1923) and Ph. D. (1931) from Columbia University in
Psychology, specialized in understanding the process of learning to read
and in developing methods for helping students who were having difficulties
in learning to read. With this background, he was called upon to serve as an
education officer in the War Department.

In his work for the Army?s Special Training Units for litercy instruction,
Witty directed the production of numerous adult literacy education
materials which today would be known as developing "multiple literacies":

(1) The first film media materials including a 1943 film strip entitled Meet
Private Pete which introduced 40 sight words. . In this film strip, soldiers
were introduced to Private Pete, a fictional fellow member of a Special
Training Unit who was also learning reading, writing, and arithmetic. The
idea was that soldier's would be able to identify with Private Pete and
understand what they were reading about him because they shared common
experiences, such as living in the camp, sleeping in the barracks, eating
in the mess hall, and so forth. Witty was apparently the first adult
literacy educator to use this approach of trying to motivate adults
learning to read by providing a fictional counterpart with whom they could
identify.

(2) Witty introduced Army Technical Manual TM 21-500, entitled the "Army
Reader" which provided practice in reading the words used in the film
strip. The Army Reader was divided into four parts, from least to most
difficult, and dealt not only with reading but also writing and arithmetic
for daily camp life and meeting family obligations for insurance,
allotments for spouses, and so forth.

(3) The first systematic approach to assessing progress in learning to read
was introduced by Witty in TM 21-500 by the use of pre- and post-unit tests
for each part of the four part manual to determine if the soldier was ready
to progress from one part to the next, more difficult part of the reading
program.

(4) A comic strip which appeared in a special newspaper for soldiers
learning to read called Our War featured Witty?s Private Pete and his buddy
Daffy in various activities that were frequently aligned with major holidays
such as Thanksgiving, Christmas, New Years Day, Valentine?s Day and so
forth.

(5) The first photo novella for teaching adults to read used real people as
models for Private Pete, Daffy, and other fictional soldiers portrayed in
materials for soldiers who were getting ready to be discharged from the
Army but who had missed entry literacy education in the Special Training
Units. In this approach Witty used real people as models for Private Pete,
Daffy, and other fictional soldiers and took photos of them engaged in
various activities as they prepare to get discharged and as they travel
home. The trip home includes a ride aboard a ship that passes the Statue of
Liberty. One photo shows a group of soldiers passing the skyline of New York
City and a second shows a group looking at the Statue of Liberty. One of
the soldiers says, "It is hard to tell how I feel. Everybody has this
feeling when he first sees the Statue of Liberty. She has welcomed many
human beings to this country. She has furnished hope for many men. To some,
she stands for justice. To others, she represents freedom and a kindly
feeling for all human beings." In the final pages of the photo novel
Private Pete, now civilian Pete Smith and back home again, marries his
pre-war sweetheart Mary on Christmas day and they build a home together.

Witty's approach reflected the influence of William S. Gray, one of the
founders of the famous Dick and Jane series for children, which provided a
model for Witty's use of Private Pete in the Army?s literacy programs, and
Arthur I. Gates, a leading reading professor at Columbia University. Both
of these men were advocates of the "meaning emphasis" approach known as the
"word" method. In this method students first develop readiness to read by
discussing illustrations from the readers. Then they learn a basic store of
sight words used in the readiness training. Then they move on to simple
sentences made up of the sight words. In this approach, phonics instruction
is postponed until the student can do quite a bit of reading based upon
discussion and whole word recognition training.

Positive Outcomes From the World War II Literacy Education

Among the major outcomes of the teaching of illiterates in World War II was
the demonstration that hundreds of thousands of adults whom many thought
were not capable of learning to read were, in fact, capable of acquiring at
least rudimentary reading ability in a fairly brief time, generally less
than three months. Furthermore most of them went on to learn and perform
their Army duties in a satisfactory manner.

There are lessons here regarding factors important in teaching reading for
children, adolescents and adults. In World War II the functional nature of
the material, relating as it did to the daily lives and needs of soldiers,
created motivation for learning that may be missed in many instructional
contexts. For reading teachers, the main lesson may be that what makes the
most difference in teaching reading may not be reading methods such as the
so-called "meaning" or "code" methods, but rather an emphasis upon the
interests of the readers and an understanding of the factors underlying
their desire for learning.

Thomas G. Sticht
International Consultant in Adult Education
Email: tsticht at aznet.net


From RuthR.Davis at ky.gov  Wed Oct  8 15:09:38 2008
From: RuthR.Davis at ky.gov (Davis, Ruth R  (LHD-Madison Co))
Date: Wed, 8 Oct 2008 15:09:38 -0400
Subject: [HealthLiteracy 2358] Re: Is the web a viable way to improve health
	literacy?
In-Reply-To: <OF310BE476.622C2771-ON852574D5.0066DAA3-852574D5.006AE99C@vcu.edu>
References: <BLU147-W42FB45D31AF1E20B29578AC8420@phx.gbl>
	<OF310BE476.622C2771-ON852574D5.0066DAA3-852574D5.006AE99C@vcu.edu>
Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE0EA33E95@AGMBX02.eas.ds.ky.gov>

I am attempting to locate a simple or plain language health risk
assessment tool in public domain. Can anyone direct me to a resource ?

 

Thanks,

 

Ruth R. Davis, MSN, RN, CHES
Health Education Director
Center of Excellence in Public Health
          Education
Madison County Health Department
1001 Ace Drive, P.O. Box 1047
Berea, KY  40403
859-228-2041
Website address:
 www.madison-co-ky-health.org

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Roberta K
McKnight/FS/VCU
Sent: Wednesday, October 01, 2008 3:28 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2354] Re: Is the web a viable way to improve
health literacy?

 


Hi Lisa & Joe, 

The following resources may be helpful: 

Norman CD, Skinner HA. eHEALS: The eHealth literacy Scale. Journal of
Medical Internet Research (2006) 8:e27 
According to these authors (different article), "If eHealth is to
realize its potential for improving the health of the public, the gap
between what is provided and what people can access must be acknowledged
and remedied." 

Jakob Nielsen studies the usability of the web and provides some
insights regarding lower-literacy design: 
http://www.useit.com/alertbox/20050314.html
<http://www.useit.com/alertbox/20050314.html>  

The Health Literacy Environment of Hospitals and Health Centers -
Partners for Action: Making Your Healthcare Facility Literacy-Friendly
report by Rima Rudd and Jennie Anderson provides resources for
navigation, print, oral, and technology-based communication
http://www.hsph.harvard.edu/healthliteracy/literature.html
<http://www.hsph.harvard.edu/healthliteracy/literature.html>  

Some recent NIH studies address the issue of computer and health
literacy: 
http://www.nih.gov/icd/od/ocpl/resources/healthliteracyresearch.htm
<http://www.nih.gov/icd/od/ocpl/resources/healthliteracyresearch.htm>  

Many people who do not have computers, access information through public
libraries. 

Regards, 
Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 
Email: rmcknight at vcu.edu
"Imagination is more important than knowledge." Albert Einstein 



lisa jones <lisamjones44 at hotmail.com> 
Sent by: healthliteracy-bounces at nifl.gov 

10/01/2008 01:08 PM 

Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>

To

<healthliteracy at nifl.gov> 

cc

	
Subject

[HealthLiteracy 2350] Re: Is the web a viable way to improve health
literacy?

 

		




Joe-

I think the internet (done right) has to potential to be extremely
powerful.  However, using the internet to improve health literacy
requires patients to have "computer literacy". BY computer literacy I
mean the ability to use a computer, navigate the internet and
distinguish good sources of information from all the junk that's out
there.

I don't know of any studies to prove this, but I suspect that
populations with low health literacy will also have low computer
literacy.

I know in my community health center population, my patients don't have
cars or phones..let alone computers.


Id be interested in what the adult ed population thinks about computer
literacy and health literacy

Lisa

Lisa M. Jones,MD


 




________________________________

> From: healthliteracy-request at nifl.gov
> Subject: HealthLiteracy Digest, Vol 37, Issue 1
> To: healthliteracy at nifl.gov
> Date: Wed, 1 Oct 2008 12:00:01 -0400
> 
> Send HealthLiteracy mailing list submissions to
> healthliteracy at nifl.gov
> 
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> 
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> healthliteracy-owner at nifl.gov
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of HealthLiteracy digest..."
> 
> 
> Today's Topics:
> 
> 1. [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy? (joe horne)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
> From: joe horne <seasonalthought at yahoo.com>
> Subject: [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy?
> To: healthliteracy at nifl.gov
> Message-ID: <480545.9462.qm at web31707.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=us-ascii
> 
> Hello,
> 
> I am a student at Georgia State in the Instructional Technology
program. I was curious how critical you all (as health literacy
professionals) consider the web to be in your practice? Is it more
important for your groups, or is some other medium more critical?
> 
> Thanks,
> 
> Joe
> 
> 
> 
> ------------------------------
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
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> End of HealthLiteracy Digest, Vol 37, Issue 1
>
*********************************************---------------------------
-------------------------
National Institute for Literacy
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To unsubscribe or change your subscription settings, please go to
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From mvillaire at iha4health.org  Wed Oct  8 15:47:37 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Wed, 8 Oct 2008 12:47:37 -0700
Subject: [HealthLiteracy 2359]  Call for Breakout Session Presentations
Message-ID: <9F8831D6F89CC14897300484F62E17BE480774@ihaex01.iha4health.pri>

I'd like to let all my colleagues and friends on this listserv know
about a Call for Presentations we've issued recently for our Eighth
Annual Health Literacy Conference, scheduled for May 7-8, 2009, in
Irvine, California. Here's a direct link:
http://www.iha4health.org/index.cfm/MenuItemID/327.htm 

 

The Institute for Healthcare Advancement is a nonprofit healthcare
organization whose mission is Empowering People to Better Health. One of
our primary focus areas is health literacy. In addition to our "What To
Do For Health" books, written at a 3rd to 5th grade reading level for
consumers, we produce an annual, continuing education conference for
providers, educators, researchers, academia, writers, administrators,
and others. 

 

Our conference theme for 2009 is "Health Literacy: Bridging Research and
Practice." Breakout sessions are hands-on, interactive, run 90 minutes
and are presented twice in one day-once in the morning and again in the
afternoon-and focus on skill building and providing tools and
information that attendees can learn and use immediately upon returning
home. 

 

We cover air, hotel, conference registration, and provide an honorarium.


 

Here are some of the topic areas on which we are particularly interested
in seeing submissions:

*	Cultural competency related to health literacy 
*	Communicating effectively with LEP (limited English proficiency)
clients 
*	Communicating healthcare information in other languages 
*	Testing and evaluating education materials 
*	Visual design and comprehension 
*	Education program design 
*	Making a business case for implementing health literacy
solutions 
*	Specific models in health literacy that can be replicated 
*	Other health literacy-related topics focused on providing skills
or tools

 

We are quite willing to review submissions on other relevant topics as
well. For those who are not familiar with our conference, if you visit
the link above, see the links to the left navbar, which include recaps
from the 2008 conference. 

 

Please feel free to email or call me with any questions. 

 

Thanks all.

 

Michael 

 

-- Michael Villaire, MSLM

Director, Programs & Operations

Institute for Healthcare Advancement

501 S. Idaho St., Suite 300

La Habra, CA 90631

(562) 690-4001 ext. 202

(562) 690-8988 fax

(714) 318-7237 mobile

mvillaire at iha4health.org <mailto:mvillaire at iha4health.org> 

www.iha4health.org <http://www.iha4health.org> 

 

 

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From helen at healthliteracy.com  Fri Oct 10 09:45:34 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Fri, 10 Oct 2008 09:45:34 -0400
Subject: [HealthLiteracy 2360]  Health literacy podcasts
Message-ID: <EF53E038F2EE4951BC1FDFA2EA475739@HLC>

Hello all,

I'm delighted to share the news about the launch of a new, free podcast series, "Health Literacy Out Loud." New episodes will come out about every two weeks. There already are two: one about podcasting and the other about using music and song as a tool of health communication. 

Health Literacy Out Loud podcasts are designed as tools of learning. You can take a look, listen, and subscribe for free by going to www.healthliteracyoutloud.com. And if you like what you hear, please share this link with your colleagues and friends. Together, let's let the whole world know why health literacy matters!

Cheers,
~Helen     

Helen Osborne, M.Ed., OTR/L
Speaker, Author, Plain Language Writer, Podcaster
Email: helen at healthliteracy.com
Phone: 508-653-1199 (in MA)
***
Health Literacy Out Loud Podcasts, www.healthliteracyoutloud.com
Health Literacy Consulting, www.healthliteracy.com
Health Literacy Month, www.healthliteracymonth.org
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From ECMILLE2 at uncg.edu  Fri Oct 10 22:21:53 2008
From: ECMILLE2 at uncg.edu (Eileen Miller ECMILLE2)
Date: Fri, 10 Oct 2008 22:21:53 -0400
Subject: [HealthLiteracy 2361] Re: Health literacy podcasts
In-Reply-To: <EF53E038F2EE4951BC1FDFA2EA475739@HLC>
References: <EF53E038F2EE4951BC1FDFA2EA475739@HLC>
Message-ID: <OFCE6A0E1E.B5DF06DF-ON852574DF.000CFDBA@email.uncg.edu>

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From julie_mcKinney at worlded.org  Tue Oct 14 09:26:32 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 14 Oct 2008 09:26:32 -0400
Subject: [HealthLiteracy 2362]  Accessible Web Page Design (from Valerie)
Message-ID: <48F465C80200002D00008A3B@bosgw.jsi.com>

Hi Everyone,

I am passing on this information from Valerie Lewis, who sent it in last
week. I have just moved the information from her attachment to the text
below.

Thanks, Valerie, for this clear run-down on creating accessible
websites!

All the best,
Julie
***************************

Hello All, 

I have compiled some beginner basics for accessible web page design.

Additionally, I would strongly recommend that anyone who is responsible
for
designing the organization's web page visit the EASI site for
information on
courses that will give you great insight.
http://easi.cc/workshops/easiweb.htm


Valerie


Accessible Web Page Design

For the purpose of getting started, I have included some accessible web
design basics. In addition to the sites below, it is always important to
visit www.w3.org. This sight is designed to give you all of the ins and
outs of accessible web page design. 

And, find a ?web page checker/validator?. This type of page will
evaluate your page for its level of access?.some of you may be familiar
with Bobby. This no longer exists?.you may want to try 
http://nelson.w3.org/WAI/ER/tools/complete and ?Cynthia? at
http://www.cynthiasays.com
  or ?Taw? at http://www.tawdis.net/taw3/cms. 

Accessible web page design is a topic that most people are not familiar
with, even web page designers. Therefore, the importance of accessible
web page design is often overlooked. Additionally, under the Americans
with Disabilities Act (1990) it is required that your web page be
accessible. There have been court cases, most notably one which involves
TARGET stores/websites, where consumers (or at least people who want to
be consumers) could not use a web site because of poor/inaccessible
design. The debate goes on -- and as it does, it builds an increasingly
negative reputation for any company/organization that purposefully
chooses to exclude people from accessing their products or services. 

Possibly of more importance, is the issue of access to educational or
government sponsored programs and services. If you are receiving any
type of government funding, it is your legal responsibility to be
accessible in every way. 

What does ?accessible web page? design mean? 
It means that people with disabilities who may or may not use assistive
technology would be able to use and access the information on your web
page. To take it a step further?and use the concept and principles of
Universal
Design?.(http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm),
everything should be usable by everyone. 

People with disabilities, for example someone who is blind, visually
impaired or learning disabled. May use screen reading software. This
software enables a person who cannot read the screen -- to hear what
appears on the screen. If the page is not designed properly, it will not
allow the screen reader to interact with the page. Thereby, prohibiting
a person using this technology from using your page. 

A person who cannot use their hands well, or at all, nay use voice
recognition software. If the page is not programmed properly, it will
not allow a person to speak to the page. 

If a person has Parkinson?s Disease or some other condition that may
cause their hands to shake or be unsteady, they may not be able to click
on the small buttons or spaces designated to links. 

If a person is color blind, they will not be able to click on ?red
arrows or buttons? as is often the case. People who are color blind
cannot see various colors. 

When you have a video on a web page, a person who is hard of hearing or
deaf will not know what is being said on the video, unless you have
included closed/open captioning that would allow a person to read along.


When you have pictures/images on your web page, ?tag? them properly.
This will enable a person who is using screen reading 
software to hear a description of the image. 

Links should be labeled in 
a coherent manner. For example, if you have a
link on your weperson who may be listening to your site. If it is a link for example to
information about dogs, the link should say, ?click here to learn more
about dogs?. 
Information should be designed and presented in a consistent and
coherent manner. If pages change appearance and layout as you move from
one to another, it can be very confusing for people with learning
disabilities, people who are visually impaired and people new to your
site.

The possibilities go on and on. 

The point is that it is imperative to understand that there are many
people who may wish to access your web page. Conceptually, a web page is
the welcoming point to your current and potential customers. It should
be as USABLE and USEFUL as possible. 

The following are some web pages that offer basics on accessible web
page design. 

http://www.rit.edu/~easi/

http://www.design.ncsu.edu/cud/general_g/gpdfaccess.htm

http://www.washington.edu/doit/Resources/web-design.html

http://www.icdri.org/legal/Website_NYC.htm

http://www.makoa.org/web-design.htm

http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=500

Additionally, you can always do a simple GOOGLE search for ?Accessible
Web Page Design?. I think you will be pleasantly surprised at the many,
but not overwhelming amount, of results you will find. 

I hope these resources are helpful. Please do not hesitate to contact me
if you have any questions or need additional information. My contact
info is below. 

Valerie Lewis, Director
Long Island Talking Book Library 
f/t Blind and Physically Disabled
Administrator of Outreach Services
Suffolk Cooperative Library System 
631-286-1600, x1365
vlewis at suffolk.lib.ny.us




Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From kbeall at onlyinternet.net  Tue Oct 14 10:05:05 2008
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Tue, 14 Oct 2008 10:05:05 -0400
Subject: [HealthLiteracy 2363] New Issue of Focus on Basic--Health &
	Literacy Partnerships
Message-ID: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1>

Health and literacy are inextricably linked, and health and literacy
providers are working together in new and exciting ways to use that link for
positive results. The newest issue of Focus on Basics is packed with
articles on a wide variety of partnerships: between nursing and teacher
educators in the university, between medical schools and literacy programs,
between health educators and literacy students, between health planners and
literacy providers.  Also included in the issue is a long-awaited report on
a five-year study of the impact of a literacy curriculum that incorporate
health information on the literacy skills and health knowledge of learners,
a new way to look at what the health information in the National Assessment
of Adult Learning reveals, and how to use illustrations effectively in
health education materials.  Authors include Dr. Susan Levy and colleagues,
Dr. Andrew Pleasant, and Dr. Ian Bennett and colleagues, and National
Institute for Literacy's Health Literacy discussion list moderator Julie
McKinney, among others.

 

Download the new issue of Focus on Basics, Volume 9, Issue B, "Health &
Literacy Partnerships" from the right hand column of publisher World
Education's home page: www.worlded.org  or find the new issue and all past
issues at www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf and
www.ncsall.net/index.php?id=31 

 

 

Kaye Beall

Project Director

World Education

6760 West Street

Linn Grove, IN 46711

765-717-3942

kaye_beall at worlded.org

www.worlded.org

 

 

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From aboldt at albemarlehealth.org  Tue Oct 14 10:17:30 2008
From: aboldt at albemarlehealth.org (Arina Boldt)
Date: Tue, 14 Oct 2008 10:17:30 -0400
Subject: [HealthLiteracy 2364]  starting point
In-Reply-To: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1>
Message-ID: <32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>

Hi everyone,

 

I am new to my position and need to address health literacy in my
community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org> 

 

Albemarle Health
State of the art technology. State of the heart care.

 

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From julie_mcKinney at worlded.org  Wed Oct 15 00:49:54 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 15 Oct 2008 00:49:54 -0400
Subject: [HealthLiteracy 2365] Wednesday Question: Health Literacy Curricula
	for The Health	Care Field
Message-ID: <48F53E330200002D00008A90@dcgw.jsi.com>

Hi Everyone,

I am on my way to a learning institute in Calgary sponsored by The
Centre for Literacy and Bow Valley College. 

The topic is: Constructing Curriculum for Health Care Providers

See the info at this link:
http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf 

I'd love to bring your opinions to the table as we discuss this issue.
Please write in your thoughts on any of the following questions, and I
can share them with the group of international participants:

- Who is creating health literacy curricula and for whom?
- Who in the health care sector needs health literacy curricula?
- Should health literacy curricula have a common core for all in the
health care sector?
- Where is the space for health literacy in professional curricula?
- Should special attention be paid to health care  workers with low
literacy?
- Where are the promising practices of teaching and learning that
incorporate cultural diversity, adult literacy and health?

I look forward to hearing from you!

All the best,
Julie


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From Ian.Bennett at uphs.upenn.edu  Wed Oct 15 01:23:34 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Wed, 15 Oct 2008 01:23:34 -0400
Subject: [HealthLiteracy 2366] Re: starting point
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1>
	<32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local> 
Message-ID: <C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>

 

Two useful reports are from NCSALL (released yesterday
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
www.ahrq.gov/clinic/epcsums/litsum.htm. 

 

I would also recommend the Institute of Medicine report on health
literacy (see the IOM web site). In addition the American Medical
Association publishes a book on health literacy (Eds Schwartzberg et al)
and recently published a report on the NAAL health literacy measures
(Sheida White). Another good book is "Advancing Health Literacy" by
Zarcadoolas, Pleasant and Greer (2005). The National Institute for
Literacy also just produced a webcast on Health literacy that might be
useful and is accessible on their web site.

Ian Bennett

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

 

Hi everyone,

 

I am new to my position and need to address health literacy in my
community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org> 

 

Albemarle Health
State of the art technology. State of the heart care.

 



The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.
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From djrosen1 at gmail.com  Wed Oct 15 06:48:49 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Wed, 15 Oct 2008 06:48:49 -0400
Subject: [HealthLiteracy 2367] Re: Wednesday Question: Health Literacy
	Curricula for The Health	Care Field
In-Reply-To: <48F53E330200002D00008A90@dcgw.jsi.com>
References: <48F53E330200002D00008A90@dcgw.jsi.com>
Message-ID: <D565F3B8-DEED-41D8-B69F-E6729BE4F2E3@gmail.com>

Hello Julie,

Here are two questions for you, for those attending the learning  
institute in Calgary, and for the discussion list.

1. My understanding has been that health literacy refers to helping  
patients get heath information in ways that they can understand it,  
for example, in materials written in plain language. It also includes  
health practitioners communicating in ways that patients can  
understand, for example by using plain English, drawings,  
illustrations, and good metaphors. The goal from the health  
practitioner or health educator side is communicating health  
information so that patients can understand, in many cases so that  
they can change their behaviors and live healthier lives.

The question

> - Should special attention be paid to health care  workers with low  
> literacy?

appears to broaden the definition to include contextualized basic  
skills (reading, writing, numeracy, computer skills) for health care  
workers, perhaps to enable them to fill health care positions in  
great demand.

My question: is healthcare-contextualized workplace basic skills part  
of the definition of health literacy? Or is this different, not  
health literacy but contextualized workplace basic skills, and also  
important?

2. I am interested in health care contextualized basic skills  
curriculum (English language for immigrants, high school completion,  
college preparation), especially if it is primarily delivered online.  
My question is, what organizations are creating such online basic  
skills health care curriculum,  for whom, and where?

David J. Rosen
djrosen1 at gmail.com

On Oct 15, 2008, at 12:49 AM, Julie McKinney wrote:

> Hi Everyone,
>
> I am on my way to a learning institute in Calgary sponsored by The
> Centre for Literacy and Bow Valley College.
>
> The topic is: Constructing Curriculum for Health Care Providers
>
> See the info at this link:
> http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf
>
> I'd love to bring your opinions to the table as we discuss this issue.
> Please write in your thoughts on any of the following questions, and I
> can share them with the group of international participants:
>
> - Who is creating health literacy curricula and for whom?
> - Who in the health care sector needs health literacy curricula?
> - Should health literacy curricula have a common core for all in the
> health care sector?
> - Where is the space for health literacy in professional curricula?
> - Should special attention be paid to health care  workers with low
> literacy?
> - Where are the promising practices of teaching and learning that
> incorporate cultural diversity, adult literacy and health?
>
> I look forward to hearing from you!
>
> All the best,
> Julie
>
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to djrosen1 at gmail.com






From Caroline.Marshall at danhosp.org  Wed Oct 15 07:56:27 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Wed, 15 Oct 2008 07:56:27 -0400
Subject: [HealthLiteracy 2368] Re: starting point
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1><32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>
	<C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D0965@dhsiexch01.danhosp.priv>

Hi Arina,

 

I have created a website of health literacy resources.  You cannot link
to it but I can send you the htm file and you can view it in your
browser. I am trying to promote health literacy here at the hospital.  I
bought the health Literacy toolkit from AMA. It has a DVD, CD and
manual.  The DVD is a series of interviews with people of low literacy
skills.  I have introduced it to our patient Ed committee and it will be
shown to all new medical hires.  I will get the file to you later today.

 

I understand  you are promoting to the community and I am promoting to
the hospital but you may find some of the resources useful.

 

Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

 

 

 

Caroline

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, October 15, 2008 1:24 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2366] Re: starting point

 

 

Two useful reports are from NCSALL (released yesterday 
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
www.ahrq.gov/clinic/epcsums/litsum.htm. 

 

I would also recommend the Institute of Medicine report on health
literacy (see the IOM web site). In addition the American Medical
Association publishes a book on health literacy (Eds Schwartzberg et al)
and recently published a report on the NAAL health literacy measures
(Sheida White). Another good book is "Advancing Health Literacy" by
Zarcadoolas, Pleasant and Greer (2005). The National Institute for
Literacy also just produced a webcast on Health literacy that might be
useful and is accessible on their web site.

Ian Bennett

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

 

Hi everyone,

 

I am new to my position and need to address health literacy in my
community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org> 

 

Albemarle Health
State of the art technology. State of the heart care.

 


The information contained in this e-mail message is intended only for
the personal and confidential use of the recipient(s) named above. If
the reader of this message is not the intended recipient or an agent
responsible for delivering it to the intended recipient, you are hereby
notified that you have received this document in error and that any
review, dissemination, distribution, or copying of this message is
strictly prohibited. If you have received this communication in error,
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From djrosen1 at gmail.com  Wed Oct 15 08:05:45 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Wed, 15 Oct 2008 08:05:45 -0400
Subject: [HealthLiteracy 2369]  New Designs in online and Distance Learning,
	a Special Topics Discussion
Message-ID: <23842958-7E1F-4F4B-BE8D-12D7B3BB437C@gmail.com>

Colleagues,

New Designs in Online and Distance Learning is a National Institute  
for Literacy Special Topics discussion that will be held from  
November 17th through November 21st, 2008. It will focus on two new  
adult education models: a national learning portal for English  
language learning at a distance, called USA Learns, and a web-based  
and telephone-based learning support system, called the Learner Web,  
for ABE, ASE and ELL students enrolled in classes to supplement their  
learning, as well as for those who study on their own. We have four  
distinguished guests, researchers as well as product developers, who  
will describe these two models and answer questions.

For USA Learns, our guests are John Fleischman and Dr. Jerome (Jere)  
Johnston. For the Learner Web our guests are Dr. Stephen Reder and  
Dr. Clare Strawn. You will find more information about them below.

To subscribe to the discussion, go to:

http://www.nifl.gov/mailman/listinfo/specialtopics

You can unsubscribe later by going to the same web page or, if you
prefer, you can stay subscribed for the next discussion.

Please forward this announcement to your colleagues who may be
interested!

Description of the models

The Learner Web is a learning support system providing structure and  
resources for adults who want to accomplish specific learning  
objectives. A learner can access the system through the Internet. In  
addition to on-line resources, the Learner Web integrates support  
services from existing local education programs, community based  
organizations, tutors, and telephone helpers. The Learner Web  
consists of a Web-based software system that is implemented  
regionally. The System is organized around Learning Plans. A Learning  
Plan is a set of steps structured around achieving an identified  
goal. For example, if the goal is to get a GED, the steps might  
include finding out more about the tests, identifying what skills one  
needs to brush up on, learning new skills and knowledge, taking  
practice tests, etc. Each step is matched with online and community  
based resources and a workspace where learners can take assessments  
or save their work in an e-portfolio. The learner creates a personal  
profile, may take a short reading assessment and interest inventory,  
chooses a goal from the available list and follows the Learning Plan  
independently or with a tutor or a teacher. The Learning Plan is  
dynamically matched by the software to both the learner profile and  
educational resources. The learner?s progress is saved and can be  
returned to at any time via the internet. Learners can choose to  
share their workspace with a tutor or teacher.

The Learner Web has begun the second year of a three-year  
demonstration project in seven demonstration regions across the country.

U.S.A. Learns is a free Web site designed for adult learners with  
limited English language skills.  Instructional content focuses on  
the language and literacy skills that adults need for everyday  
survival.  While a broad range of adults can use U.S.A. Learns, it  
has been developed primarily for immigrants who cannot attend  
traditional classroom programs because of difficulty with schedules,  
transportation, or other barriers.  The site includes more than 400  
hours of instruction and offers an extensive array of video, audio  
and richly illustrated graphics and images.  The site layout was  
created with the inexperienced Web user in mind, and extensive built- 
in help features are available.  U.S.A. Learns can be used  
independently, but it can also be used in association with a teacher  
or tutor via an online management system.


Background on Discussion Guests

John Fleischman

With more than 25 years of experience in adult education as a  
teacher, administrator and project director, John Fleischman is  
currently responsible for information and educational technology  
operations at the Sacramento County Office of Education.  John  
possesses an extensive background with creating and implementing  
instructional and informational media for use in a variety of  
educational environments.  His present area of focus is on building  
Web-based solutions for education, including data management systems  
and comprehensive online learning resources.  Working at the state  
and national level, he provides oversight for a range of technology  
initiatives including the Outreach and Technology Assistance Network  
(www.otan.us) and Strengthening Programs Through Technology  
(www.adultedonline.org).  John is the author of numerous publications  
and is frequently requested as a presenter at both state and national  
conferences.

Jerome (Jere) Johnston is Research Professor at the University of  
Michigan?s Institute for Social Research.  For 40 years he has been  
studying ways that technology shapes what people learn.  In recent  
years Dr. Johnston has been exploring innovative ways to use  
technology in adult literacy.  He directs the Project IDEAL Support  
Center, supporting 25 states in their efforts to build distance  
learning programs for adult learners.  The Center provides technical  
assistance to states in the areas of training, research, and policy  
development (projectideal.org).

Stephen Reder is University Professor and Chair of the Department of  
Applied Linguistics at Portland State University.  His research and  
teaching interests focus on adult education and the processes of  
literacy and language development during adulthood.  Dr. Reder has  
served as the Principal Investigator for a number of major projects  
in adult education. Two recent projects, the Longitudinal Study of  
Adult Learning and the National Labsite for Adult ESOL, examine the  
ways adults acquire new literacy and language abilities and the roles  
which adult education programs and policies play in supporting that  
development.  The results of this research have led to the  
development of the Learner Web, an innovative online adult learning  
support system.  Professor Reder is the author of numerous  
publications about his research and its implications for adult  
education and adult literacy and language development. He has  
recently completed co-editing a volume with John Bynner, Tracking  
Adult Literacy and Numeracy Skills: Findings from Longitudinal  
Research.  A second book is in progress, Dropping Out and Moving On:  
Life, Literacy and Development among High School Dropouts. Dr. Reder  
actively works with networks of adult education researchers,  
practitioners and policymakers at the state, regional and national  
levels.

Clare Strawn is Assistant Professor at Portland State University,  
Portland, Oregon, and has been an analyst on the Longitudinal Study  
of Adult Learning. She is interested in patterns of program  
participation, the intersection of learning and community  
development, social capital influences on learning strategies, and  
technology. She has been a co-developer, with Steve Reder of the  
Learner Web and has been actively involved in the demonstration project

David J. Rosen
Special Topics Discussion Moderator
djrosen1 at gmail.com



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From Caroline.Marshall at danhosp.org  Wed Oct 15 10:39:51 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Wed, 15 Oct 2008 10:39:51 -0400
Subject: [HealthLiteracy 2370] Re: starting point.  Webpage
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1><32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local><C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
	<7F494F504B42654BAC1F03DCB824BEE8133D0965@dhsiexch01.danhosp.priv>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D096C@dhsiexch01.danhosp.priv>

This is my health literacy page.

 

Regards,


Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
Sent: Wednesday, October 15, 2008 7:56 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2368] Re: starting point

 

Hi Arina,

 

I have created a website of health literacy resources.  You cannot link
to it but I can send you the htm file and you can view it in your
browser. I am trying to promote health literacy here at the hospital.  I
bought the health Literacy toolkit from AMA. It has a DVD, CD and
manual.  The DVD is a series of interviews with people of low literacy
skills.  I have introduced it to our patient Ed committee and it will be
shown to all new medical hires.  I will get the file to you later today.

 

I understand  you are promoting to the community and I am promoting to
the hospital but you may find some of the resources useful.

 

Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 



Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

 

 

 

Caroline

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, October 15, 2008 1:24 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2366] Re: starting point

 

 

Two useful reports are from NCSALL (released yesterday 
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
www.ahrq.gov/clinic/epcsums/litsum.htm. 

 

I would also recommend the Institute of Medicine report on health
literacy (see the IOM web site). In addition the American Medical
Association publishes a book on health literacy (Eds Schwartzberg et al)
and recently published a report on the NAAL health literacy measures
(Sheida White). Another good book is "Advancing Health Literacy" by
Zarcadoolas, Pleasant and Greer (2005). The National Institute for
Literacy also just produced a webcast on Health literacy that might be
useful and is accessible on their web site.

Ian Bennett

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

 

Hi everyone,

 

I am new to my position and need to address health literacy in my
community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org> 

 

Albemarle Health
State of the art technology. State of the heart care.

 


The information contained in this e-mail message is intended only for
the personal and confidential use of the recipient(s) named above. If
the reader of this message is not the intended recipient or an agent
responsible for delivering it to the intended recipient, you are hereby
notified that you have received this document in error and that any
review, dissemination, distribution, or copying of this message is
strictly prohibited. If you have received this communication in error,
please notify us immediately by e-mail, and delete the original message.


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From jillian.lemay at selecthealthofsc.com  Wed Oct 15 10:40:01 2008
From: jillian.lemay at selecthealthofsc.com (Lemay, Jillian)
Date: Wed, 15 Oct 2008 10:40:01 -0400
Subject: [HealthLiteracy 2371] Re: Wednesday Question: Health Literacy
 Curricula for The Health Care Field
In-Reply-To: <48F53E330200002D00008A90@dcgw.jsi.com>
Message-ID: <97D9DEF598590A4C9466AE49E94D45460385EAAC@KMHPEXSC20.kmhp.com>

Good morning Everyone,

America's Health Insurance Plans published an article on the Health
Literacy Initiative lead by Affinity Health Plan in New York. What this
insurance company is currently doing in the realm of health literacy may
help to answer some of the questions Ms. McKinney posed.

To access the article, please visit:
http://www.ahip.org/content/default.aspx?bc=31|130|136|24593|24600

Jill Lemay
Cultural Competency Coordinator 
Select Health of South Carolina
PO Box 40849
Charleston, SC 29423-0849
843.529.5218 p. 
843.569.7228 f.
www.selecthealthofsc.com
Mission: We help people get care, stay well and build healthy
communities.


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, October 15, 2008 12:50 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2365] Wednesday Question: Health Literacy
Curricula for The Health Care Field

Hi Everyone,

I am on my way to a learning institute in Calgary sponsored by The
Centre for Literacy and Bow Valley College. 

The topic is: Constructing Curriculum for Health Care Providers

See the info at this link:
http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf 

I'd love to bring your opinions to the table as we discuss this issue.
Please write in your thoughts on any of the following questions, and I
can share them with the group of international participants:

- Who is creating health literacy curricula and for whom?
- Who in the health care sector needs health literacy curricula?
- Should health literacy curricula have a common core for all in the
health care sector?
- Where is the space for health literacy in professional curricula?
- Should special attention be paid to health care  workers with low
literacy?
- Where are the promising practices of teaching and learning that
incorporate cultural diversity, adult literacy and health?

I look forward to hearing from you!

All the best,
Julie


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jillian.lemay at selecthealthofsc.com


==============================================================================
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==============================================================================


From greene.sm at ghc.org  Wed Oct 15 11:00:32 2008
From: greene.sm at ghc.org (Greene, Sarah)
Date: Wed, 15 Oct 2008 08:00:32 -0700
Subject: [HealthLiteracy 2372] Re: Wednesday Question: Health Literacy
 Curricula	for The Health	Care Field
In-Reply-To: <48F53E330200002D00008A90@dcgw.jsi.com>
References: <48F53E330200002D00008A90@dcgw.jsi.com>
Message-ID: <587F57B26FAA8246A81D10D251EB8AB404420F08@EXCH07.GHCMASTER.GHC.ORG>

Dear Julie and list members -
I work for a healthcare system (Group Health Cooperative in Seattle) that has a substantive initiative in the area of plain language and health literacy.  To this end, we are using multi-faceted communication and education strategies to bring much-needed awareness to the interaction of a patient with the entire healthcare system from front line patient intake clerks to physicians, and even beginning to address how to make the underlying processes of health care better (way-finding in a large care facility, explaining test results in an accessible, patient-centered fashion).

We're rolling out a CME course for our physicians and in the coming year, will partner with nurse managers and others to continue finding strategies to educate health care providers on these issues. Another emphasis area is working with pharmacists, who have a huge patient-facing role that should not be overlooked!

I'm one member of a large cross-disciplinary team of folks at my site, so if you'd like to drill-down about any or all of this, let me know and I can connect you with other members of our working group as appropriate.

Regards,
Sarah Greene

Sarah M. Greene, MPH
Research Associate III
Group Health Center for Health Studies
greene.sm at ghc.org
206.287.2989

This message and any attached files might contain confidential information protected by federal and state law. The information is intended only for the use of the individual(s) or entities originally named as addressees. The improper disclosure of such information may be subject to civil or criminal penalties. If this message reached you in error, please contact the sender and destroy this message. Disclosing, copying, forwarding, or distributing the information by unauthorized individuals or entities is strictly prohibited by law.



-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, October 14, 2008 9:50 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2365] Wednesday Question: Health Literacy Curricula for The Health Care Field

Hi Everyone,

I am on my way to a learning institute in Calgary sponsored by The
Centre for Literacy and Bow Valley College.

The topic is: Constructing Curriculum for Health Care Providers

See the info at this link:
http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf

I'd love to bring your opinions to the table as we discuss this issue.
Please write in your thoughts on any of the following questions, and I
can share them with the group of international participants:

- Who is creating health literacy curricula and for whom?
- Who in the health care sector needs health literacy curricula?
- Should health literacy curricula have a common core for all in the
health care sector?
- Where is the space for health literacy in professional curricula?
- Should special attention be paid to health care  workers with low
literacy?
- Where are the promising practices of teaching and learning that
incorporate cultural diversity, adult literacy and health?

I look forward to hearing from you!

All the best,
Julie


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to greene.sm at ghc.org

From greene.sm at ghc.org  Wed Oct 15 11:08:49 2008
From: greene.sm at ghc.org (Greene, Sarah)
Date: Wed, 15 Oct 2008 08:08:49 -0700
Subject: [HealthLiteracy 2373] Re: starting point
In-Reply-To: <C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1>
	<32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>
	<C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
Message-ID: <587F57B26FAA8246A81D10D251EB8AB404420F09@EXCH07.GHCMASTER.GHC.ORG>

Arina -
I recall that the North Carolina Dept of Public Health published a terrific report a couple of years ago that might be of use:  http://www.nciom.org/projects/health_literacy/literacy.html.

Also, if you're seeking strategies for developing consumer-friendly materials, my colleagues and I created a readability toolkit that is freely available for downloading at
 http://centerforhealthstudies.org/sciresc/readability/readability_home.html.

While it was initially developed to support the research community and help them create more readable consent forms and other research documents, the Toolkit includes a compilation of resources on plain language and health literacy that are helpful regardless of whether the topic is public health, research, or health care.

Best of luck in your new position.
Sarah Greene


Sarah M. Greene, MPH
Research Associate III
Group Health Center for Health Studies
greene.sm at ghc.org
206.287.2989

This message and any attached files might contain confidential information protected by federal and state law. The information is intended only for the use of the individual(s) or entities originally named as addressees. The improper disclosure of such information may be subject to civil or criminal penalties. If this message reached you in error, please contact the sender and destroy this message. Disclosing, copying, forwarding, or distributing the information by unauthorized individuals or entities is strictly prohibited by law.

________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Tuesday, October 14, 2008 10:24 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2366] Re: starting point


Two useful reports are from NCSALL (released yesterday http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ www.ahrq.gov/clinic/epcsums/litsum.htm.

I would also recommend the Institute of Medicine report on health literacy (see the IOM web site). In addition the American Medical Association publishes a book on health literacy (Eds Schwartzberg et al) and recently published a report on the NAAL health literacy measures (Sheida White). Another good book is "Advancing Health Literacy" by Zarcadoolas, Pleasant and Greer (2005). The National Institute for Literacy also just produced a webcast on Health literacy that might be useful and is accessible on their web site.
Ian Bennett

________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

Hi everyone,

I am new to my position and need to address health literacy in my community. Can anyone make any suggestions as to where to start? I am working on a fixed budget.

Many thanks,

Arina Boldt

Arina Boldt, MBA
Director of Community Outreach
Albemarle Hospital
1144 North Road Street
Elizabeth City, NC 27909
252/384-4665 phone
252/384-4051 fax
www.albemarlehealth.org<http://www.albemarlehealth.org>

Albemarle Health
State of the art technology. State of the heart care.


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.
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From susan.koch_weser at tufts.edu  Wed Oct 15 11:10:01 2008
From: susan.koch_weser at tufts.edu (Susan Koch-Weser)
Date: Wed, 15 Oct 2008 11:10:01 -0400
Subject: [HealthLiteracy 2374] Re: Wednesday Question: Health Literacy
 Curricula for The Health	Care Field
In-Reply-To: <D565F3B8-DEED-41D8-B69F-E6729BE4F2E3@gmail.com>
References: <48F53E330200002D00008A90@dcgw.jsi.com>
	<D565F3B8-DEED-41D8-B69F-E6729BE4F2E3@gmail.com>
Message-ID: <48F607C9.3040807@tufts.edu>

David's question about health care-contextualized basic skills reminded
me of an excellent book I read about a literacy program for employees at
a hospital.

[Gowen SG. The politics of workplace literacy: a case study. New York,
N.Y.: Teachers College Press 1992.]

One of the issues raised was that the hospital was interested, in part,
in teaching the literacy skills in order to exert greater control over
their workers and limiting their own liability for needle sticks and the
like (as in now they can read the sign and it is their responsibility to
be careful not ours to better manage the environment). It is a very
interesting study. Of course, the skills are important as David writes
as contextualized workplace basic skills, but I personally do not think
they are part necessarily of health literacy as it has been defined.


Susan Koch-Weser
Assistant Professor
Department of Public Health and Family Medicine
Tufts University School of Medicine
136 Harrison Avenue, Boston, MA 02111
617-636-4033


djrosen1 wrote:
> Hello Julie,
> 
> Here are two questions for you, for those attending the learning  
> institute in Calgary, and for the discussion list.
> 
> 1. My understanding has been that health literacy refers to helping  
> patients get heath information in ways that they can understand it,  
> for example, in materials written in plain language. It also includes  
> health practitioners communicating in ways that patients can  
> understand, for example by using plain English, drawings,  
> illustrations, and good metaphors. The goal from the health  
> practitioner or health educator side is communicating health  
> information so that patients can understand, in many cases so that  
> they can change their behaviors and live healthier lives.
> 
> The question
> 
>> - Should special attention be paid to health care  workers with low  
>> literacy?
> 
> appears to broaden the definition to include contextualized basic  
> skills (reading, writing, numeracy, computer skills) for health care  
> workers, perhaps to enable them to fill health care positions in  
> great demand.
> 
> My question: is healthcare-contextualized workplace basic skills part  
> of the definition of health literacy? Or is this different, not  
> health literacy but contextualized workplace basic skills, and also  
> important?
> 
> 2. I am interested in health care contextualized basic skills  
> curriculum (English language for immigrants, high school completion,  
> college preparation), especially if it is primarily delivered online.  
> My question is, what organizations are creating such online basic  
> skills health care curriculum,  for whom, and where?
> 
> David J. Rosen
> djrosen1 at gmail.com
> 
> On Oct 15, 2008, at 12:49 AM, Julie McKinney wrote:
> 
>> Hi Everyone,
>>
>> I am on my way to a learning institute in Calgary sponsored by The
>> Centre for Literacy and Bow Valley College.
>>
>> The topic is: Constructing Curriculum for Health Care Providers
>>
>> See the info at this link:
>> http://www.centreforliteracy.qc.ca/whatsnew/Health+Lit_Oct_08.pdf
>>
>> I'd love to bring your opinions to the table as we discuss this issue.
>> Please write in your thoughts on any of the following questions, and I
>> can share them with the group of international participants:
>>
>> - Who is creating health literacy curricula and for whom?
>> - Who in the health care sector needs health literacy curricula?
>> - Should health literacy curricula have a common core for all in the
>> health care sector?
>> - Where is the space for health literacy in professional curricula?
>> - Should special attention be paid to health care  workers with low
>> literacy?
>> - Where are the promising practices of teaching and learning that
>> incorporate cultural diversity, adult literacy and health?
>>
>> I look forward to hearing from you!
>>
>> All the best,
>> Julie
>>
>>
>> Julie McKinney
>> Health Literacy List Moderator
>> World Education
>> jmckinney at worlded.org
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to  
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to djrosen1 at gmail.com
> 
> 
> 
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to skochw01 at tufts.edu

-- 
************************************************
Susan Koch-Weser, ScD
Assistant Professor
Department of Public Health and Family Medicine
Tufts University School of Medicine
136 Harrison Avenue, Boston, MA 02111
617-636-4033
*************************************************

From Mikal.Steinbacher at lwtc.edu  Wed Oct 15 11:42:57 2008
From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal)
Date: Wed, 15 Oct 2008 08:42:57 -0700
Subject: [HealthLiteracy 2375] Re: starting point
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1><32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local><C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
	<7F494F504B42654BAC1F03DCB824BEE8133D0965@dhsiexch01.danhosp.priv>
Message-ID: <9664F36261DE32409334B83B21CAEE8E0AAA676F@LUXOR.campus.lwtc.edu>

  I teach a  "bridge" class for ESL students who want to enter the health care programs  at LWTC.  they need a lot of resources to work with.  I'd love to have it.  email: mikal.steinbacher at lwtc.edu
 
Mikal Steinbacher
Instructor, ABE/ESL/English
Lake Washington Technical College

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Marshall, Caroline
Sent: Wed 10/15/2008 4:56 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2368] Re: starting point



Hi Arina,

 

I have created a website of health literacy resources.  You cannot link to it but I can send you the htm file and you can view it in your browser. I am trying to promote health literacy here at the hospital.  I bought the health Literacy toolkit from AMA. It has a DVD, CD and manual.  The DVD is a series of interviews with people of low literacy skills.  I have introduced it to our patient Ed committee and it will be shown to all new medical hires.  I will get the file to you later today.

 

I understand  you are promoting to the community and I am promoting to the hospital but you may find some of the resources useful.

 

Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 Danbury Hospital - A Higher Level of Care<http://lwtc.edu/exchange/Mikal.Steinbacher/Drafts/RE:%20[HealthLiteracy%202368]%20Re:%20starting%20point.EML/1_multipart/image001.jpg> 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not clear that you are the intended recipient, you are hereby notified that you have received this transmittal in error; any review, copying or distribution or dissemination is strictly prohibited. If you suspect that you have received this transmittal in error, please notify Danbury Health Systems immediately by email reply to the sender, and delete the transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally unreliable. Please contact the sender if you wish to arrange for secure communication or to verify the contents of this message.

 

 

 

 

Caroline

From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, October 15, 2008 1:24 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2366] Re: starting point

 

 

Two useful reports are from NCSALL (released yesterday http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ www.ahrq.gov/clinic/epcsums/litsum.htm. 

 

I would also recommend the Institute of Medicine report on health literacy (see the IOM web site). In addition the American Medical Association publishes a book on health literacy (Eds Schwartzberg et al) and recently published a report on the NAAL health literacy measures (Sheida White). Another good book is "Advancing Health Literacy" by Zarcadoolas, Pleasant and Greer (2005). The National Institute for Literacy also just produced a webcast on Health literacy that might be useful and is accessible on their web site.

Ian Bennett

 

________________________________

From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

 

Hi everyone,

 

I am new to my position and need to address health literacy in my community. Can anyone make any suggestions as to where to start? I am working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org/> 

 

Albemarle Health
State of the art technology. State of the heart care.

 


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. 

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From holly.biola at gmail.com  Wed Oct 15 13:39:49 2008
From: holly.biola at gmail.com (Holly Biola)
Date: Wed, 15 Oct 2008 13:39:49 -0400
Subject: [HealthLiteracy 2376] Re: starting point
In-Reply-To: <C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1>
	<32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>
	<C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
Message-ID: <bed27cd20810151039n3fab5743i5fcf1658442c41df@mail.gmail.com>

Arina,
I am in the process of creating a website that will have links to about 150
separate, printable, low-literacy appropriate patient education materials
that are freely available from federal, state, or professional society sites
regarding the 100 or so most common conditions in our population.  This is a
project being hosted by Community Care of North Carolina (NC Medicaid's
community management system) and we have been working on it since late
Spring.  I hope to have the site up and running by the end of 2008.  When
the site is "live" I will post a link to this listserve to ask this august
group for input.

We hope to use a Web 2.0 format that allows for input/feedback, but I am not
sure yet whether that will be doable.  Stay tuned, maybe we can be of
particular use to you, given that you're in NC too.

Best,
Holly Biola, MD, MPH
Physician Consultant
Geriatrics/ Family Medicine/ Preventive Medicine
Office of Rural Health and Community Care of North Carolina
NC Department of Health and Human Services
holly.biola at gmail.com

On Wed, Oct 15, 2008 at 1:23 AM, Bennett, Ian <Ian.Bennett at uphs.upenn.edu>wrote:

>
>
> Two useful reports are from NCSALL (released yesterday
> http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
> www.*ahrq*.gov/clinic/epcsums/litsum.htm.
>
>
>
> I would also recommend the Institute of Medicine report on health literacy
> (see the IOM web site). In addition the American Medical Association
> publishes a book on health literacy (Eds Schwartzberg et al) and recently
> published a report on the NAAL health literacy measures (Sheida White).
> Another good book is "Advancing Health Literacy" by Zarcadoolas, Pleasant
> and Greer (2005). The National Institute for Literacy also just produced a
> webcast on Health literacy that might be useful and is accessible on their
> web site.
>
> Ian Bennett
>
>
>  ------------------------------
>
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *Arina Boldt
> *Sent:* Tuesday, October 14, 2008 10:18 AM
> *To:* The Health and Literacy Discussion List
> *Subject:* [HealthLiteracy 2364] starting point
>
>
>
> Hi everyone,
>
>
>
> I am new to my position and need to address health literacy in my
> community. Can anyone make any suggestions as to where to start? I am
> working on a fixed budget.
>
>
>
> Many thanks,
>
>
>
> Arina Boldt
>
>
>
> Arina Boldt, MBA
>
> Director of Community Outreach
>
> Albemarle Hospital
>
> 1144 North Road Street
>
> Elizabeth City, NC 27909
>
> 252/384-4665 phone
>
> 252/384-4051 fax
>
> www.albemarlehealth.org
>
>
>
> Albemarle Health
> State of the art technology. State of the heart care.
>
>
>
> The information contained in this e-mail message is intended only for the
> personal and confidential use of the recipient(s) named above. If the reader
> of this message is not the intended recipient or an agent responsible for
> delivering it to the intended recipient, you are hereby notified that you
> have received this document in error and that any review, dissemination,
> distribution, or copying of this message is strictly prohibited. If you have
> received this communication in error, please notify us immediately by
> e-mail, and delete the original message.
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to holly.biola at gmail.com
>
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From Caroline.Marshall at danhosp.org  Thu Oct 16 10:54:11 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Thu, 16 Oct 2008 10:54:11 -0400
Subject: [HealthLiteracy 2377] Re: starting point  WEBSITE
References: <2AD8B8264D5A44F391A598F45999CC23@D14J7YD1><32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local><C58473CA1F6A574396E13F81D90D6F912FD574@uphsmbx9.UPHS.PENNHEALTH.PRV>
	<7F494F504B42654BAC1F03DCB824BEE8133D0965@dhsiexch01.danhosp.priv>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D0983@dhsiexch01.danhosp.priv>

I thought I posted my website to everyone but apparently not. Here it is
again.  It is a list of resources I am promoting to the nursing staff
here for Patient Ed.  It is not the prettiest as it has to follow all
our other pages.

 

Caroline

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
Sent: Wednesday, October 15, 2008 7:56 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2368] Re: starting point

 

Hi Arina,

 

I have created a website of health literacy resources.  You cannot link
to it but I can send you the htm file and you can view it in your
browser. I am trying to promote health literacy here at the hospital.  I
bought the health Literacy toolkit from AMA. It has a DVD, CD and
manual.  The DVD is a series of interviews with people of low literacy
skills.  I have introduced it to our patient Ed committee and it will be
shown to all new medical hires.  I will get the file to you later today.

 

I understand  you are promoting to the community and I am promoting to
the hospital but you may find some of the resources useful.

 

Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

 

 

 

Caroline

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
Sent: Wednesday, October 15, 2008 1:24 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2366] Re: starting point

 

 

Two useful reports are from NCSALL (released yesterday 
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
www.ahrq.gov/clinic/epcsums/litsum.htm. 

 

I would also recommend the Institute of Medicine report on health
literacy (see the IOM web site). In addition the American Medical
Association publishes a book on health literacy (Eds Schwartzberg et al)
and recently published a report on the NAAL health literacy measures
(Sheida White). Another good book is "Advancing Health Literacy" by
Zarcadoolas, Pleasant and Greer (2005). The National Institute for
Literacy also just produced a webcast on Health literacy that might be
useful and is accessible on their web site.

Ian Bennett

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Tuesday, October 14, 2008 10:18 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2364] starting point

 

Hi everyone,

 

I am new to my position and need to address health literacy in my
community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

 

Many thanks,

 

Arina Boldt

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org> 

 

Albemarle Health
State of the art technology. State of the heart care.

 


The information contained in this e-mail message is intended only for
the personal and confidential use of the recipient(s) named above. If
the reader of this message is not the intended recipient or an agent
responsible for delivering it to the intended recipient, you are hereby
notified that you have received this document in error and that any
review, dissemination, distribution, or copying of this message is
strictly prohibited. If you have received this communication in error,
please notify us immediately by e-mail, and delete the original message.


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From aracely at plculture.org  Thu Oct 16 16:27:03 2008
From: aracely at plculture.org (Aracely Rosales)
Date: Thu, 16 Oct 2008 16:27:03 -0400
Subject: [HealthLiteracy 2378] Re: starting point
In-Reply-To: <32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>
References: <32E69179AEDF3C4B9BE2FCA415790C66B411@svrmail01.ah.local>
Message-ID: <815EA35D-AE1D-4DEA-87EE-36DC1FA7D223@plculture.org>

Dear Arina and list members:

You can register now to request a new "Health Literacy & Plain  
Language 2008 Resource Guide" that will be released at the end of this  
month.

Attached is a flyer with information on how to request the guide. Pass  
it along to those you think will benefit from getting this free  
comprehensive resource. I hope you all find this guide useful.


Aracely Rosales,
President, Plain Language and Culture
Chief Content Expert and Multilingual Director, Health Literacy  
Innovations
www.HealthLiteracyInnovations.com




On Oct 14, 2008, at 10:17 AM, Arina Boldt wrote:

> Hi everyone,
>
> I am new to my position and need to address health literacy in my  
> community. Can anyone make any suggestions as to where to start? I  
> am working on a fixed budget.
>
> Many thanks,
>
> Arina Boldt
>
> Arina Boldt, MBA
> Director of Community Outreach
> Albemarle Hospital
> 1144 North Road Street
> Elizabeth City, NC 27909
> 252/384-4665 phone
> 252/384-4051 fax
> www.albemarlehealth.org
>
> Albemarle Health
> State of the art technology. State of the heart care.
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to aracely at plculture.org

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From SHill at chr.ab.ca  Thu Oct 16 18:19:34 2008
From: SHill at chr.ab.ca (Hill, Shirley)
Date: Thu, 16 Oct 2008 16:19:34 -0600
Subject: [HealthLiteracy 2379] Re: starting point  WEBSITE
In-Reply-To: <7F494F504B42654BAC1F03DCB824BEE8133D0983@dhsiexch01.danhosp.priv>
Message-ID: <E35E164CA54794409A8D6F21F4C5FF1A0300A5A1@exbe.chr.ab.ca>

Thanks Caroline for posting this website information.  It is very
helpful and I hope to promote this to our staff in the health region. Do
you know of any sites that address resources for illiterate people. We
have Low German speaking Mennonites ( from Mexico)  that have little or
no education and Low German is not a written language so translating is
not possible.  
 
 
Shirley
 
Shirley A. Hill, RN, B.N.
Health Promotion Specialist
Population Health
Chinook Health
Box 1000
Coaldale, Ab
T1M 1M8
Ph: 345-3000

	-----Original Message-----
	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
	Sent: October 16, 2008 8:54 AM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2377] Re: starting point WEBSITE
	
	

	I thought I posted my website to everyone but apparently not.
Here it is again.  It is a list of resources I am promoting to the
nursing staff here for Patient Ed.  It is not the prettiest as it has to
follow all our other pages.

	 

	Caroline

	 

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marshall, Caroline
	Sent: Wednesday, October 15, 2008 7:56 AM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2368] Re: starting point

	 

	Hi Arina,

	 

	I have created a website of health literacy resources.  You
cannot link to it but I can send you the htm file and you can view it in
your browser. I am trying to promote health literacy here at the
hospital.  I bought the health Literacy toolkit from AMA. It has a DVD,
CD and manual.  The DVD is a series of interviews with people of low
literacy skills.  I have introduced it to our patient Ed committee and
it will be shown to all new medical hires.  I will get the file to you
later today.

	 

	I understand  you are promoting to the community and I am
promoting to the hospital but you may find some of the resources useful.

	 

	Caroline

	______________________________
	Caroline Marshall  MLS, CHIP
	Health Sciences Librarian 

	Horblit Health Sciences Library

	 

	 

	Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
	V: (203) 739-7419 | F: (203) 739-7568 |
caroline.marshall at danhosp.org
	http://www.danburyhospital.org

	This transmittal is intended for a particular addressee(s). If
it is not clear that you are the intended recipient, you are hereby
notified that you have received this transmittal in error; any review,
copying or distribution or dissemination is strictly prohibited. If you
suspect that you have received this transmittal in error, please notify
Danbury Health Systems immediately by email reply to the sender, and
delete the transmittal and any attachments.
	READER BEWARE: Internet e-mail is inherently insecure and
occasionally unreliable. Please contact the sender if you wish to
arrange for secure communication or to verify the contents of this
message.

	 

	 

	 

	 

	Caroline

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bennett, Ian
	Sent: Wednesday, October 15, 2008 1:24 AM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2366] Re: starting point

	 

	 

	Two useful reports are from NCSALL (released yesterday 
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf) and AHRQ
www.ahrq.gov/clinic/epcsums/litsum.htm. 

	 

	I would also recommend the Institute of Medicine report on
health literacy (see the IOM web site). In addition the American Medical
Association publishes a book on health literacy (Eds Schwartzberg et al)
and recently published a report on the NAAL health literacy measures
(Sheida White). Another good book is "Advancing Health Literacy" by
Zarcadoolas, Pleasant and Greer (2005). The National Institute for
Literacy also just produced a webcast on Health literacy that might be
useful and is accessible on their web site.

	Ian Bennett

	 

________________________________

	From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
	Sent: Tuesday, October 14, 2008 10:18 AM
	To: The Health and Literacy Discussion List
	Subject: [HealthLiteracy 2364] starting point

	 

	Hi everyone,

	 

	I am new to my position and need to address health literacy in
my community. Can anyone make any suggestions as to where to start? I am
working on a fixed budget.

	 

	Many thanks,

	 

	Arina Boldt

	 

	Arina Boldt, MBA

	Director of Community Outreach

	Albemarle Hospital

	1144 North Road Street

	Elizabeth City, NC 27909

	252/384-4665 phone

	252/384-4051 fax 

	www.albemarlehealth.org <http://www.albemarlehealth.org> 

	 

	Albemarle Health
	State of the art technology. State of the heart care.

	 

	
	The information contained in this e-mail message is intended
only for the personal and confidential use of the recipient(s) named
above. If the reader of this message is not the intended recipient or an
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From KLCramp1 at gundluth.org  Fri Oct 17 16:39:43 2008
From: KLCramp1 at gundluth.org (KLCramp1 at gundluth.org)
Date: Fri, 17 Oct 2008 15:39:43 -0500
Subject: [HealthLiteracy 2380] Help with plain language medical terminology
	text
In-Reply-To: <587F57B26FAA8246A81D10D251EB8AB404420F09@EXCH07.GHCMASTER.GHC.ORG>
Message-ID: <OFDF5837EF.5E95A4AF-ON862574E5.007139FC-862574E5.0071800D@gundluth.org>

Posted for Eileen Severson, respond to her offlist at email below.

Hello,
I'm attempting to replace the book "Terminology for the Health 
Professions" by Eugene M. Wroble, copyright 1982.  We use this book for 
medical definitions and pronunciation guides when writing our patient 
education handouts.  Our patient education writer uses health literacy 
principles and would like a medical terminology book that uses plain 
language or a book that suggests plain language substitutes for medical 
terms.  She would also settle for a terminology text that has simplified 
definitions of medical terms.

What she likes about the above text is that it does have (for the most 
part) simple definitions, pictures, and pronunciation guides.   But the 
text is woefully outdated.

I've looked in Matthews Medical Books, Doody's, and LocatorPlus looking 
for a text and I'm not knowledgeable enough to determine what book might 
be a suitable replacement. 

Would any of you please share any suggestions for a replacement?  Please 
reply to me off list.
Thank you,
Eileen

Eileen Severson, MLIS
Supervisor, Library and Health Information Services
Health Sciences Library 
Gundersen Lutheran Medical Center
1900 South Ave. H01-011
La Crosse, WI 54601
Phone:  (608) 775-5546
Fax:  (608)775-6343
easevers at gundluth.org

Kaye L Crampton, MALS
Consumer Health Librarian
Gundersen Lutheran Health Resource Libraries
Mail Stop H01-011
La Crosse, WI
klcramp1 at gundluth.org
(608) 775-1665
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From boydhdavis at yahoo.com  Fri Oct 17 19:33:42 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Fri, 17 Oct 2008 16:33:42 -0700 (PDT)
Subject: [HealthLiteracy 2381] Re: Help with plain language medical
	terminology text
In-Reply-To: <OFDF5837EF.5E95A4AF-ON862574E5.007139FC-862574E5.0071800D@gundluth.org>
Message-ID: <261609.93438.qm@web50505.mail.re2.yahoo.com>

I hope, however, that Ms Severson can compile a list of the suggestions and forward it to you/the list -- a lot of us would be interested in them
Boyd Davis

--- On Fri, 10/17/08, KLCramp1 at gundluth.org <KLCramp1 at gundluth.org> wrote:
From: KLCramp1 at gundluth.org <KLCramp1 at gundluth.org>
Subject: [HealthLiteracy 2380] Help with plain language medical terminology text
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Date: Friday, October 17, 2008, 4:39 PM



Posted for Eileen Severson, respond
to her offlist at email below.



Hello,

I'm attempting to replace the book "Terminology
for the Health Professions" by Eugene M. Wroble, copyright 1982. ?We
use this book for medical definitions and pronunciation guides when writing
our patient education handouts. ?Our patient education writer uses
health literacy principles and would like a medical terminology book that
uses plain language or a book that suggests plain language substitutes
for medical terms. ?She would also settle for a terminology text that
has simplified definitions of medical terms.



What she likes about the above text
is that it does have (for the most part) simple definitions, pictures,
and pronunciation guides. ? But the text is woefully outdated.



I've looked in Matthews Medical Books,
Doody's, and LocatorPlus looking for a text and I'm not knowledgeable enough
to determine what book might be a suitable replacement. ?



Would any of you please share any suggestions
for a replacement? ?Please reply to me off list.

Thank you,

Eileen



Eileen Severson, MLIS

Supervisor, Library and Health Information Services

Health Sciences Library 

Gundersen Lutheran Medical Center

1900 South Ave. H01-011

La Crosse, WI 54601

Phone: ?(608) 775-5546

Fax: ?(608)775-6343

easevers at gundluth.org



Kaye L Crampton, MALS

Consumer Health Librarian

Gundersen Lutheran Health Resource Libraries

Mail Stop H01-011

La Crosse, WI

klcramp1 at gundluth.org

(608) 775-1665----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to boydhdavis at yahoo.com
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From djrosen1 at gmail.com  Fri Oct 17 20:01:19 2008
From: djrosen1 at gmail.com (djrosen1)
Date: Fri, 17 Oct 2008 20:01:19 -0400
Subject: [HealthLiteracy 2382] Doctors often overestimate patients' Literacy,
	but with a computer program dramatic increase in understanding
Message-ID: <19AE8288-EE49-4605-8D8E-E1EB116A5AE1@gmail.com>

Colleagues,

Although some of the findings in the health literacy studies reported  
in this article will not be a surprise, here's something interesting:

  "in a third study, when the team designed a computer program in  
which a figure speaks to the patient, asking the IPSS [International  
Prostate Symptom Score] questions, the level of understanding  
increased dramatically. The computer program improved understanding  
for all patients at all educational levels. Importantly, it even  
improved understanding for individuals who had no familiarity with  
computers..."

You'll find the article at:

http://tinyurl.com/5djg9n

David J. Rosen
djrosen1 at gmail.com




From Sandy.Cornett at osumc.edu  Sun Oct 19 10:37:09 2008
From: Sandy.Cornett at osumc.edu (Cornett, Sandy )
Date: Sun, 19 Oct 2008 10:37:09 -0400
Subject: [HealthLiteracy 2383] Re: Is the web a viable way to improve
 healthliteracy?
References: <BLU147-W42FB45D31AF1E20B29578AC8420@phx.gbl><OF310BE476.622C2771-ON852574D5.0066DAA3-852574D5.006AE99C@vcu.edu>
	<15CBF83EC1C4424EB39F1B3C9C0A29DE0EA33E95@AGMBX02.eas.ds.ky.gov>
Message-ID: <122B43B0B6EBE34395114FFF65052D01109213@msxc06.OSUMC.EDU>

Hi All:
Someone asked for a list of resources and I attached a document I developed,
which Julie reminded me that attachments cannot be sent. 
So, if anyone is interested in a list of websites that are good resources for
health literacy, go to http://medicine.osu.edu/ahec/4977.cfm and click on
content
The resource link is listed in the menu on the left. 
Sandy

Sandra Cornett, RN, Ph.D.
Director, AHEC Clear Health Communication Program
Outreach & Engagement
The Ohio State University College of Medicine
052 Meiling Hall
370 W. 9th Ave.
Columbus, OH 43210
P: 614-688-3327 (Tues/Thurs)
F: 614-292-5364
sandy.cornett at osumc.edu
http://medicine.osu.edu/ahec/4977.cfm
"In the world of the future, the new illiterate will be the person who has
not learned how to learn." ~
Alvin Toffler, Futurist & Author
Future Shock, The Third Wave, & Powershift.




-----Original Message-----
From: healthliteracy-bounces at nifl.gov on behalf of Davis, Ruth R
(LHD-Madison Co)
Sent: Wed 10/8/2008 3:09 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2358] Re: Is the web a viable way to improve
healthliteracy?
 
I am attempting to locate a simple or plain language health risk assessment
tool in public domain. Can anyone direct me to a resource ?

 

Thanks,

 

Ruth R. Davis, MSN, RN, CHES
Health Education Director
Center of Excellence in Public Health
          Education
Madison County Health Department
1001 Ace Drive, P.O. Box 1047
Berea, KY  40403
859-228-2041
Website address:
 www.madison-co-ky-health.org

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Roberta K
McKnight/FS/VCU
Sent: Wednesday, October 01, 2008 3:28 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2354] Re: Is the web a viable way to improve health
literacy?

 


Hi Lisa & Joe, 

The following resources may be helpful: 

Norman CD, Skinner HA. eHEALS: The eHealth literacy Scale. Journal of Medical
Internet Research (2006) 8:e27 
According to these authors (different article), "If eHealth is to realize its
potential for improving the health of the public, the gap between what is
provided and what people can access must be acknowledged and remedied." 

Jakob Nielsen studies the usability of the web and provides some insights
regarding lower-literacy design: 
http://www.useit.com/alertbox/20050314.html
<http://www.useit.com/alertbox/20050314.html>  

The Health Literacy Environment of Hospitals and Health Centers - Partners
for Action: Making Your Healthcare Facility Literacy-Friendly report by Rima
Rudd and Jennie Anderson provides resources for navigation, print, oral, and
technology-based communication
http://www.hsph.harvard.edu/healthliteracy/literature.html
<http://www.hsph.harvard.edu/healthliteracy/literature.html>  

Some recent NIH studies address the issue of computer and health literacy: 
http://www.nih.gov/icd/od/ocpl/resources/healthliteracyresearch.htm
<http://www.nih.gov/icd/od/ocpl/resources/healthliteracyresearch.htm>  

Many people who do not have computers, access information through public
libraries. 

Regards, 
Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine 
Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 
Email: rmcknight at vcu.edu
"Imagination is more important than knowledge." Albert Einstein 



lisa jones <lisamjones44 at hotmail.com> 
Sent by: healthliteracy-bounces at nifl.gov 

10/01/2008 01:08 PM 

Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>

	
To

	<healthliteracy at nifl.gov> 

	
cc

		
Subject

	[HealthLiteracy 2350] Re: Is the web a viable way to improve health
literacy?

	

 

		




Joe-

I think the internet (done right) has to potential to be extremely powerful.
However, using the internet to improve health literacy requires patients to
have "computer literacy". BY computer literacy I mean the ability to use a
computer, navigate the internet and distinguish good sources of information
from all the junk that's out there.

I don't know of any studies to prove this, but I suspect that populations
with low health literacy will also have low computer literacy.

I know in my community health center population, my patients don't have cars
or phones..let alone computers.


Id be interested in what the adult ed population thinks about computer
literacy and health literacy

Lisa

Lisa M. Jones,MD


 




________________________________

> From: healthliteracy-request at nifl.gov
> Subject: HealthLiteracy Digest, Vol 37, Issue 1
> To: healthliteracy at nifl.gov
> Date: Wed, 1 Oct 2008 12:00:01 -0400
> 
> Send HealthLiteracy mailing list submissions to
> healthliteracy at nifl.gov
> 
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> or, via email, send a message with subject or body 'help' to
> healthliteracy-request at nifl.gov
> 
> You can reach the person managing the list at
> healthliteracy-owner at nifl.gov
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of HealthLiteracy digest..."
> 
> 
> Today's Topics:
> 
> 1. [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy? (joe horne)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
> From: joe horne <seasonalthought at yahoo.com>
> Subject: [HealthLiteracy 2348] Is the web a viable way to improve
> health literacy?
> To: healthliteracy at nifl.gov
> Message-ID: <480545.9462.qm at web31707.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=us-ascii
> 
> Hello,
> 
> I am a student at Georgia State in the Instructional Technology program. I
was curious how critical you all (as health literacy professionals) consider
the web to be in your practice? Is it more important for your groups, or is
some other medium more critical?
> 
> Thanks,
> 
> Joe
> 
> 
> 
> ------------------------------
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
<http://www.nifl.gov/mailman/listinfo/healthliteracy>
http://www.nifl.gov/mailman/listinfo/healthliteracy
> 
> End of HealthLiteracy Digest, Vol 37, Issue 1
>
*********************************************--------------------------------
--------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
<http://www.nifl.gov/mailman/listinfo/healthliteracy>
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From jthorp at aed.org  Mon Oct 20 09:05:28 2008
From: jthorp at aed.org (Jennifer Thorp-Overton)
Date: Mon, 20 Oct 2008 09:05:28 -0400
Subject: [HealthLiteracy 2383] Re: Help with plain language
	medical	terminologytext
In-Reply-To: <OFDF5837EF.5E95A4AF-ON862574E5.007139FC-862574E5.0071800D@gundluth.org>
References: <587F57B26FAA8246A81D10D251EB8AB404420F09@EXCH07.GHCMASTER.GHC.ORG>
	<OFDF5837EF.5E95A4AF-ON862574E5.007139FC-862574E5.0071800D@gundluth.org>
Message-ID: <48FC49D7.BE84.0078.0@aed.org>

Eileen, I don't have any suggestions for you, but I'd love to hear what
recommendations you may receive.  
Thanks and hope you get some helpful input from other list members.
 
Jennifer
 
 
 
Jennifer Thorp-Overton | Senior Program & Communication Officer
Center for Social Marketing & Behavior Change | Academy for Educational
Development (AED)
1825 Connecticut Avenue, NW | Washington, DC | 20009
Tel: 202.884.8954 | Fax: 202.884.8713 | jthorp at aed.org 
http://csmbc.aed.org/ | www.aed.org ( http://www.aed.org/ )


>>> On 10/17/2008 at 4:39 PM, <KLCramp1 at gundluth.org> wrote:

Posted for Eileen Severson, respond to her offlist at email below. 

Hello, 
I'm attempting to replace the book "Terminology for the Health
Professions" by Eugene M. Wroble, copyright 1982.  We use this book for
medical definitions and pronunciation guides when writing our patient
education handouts.  Our patient education writer uses health literacy
principles and would like a medical terminology book that uses plain
language or a book that suggests plain language substitutes for medical
terms.  She would also settle for a terminology text that has simplified
definitions of medical terms. 

What she likes about the above text is that it does have (for the most
part) simple definitions, pictures, and pronunciation guides.   But the
text is woefully outdated. 

I've looked in Matthews Medical Books, Doody's, and LocatorPlus looking
for a text and I'm not knowledgeable enough to determine what book might
be a suitable replacement.   

Would any of you please share any suggestions for a replacement? 
Please reply to me off list. 
Thank you, 
Eileen 

Eileen Severson, MLIS
Supervisor, Library and Health Information Services
Health Sciences Library 
Gundersen Lutheran Medical Center
1900 South Ave. H01-011
La Crosse, WI 54601
Phone:  (608) 775-5546
Fax:  (608)775-6343
easevers at gundluth.org 

Kaye L Crampton, MALS
Consumer Health Librarian
Gundersen Lutheran Health Resource Libraries
Mail Stop H01-011
La Crosse, WI
klcramp1 at gundluth.org 
(608) 775-1665
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From jespar at lsuhsc.edu  Tue Oct 21 14:37:20 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Tue, 21 Oct 2008 13:37:20 -0500
Subject: [HealthLiteracy 2384] Article on an unusual literacy initiative in
	Columbia
Message-ID: <2E9263050F8EE046972BE0510E7A71DAEA4454@SH-EXCHBE2.master.lsuhsc.edu>

Patricia Reynolds at Bishopric Medical Library - Sarasota Memorial
Hospital in Florida posted the following link to the Medlib-L listserv.
It is worth a look for anyone interested in literacy even though it
isn't on health literacy.  

 

Acclaimed Colombian Institution Has 4,800 Books and 10 Legs

http://www.nytimes.com/2008/10/20/world/americas/20burro.html 

 

Julie

 

Julie Esparza, AHIP

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA



LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From Caroline.Marshall at danhosp.org  Wed Oct 22 09:04:01 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Wed, 22 Oct 2008 09:04:01 -0400
Subject: [HealthLiteracy 2385] Re: Article on an unusual literacy initiative
	inColumbia
References: <2E9263050F8EE046972BE0510E7A71DAEA4454@SH-EXCHBE2.master.lsuhsc.edu>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D09AF@dhsiexch01.danhosp.priv>

This is great.  Thanks for posting it. Maybe we could help him out with
some health books!

 

 

Regards,


Caroline

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

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From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Esparza, Julia M.
Sent: Tuesday, October 21, 2008 2:37 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2384] Article on an unusual literacy initiative
inColumbia

 

Patricia Reynolds at Bishopric Medical Library - Sarasota Memorial
Hospital in Florida posted the following link to the Medlib-L listserv.
It is worth a look for anyone interested in literacy even though it
isn't on health literacy.  

 

Acclaimed Colombian Institution Has 4,800 Books and 10 Legs

http://www.nytimes.com/2008/10/20/world/americas/20burro.html 

 

Julie

 

Julie Esparza, AHIP

Clinical Medical Librarian

LSU Health Sciences Center - Shreveport, LA




LSUHSC-S Medical Library Evidence Alert 

http://lsuhsc-sevidencealert.blogspot.com
<http://lsuhsc-sevidencealert.blogspot.com/>  

Health Literacy Alerts

http://healthliteracyalerts.blogspot.com
<http://healthliteracyalerts.blogspot.com> 

318-675-4179

318-675-5442 Fax

jespar at lsuhsc.edu <mailto:jespar at lsuhsc.edu> 

 

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From mnega1 at student.gsu.edu  Wed Oct 22 10:32:50 2008
From: mnega1 at student.gsu.edu (Martha Lily Nega)
Date: Wed, 22 Oct 2008 14:32:50 +0000
Subject: [HealthLiteracy 2386]  Healthiest Nation
Message-ID: <1224685970.fd4c0ccmnega1@student.gsu.edu>

I wanted to share about an alliance between the CDC and a couple of other groups. I believe the idea is to promote healthy habits at the local level by offering incentives for all communites around the nation. This will bring information to people where they live make it more accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/


From Yuri.Orozco at dshs.state.tx.us  Wed Oct 22 14:54:26 2008
From: Yuri.Orozco at dshs.state.tx.us (Orozco, Yuri)
Date: Wed, 22 Oct 2008 13:54:26 -0500
Subject: [HealthLiteracy 2387] Re: Healthiest Nation
In-Reply-To: <1224685970.fd4c0ccmnega1@student.gsu.edu>
References: <1224685970.fd4c0ccmnega1@student.gsu.edu>
Message-ID: <D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>

Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri 
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us

From bwescott7 at hotmail.com  Thu Oct 23 10:03:35 2008
From: bwescott7 at hotmail.com (beth wescott)
Date: Thu, 23 Oct 2008 14:03:35 +0000
Subject: [HealthLiteracy 2388] Re: Healthiest Nation
In-Reply-To: <D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
References: <1224685970.fd4c0ccmnega1@student.gsu.edu>
	<D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
Message-ID: <BLU137-W46FC5373A8DB593AB7037EF7280@phx.gbl>


There's a successful, useful book My Guide to Sugar Diabetes, written readably.  It's in its fourth edition.  It can be found online at http://etl2.library.musc.edu/reach/materials/booklet.pdf.
 
Beth Wescott
Medical Librarian> Date: Wed, 22 Oct 2008 13:54:26 -0500> From: Yuri.Orozco at dshs.state.tx.us> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 2387] Re: Healthiest Nation> > Sorry for changing the topic discussion, but can somebody share some> feedback as to what type of health literacy resources will be good for a> diabetic conference, which will target the lay community (diabetic> diagnosed)with low education and economic status in the border Texas> region?> > Yuri > DSHS> > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega> Sent: Wednesday, October 22, 2008 8:33 AM> To: healthliteracy at nifl.gov> Cc: healthliteracy at nifl.gov> Subject: [HealthLiteracy 2386] Healthiest Nation> > I wanted to share about an alliance between the CDC and a couple of> other groups. I believe the idea is to promote healthy habits at the> local level by offering incentives for all communites around the nation.> This will bring information to people where they live make it more> accessible. > > Check it out and share your thoughts: > > http://healthiestnation.org/> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to yuri.orozco at dshs.state.tx.us> ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to bwescott7 at hotmail.com
_________________________________________________________________
When your life is on the go?take your life with you.
http://clk.atdmt.com/MRT/go/115298558/direct/01/
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From greene.sm at ghc.org  Thu Oct 23 12:08:56 2008
From: greene.sm at ghc.org (Greene, Sarah)
Date: Thu, 23 Oct 2008 09:08:56 -0700
Subject: [HealthLiteracy 2389] Re: Healthiest Nation
In-Reply-To: <D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
References: <1224685970.fd4c0ccmnega1@student.gsu.edu>
	<D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
Message-ID: <587F57B26FAA8246A81D10D251EB8AB404420FB6@EXCH07.GHCMASTER.GHC.ORG>

Yuri -
Terry Davis at LSU, whom I regard as one of the preeminent U.S. researchers in health literacy, recently completed the development of a health/self management resource guide for diabetic patients.

You can order the book and view related content at:  http://diabetes.acponline.org/  (enter the patient portal "side;" there's also a counterpart for clinicians.

Is this the kind of thing you have in mind?  I'm not sure if you're looking for patient education materials that are generic, or material specific to diabetes.

Good luck.
Sarah Greene




Sarah M. Greene, MPH
Research Associate III
Group Health Center for Health Studies
greene.sm at ghc.org
206.287.2989

This message and any attached files might contain confidential information protected by federal and state law. The information is intended only for the use of the individual(s) or entities originally named as addressees. The improper disclosure of such information may be subject to civil or criminal penalties. If this message reached you in error, please contact the sender and destroy this message. Disclosing, copying, forwarding, or distributing the information by unauthorized individuals or entities is strictly prohibited by law.


-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Orozco, Yuri
Sent: Wednesday, October 22, 2008 11:54 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2387] Re: Healthiest Nation

Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible.

Check it out and share your thoughts:

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to greene.sm at ghc.org

From PhiferJ at vwhs.org  Thu Oct 23 13:04:25 2008
From: PhiferJ at vwhs.org (Josh Phifer)
Date: Thu, 23 Oct 2008 11:04:25 -0600
Subject: [HealthLiteracy 2390] Re: Healthiest Nation
In-Reply-To: <D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
Message-ID: <F1FC5218854FC741B4635E36E38D95BE05C41D0CB7@VWExchange.VW.vwhs.org>

Yuri,

Check this site out.

http://www.diabetesinitiative.org/

If you click on the resources link it will take you to another page where you can click on a patient education link and find quite a bit of information. Some of it was created in Texas for a low-literate patient population.

Joshua Phifer
Health Educator
Valley-Wide Health Systems, Inc.
128 Market St., Alamosa, CO  81101

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Orozco, Yuri
Sent: Wednesday, October 22, 2008 12:54 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2387] Re: Healthiest Nation

Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible.

Check it out and share your thoughts:

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to phiferj at vwhs.org

From RS-Metternich at wiu.edu  Thu Oct 23 13:29:53 2008
From: RS-Metternich at wiu.edu (Rebecca Metternich)
Date: Thu, 23 Oct 2008 12:29:53 -0500 (CDT)
Subject: [HealthLiteracy 2390] Re: Healthiest Nation
In-Reply-To: <F1FC5218854FC741B4635E36E38D95BE05C41D0CB7@VWExchange.VW.vwhs.org>
Message-ID: <81601754.220411224782993587.JavaMail.root@zcs4.wiu.edu>

This is a website that I have found very useful: http://healthliteracy.worlded.org/docs/elpaso/ 
These health literacy lessons were developed by different staff at the El Paso Community College/Community Education Program (EPCC/CEP).  They include a lesson on diabetes. 

Rebecca Metternich
Resource Specialist
Central Illinois Adult Education Service Center
Western Illinois University
Macomb, IL 



From: "Josh Phifer" <PhiferJ at vwhs.org>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Thursday, October 23, 2008 12:04:25 PM GMT -06:00 US/Canada Central
Subject: [HealthLiteracy 2390] Re: Healthiest Nation

Yuri,

Check this site out.

http://www.diabetesinitiative.org/

If you click on the resources link it will take you to another page where you can click on a patient education link and find quite a bit of information. Some of it was created in Texas for a low-literate patient population.

Joshua Phifer
Health Educator
Valley-Wide Health Systems, Inc.
128 Market St., Alamosa, CO  81101

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Orozco, Yuri
Sent: Wednesday, October 22, 2008 12:54 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2387] Re: Healthiest Nation

Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible.

Check it out and share your thoughts:

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to phiferj at vwhs.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rs-metternich at wiu.edu

From julie_mcKinney at worlded.org  Thu Oct 23 13:51:54 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 23 Oct 2008 13:51:54 -0400
Subject: [HealthLiteracy 2391]  Diabetic Conference Resources
Message-ID: <4900817A0200002D00008C12@dcgw.jsi.com>

Hi Yuri,

No need to be sorry about changing the topic! But if you change the
subject line, it's easier to find the information later.

Here's some other resources:

www.learningaboutdiabetes.org

http://www.healthliteracy.worlded.org/docs/elpaso/ 

http://diabetes.niddk.nih.gov/dm/ez.asp

Good luck!

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us> 10/23/08 8:18 AM >>>
Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri 
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From mvillaire at iha4health.org  Thu Oct 23 17:20:23 2008
From: mvillaire at iha4health.org (Michael Villaire)
Date: Thu, 23 Oct 2008 14:20:23 -0700
Subject: [HealthLiteracy 2392] Re: Diabetic Conference Resources
In-Reply-To: <4900817A0200002D00008C12@dcgw.jsi.com>
References: <4900817A0200002D00008C12@dcgw.jsi.com>
Message-ID: <9F8831D6F89CC14897300484F62E17BE48083F@ihaex01.iha4health.pri>

Also, don't forget about the ACP Foundation's great resource book,
"Living With Diabetes: An Everyday Guide for You and Your Family."
Here's a link: http://foundation.acponline.org/hl/diabguide.htm 

-- Michael Villaire, MSLM
Director, Programs & Operations
Institute for Healthcare Advancement
(562) 690-4001 ext. 202

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, October 23, 2008 10:52 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2391] Diabetic Conference Resources

Hi Yuri,

No need to be sorry about changing the topic! But if you change the
subject line, it's easier to find the information later.

Here's some other resources:

www.learningaboutdiabetes.org

http://www.healthliteracy.worlded.org/docs/elpaso/ 

http://diabetes.niddk.nih.gov/dm/ez.asp

Good luck!

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us> 10/23/08 8:18 AM >>>
Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri 
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mvillaire at iha4health.org

From gae at everestkc.net  Thu Oct 23 18:52:44 2008
From: gae at everestkc.net (George Ann Eaks)
Date: Thu, 23 Oct 2008 17:52:44 -0500
Subject: [HealthLiteracy 2393] Re: Healthiest Nation
References: <1224685970.fd4c0ccmnega1@student.gsu.edu>
	<D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
Message-ID: <AE4C2EBBDA794C0894BE8F3A89EA9CBF@GEORGE>

I have seveal tools I would be happy to share.  I work in an underserved 
area where 30% of the patients are hispanic.
----- Original Message ----- 
From: "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Wednesday, October 22, 2008 1:54 PM
Subject: [HealthLiteracy 2387] Re: Healthiest Nation


> Sorry for changing the topic discussion, but can somebody share some
> feedback as to what type of health literacy resources will be good for a
> diabetic conference, which will target the lay community (diabetic
> diagnosed)with low education and economic status in the border Texas
> region?
>
> Yuri
> DSHS
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
> Sent: Wednesday, October 22, 2008 8:33 AM
> To: healthliteracy at nifl.gov
> Cc: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2386] Healthiest Nation
>
> I wanted to share about an alliance between the CDC and a couple of
> other groups. I believe the idea is to promote healthy habits at the
> local level by offering incentives for all communites around the nation.
> This will bring information to people where they live make it more
> accessible.
>
> Check it out and share your thoughts:
>
> http://healthiestnation.org/
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to yuri.orozco at dshs.state.tx.us
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to gae at everestkc.net


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From KMatthews at eatright.org  Fri Oct 24 14:13:52 2008
From: KMatthews at eatright.org (Krisan Matthews)
Date: Fri, 24 Oct 2008 13:13:52 -0500
Subject: [HealthLiteracy 2394] Re: Diabetic Conference Resources
In-Reply-To: <9F8831D6F89CC14897300484F62E17BE48083F@ihaex01.iha4health.pri>
References: <4900817A0200002D00008C12@dcgw.jsi.com>
	<9F8831D6F89CC14897300484F62E17BE48083F@ihaex01.iha4health.pri>
Message-ID: <EA727D981AD45E4099BD143F4853FE860572963C@adaexchsrvm.ada-net.local>

The American Dietetic Association (ADA) also has many diabetes resources, some of which are appropriate for ESL and low-literacy:

http://www.eatright.org/cps/rde/xchg/ada/hs.xsl/shop_16388_ENU_HTML.htm 

We have Spanish language resources, as well:

http://www.eatright.org/cps/rde/xchg/ada/hs.xsl/shop_16429_ENU_HTML.htm

If you have any questions about a particular publication, please let me know.

Thanks!

~Krisan

Krisan M. Matthews 
Editorial Assistant | Book Publishing | American Dietetic Association 
120 S Riverside Plaza, Suite 2000 | Chicago, IL? 60606
312/899-4792 (ph)  | 312/899-4757 (fax)  | kmatthews at eatright.org 


-----Original Message-----
From: Michael Villaire [mailto:mvillaire at iha4health.org] 
Sent: Thursday, October 23, 2008 4:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2392] Re: Diabetic Conference Resources

Also, don't forget about the ACP Foundation's great resource book,
"Living With Diabetes: An Everyday Guide for You and Your Family."
Here's a link: http://foundation.acponline.org/hl/diabguide.htm 

-- Michael Villaire, MSLM
Director, Programs & Operations
Institute for Healthcare Advancement
(562) 690-4001 ext. 202

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, October 23, 2008 10:52 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2391] Diabetic Conference Resources

Hi Yuri,

No need to be sorry about changing the topic! But if you change the
subject line, it's easier to find the information later.

Here's some other resources:

www.learningaboutdiabetes.org

http://www.healthliteracy.worlded.org/docs/elpaso/ 

http://diabetes.niddk.nih.gov/dm/ez.asp

Good luck!

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us> 10/23/08 8:18 AM >>>
Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri 
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mvillaire at iha4health.org


From mnega1 at student.gsu.edu  Wed Oct 29 09:20:57 2008
From: mnega1 at student.gsu.edu (Martha Lily Nega)
Date: Wed, 29 Oct 2008 13:20:57 +0000
Subject: [HealthLiteracy 2395] Re: Is the web a viable way to improve health
	literacy?
Message-ID: <1225286457.fd5b8f4mnega1@student.gsu.edu>

Joe, 

As useful as the web is a medium to communicate and pass information, for certain population groups that health educators need to reach with useful critical information it may not be feasible because of accessibility, information and computer literacy. 

For example communities in lower income neighborhoods or rural areas may not have access to a computer. This calls for the push to have public libraries and other community centers. Once that is solved, you may also run into the problem of some people not knowing where to search online to get the information and/or not having the mechanical skills to use the computer.  

With that being said, I think the internet can be a great tool for learning on demand with greater immediacy, relevance and personalization by providing access to various types of health information, videos and other contents to users. 

Martha 

-----Original Message-----
From: joe horne <seasonalthought at yahoo.com>
To: healthliteracy at nifl.gov
Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
Subject: [HealthLiteracy 2348] Is the web a viable way to improve health literacy?

Hello,

I am a student at Georgia State in the Instructional Technology program.  I was curious how critical you all (as health literacy professionals) consider the web to be in your practice?  Is it more important for your groups, or is some other medium more critical?

Thanks,

Joe

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mnega1 at student.gsu.edu




From julie_mcKinney at worlded.org  Wed Oct 29 15:46:14 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 29 Oct 2008 15:46:14 -0400
Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in your
	toolkit?
Message-ID: <490885470200002D00008D52@dcgw.jsi.com>

Hi Everyone,

I am working on a new Health Literacy Toolkit and am looking for ideas
on what resources you all would like to see in it. It will be online,
and include practical resources for these kinds of activities:
    * addressing health literacy in adult literacy programs and classes
    * forming collaborations between health systems and adult literacy
programs
    * jumpstarting a health literacy initiative 

It will be mostly for adult literacy professional development, but the
resources will also be useful to health care/health education agencies.

Examples of what it will include are:
    * curricula
    * stories of promising practices in ABE/Health Care collaboration
    * research articles
    * funding ideas

Please send me your ideas so I can make sure this will fill some real
needs!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From Maryjo.Schneider at ousd.k12.ca.us  Wed Oct 29 16:47:46 2008
From: Maryjo.Schneider at ousd.k12.ca.us (Maryjo Schneider)
Date: Wed, 29 Oct 2008 13:47:46 -0700
Subject: [HealthLiteracy 2397] Re: Wednesday Question: What do you want in
	yourtoolkit?
In-Reply-To: <490885470200002D00008D52@dcgw.jsi.com>
References: <490885470200002D00008D52@dcgw.jsi.com>
Message-ID: <2B4AE525CD5CC541B717B77260F336F402C0A987@OUSD-EMAIL.ousdnet>

Hi Julie,
We use a fabulous website called HealthTeacher.com.  You have to buy a
subscription (but you can buy it for the whole school for around $150
per year).  

In our program we serve adults, some who are severely cognitively
challenged.  The K-1 lessons can be easily adapted for them, while the
High School lessons are great for higher functioning students.  They may
have to be adapted to meet the population, but the lesson plans are
quite solid and add a lot to any health literacy program.

Attached are a couple of Snag-Its, and here is some information on it:
HealthTeacher is a health curriculum for K-12 teachers. Classroom
teachers at the elementary school level, as well as middle school and
high school teachers who teach health will find the lessons useful,
regardless of whether they have professional preparation as a health
educator. HealthTeacher targets teachers in the classroom setting, but
people involved in home schooling, community based health and mental
health centers, and other health education venues have also found it
helpful. The HealthTeacher curriculum delineates knowledge and skill
expectations that are consistent with the Assessment Framework and
National Health Education Standards for each grade level.

It can stand alone as a school's only health curriculum, or it can
support an existing curriculum as an adjunct. HealthTeacher addresses
the top six health risk behaviors identified by the U.S. Centers for
Disease Control and Prevention (CDC): alcohol and other drug use,
tobacco use, physical inactivity, inadequate nutrition, actions that
result in intentional or unintentional injury, and sexual activity that
can cause unwanted pregnancies or infection with HIV or other STDs.
Theoretical underpinnings for developing HealthTeacher's curriculum. 
A number of psychological, developmental, and learning theories and
models informed the development of HealthTeacher, especially those that
follow Piaget's stages of cognitive development Kohlberg's stages of
moral development, Erikson's stages of the life cycle, Bandura's
self-efficacy theory and cognitive learning theory Wallston's locus of
control Rotter's social learning theory Green's PRECEDE - PROCEED Model
Hochbaum's Health Belief Model (based on Lewin's aspiration theory)
Dennison's Activated Health Education Model HealthTeacher's lessons also
make use of a variety of instructional approaches including role plays,
cooperative learning activities, independent work, and classroom
demonstrations.

Objectives for the HealthTeacher Curriculum: 

   1. To build health literacy among those who teach health education. 

a. The curriculum can help teachers understand skills-based teaching and
assessment and how to apply both in the classroom setting through
on-line examples and tutorials.



   2. To address the significant health and behavioral issues facing
today's youth. 

a. The curriculum addresses knowledge, attitude, and skills development
and provides opportunities for students to practice skills that promote
lifelong health.



   3. To help teachers overcome many of the constraints that now limit
the provision of comprehensive and sequential health education in the
school setting. 

a. Prepared lesson guides can reduce preparation-time constraints for
teachers
b. Basic background that HEALTHteacher.com provides can overcome
training constraints or educational deficits and build on a teacher's
current knowledge of a subject.
c. The lower cost of Internet-based compared to print-based curriculum
can lessen cost constraints and help teachers maintain an up-to-date
resource for classroom education.

I think a link to their information would be an asset to the toolkit. 

Mary Jo Schneider
Adults with Disabilities Program Assistant
Oakland Adult and Career Education
920 53rd Street, Oakland, CA  94608
Tel: (510) 879-4090  Fax: (510) 879-1806
 
Expect Success: Every Classroom. Every Student. Every Day.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, October 29, 2008 12:46 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in
yourtoolkit?

Hi Everyone,

I am working on a new Health Literacy Toolkit and am looking for ideas
on what resources you all would like to see in it. It will be online,
and include practical resources for these kinds of activities:
    * addressing health literacy in adult literacy programs and classes
    * forming collaborations between health systems and adult literacy
programs
    * jumpstarting a health literacy initiative 

It will be mostly for adult literacy professional development, but the
resources will also be useful to health care/health education agencies.

Examples of what it will include are:
    * curricula
    * stories of promising practices in ABE/Health Care collaboration
    * research articles
    * funding ideas

Please send me your ideas so I can make sure this will fill some real
needs!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to maryjo.schneider at ousd.k12.ca.us
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From Pam.Hebert at va.gov  Thu Oct 30 07:35:40 2008
From: Pam.Hebert at va.gov (Hebert, Pam  NCP)
Date: Thu, 30 Oct 2008 07:35:40 -0400
Subject: [HealthLiteracy 2398] Re: Wednesday Question: What do you want in
	yourtoolkit?
In-Reply-To: <490885470200002D00008D52@dcgw.jsi.com>
References: <490885470200002D00008D52@dcgw.jsi.com>
Message-ID: <7967BDFA0C9E2745A5281ED6DBD05BFD051FF1B7@VHAV06MSGA3.v06.med.va.gov>

While we spend a lot of time dealing with the written word, the way that
health care providers interact with patients can also increase the
demand for literacy.  Plus when one is ill, not oxygenating well, facing
life and death situations, attention span and ability to comprehend is
further hindered.  
It would be great if your tool kit could have tips for health care
providers to use when they interact with patients.  
Can't wait to hear more about it.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, October 29, 2008 3:46 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in
yourtoolkit?

Hi Everyone,

I am working on a new Health Literacy Toolkit and am looking for ideas
on what resources you all would like to see in it. It will be online,
and include practical resources for these kinds of activities:
    * addressing health literacy in adult literacy programs and classes
    * forming collaborations between health systems and adult literacy
programs
    * jumpstarting a health literacy initiative 

It will be mostly for adult literacy professional development, but the
resources will also be useful to health care/health education agencies.

Examples of what it will include are:
    * curricula
    * stories of promising practices in ABE/Health Care collaboration
    * research articles
    * funding ideas

Please send me your ideas so I can make sure this will fill some real
needs!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to pam.hebert at va.gov

From Caroline.Marshall at danhosp.org  Thu Oct 30 09:47:07 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Thu, 30 Oct 2008 09:47:07 -0400
Subject: [HealthLiteracy 2398] Re: Wednesday Question: What do you want
	inyourtoolkit?
References: <490885470200002D00008D52@dcgw.jsi.com>
	<7967BDFA0C9E2745A5281ED6DBD05BFD051FF1B7@VHAV06MSGA3.v06.med.va.gov>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE81499321E@dhsiexch01.danhosp.priv>

As the previous comment mentions we do spend a great deal of time
focusing on the written word but what about people who are illiterate in
their own language or who speak a language in which we don't have many
resources. I was thinking mainly of someone on the listserv who was
working with Mennonites who speak Low German. How would we help people
in that situation.


Regards,

Caroline


Caroline Marshall  MLS, CHIP
Health Sciences Librarian 
Horblit Health Sciences Library

 
Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org
This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.





-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hebert, Pam NCP
Sent: Thursday, October 30, 2008 7:36 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2398] Re: Wednesday Question: What do you want
inyourtoolkit?

While we spend a lot of time dealing with the written word, the way that
health care providers interact with patients can also increase the
demand for literacy.  Plus when one is ill, not oxygenating well, facing
life and death situations, attention span and ability to comprehend is
further hindered.  
It would be great if your tool kit could have tips for health care
providers to use when they interact with patients.  
Can't wait to hear more about it.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, October 29, 2008 3:46 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in
yourtoolkit?

Hi Everyone,

I am working on a new Health Literacy Toolkit and am looking for ideas
on what resources you all would like to see in it. It will be online,
and include practical resources for these kinds of activities:
    * addressing health literacy in adult literacy programs and classes
    * forming collaborations between health systems and adult literacy
programs
    * jumpstarting a health literacy initiative 

It will be mostly for adult literacy professional development, but the
resources will also be useful to health care/health education agencies.

Examples of what it will include are:
    * curricula
    * stories of promising practices in ABE/Health Care collaboration
    * research articles
    * funding ideas

Please send me your ideas so I can make sure this will fill some real
needs!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to pam.hebert at va.gov
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to caroline.marshall at danhosp.org



From magillispie at healthyroadsmedia.org  Thu Oct 30 10:58:48 2008
From: magillispie at healthyroadsmedia.org (Mary Alice Gillispie)
Date: Thu, 30 Oct 2008 08:58:48 -0600
Subject: [HealthLiteracy 2399] Re: Wednesday Question: What do you want
 inyourtoolkit?
In-Reply-To: <7F494F504B42654BAC1F03DCB824BEE81499321E@dhsiexch01.danhos
	p.priv>
References: <490885470200002D00008D52@dcgw.jsi.com>
	<7967BDFA0C9E2745A5281ED6DBD05BFD051FF1B7@VHAV06MSGA3.v06.med.va.gov>
	<7F494F504B42654BAC1F03DCB824BEE81499321E@dhsiexch01.danhosp.priv>
Message-ID: <20081030145831.BEE4437E73A@sodium.vcn.com>

The issues of concern in the messages below are some of the reasons 
that we decided to develop materials in multiple languages and 
formats - written, audio, multimedia, web-video and iPod 
videos.  This helps providers and end users to be able to access the 
health information in whatever format is most effective for the 
particular situation or person.  Pulling the materials off-line and 
using them on radio broadcasts, laptops, CD-ROM's and iPod's 
connected to a television are all ways to help disseminate the 
information off-line and beyond the web.  There is lots more 
exploration to do to really understand how to utilize information 
technology tools to effectively help meet the varied health literacy 
challenges we are all facing.

- Mary Alice

Mary Alice Gillispie, MD
Healthy Roads Media, Director
www.healthyroadsmedia.org
Tel 406-556-5877

At 07:47 AM 10/30/2008, you wrote:
>As the previous comment mentions we do spend a great deal of time
>focusing on the written word but what about people who are illiterate in
>their own language or who speak a language in which we don't have many
>resources. I was thinking mainly of someone on the listserv who was
>working with Mennonites who speak Low German. How would we help people
>in that situation.
>
>
>Regards,
>
>Caroline
>
>
>Caroline Marshall  MLS, CHIP
>Health Sciences Librarian
>Horblit Health Sciences Library
>
>
>Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
>V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
>http://www.danburyhospital.org
>This transmittal is intended for a particular addressee(s). If it is not
>clear that you are the intended recipient, you are hereby notified that
>you have received this transmittal in error; any review, copying or
>distribution or dissemination is strictly prohibited. If you suspect
>that you have received this transmittal in error, please notify Danbury
>Health Systems immediately by email reply to the sender, and delete the
>transmittal and any attachments.
>READER BEWARE: Internet e-mail is inherently insecure and occasionally
>unreliable. Please contact the sender if you wish to arrange for secure
>communication or to verify the contents of this message.
>
>
>
>
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hebert, Pam NCP
>Sent: Thursday, October 30, 2008 7:36 AM
>To: The Health and Literacy Discussion List
>Subject: [HealthLiteracy 2398] Re: Wednesday Question: What do you want
>inyourtoolkit?
>
>While we spend a lot of time dealing with the written word, the way that
>health care providers interact with patients can also increase the
>demand for literacy.  Plus when one is ill, not oxygenating well, facing
>life and death situations, attention span and ability to comprehend is
>further hindered.
>It would be great if your tool kit could have tips for health care
>providers to use when they interact with patients.
>Can't wait to hear more about it.
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
>Sent: Wednesday, October 29, 2008 3:46 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in
>yourtoolkit?
>
>Hi Everyone,
>
>I am working on a new Health Literacy Toolkit and am looking for ideas
>on what resources you all would like to see in it. It will be online,
>and include practical resources for these kinds of activities:
>     * addressing health literacy in adult literacy programs and classes
>     * forming collaborations between health systems and adult literacy
>programs
>     * jumpstarting a health literacy initiative
>
>It will be mostly for adult literacy professional development, but the
>resources will also be useful to health care/health education agencies.
>
>Examples of what it will include are:
>     * curricula
>     * stories of promising practices in ABE/Health Care collaboration
>     * research articles
>     * funding ideas
>
>Please send me your ideas so I can make sure this will fill some real
>needs!
>
>Thanks all,
>Julie
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pam.hebert at va.gov
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to caroline.marshall at danhosp.org
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to magillispie at healthyroadsmedia.org



From secondhandsofist at yahoo.com  Thu Oct 30 11:36:08 2008
From: secondhandsofist at yahoo.com (Mattyna Stephens)
Date: Thu, 30 Oct 2008 08:36:08 -0700 (PDT)
Subject: [HealthLiteracy 2400] Re: Wednesday Question: What do you want in
	your toolkit?
In-Reply-To: <490885470200002D00008D52@dcgw.jsi.com>
Message-ID: <966561.31941.qm@web52604.mail.re2.yahoo.com>

Hi Julie
Is there any imformation on how prescriptions can be?more readible for both English and non English speakers? Is there information on how to make medical information more simplistic? This is just a suggestion. I would really appreciate this. Thanks
Mattyna

--- On Wed, 10/29/08, Julie McKinney <julie_mcKinney at worlded.org> wrote:

From: Julie McKinney <julie_mcKinney at worlded.org>
Subject: [HealthLiteracy 2396] Wednesday Question: What do you want in your toolkit?
To: healthliteracy at nifl.gov
Date: Wednesday, October 29, 2008, 3:46 PM

Hi Everyone,

I am working on a new Health Literacy Toolkit and am looking for ideas
on what resources you all would like to see in it. It will be online,
and include practical resources for these kinds of activities:
    * addressing health literacy in adult literacy programs and classes
    * forming collaborations between health systems and adult literacy
programs
    * jumpstarting a health literacy initiative 

It will be mostly for adult literacy professional development, but the
resources will also be useful to health care/health education agencies.

Examples of what it will include are:
    * curricula
    * stories of promising practices in ABE/Health Care collaboration
    * research articles
    * funding ideas

Please send me your ideas so I can make sure this will fill some real
needs!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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From PhiferJ at vwhs.org  Thu Oct 30 12:24:07 2008
From: PhiferJ at vwhs.org (Josh Phifer)
Date: Thu, 30 Oct 2008 10:24:07 -0600
Subject: [HealthLiteracy 2401] Re: Is the web a viable way to improve
 health	literacy?
In-Reply-To: <1225286457.fd5b8f4mnega1@student.gsu.edu>
References: <1225286457.fd5b8f4mnega1@student.gsu.edu>
Message-ID: <F1FC5218854FC741B4635E36E38D95BE05C41D0CD9@VWExchange.VW.vwhs.org>

The area I live and work in is rural and many people live at or below poverty level. Here many things are seen as more important to have in the home than internet.

I think that placing basic easy-to-read handouts at community sites where many people go would be a start. Something innovative that I would like to see someone do in the future is record the text of the handouts in some audio format that patients can take home and listen to and follow along while they look at pictures that explain the text they are hearing. I think this would be the most inexpensive way of putting picture and audio together.

It would be something like what Healthy Roads Media does on their page but lacking access to computers or internet I think rural working poor could really benefit from being able to take the audio and picture home.

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 29, 2008 7:21 AM
To: seasonalthought at yahoo.com; healthliteracy at nifl.gov
Subject: [HealthLiteracy 2395] Re: Is the web a viable way to improve health literacy?

Joe,

As useful as the web is a medium to communicate and pass information, for certain population groups that health educators need to reach with useful critical information it may not be feasible because of accessibility, information and computer literacy.

For example communities in lower income neighborhoods or rural areas may not have access to a computer. This calls for the push to have public libraries and other community centers. Once that is solved, you may also run into the problem of some people not knowing where to search online to get the information and/or not having the mechanical skills to use the computer.

With that being said, I think the internet can be a great tool for learning on demand with greater immediacy, relevance and personalization by providing access to various types of health information, videos and other contents to users.

Martha

-----Original Message-----
From: joe horne <seasonalthought at yahoo.com>
To: healthliteracy at nifl.gov
Date: Tue, 30 Sep 2008 17:04:04 -0700 (PDT)
Subject: [HealthLiteracy 2348] Is the web a viable way to improve health literacy?

Hello,

I am a student at Georgia State in the Instructional Technology program.  I was curious how critical you all (as health literacy professionals) consider the web to be in your practice?  Is it more important for your groups, or is some other medium more critical?

Thanks,

Joe

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mnega1 at student.gsu.edu



----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to phiferj at vwhs.org

From Lendoak at aol.com  Thu Oct 30 14:54:24 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Thu, 30 Oct 2008 14:54:24 EDT
Subject: [HealthLiteracy 2402] Re: Is the web a viable way to improve health
	liter...
Message-ID: <d43.29d6eb95.363b5ce0@aol.com>

Dear Phifer.J,
 
Your ideas are valid on using the combination  of an audio tape together with 
pictures and words in a pamphlet to get  health messages understood by those 
who don't read well. One caution:  To  provide the script for the audio tape, 
rewrite the pamphlet message to  conversational style. Also, see detailed 
process for making the tapes in Ch.8 of  Teaching patients with low literacy 
skills, 2nd Ed.  Free on line at: 
_HTTP://WWW.HSPH.HARVARD.EDU/HEALTHLITERACY/DOAK.HTML_ (http://WWW.HSPH.HARVARD.EDU/HEALTHLITERACY/DOAK.HTML) 
 
best wishes,
 
Len and Ceci Doak
 
 
In a message dated 10/30/2008 9:34:56 A.M. Pacific Standard Time,  
PhiferJ at vwhs.org writes:

The area  I live and work in is rural and many people live at or below 
poverty level.  Here many things are seen as more important to have in the home than 
 internet.

I think that placing basic easy-to-read handouts at community  sites where 
many people go would be a start. Something innovative that I would  like to see 
someone do in the future is record the text of the handouts in  some audio 
format that patients can take home and listen to and follow along  while they 
look at pictures that explain the text they are hearing. I think  this would be 
the most inexpensive way of putting picture and audio  together.

It would be something like what Healthy Roads Media does on  their page but 
lacking access to computers or internet I think rural working  poor could 
really benefit from being able to take the audio and picture  home.

-----Original Message-----
From:  healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On  Behalf Of Martha Lily Nega
Sent: Wednesday, October 29, 2008 7:21 AM
To:  seasonalthought at yahoo.com; healthliteracy at nifl.gov
Subject: [HealthLiteracy  2395] Re: Is the web a viable way to improve health 
 literacy?

Joe,

As useful as the web is a medium to communicate  and pass information, for 
certain population groups that health educators need  to reach with useful 
critical information it may not be feasible because of  accessibility, information 
and computer literacy.

For example  communities in lower income neighborhoods or rural areas may not 
have access  to a computer. This calls for the push to have public libraries 
and other  community centers. Once that is solved, you may also run into the 
problem of  some people not knowing where to search online to get the 
information and/or  not having the mechanical skills to use the computer.

With that being  said, I think the internet can be a great tool for learning 
on demand with  greater immediacy, relevance and personalization by providing 
access to  various types of health information, videos and other contents to  
users.

Martha

-----Original Message-----
From: joe horne  <seasonalthought at yahoo.com>
To: healthliteracy at nifl.gov
Date: Tue,  30 Sep 2008 17:04:04 -0700 (PDT)
Subject: [HealthLiteracy 2348] Is the web  a viable way to improve health 
literacy?

Hello,

I am a student  at Georgia State in the Instructional Technology program.  I 
was curious  how critical you all (as health literacy professionals) consider 
the web to be  in your practice?  Is it more important for your groups, or is 
some other  medium more  critical?

Thanks,

Joe

----------------------------------------------------
National  Institute for Literacy
Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  mnega1 at student.gsu.edu



----------------------------------------------------
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Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to  phiferj at vwhs.org
----------------------------------------------------
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Health and Literacy mailing  list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription  settings, please go to  
http://www.nifl.gov/mailman/listinfo/healthliteracy
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**************Plan your next getaway with AOL Travel.  Check out Today's Hot 
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From julie_mcKinney at worlded.org  Thu Oct 30 21:43:50 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 30 Oct 2008 21:43:50 -0400
Subject: [HealthLiteracy 2403]  Diabetes Conference Resources
Message-ID: <490A2A960200002D00008DFD@dcgw.jsi.com>

Yuri and others,

Cindy Brach wrote in and said:
The ACP Foundation has some well tested diabetes patient education
materials in English and Spanish.

You can find out more at:
http://diabetes.acponline.org/ 

(I re-sent this suggestion myself so I could change the subject line.
Thanks, Cindy!)

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us> 10/23/08 8:18 AM >>>
Sorry for changing the topic discussion, but can somebody share some
feedback as to what type of health literacy resources will be good for a
diabetic conference, which will target the lay community (diabetic
diagnosed)with low education and economic status in the border Texas
region?

Yuri 
DSHS

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
Sent: Wednesday, October 22, 2008 8:33 AM
To: healthliteracy at nifl.gov
Cc: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2386] Healthiest Nation

I wanted to share about an alliance between the CDC and a couple of
other groups. I believe the idea is to promote healthy habits at the
local level by offering incentives for all communites around the nation.
This will bring information to people where they live make it more
accessible. 

Check it out and share your thoughts: 

http://healthiestnation.org/

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to yuri.orozco at dshs.state.tx.us
----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From julie_mcKinney at worlded.org  Fri Oct 31 15:01:19 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 31 Oct 2008 15:01:19 -0400
Subject: [HealthLiteracy 2404] Upcoming Discussion Nov. 17th: Photonovellas
	for Health	Literacy
Message-ID: <490B1DBF0200002D00008E53@dcgw.jsi.com>

Hi Everyone,

It's been a long time since out last guest speaker discussion, and I'm
very pleased to announce this one! 

Photonovellas for Health LIteracy
Nov. 17th-24th
Guest Speakers: Susan Auger and John Comings

See this link for a full description, and information about our guests:
http://www.nifl.gov/lincs/discussions/healthliteracy/08Photonovella.html

Please pass this on to anyone you think may be interested.

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Tue Nov  4 09:11:30 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 04 Nov 2008 09:11:30 -0500
Subject: [HealthLiteracy 2405]  Voting rights info for minorities
Message-ID: <491011C20200002D00008ECB@dcgw.jsi.com>

Hi Everyone,

As many of you work in various capacities with minorities and new
American citizens, I am passing on some information to help people know
their voting rights and some possible barriers to be prepared for in
today's vote.

It comes from the Massachusetts Coalition for Adult Education, but
relates to voting rights in any state.

All the best,
Julie

*******************

REPORTS OF VOTER SUPPRESSION EFFORTS 
 
-    There have been countless attempts across the country to prevent
legally registered voters from voting, especially in the minority
community.
 
-    According to the Voting Rights Act, it is a crime to mislead or
intimidate voters and prevent them from voting.
 
-    If you are legally registered to vote, it is your right and your
civic responsibility to vote tomorrow.
 
 
BEWARE OF THE FOLLOWING SCAMS TO PREVENT YOU FROM VOTING!
 
1.    Everyone votes on Tuesday, November 4.   It is not true that
Republicans vote on Tuesday and Democrats vote on Wednesday.
 
2.    You cannot vote by telephone.    If someone tries to get you to
vote by telephone, hang up and report the call to 1-888-839-8682.   
 
YOUR VOTING RIGHTS:
 
1.    According to the MA Secretary of State's Office, if you are NEWLY
registered (not voting in a presidential election for the first time but
newly registered), you will need to show identification according to a
new federal law.  Bring identification with you just in case you need
it.  
 
-    If you have a driver?s license, U.S.passport, or state-issued
identification, bring it! 
-    If you do not, bring a document that shows your name and address,
such as a utility bill, bank statement, paycheck stub, government check,
or other government document. 
-    If you do not have any of these forms of ID and are a registered
voter, you can still cast a provisional ballot.
 
2.    Under federal law (Public Law 97-205), if you need help reading
the ballot and casting a vote, you have the right to ask for help from a
poll worker or bring someone with you who can help.  Refer to MCAEAlert
#03-09 (10/30/08) for more detail.
 
3.    If you make a mistake on your ballot, you have the right to
request a new ballot.
 
4.    If your voting machine doesn't work or changes your vote to a vote
for another candidate, tell a poll worker immediately.  You have the
right to use another machine or use a paper ballot to cast your vote.
 
5.    You have the right to vote in secret without anyone else knowing
how you voted.
 
6.    If you have lost your home to foreclosure, you still have the
right to vote.
 
7.    According to a new state law signed by Governor Patrick on October
29, if you moved within the last 18 months and didn't register in your
new location, you have the right to go back to your old location and
vote in national and state races and the state referendum questions. 
However, you cannot vote on local issues since you don't live in the old
community anymore.  Refer to MCAEAlert #03-09 for more details.
 
8.    If you are in line by the time the polls close and you haven't
voted yet, you have the right to still vote, no matter how long it takes
you to get to the voting booth.
 
9.    If your name is not on the voting list, your machine is broken,
you don't have proper identification, they run out of ballots, or you
have any other problems, you still have the right to vote.  You should
ask for a provisional ballot.
 
 
EMERGENCY TELEPHONE NUMBERS TO RESOLVE OR REPORT DIFFICULTIES:  
 
-    MA Secretary of State/Election Division:  617-727-2828 or
800-462-8683
-    Project Vote Smart:  888-868-3762
-    National Council of La Raza:  888-839-8682
 
 


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Tue Nov  4 14:19:17 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 04 Nov 2008 14:19:17 -0500
Subject: [HealthLiteracy 2406] Looking for definitions from students: What
	is Health?
Message-ID: <491059E50200002D00008EF3@dcgw.jsi.com>

Hi Everyone,

The adult learner magazine for social justice, The Change Agent, is
preparing its next issue on the topic of health. One thing they are
looking for is quotes from adult learners answering the question: What
is health?

If you work with adult learners and could ask them this question and
send the answer to me, that would be very helpful! (Even if we get a
few!) If possible, include a digital photo to go with it and their
permission to use it. You can send these directly to me at:

jmckinney at worlded.org

Check out The Change Agent at this link:
http://www.nelrc.org/changeagent/ 

Thanks so much!
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Tue Nov  4 14:21:20 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 04 Nov 2008 14:21:20 -0500
Subject: [HealthLiteracy 2407]  Need Quotes for Change agent by Friday!
Message-ID: <49105A600200002D00008EF7@dcgw.jsi.com>

Sorry...I forgot to tell you the deadline: This Friday. Sorry for the
short notice!

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Wed Nov  5 21:43:27 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 05 Nov 2008 21:43:27 -0500
Subject: [HealthLiteracy 2408] Wednesday Question: How do you describe
	"Health Literacy" to	friends?
Message-ID: <491213800200002D00008F9A@dcgw.jsi.com>

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From cozzolino at pacbell.net  Wed Nov  5 22:00:16 2008
From: cozzolino at pacbell.net (Laurie Cozzolino)
Date: Wed, 5 Nov 2008 19:00:16 -0800
Subject: [HealthLiteracy 2409] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>

This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean when 
I say 'health literacy.'.  When I talk to other people, I realize that I 
don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cozzolino at pacbell.net 


From debra.trueax at cox.net  Wed Nov  5 22:21:43 2008
From: debra.trueax at cox.net (debra.trueax)
Date: Wed, 5 Nov 2008 22:21:43 -0500
Subject: [HealthLiteracy 2410] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <46103B3DD731427F95D952AABE963136@owner4a32c663d>

Hi everyone,


I teach reading in an adult basic education program at New Haven Adult Ed. 
I am one of 20 teachers recently trained as a health literacy instructor 
under a grant from the Conn. Health Foundation.

When I am asked what health literacy means, I explain that I teach literacy 
skills to students in an effort to decrease the disparities my students 
often experience-caused, in part, by a lack of basic literacy skills.  These 
skills are necessary to access/navigate the health care system, manage a 
chronic condition, and practice preventative care.  I explain that when we 
teach health literacy lessons or units, we teach skills related to reading, 
writing, and math- it's just that we apply it to how these skills play out 
when one is dealing with healthcare, like filling out a health history form, 
reading a bus map to find a clinic location etc.  I also explain that a very 
important component of health literacy education-in adult education centers, 
is the partnering with local health providers, since they are the health 
experts.  They know the "health"; we know the "literacy".

Thanks to all.  I enjoy reading everyone's postings.

Deb Trueax
New Haven Adult Education Center
New Haven, CT


----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 9:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to debra.trueax at cox.net
> 


From Ian.Bennett at uphs.upenn.edu  Wed Nov  5 22:46:03 2008
From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian)
Date: Wed, 5 Nov 2008 22:46:03 -0500
Subject: [HealthLiteracy 2411] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <C58473CA1F6A574396E13F81D90D6F913DC0E3@uphsmbx9.UPHS.PENNHEALTH.PRV>

I like to use the metaphor of the health system creating hurdles that
have to be jumped over to get what you need from it. Health literacy
helpsy you cross those many varied hurdles.
Ian Bennett

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 05, 2008 9:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2408] Wednesday Question: How do you
describe"Health Literacy" to friends?

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ian.bennett at uphs.upenn.edu


The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message.

From SiobhanChamp-Blackwell at creighton.edu  Thu Nov  6 07:13:32 2008
From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan)
Date: Thu, 6 Nov 2008 06:13:32 -0600
Subject: [HealthLiteracy 2412] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <BB3EEC584579204DB6E2CA0F6DB7566F10641D27@exbe01.blue.jays.creighton.edu>

I give a personal example of a time when I wasn't following written
instructions correctly, even after being given oral instructions as well
- and talk about health literacy as understanding and acting on
instructions about health being totally separate from understanding and
acting on other kinds of information. But this does take time. So,
that's only with friends and colleagues who really want to know :-)
Siobhan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 05, 2008 8:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2408] Wednesday Question: How do you
describe"Health Literacy" to friends?

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to siobhan at creighton.edu

From rmatsuyama at vcu.edu  Thu Nov  6 07:13:51 2008
From: rmatsuyama at vcu.edu (Robin K Matsuyama/FS/VCU)
Date: Thu, 6 Nov 2008 07:13:51 -0500
Subject: [HealthLiteracy 2413] Re: Wednesday Question: How do you
 describe	"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <OFA561221B.93ADE104-ON852574F9.00424CF6-852574F9.00432D68@vcu.edu>

When I talk to my friends about my research in health literacy and 
information needs in cancer, usually I get a blank stare and then, "Uh but 
what is health literacy?" My answer usually fumbles around along the lines 
of "it's how well people can gather and understand health information and 
how well they navigate the health system." 

Instead of getting easier to answer, I'm finding that I am becoming less 
certain about how to describe it simply yet comprehensively. And without 
boring them senseless with the intricacies of the question of what health 
literacy really is or could be.
 
Robin K Matsuyama, PhD
Assistant Professor
Department of Social & Behavioral Health
Virginia Commonwealth University
Richmond VA




"Julie McKinney" <julie_mcKinney at worlded.org> 
Sent by: healthliteracy-bounces at nifl.gov
11/05/2008 09:44 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2408] Wednesday Question: How do you describe   "Health 
Literacy" to    friends?






Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
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From Linda.Benn at cdha.nshealth.ca  Thu Nov  6 07:52:42 2008
From: Linda.Benn at cdha.nshealth.ca (Linda Benn)
Date: Thu, 06 Nov 2008 08:52:42 -0400
Subject: [HealthLiteracy 2414] Re: Wednesday Question: How do you	describe
	"Health Literacy" to	friends?
Message-ID: <s912b063.064@ngate01.cdha.nshealth.ca>

How do I describe Health Literacy to friends ......... great question!
Not only do I describe this to friends but in my role as Patient
Education Coordinator, to co-workers on a daily basis. I am kind of the
"gate Keeper" for all newly developed patient education print materials
for our facility. Most of what I see is written at a grade 10 to a
post-graduate reading level. I cousult with all developers and basically
try to "talk them down" in their reading levels and try to convince them
that writing in plainer language is a better way to serve our patient
population. Most are not aware that almost 50% of our local residents
are illeterate or read at only the most basic level. Most tell me that
they don't want to "dumb it down". When decribing what I mean by Health
literacy, I begin by asking them if they have difficulty understanding
"legalese" when attempting to interpert a legal document such as a
morgage or a will. I then compare this to the patient trying to read a
pamphlet filled with medical jargon and umfamiliar words. I remind them
that even a lawyer with years of university training can appreciate
medical information written in plainer language due to a lack of
familiarity with the medical field.  Health literacy is not always
connected to education level and should not be used as an indicator of
intellengence. 
 
I am currently trying to come up with a way to evaluate our patient
education pamphlets during the development stage. Most of what I have
read seem to suggest the use of "focus groups", but this is expensive
and time consuming. I have developed a simple generic evaluation tool
that can be given to patients to complete when they review a new
pamphlet. It has some generic questions that would appy to any pamphlet
as well as space to add/adjust questions to the specific pamphlet
content to check for comprehension. I am not sure of how I could check
for diversity/cultural senstivity through such a tool, nor do I know how
many patients should be asked to review the matierial. I have not been
able to find any examples of Print Material evaluation tools to help me
in my quest. I would appreciate any suggestions or examples of ways to
accomplish this.  I have attached the generic tool below along with an
example of one that has been adjusted to evaluate a booklet addressing
cardiac health. I would value all comments and suggestions!
Regards,
Linda Benn    
 
Linda Benn, Patient Education Coordinator
QEII, Capital Health
Rm. # 010, 4B, Centennial Bldg. 
Victoria General Site
1278 Tower Road
Halifax, Nova Scotia
B3H2Y9
(902)473-7835
Linda.Benn at cdha.nshealth.ca

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end

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end

From jpotter at gha.org  Thu Nov  6 08:54:58 2008
From: jpotter at gha.org (Jan Potter)
Date: Thu, 6 Nov 2008 08:54:58 -0500
Subject: [HealthLiteracy 2415] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <FFE7C75CEE15B042B0453ABA750444DDF8F4C8@email.gha.local>

This will sound somewhat facetious - but basically I give them the standard definition and if they either don't understand or do not think it is of any widespread importance, then I ask them a question like this:

 

If your doctor says to take your medicine 3 times a day, should you take it 3 times in a 24 hour day or 3 times during the 8 hours you're awake? 

 

Or

 

If you have a blood test scheduled and the doctor's office says don't eat anything beforehand, should you take your thyroid medicine that you usually take every morning when you get up?

 

Either question, depending on the audience tends to at least explain the possibilities of misinformation due to health literacy.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha 

 

"Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."

 

Peter Cameron

 

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org)

 

 

-----Original Message-----

From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney

Sent: Wednesday, November 05, 2008 9:43 PM

To: healthliteracy at nifl.gov

Subject: [HealthLiteracy 2408] Wednesday Question: How do you describe"Health Literacy" to friends?

 

Hi Everyone,

 

I know we have discussed the official definition of health literacy

quite a bit. But I am curious about another, more informal kind of

description of HL. When you describe your work in health literacy to

friends and colleagues who are not familiar with the term, how do you

describe to them what health literacy is or means?

 

Personally, I find that an easy description does not come easily!

 

Thanks all,

Julie

 

Julie McKinney

Health Literacy List Moderator

World Education

jmckinney at worlded.org

----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to jpotter at gha.org

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From jespar at lsuhsc.edu  Thu Nov  6 09:38:15 2008
From: jespar at lsuhsc.edu (Esparza, Julia M.)
Date: Thu, 6 Nov 2008 08:38:15 -0600
Subject: [HealthLiteracy 2416] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <2E9263050F8EE046972BE0510E7A71DA0106140F@SH-EXCHBE2.master.lsuhsc.edu>

Julie,

I describe it is understanding what your physician, nurse, pharmacist or
other healthcare provider is telling you and then doing what they say to
improve your health.  I use this definition when I talk with my family
and non-librarian friends.

Julie

Julie Esparza, AHIP
Clinical Medical Librarian
LSU Health Sciences Center - Shreveport, LA
 
LSUHSC-S Medical Library Evidence Alert 
http://lsuhsc-sevidencealert.blogspot.com 
Health Literacy Alerts
http://healthliteracyalerts.blogspot.com

318-675-4179
318-675-5442 Fax
jespar at lsuhsc.edu 

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 05, 2008 8:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2408] Wednesday Question: How do you
describe"Health Literacy" to friends?

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jespar at lsuhsc.edu

From helen at healthliteracy.com  Thu Nov  6 09:58:25 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Thu, 6 Nov 2008 09:58:25 -0500
Subject: [HealthLiteracy 2417] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
References: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <5A60488D7A7F46A1B86B68A5CE8F61D8@HLC>

Hi all,

In presentations, after highlighting the "official" health literacy 
definitions I then add my own:

"Health literacy is about mutual understanding -- when patients (or anyone 
on the receiving end of health communication) and providers (anyone 
communicating health information) truly understand one another." And then I 
weave my fingers together to show that both sides are equally involved.

~Helen

Helen Osborne, M.Ed., OTR/L
Speaker, Writer, Podcaster
helen at healthliteracy.com
508-653-1199 (MA)
Health Literacy Consulting, www.healthliteracy.com
Health Literacy Out Loud podcasts, www.healthliteracyoutloud.com
Health Literacy Month, www.healthliteracymonth.org 


From vlewis at suffolk.lib.ny.us  Thu Nov  6 10:05:18 2008
From: vlewis at suffolk.lib.ny.us (Valerie Lewis)
Date: Thu, 6 Nov 2008 10:05:18 -0500
Subject: [HealthLiteracy 2418] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <491213800200002D00008F9A@dcgw.jsi.com>
Message-ID: <003401c94021$14f838c0$6f63a8c0@suffolknet.org>

Good morning to all, 

My approach to health literacy is the aspect of educating health
professionals and patients about the importance of information about health
in alternative formats for people with disabilities. 

The root question always being.....how can a person with disabilities access
health related materials? Or.....How do people with literacy challenges and
disabilities access information about health care? 

Valerie




		"A community that excludes even one of its members --
						  		is no
community at all"

									Dan
Wilkins  



Valerie Lewis, Director
Long Island Talking Book Library 
Administrator of Outreach Services
Suffolk Cooperative Library System
P.O. Box 9000
Bellport, NY 11713-9000
631-286-1600, x1365
(FAX) 631-286-1647
vlewis at suffolk.lib.ny.us




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 05, 2008 9:43 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2408] Wednesday Question: How do you
describe"Health Literacy" to friends?

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to vlewis at suffolk.lib.ny.us


From zarcac01 at imail.mssm.edu  Thu Nov  6 10:22:15 2008
From: zarcac01 at imail.mssm.edu (christina)
Date: Thu, 6 Nov 2008 10:22:15 -0500
Subject: [HealthLiteracy 2419] Re: Wednesday Question: How do you
 describe"Health Literacy" to	friends?
In-Reply-To: <C58473CA1F6A574396E13F81D90D6F913DC0E3@uphsmbx9.UPHS.PENNHEALTH.PRV>
References: <491213800200002D00008F9A@dcgw.jsi.com> 
	<C58473CA1F6A574396E13F81D90D6F913DC0E3@uphsmbx9.UPHS.PENNHEALTH.PRV>
Message-ID: <a06240811c538bc15e3e6@[192.168.1.100]>


I usually say :

I work on closing the gaps between expert and lay understanding of
health and environmental issues.


Or

Work on advancing the public's understanding and use of health and
environmental information.

Alas, rather routinely my mother still asks me what I do.
:)

Chris

Christina Zarcadoolas, PhD
Public Understanding of Health and Science
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
PO Box 1057
One Gustave L Levy Place
New York, NY 10029
212-824-7061

From Caroline.Marshall at danhosp.org  Thu Nov  6 10:28:00 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Thu, 6 Nov 2008 10:28:00 -0500
Subject: [HealthLiteracy 2420] Re: Wednesday Question: How do
	youdescribe"Health Literacy" to	friends?
References: <491213800200002D00008F9A@dcgw.jsi.com>
	<7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE814993231@dhsiexch01.danhosp.priv>

I usually say something like the ability to understand and act on
information provided by your doctor, but often I have to give examples
such as What does 4 times a day mean? I sometimes refer to my own
experience at a Doctor's  office when I was diagnosed with something
that was not really explained to me and I was so blown away I did not
ask any questions. I do this to try and make people feel more
comfortable with the fact that they don't always understand what their
doctor is telling them. 

Caroline Marshall
Health Sciences Librarian
Danbury Hospital


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Cozzolino
Sent: Wednesday, November 05, 2008 10:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2409] Re: Wednesday Question: How do
youdescribe"Health Literacy" to friends?

This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean
when 
I say 'health literacy.'.  When I talk to other people, I realize that I

don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to caroline.marshall at danhosp.org



From jupkaka at slu.edu  Thu Nov  6 11:12:02 2008
From: jupkaka at slu.edu (jupkaka at slu.edu)
Date: Thu, 6 Nov 2008 10:12:02 -0600
Subject: [HealthLiteracy 2421] Wednesday Question: How do you
 describe"Health Literacy" to friends?
Message-ID: <a06240802c538c6f2bfd9@[165.134.91.55]>

Hello all,

When talking to friends and family about health literacy I tell them 
health literacy is not just about a patients ability to understand 
and find health information but it is also about providers ability to 
convey information and the health systems policies and structures 
that either hinder or help patient/provider communication and patient 
understanding.

Keri

-- 
Keri Jupka, MPH
Research Coordinator
Saint Louis University School of Public Health
3545 Lafayette, RM 453
St. Louis, MO 36104
314-977-4084
jupkaka at slu.edu

"The greatest discovery of any generation is that a human being can 
alter his life by altering his attitude"
	William James

From jhunt at hsc.wvu.edu  Thu Nov  6 12:39:45 2008
From: jhunt at hsc.wvu.edu (Janet Hunt)
Date: Thu, 06 Nov 2008 12:39:45 -0500
Subject: [HealthLiteracy 2419] Re: Wednesday Question: How do
	you	describe"Health Literacy" to	friends?
In-Reply-To: <7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>
References: <491213800200002D00008F9A@dcgw.jsi.com>
	<7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>
Message-ID: <4912E591.FBF7.00CB.0@hsc.wvu.edu>

One of the things missing in many of these definitions, and the thing that really sets health literacy apart from other literacy issues, is the integration of math concepts.  

Janet B. Hunt, MPH
Assistant Professor and 
Practicum Director
Department of Community Medicine
West Virginia University
P. O. Box 9190
Office:  Room #3306C
Morgantown, WV  26506-9190
Phone:  304-293-1823
Fax:  304-293-6685


>>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean when 
I say 'health literacy.'.  When I talk to other people, I realize that I 
don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to jhunt at hsc.wvu.edu


From bba at nauticom.net  Thu Nov  6 12:50:52 2008
From: bba at nauticom.net (Bonnie Anton)
Date: Thu, 6 Nov 2008 12:50:52 -0500
Subject: [HealthLiteracy 2420] Re: Wednesday Question: How do
	youdescribe"Health Literacy" to	friends?
In-Reply-To: <7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>
Message-ID: <C396A948213D44DABE52FF389087EB4E@Dell4600>


Very interesting question.  I can't even give a short answer!

I say "I am a cardiology patient educator" Then I go onto explain how I am
also particularly interested in health literacy and as a nurse there are
many patients who are repeatedly readmitted to the hospital and become known
as "non compliant" and all along they could never read and understand their
printed discharge instructions.
The reaction I receive is amazing. Someone recently told me "I never knew
that, I didn't know there were so many people who could not read, never mind
understand and act upon what they have read" 

There is a need to raise the awareness of this issue, particularly among the
general public


Bonnie B. Anton RN MN
University of Pittsburgh Medical Center

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Cozzolino
Sent: Wednesday, November 05, 2008 10:00 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2409] Re: Wednesday Question: How do
youdescribe"Health Literacy" to friends?

This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean when

I say 'health literacy.'.  When I talk to other people, I realize that I 
don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bba at nauticom.net



From alexis.koskan at gmail.com  Thu Nov  6 13:23:07 2008
From: alexis.koskan at gmail.com (Alexis Koskan)
Date: Thu, 6 Nov 2008 13:23:07 -0500
Subject: [HealthLiteracy 2421] Re: Wednesday Question: How do you
	describe"Health Literacy" to friends?
In-Reply-To: <4912E591.FBF7.00CB.0@hsc.wvu.edu>
References: <491213800200002D00008F9A@dcgw.jsi.com>
	<7D21D2EDE76E4D429125356255962C32@cozzolinoxp1>
	<4912E591.FBF7.00CB.0@hsc.wvu.edu>
Message-ID: <93a6f4000811061023r70761a4vca6a45bbc94928eb@mail.gmail.com>

yes...numeracy skills

On Thu, Nov 6, 2008 at 12:39 PM, Janet Hunt <jhunt at hsc.wvu.edu> wrote:

> One of the things missing in many of these definitions, and the thing that
> really sets health literacy apart from other literacy issues, is the
> integration of math concepts.
>
> Janet B. Hunt, MPH
> Assistant Professor and
> Practicum Director
> Department of Community Medicine
> West Virginia University
> P. O. Box 9190
> Office:  Room #3306C
> Morgantown, WV  26506-9190
> Phone:  304-293-1823
> Fax:  304-293-6685
>
>
> >>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
> This is a good question and not an easy one to answer.  I work in adult
> education and ESL, so my colleagues understand more or less what I mean
> when
> I say 'health literacy.'.  When I talk to other people, I realize that I
> don't say 'health literacy.'  I say 'nutrition education' or 'health
> education.'  What do other people say?
>
> Laurie Cozzolino
> San Diego Community College District
>
>
>
> ----- Original Message -----
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> To: <healthliteracy at nifl.gov>
> Sent: Wednesday, November 05, 2008 6:43 PM
> Subject: [HealthLiteracy 2408] Wednesday Question: How do you
> describe"Health Literacy" to friends?
>
>
> > Hi Everyone,
> >
> > I know we have discussed the official definition of health literacy
> > quite a bit. But I am curious about another, more informal kind of
> > description of HL. When you describe your work in health literacy to
> > friends and colleagues who are not familiar with the term, how do you
> > describe to them what health literacy is or means?
> >
> > Personally, I find that an easy description does not come easily!
> >
> > Thanks all,
> > Julie
> >
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to cozzolino at pacbell.net
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jhunt at hsc.wvu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to alexis.koskan at gmail.com
>



-- 
Alexis M. Koskan
Ph.D. student
Arnold School of Public Health
Health Promotion, Education, and Behavior
Email: Koskan at mailbox.sc.edu
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From aboldt at albemarlehealth.org  Thu Nov  6 15:13:50 2008
From: aboldt at albemarlehealth.org (Arina Boldt)
Date: Thu, 6 Nov 2008 15:13:50 -0500
Subject: [HealthLiteracy 2422]  problematic words
Message-ID: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>

Does anyone have a list of problematic words and possible substitutes
(i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org

 

Albemarle Health
State of the art technology. State of the heart care.

 

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From lakeshorestudio at sbcglobal.net  Thu Nov  6 15:39:14 2008
From: lakeshorestudio at sbcglobal.net (Marsha Connet)
Date: Thu, 6 Nov 2008 12:39:14 -0800 (PST)
Subject: [HealthLiteracy 2423] Re: problematic words
In-Reply-To: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>
Message-ID: <793074.32070.qm@web81101.mail.mud.yahoo.com>

CHeck out the Ask Me 3 website. Just Google Ask Me 3 and you'll be directed there. On their Professionals page, there is a list called "Word to Watch" which lists words and their more friendly substitutes. It's a good resource for anyone in the health field.
?
Marsha Connet
SE Regional Consultant
Wisconsin Literacy, Inc.

--- On Thu, 11/6/08, Arina Boldt <aboldt at albemarlehealth.org> wrote:

From: Arina Boldt <aboldt at albemarlehealth.org>
Subject: [HealthLiteracy 2422] problematic words
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Date: Thursday, November 6, 2008, 2:13 PM








Does anyone have a list of problematic words and possible substitutes (i.e. screening is better understood as test)?
?
Thanks!
?
Arina Boldt, MBA
Director of Community Outreach
Albemarle Hospital
1144 North Road Street
Elizabeth City , NC 27909
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From julie_mcKinney at worlded.org  Thu Nov  6 15:43:27 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 06 Nov 2008 15:43:27 -0500
Subject: [HealthLiteracy 2424] Good resource for problematic words and more
Message-ID: <4913109F0200002D00008FD9@dcgw.jsi.com>

Yes, there is a good one in "Pfizer Principles for Clear Health
Communication".
Youu can find it at:

http://www.pfizerhealthliteracy.com/pdf/PfizerPrinciples.pdf

The word list starts on page 52 of the document (which comes out as p.
64 on the pdf).

They have a lot of useful and well-presented information on their home
page:

Pfizer Clear Health Communication Initiative
http://www.pfizerhealthliteracy.com/index.html 

Hope this helps,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Arina Boldt" <aboldt at albemarlehealth.org> 11/06/08 3:34 PM >>>
Does anyone have a list of problematic words and possible substitutes
(i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org

 

Albemarle Health
State of the art technology. State of the heart care.

 



From greene.sm at ghc.org  Thu Nov  6 16:29:01 2008
From: greene.sm at ghc.org (Greene, Sarah)
Date: Thu, 6 Nov 2008 13:29:01 -0800
Subject: [HealthLiteracy 2425] Re: problematic words
In-Reply-To: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>
References: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>
Message-ID: <587F57B26FAA8246A81D10D251EB8AB40AD79AE1@EXCH07.GHCMASTER.GHC.ORG>

Arina -
My colleagues and I developed a readability toolkit that includes an "alternative wording list" of ~ 625 words.   It is freely available to download from this web site:

http://centerforhealthstudies.org/sciresc/readability/readability_home.html


We refresh this list periodically, and always welcome suggestions for word to add (either complex terms that need easier synonyms, or additional plain language synonyms for the words already on the "difficult" list. Within the toolkit there are other resources, including links to other sites that decode/define medical jargon.

Cordially,
Sarah Greene
greene.sm at ghc.org<mailto:greene.sm at ghc.org>

________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Thursday, November 06, 2008 12:14 Phttp://centerforhealthstudies.org/
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2422] problematic words

Does anyone have a list of problematic words and possible substitutes (i.e. screening is better understood as test)?

Thanks!

Arina Boldt, MBA
Director of Community Outreach
Albemarle Hospital
1144 North Road Street
Elizabeth City, NC 27909
252/384-4665 phone
252/384-4051 fax
www.albemarlehealth.org<http://www.albemarlehealth.org>

Albemarle Health
State of the art technology. State of the heart care.

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From sfanchiang at dhs.lacounty.gov  Thu Nov  6 16:55:25 2008
From: sfanchiang at dhs.lacounty.gov (Shanpin Fanchiang)
Date: Thu, 06 Nov 2008 13:55:25 -0800
Subject: [HealthLiteracy 2426] Re: Wednesday Question: How
	do	youdescribe"Health Literacy" to	friends?
In-Reply-To: <BB3EEC584579204DB6E2CA0F6DB7566F10641D27@exbe01.blue.jays.creighton.edu>
References: <491213800200002D00008F9A@dcgw.jsi.com>
	<BB3EEC584579204DB6E2CA0F6DB7566F10641D27@exbe01.blue.jays.creighton.edu>
Message-ID: <4912F74D020000A90001AF3F@dhsia2.hsa.ladhs.org>

What a great question!   To explain "health literacy" in a literacy-friendly manner can help the listeners quickly establish a connection with "health literacy".  I often have to define it to medical students and I usually start asking if they have ever heard about "health literacy" before I say something like this:  

Health literacy is the capacity that enables you to do all these things.  When you read some info related to health, you will need to know how to use it.  When you go to hospitals for your checks or  medical visits, you will need to know what to do preparing for the visit.  When you talk to your doctor, nurse, or therapist about your health issues, you will need to know what they are saying and what to ask in order to do the best for your health.    

Thank you. 
Shanpin
Shanpin Fanchiang, Ph.D. OTR/L
Education Coordinator,
Chair, Medical Consumer Health Information Program
Rancho Los Amigos National Rehabilitation
7601 E. Imperial HWY,   HB 229
Downey, CA 90242

Adjunct Faculty 
University of Southern California
Dept of Occupational Science & Occupational Therapy

>>> "Champ-Blackwell, Siobhan" <SiobhanChamp-Blackwell at creighton.edu> 11/06/08 4:13 AM >>>
I give a personal example of a time when I wasn't following written
instructions correctly, even after being given oral instructions as well
- and talk about health literacy as understanding and acting on
instructions about health being totally separate from understanding and
acting on other kinds of information. But this does take time. So,
that's only with friends and colleagues who really want to know :-)
Siobhan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 05, 2008 8:43 PM
To: healthliteracy at nifl.gov 
Subject: [HealthLiteracy 2408] Wednesday Question: How do you
describe"Health Literacy" to friends?

Hi Everyone,

I know we have discussed the official definition of health literacy
quite a bit. But I am curious about another, more informal kind of
description of HL. When you describe your work in health literacy to
friends and colleagues who are not familiar with the term, how do you
describe to them what health literacy is or means?

Personally, I find that an easy description does not come easily!

Thanks all,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to siobhan at creighton.edu 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to sfanchiang at dhs.co.la.ca.us


From podschung at ada.org  Thu Nov  6 17:08:32 2008
From: podschung at ada.org (Podschun, Gary)
Date: Thu, 6 Nov 2008 16:08:32 -0600
Subject: [HealthLiteracy 2427] Re: problematic words
In-Reply-To: <587F57B26FAA8246A81D10D251EB8AB40AD79AE1@EXCH07.GHCMASTER.GHC.ORG>
References: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local> 
	<587F57B26FAA8246A81D10D251EB8AB40AD79AE1@EXCH07.GHCMASTER.GHC.ORG>
Message-ID: <A9760F5D8A0B4949A29FE16D2257A35504808BD0@CHIUTILF.ada.org>

The Plain Language Thesaurus was assembled by the Centers for Disease
Control and Prevention's National Center for Health Marketing.  This
thesaurus offers plain language equivalents to some medical terms
phrases, and references.   Click here
<http://www.nphic.org/files/editor/file/thesaurus_1007.pdf>  to access
the file.

There were efforts to create a Wiki thesaurus too, but I am unable to
access that Internet site.

 

Gary D. Podschun     podschung at ada.org 
Manager, Community Outreach and Cultural Competence
Council on Access, Prevention and Interprofessional Relations
312.440.7487
________________________________________________________________________
____

American Dental Association  211 E. Chicago Ave.  Chicago,  IL
60611-2637  www.ada.org <http://www.ada.org/>  

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Greene, Sarah
Sent: Thursday, November 06, 2008 3:29 PM
To: 'The Health and Literacy Discussion List'
Cc: Ridpath, Jessica
Subject: [HealthLiteracy 2425] Re: problematic words

 

Arina -

My colleagues and I developed a readability toolkit that includes an
"alternative wording list" of ~ 625 words.   It is freely available to
download from this web site: 

 

http://centerforhealthstudies.org/sciresc/readability/readability_home.h
tml 

 

 

We refresh this list periodically, and always welcome suggestions for
word to add (either complex terms that need easier synonyms, or
additional plain language synonyms for the words already on the
"difficult" list. Within the toolkit there are other resources,
including links to other sites that decode/define medical jargon.

 

Cordially,

Sarah Greene

greene.sm at ghc.org 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Arina Boldt
Sent: Thursday, November 06, 2008 12:14
Phttp://centerforhealthstudies.org/
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2422] problematic words

Does anyone have a list of problematic words and possible substitutes
(i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org

 

Albemarle Health
State of the art technology. State of the heart care.

 

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From mdomb at hcsm.org  Thu Nov  6 17:12:37 2008
From: mdomb at hcsm.org (Mindy Domb)
Date: Thu, 6 Nov 2008 17:12:37 -0500
Subject: [HealthLiteracy 2428] Re: problematic words
References: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>
Message-ID: <528AEC61AB51B448A3EA86920F0A7E09623A72@MAIL2K3.HCSM.org>

Pfizer's Clear Health Communication Initiative has developed some resources. (http://www.clearhealthcommunication.com/media/words-to-watch.html) put out a great list called "Language: Words to Watch". We've compiled the list and used it as a training handout. It's divided into 4 categories:

*	
	medical word examples: Words frequently used by doctors in health care instructions (e.g. ailment, benign, procedure);
*	
	concept word examples: Words used to describe an idea, metaphor, notion (e.g. avoid, intake, option);
*	
	category word examples: Words that describe a group or sub-set, and may be unfamiliar (e.g. activity, hazardous); and
*	
	value judgment word examples: Words that may need an example or visual to convey their meaning with clarity (e.g. adequate, adjust, routinely).

Hope that's helpful. 
 
 
Mindy Domb 
Director
SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP) 
HIV Integration Programs of Health Care of Southeastern Massachusetts, Inc. 
PO Box 285 
Amherst, MA 01004 
Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 
Fax: (413)256-6371 
E-Mail: mdomb at hcsm.org 
SPHERE website: www.hcsm.org/sphere 
SH/HIP website:  www.hcsm.org/shhip 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Arina Boldt
Sent: Thu 11/6/2008 3:13 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2422] problematic words



Does anyone have a list of problematic words and possible substitutes (i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org/> 

 

Albemarle Health
State of the art technology. State of the heart care.

 

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From gae at everestkc.net  Thu Nov  6 23:30:49 2008
From: gae at everestkc.net (George Ann Eaks)
Date: Thu, 06 Nov 2008 22:30:49 -0600
Subject: [HealthLiteracy 2429] Re: Healthiest Nation
References: <1224685970.fd4c0ccmnega1@student.gsu.edu>
	<D109BB17DB85E44F848E63546BB63EDD0100F810@DSHSEXVS4.dshs.state.tx.us>
Message-ID: <CEAE249D3C9D40F0876196AD7F7AB7C1@GEORGE>

I think I sent you a few of our tools. were they useful to you or not.? I do 
have several and they seem to be working. Thanks----- Original Message ----- 
From: "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Wednesday, October 22, 2008 12:54 PM
Subject: [HealthLiteracy 2387] Re: Healthiest Nation


> Sorry for changing the topic discussion, but can somebody share some
> feedback as to what type of health literacy resources will be good for a
> diabetic conference, which will target the lay community (diabetic
> diagnosed)with low education and economic status in the border Texas
> region?
>
> Yuri
> DSHS
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
> Sent: Wednesday, October 22, 2008 8:33 AM
> To: healthliteracy at nifl.gov
> Cc: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2386] Healthiest Nation
>
> I wanted to share about an alliance between the CDC and a couple of
> other groups. I believe the idea is to promote healthy habits at the
> local level by offering incentives for all communites around the nation.
> This will bring information to people where they live make it more
> accessible.
>
> Check it out and share your thoughts:
>
> http://healthiestnation.org/
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to yuri.orozco at dshs.state.tx.us
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to gae at everestkc.net


--------------------------------------------------------------------------------



No virus found in this incoming message.
Checked by AVG - http://www.avg.com
Version: 8.0.175 / Virus Database: 270.8.2/1739 - Release Date: 10/22/2008 
7:23 AM


From aboldt at albemarlehealth.org  Fri Nov  7 08:57:46 2008
From: aboldt at albemarlehealth.org (Arina Boldt)
Date: Fri, 7 Nov 2008 08:57:46 -0500
Subject: [HealthLiteracy 2430] Re: problematic words
In-Reply-To: <528AEC61AB51B448A3EA86920F0A7E09623A72@MAIL2K3.HCSM.org>
Message-ID: <32E69179AEDF3C4B9BE2FCA415790C6620E391@svrmail01.ah.local>

Thank you so much!

 

I appreciate everyone's help with this!

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb
Sent: Thursday, November 06, 2008 5:13 PM
To: The Health and Literacy Discussion List
Subject: RE: [HealthLiteracy 2422] problematic words

 

Pfizer's Clear Health Communication Initiative has developed some
resources.
(http://www.clearhealthcommunication.com/media/words-to-watch.html) put
out a great list called "Language: Words to Watch". We've compiled the
list and used it as a training handout. It's divided into 4 categories:

*	medical word examples: Words frequently used by doctors in
health care instructions (e.g. ailment, benign, procedure);

*	concept word examples: Words used to describe an idea, metaphor,
notion (e.g. avoid, intake, option);

*	category word examples: Words that describe a group or sub-set,
and may be unfamiliar (e.g. activity, hazardous); and

*	value judgment word examples: Words that may need an example or
visual to convey their meaning with clarity (e.g. adequate, adjust,
routinely).

Hope that's helpful. 

 

 

Mindy Domb 

Director

SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP) 

HIV Integration Programs of Health Care of Southeastern Massachusetts,
Inc. 

PO Box 285 

Amherst, MA 01004 

Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 

Fax: (413)256-6371 

E-Mail: mdomb at hcsm.org 

SPHERE website: www.hcsm.org/sphere 

SH/HIP website:  www.hcsm.org/shhip 

 

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Arina Boldt
Sent: Thu 11/6/2008 3:13 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2422] problematic words

Does anyone have a list of problematic words and possible substitutes
(i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org <http://www.albemarlehealth.org/> 

 

Albemarle Health
State of the art technology. State of the heart care.

 

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From linda.johnston at comcast.net  Fri Nov  7 09:23:46 2008
From: linda.johnston at comcast.net (Linda Lloyd)
Date: Fri, 7 Nov 2008 09:23:46 -0500
Subject: [HealthLiteracy 2431] Re: Wednesday Question: How do you
	describe"Health Literacy" to	friends?
In-Reply-To: <5A60488D7A7F46A1B86B68A5CE8F61D8@HLC>
References: <491213800200002D00008F9A@dcgw.jsi.com>
	<5A60488D7A7F46A1B86B68A5CE8F61D8@HLC>
Message-ID: <4EE201CF-42D5-46AE-B436-164A8DA65C8D@comcast.net>




After defining health literacy as one's capacity to obtain, understand  
and process health information and services in order to make  
appropriate decisions, I refer to the importance of considering the  
language, culture and literacy of those receiving the information and  
services in order to develop a unified approach to communication.

In addition, I mention that health literacy improvement occurs in  
steps and for some they only are able to obtain the information as the  
first step and providers must work to assure that all steps  
occur...the final being to make the decisions.

Linda



Linda Johnston Lloyd
Health Education/Literacy Consultant
10804 Bird Song Pass
Columbia, MD 21044
301-661-9528 (C)
linda.johnston at comcast.net




On Nov 6, 2008, at 9:58 AM, Helen Osborne wrote:

> Hi all,
>
> In presentations, after highlighting the "official" health literacy
> definitions I then add my own:
>
> "Health literacy is about mutual understanding -- when patients (or  
> anyone
> on the receiving end of health communication) and providers (anyone
> communicating health information) truly understand one another." And  
> then I
> weave my fingers together to show that both sides are equally  
> involved.
>
> ~Helen
>
> Helen Osborne, M.Ed., OTR/L
> Speaker, Writer, Podcaster
> helen at healthliteracy.com
> 508-653-1199 (MA)
> Health Literacy Consulting, www.healthliteracy.com
> Health Literacy Out Loud podcasts, www.healthliteracyoutloud.com
> Health Literacy Month, www.healthliteracymonth.org
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to linda.johnston at comcast.net

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From PhiferJ at vwhs.org  Fri Nov  7 15:45:24 2008
From: PhiferJ at vwhs.org (Josh Phifer)
Date: Fri, 7 Nov 2008 13:45:24 -0700
Subject: [HealthLiteracy 2432] Re: Healthiest Nation
In-Reply-To: <CEAE249D3C9D40F0876196AD7F7AB7C1@GEORGE>
Message-ID: <F1FC5218854FC741B4635E36E38D95BE05C41D0D02@VWExchange.VW.vwhs.org>

The Health Education tools I have found most useful so far are on Healthyroadsmedia.org and LearningaboutDiabetes.com. These were fantastic.

Joshua Phifer
Health Educator
Valley-Wide Health Systems, Inc.
128 Market St., Alamosa, CO  81101

-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of George Ann Eaks
Sent: Thursday, November 06, 2008 9:31 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2429] Re: Healthiest Nation

I think I sent you a few of our tools. were they useful to you or not.? I do
have several and they seem to be working. Thanks----- Original Message -----
From: "Orozco, Yuri" <Yuri.Orozco at dshs.state.tx.us>
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Sent: Wednesday, October 22, 2008 12:54 PM
Subject: [HealthLiteracy 2387] Re: Healthiest Nation


> Sorry for changing the topic discussion, but can somebody share some
> feedback as to what type of health literacy resources will be good for a
> diabetic conference, which will target the lay community (diabetic
> diagnosed)with low education and economic status in the border Texas
> region?
>
> Yuri
> DSHS
>
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Martha Lily Nega
> Sent: Wednesday, October 22, 2008 8:33 AM
> To: healthliteracy at nifl.gov
> Cc: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2386] Healthiest Nation
>
> I wanted to share about an alliance between the CDC and a couple of
> other groups. I believe the idea is to promote healthy habits at the
> local level by offering incentives for all communites around the nation.
> This will bring information to people where they live make it more
> accessible.
>
> Check it out and share your thoughts:
>
> http://healthiestnation.org/
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to yuri.orozco at dshs.state.tx.us
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to gae at everestkc.net


--------------------------------------------------------------------------------



No virus found in this incoming message.
Checked by AVG - http://www.avg.com
Version: 8.0.175 / Virus Database: 270.8.2/1739 - Release Date: 10/22/2008
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----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to phiferj at vwhs.org

From PlainLanguage at providencehealth.bc.ca  Fri Nov  7 16:33:22 2008
From: PlainLanguage at providencehealth.bc.ca (Plain Language [PH])
Date: Fri, 7 Nov 2008 13:33:22 -0800
Subject: [HealthLiteracy 2433] Re: problematic words
In-Reply-To: <32E69179AEDF3C4B9BE2FCA415790C6620E386@svrmail01.ah.local>
Message-ID: <DD96BF72C2DE1F46B08129C341F77DAB4C14E8@vchexmb8.vch.ca>

Check out the Plain English Lexicon http://www.clearest.co.uk/files/PlainEnglishLexicon.pdf from the UK.
 
Carol Wilson 
Plain Language Specialist 
Diversity Services 
1179-1190 Hornby Street 
Vancouver, BC  V6Z 1Y6  Canada



-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Arina Boldt
Sent: Thursday, November 06, 2008 12:14 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2422] problematic words



Does anyone have a list of problematic words and possible substitutes (i.e. screening is better understood as test)?

 

Thanks!

 

Arina Boldt, MBA

Director of Community Outreach

Albemarle Hospital

1144 North Road Street

Elizabeth City, NC 27909

252/384-4665 phone

252/384-4051 fax 

www.albemarlehealth.org

 

Albemarle Health
State of the art technology. State of the heart care.

 

-------------- next part --------------
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From ECMILLE2 at uncg.edu  Fri Nov  7 16:52:05 2008
From: ECMILLE2 at uncg.edu (Eileen Miller ECMILLE2)
Date: Fri, 7 Nov 2008 16:52:05 -0500
Subject: [HealthLiteracy 2434] Re: Wednesday Question: How
	do	you	describe"Health Literacy" to	friends?
In-Reply-To: <4912E591.FBF7.00CB.0@hsc.wvu.edu>
Message-ID: <OFC9481EC5.A5ED044B-ON852574F9.0064BD0D-852574FA.00782DA3@email.uncg.edu>

Janet:
Thank you for introducing the math concept. Recently when some of the 
materials produced for the grant were reviewed for readability,  reviewers 
had no problem with the concept of 101o F to convey fever; they did 
however feel that the concept of 25% or 50% chance to convey probability 
or inheritance was overly complicated. Does anyone have suggestions for 
conveying risk or probability. Specifically, the concept to be 
communicated is  - With each pregnancy, there is a 25% chance that your 
child will have disease, or a 50% chance of being a carrier. 

Eileen Miller - Grant Manager
Department of Public Health Education
University of North Carolina - Greensboro
Phone: 336-334-9814
Fax: 336-334-3238



"Janet Hunt" <jhunt at hsc.wvu.edu> 
Sent by: healthliteracy-bounces at nifl.gov
11/06/2008 01:19 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2419] Re: Wednesday Question: How do    you 
describe"Health Literacy" to    friends?






One of the things missing in many of these definitions, and the thing that 
really sets health literacy apart from other literacy issues, is the 
integration of math concepts. 

Janet B. Hunt, MPH
Assistant Professor and 
Practicum Director
Department of Community Medicine
West Virginia University
P. O. Box 9190
Office:  Room #3306C
Morgantown, WV  26506-9190
Phone:  304-293-1823
Fax:  304-293-6685


>>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean 
when 
I say 'health literacy.'.  When I talk to other people, I realize that I 
don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to jhunt at hsc.wvu.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ecmille2 at uncg.edu

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From cmatis at optonline.net  Sat Nov  8 14:53:26 2008
From: cmatis at optonline.net (Chris Matis)
Date: Sat, 08 Nov 2008 14:53:26 -0500
Subject: [HealthLiteracy 2435] Re: Wednesday Question: How	do	you
 describe"Health Literacy" to	friends?
In-Reply-To: <OFC9481EC5.A5ED044B-ON852574F9.0064BD0D-852574FA.00782DA3@email.uncg.edu>
References: <OFC9481EC5.A5ED044B-ON852574F9.0064BD0D-852574FA.00782DA3@email.uncg.edu>
Message-ID: <6142EC57-FF4F-46E8-ABC3-ACE9D70B3713@optonline.net>

Janet:

A great way one can express risk or probably is stating 1 in 10  
individuals in the United States or 25 percent of the total  
population will have......

I hope this helps.

Christine

On Nov 7, 2008, at 4:52 PM, Eileen Miller ECMILLE2 wrote:

>
> Janet:
> Thank you for introducing the math concept. Recently when some of  
> the materials produced for the grant were reviewed for  
> readability,  reviewers had no problem with the concept of 101o F  
> to convey fever; they did however feel that the concept of 25% or  
> 50% chance to convey probability or inheritance was overly  
> complicated. Does anyone have suggestions for conveying risk or  
> probability. Specifically, the concept to be communicated is  -  
> With each pregnancy, there is a 25% chance that your child will  
> have disease, or a 50% chance of being a carrier.
>
> Eileen Miller - Grant Manager
> Department of Public Health Education
> University of North Carolina - Greensboro
> Phone: 336-334-9814
> Fax: 336-334-3238
>
>
> "Janet Hunt" <jhunt at hsc.wvu.edu>
> Sent by: healthliteracy-bounces at nifl.gov
> 11/06/2008 01:19 PM
> Please respond to
> The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>
> To
> "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
> cc
> Subject
> [HealthLiteracy 2419] Re: Wednesday Question: How do         
> you        describe"Health Literacy" to        friends?
>
>
>
>
>
> One of the things missing in many of these definitions, and the  
> thing that really sets health literacy apart from other literacy  
> issues, is the integration of math concepts.
>
> Janet B. Hunt, MPH
> Assistant Professor and
> Practicum Director
> Department of Community Medicine
> West Virginia University
> P. O. Box 9190
> Office:  Room #3306C
> Morgantown, WV  26506-9190
> Phone:  304-293-1823
> Fax:  304-293-6685
>
>
> >>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
> This is a good question and not an easy one to answer.  I work in  
> adult
> education and ESL, so my colleagues understand more or less what I  
> mean when
> I say 'health literacy.'.  When I talk to other people, I realize  
> that I
> don't say 'health literacy.'  I say 'nutrition education' or 'health
> education.'  What do other people say?
>
> Laurie Cozzolino
> San Diego Community College District
>
>
>
> ----- Original Message -----
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> To: <healthliteracy at nifl.gov>
> Sent: Wednesday, November 05, 2008 6:43 PM
> Subject: [HealthLiteracy 2408] Wednesday Question: How do you
> describe"Health Literacy" to friends?
>
>
> > Hi Everyone,
> >
> > I know we have discussed the official definition of health literacy
> > quite a bit. But I am curious about another, more informal kind of
> > description of HL. When you describe your work in health literacy to
> > friends and colleagues who are not familiar with the term, how do  
> you
> > describe to them what health literacy is or means?
> >
> > Personally, I find that an easy description does not come easily!
> >
> > Thanks all,
> > Julie
> >
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to cozzolino at pacbell.net
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to jhunt at hsc.wvu.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to ecmille2 at uncg.edu
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cmatis at optonline.net

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From julie_mcKinney at worlded.org  Sat Nov  8 16:45:34 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Sat, 08 Nov 2008 16:45:34 -0500
Subject: [HealthLiteracy 2436] Re: Wednesday
	Question:	Howdo	you	describe"Health Literacy" to	friends?
Message-ID: <4915C22E0200002D00009059@dcgw.jsi.com>

Janet,
Another way is to say "if there ten people in the room, two or three
will have a child with a disease and 5 will be carriers." Even better,
have the number of people present demonstrate this by having the various
percentages stand up. You can also do this by using ten pictures of
people, with the various percentages in different colors.

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Eileen Miller ECMILLE2 <ECMILLE2 at uncg.edu> 11/07/08 6:02 PM >>>
Janet:
Thank you for introducing the math concept. Recently when some of the 
materials produced for the grant were reviewed for readability, 
reviewers 
had no problem with the concept of 101o F to convey fever; they did 
however feel that the concept of 25% or 50% chance to convey probability

or inheritance was overly complicated. Does anyone have suggestions for 
conveying risk or probability. Specifically, the concept to be 
communicated is  - With each pregnancy, there is a 25% chance that your 
child will have disease, or a 50% chance of being a carrier. 

Eileen Miller - Grant Manager
Department of Public Health Education
University of North Carolina - Greensboro
Phone: 336-334-9814
Fax: 336-334-3238



"Janet Hunt" <jhunt at hsc.wvu.edu> 
Sent by: healthliteracy-bounces at nifl.gov
11/06/2008 01:19 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2419] Re: Wednesday Question: How do    you 
describe"Health Literacy" to    friends?






One of the things missing in many of these definitions, and the thing
that 
really sets health literacy apart from other literacy issues, is the 
integration of math concepts. 

Janet B. Hunt, MPH
Assistant Professor and 
Practicum Director
Department of Community Medicine
West Virginia University
P. O. Box 9190
Office:  Room #3306C
Morgantown, WV  26506-9190
Phone:  304-293-1823
Fax:  304-293-6685


>>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean 
when 
I say 'health literacy.'.  When I talk to other people, I realize that I

don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to jhunt at hsc.wvu.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ecmille2 at uncg.edu



From Cindy.Brach at ahrq.hhs.gov  Sun Nov  9 17:07:17 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Sun, 9 Nov 2008 17:07:17 -0500
Subject: [HealthLiteracy 2437] Re: Wednesday Question: How do you
 describe"Health Literacy" to friends?
References: <OFC9481EC5.A5ED044B-ON852574F9.0064BD0D-852574FA.00782DA3@email.uncg.edu>
Message-ID: <966341D90674314BA4F908915F61987605C839@AVN3VS032.ees.hhs.gov>

Research shows that people understand, "1 out of 4 people"  better than 25%. For 50% you can say "half."

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Eileen Miller ECMILLE2
Sent: Fri 11/7/2008 4:52 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2434] Re: Wednesday Question: How do you describe"Health Literacy" to friends?



Janet: 
Thank you for introducing the math concept. Recently when some of the materials produced for the grant were reviewed for readability,  reviewers had no problem with the concept of 101o F to convey fever; they did however feel that the concept of 25% or 50% chance to convey probability or inheritance was overly complicated. Does anyone have suggestions for conveying risk or probability. Specifically, the concept to be communicated is  - With each pregnancy, there is a 25% chance that your child will have disease, or a 50% chance of being a carrier. 

Eileen Miller - Grant Manager
Department of Public Health Education
University of North Carolina - Greensboro
Phone: 336-334-9814
Fax: 336-334-3238 



"Janet Hunt" <jhunt at hsc.wvu.edu> 
Sent by: healthliteracy-bounces at nifl.gov 

11/06/2008 01:19 PM 
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
"The Health and Literacy Discussion List" <healthliteracy at nifl.gov> 
cc
Subject
[HealthLiteracy 2419] Re: Wednesday Question: How do        you        describe"Health Literacy" to        friends?	

		




One of the things missing in many of these definitions, and the thing that really sets health literacy apart from other literacy issues, is the integration of math concepts.  

Janet B. Hunt, MPH
Assistant Professor and 
Practicum Director
Department of Community Medicine
West Virginia University
P. O. Box 9190
Office:  Room #3306C
Morgantown, WV  26506-9190
Phone:  304-293-1823
Fax:  304-293-6685


>>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
This is a good question and not an easy one to answer.  I work in adult 
education and ESL, so my colleagues understand more or less what I mean when 
I say 'health literacy.'.  When I talk to other people, I realize that I 
don't say 'health literacy.'  I say 'nutrition education' or 'health 
education.'  What do other people say?

Laurie Cozzolino
San Diego Community College District



----- Original Message ----- 
From: "Julie McKinney" <julie_mcKinney at worlded.org>
To: <healthliteracy at nifl.gov>
Sent: Wednesday, November 05, 2008 6:43 PM
Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
describe"Health Literacy" to friends?


> Hi Everyone,
>
> I know we have discussed the official definition of health literacy
> quite a bit. But I am curious about another, more informal kind of
> description of HL. When you describe your work in health literacy to
> friends and colleagues who are not familiar with the term, how do you
> describe to them what health literacy is or means?
>
> Personally, I find that an easy description does not come easily!
>
> Thanks all,
> Julie
>
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cozzolino at pacbell.net 

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to jhunt at hsc.wvu.edu

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to ecmille2 at uncg.edu


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From cyq8 at cdc.gov  Mon Nov 10 11:04:11 2008
From: cyq8 at cdc.gov (Ours, Laura (CDC/CCHIS/NCHM))
Date: Mon, 10 Nov 2008 11:04:11 -0500
Subject: [HealthLiteracy 2438]  Photos
Message-ID: <377C249DE8BAF14E8E62E39A48D277B202709AA2@LTA3VS001.ees.hhs.gov>

Good morning,

We are searching for photos to include in our health literacy web
training and wanted to ask if anyone may be able to recommend any good
websites/resources that we can refer to? 

Thank you!

Laura Ours, MS, CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Email:  Lours at cdc.gov          
Phone:  404-498-0984 


 

Visit our website at www.cdc.gov/healthmarketing   
Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333 
Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345







-------------- next part --------------
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From ar at plainlanguageworks.com  Mon Nov 10 11:48:04 2008
From: ar at plainlanguageworks.com (Audrey Riffenburgh)
Date: Mon, 10 Nov 2008 09:48:04 -0700
Subject: [HealthLiteracy 2439]  Communicating Risk book
References: <OFC9481EC5.A5ED044B-ON852574F9.0064BD0D-852574FA.00782DA3@email.uncg.edu>
Message-ID: <00eb01c94354$1a8b7230$6401a8c0@D5NPYT31>

Hello, friends, 

I like the idea of communicating risk by showing images of little bodies and then coloring in the number that would be affected by the situation you're discussing. For example, you might have 10 little bodies and you could color in 2 and part of another one to show 25% and/or color in 5 to show 50%. This is a concept described and advocated by John Paling, PhD who is author of "Helping Patients Understand Risks." It's a great book for both information and entertaining reading. He makes the information fun and gets his points across beautifully with humor. The book is targeted toward physicians but will benefit anyone who does patient education and communication. I highly recommend it! 

Audrey Riffenburgh, M.A., President
Plain Language Works, LLC 
Specialists in Health Literacy & Plain Language since 1994
Albuquerque, New Mexico, USA
Phone: (505) 345-1107   
E-mail: ar at plainlanguageworks.com
Founding Member, The Clear Language Group
www.clearlanguagegroup.com
Ph.D. Student, Health Communication, U. of New Mexico

  ----- Original Message ----- 
  From: Eileen Miller ECMILLE2 
  To: The Health and Literacy Discussion List 
  Sent: Friday, November 07, 2008 2:52 PM
  Subject: [HealthLiteracy 2434] Re: Wednesday Question: Howdo you describe"Health Literacy" to friends?



  Janet: 
  Thank you for introducing the math concept. Recently when some of the materials produced for the grant were reviewed for readability,  reviewers had no problem with the concept of 101o F to convey fever; they did however feel that the concept of 25% or 50% chance to convey probability or inheritance was overly complicated. Does anyone have suggestions for conveying risk or probability. Specifically, the concept to be communicated is  - With each pregnancy, there is a 25% chance that your child will have disease, or a 50% chance of being a carrier. 

  Eileen Miller - Grant Manager
  Department of Public Health Education
  University of North Carolina - Greensboro
  Phone: 336-334-9814
  Fax: 336-334-3238 


        "Janet Hunt" <jhunt at hsc.wvu.edu> 
        Sent by: healthliteracy-bounces at nifl.gov 
        11/06/2008 01:19 PM Please respond to
              The Health and Literacy Discussion List <healthliteracy at nifl.gov> 


       To "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>  
              cc  
              Subject [HealthLiteracy 2419] Re: Wednesday Question: How do        you        describe"Health Literacy" to        friends? 

              

       



  One of the things missing in many of these definitions, and the thing that really sets health literacy apart from other literacy issues, is the integration of math concepts.  

  Janet B. Hunt, MPH
  Assistant Professor and 
  Practicum Director
  Department of Community Medicine
  West Virginia University
  P. O. Box 9190
  Office:  Room #3306C
  Morgantown, WV  26506-9190
  Phone:  304-293-1823
  Fax:  304-293-6685


  >>> "Laurie Cozzolino" <cozzolino at pacbell.net> 11/5/08 10:00 PM >>>
  This is a good question and not an easy one to answer.  I work in adult 
  education and ESL, so my colleagues understand more or less what I mean when 
  I say 'health literacy.'.  When I talk to other people, I realize that I 
  don't say 'health literacy.'  I say 'nutrition education' or 'health 
  education.'  What do other people say?

  Laurie Cozzolino
  San Diego Community College District



  ----- Original Message ----- 
  From: "Julie McKinney" <julie_mcKinney at worlded.org>
  To: <healthliteracy at nifl.gov>
  Sent: Wednesday, November 05, 2008 6:43 PM
  Subject: [HealthLiteracy 2408] Wednesday Question: How do you 
  describe"Health Literacy" to friends?


  > Hi Everyone,
  >
  > I know we have discussed the official definition of health literacy
  > quite a bit. But I am curious about another, more informal kind of
  > description of HL. When you describe your work in health literacy to
  > friends and colleagues who are not familiar with the term, how do you
  > describe to them what health literacy is or means?
  >
  > Personally, I find that an easy description does not come easily!
  >
  > Thanks all,
  > Julie
  >
  > Julie McKinney
  > Health Literacy List Moderator
  > World Education
  > jmckinney at worlded.org 
  > ----------------------------------------------------
  > National Institute for Literacy
  > Health and Literacy mailing list
  > HealthLiteracy at nifl.gov 
  > To unsubscribe or change your subscription settings, please go to 
  > http://www.nifl.gov/mailman/listinfo/healthliteracy 
  > Email delivered to cozzolino at pacbell.net 

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov 
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
  Email delivered to jhunt at hsc.wvu.edu

  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ecmille2 at uncg.edu




------------------------------------------------------------------------------


  ----------------------------------------------------
  National Institute for Literacy
  Health and Literacy mailing list
  HealthLiteracy at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
  Email delivered to ar at plainlanguageworks.com
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From vthompson at gwbmail.wustl.edu  Mon Nov 10 13:47:02 2008
From: vthompson at gwbmail.wustl.edu (Vetta Sanders-Thompson)
Date: Mon, 10 Nov 2008 12:47:02 -0600
Subject: [HealthLiteracy 2440] Re: Photos
In-Reply-To: <377C249DE8BAF14E8E62E39A48D277B202709AA2@LTA3VS001.ees.hhs.gov>
References: <377C249DE8BAF14E8E62E39A48D277B202709AA2@LTA3VS001.ees.hhs.gov>
Message-ID: <4DC1732390B3C948ACA0AB92C8859823243C67@GWB-PO.gwb.wustl.edu>

You may find some useful photos  if you order the DVD located at the
link pasted below. They are focused increasing the ethnic diversity of
what is available. 

 

Good luck.

 

V Thompson

 

 http://4c.wustl.edu/truecolors.html

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ours, Laura
(CDC/CCHIS/NCHM)
Sent: Monday, November 10, 2008 10:04 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2438] Photos

 

Good morning, 

We are searching for photos to include in our health literacy web
training and wanted to ask if anyone may be able to recommend any good
websites/resources that we can refer to? 

Thank you! 

Laura Ours, MS, CHES 
Health Communication Specialist 
Division of Health Communication and Marketing 
National Center for Health Marketing 
Centers for Disease Control and Prevention 
Email:  Lours at cdc.gov <mailto:Lours at cdc.gov>           
Phone:  404-498-0984 

 

  

Visit our website at www.cdc.gov/healthmarketing
<http://www.cdc.gov/healthmarketing>    
Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333 
Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345 








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From julie_mcKinney at worlded.org  Mon Nov 10 14:13:51 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 10 Nov 2008 14:13:51 -0500
Subject: [HealthLiteracy 2441] Re: Photos
Message-ID: <4918419F0200002D00009112@dcgw.jsi.com>

Laura,

What kind of photos are you looking for? A bit more info could help
folks send in the right resources.

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Ours, Laura (CDC/CCHIS/NCHM)" <cyq8 at cdc.gov> 11/10/08 1:40 PM >>>
Good morning,

We are searching for photos to include in our health literacy web
training and wanted to ask if anyone may be able to recommend any good
websites/resources that we can refer to? 

Thank you!

Laura Ours, MS, CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Email:  Lours at cdc.gov          
Phone:  404-498-0984 


 

Visit our website at www.cdc.gov/healthmarketing   
Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333 
Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345









From seubert.douglas at marshfieldclinic.org  Mon Nov 10 14:33:01 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Mon, 10 Nov 2008 13:33:01 -0600
Subject: [HealthLiteracy 2442] Re: Photos
Message-ID: <200811101933.mAAJX64A026743@mailhost2.mfldclin.edu>

I assume you want photos that are free and in the public domain (not copyrighted). Here are some sources I have used:

Microsoft Photos and Clip Art Gallery
These photos and graphics are offered through a license with Microsoft. You can insert these graphics directly into your document. (NOTE: The collection of available graphics changes as different image providers are featured).http://office.microsoft.com/en-us/clipart/default.

WPClipart
WPClipart is a robust collection of high-quality artwork and photos. These images are public domain, and that means they can be used and edited for whatever purpose you wish, personal or commercial. No attribution or linking is required.(mos tare clipart, but there are some photos available). http://www.wpclipart.com/browse.html

Visuals Online (National Cancer Institute)
The NCI Visuals Online database contains images of food and people that can be used free of charge. http://visualsonline.cancer.gov/

Public Health Image Library (CDC)
This is a public collection of photos, illustrations and media files. Most of the collection is medical and scientific photos, but there are some photos of people and food. http://phil.cdc.gov/phil/home.asp

Flickr - online photo management and sharing application (run by Yahoo!)
This site has a huge collection of photos, and some can be very strange. But I have found good photos of food, for example. I recommend using the advanced search option: http://www.flickr.com/search/advanced/. I also recommend to have SafeSearch "on" and to check the box "Only search within Creative Commons-licensed content." Most of the photographers who list their content as "Creative Commons-licensed" allow you to use their photos for free, but many require that you acknowledge them somehow. The requirements are explained in the agreement. When you find a photo you want to use, look under "Additional Information" located on the right side of the page. If it says "Some rights reserved" in blue, click on that text to see the agreement. There is also a way you can contact the person directly. I used a winding country road as the cover of a quality report for our organization, and used several photos I've found on Flickr as backgrounds for posters. I find most of the photographers and artists to be very friendly, professional, and usually more than happy to know their work is being used.




Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"Ours, Laura \(CDC/CCHIS/NCHM\)" <cyq8 at cdc.gov>
Date:	Mon Nov 10, 2008 -- 12:39:32 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2438]  Photos

Good morning,

We are searching for photos to include in our health literacy web
training and wanted to ask if anyone may be able to recommend any good
websites/resources that we can refer to? 

Thank you!

Laura Ours, MS, CHES
Health Communication Specialist
Division of Health Communication and Marketing
National Center for Health Marketing
Centers for Disease Control and Prevention
Email:  Lours at cdc.gov          
Phone:  404-498-0984 


 

Visit our website at www.cdc.gov/healthmarketing   
Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333 
Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345








----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org




From julie_mcKinney at worlded.org  Mon Nov 10 14:47:06 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 10 Nov 2008 14:47:06 -0500
Subject: [HealthLiteracy 2443] Discussion Next week: Nov. 17th on
	Photonovellas
Message-ID: <4918496A0200002D0000912E@dcgw.jsi.com>

Hi Everyone,

I want to remind you all about next week's guest discussion here on the
list about Photonovellas in health and literacy education. We will have
Susan Auger and John Comings as guests to talk about the concept behind
photonovellas and why they are so well-suited to health education for
adult learners, and multicultural patients. We will also hear from adult
educators and health outreach workers to see how this tool can be used
effectively in both health and literacy setings.

Please see the full announcement at:
http://www.nifl.gov/lincs/discussions/healthliteracy/08Photonovella.html


If you have colleagues who may be interested in joining the list for
this discussion, please forward this to them and invite them to join!

Here is an updated list of resources to look at in order to prepare for
the discussion

*********************************
Online Video about using photonovellas in health care settings:
http://www.playstream.com/theater.aspx?path=/twsstudy/TWSphotonovel&file=TWS2d768K_Stream.mov&w=320&h=240


Website with description and examples of photonovels
http://www.photonovel.ca/index.htm 

Example of an Online Photonovella created by adult literacy students:
What a Friend Can Do For You 
http://healthliteracy.worlded.org/heal/friends/index.html 

Article: Learner Developed Materials: An Empowering Product
http://www.hsph.harvard.edu/healthliteracy/photonovel/hlit_article.html

*********************************

I'm looking forward to this!

All the best,
Julie
 

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From joan at ipns.com  Mon Nov 10 15:41:48 2008
From: joan at ipns.com (Joan Medlen)
Date: Mon, 10 Nov 2008 12:41:48 -0800
Subject: [HealthLiteracy 2444] Re: Photos
In-Reply-To: <200811101933.mAAJX64A026743@mailhost2.mfldclin.edu>
References: <200811101933.mAAJX64A026743@mailhost2.mfldclin.edu>
Message-ID: <6.0.0.22.2.20081110124120.037cbec0@mail.ipns.com>

I use Istocphoto.com
Royalty free, for a small, and reasonable fee.

Joan Medlen, RD

At 11:33 AM 11/10/2008, you wrote:
>I assume you want photos that are free and in the public domain (not 
>copyrighted). Here are some sources I have used:
>
>Microsoft Photos and Clip Art Gallery
>These photos and graphics are offered through a license with Microsoft. 
>You can insert these graphics directly into your document. (NOTE: The 
>collection of available graphics changes as different image providers are 
>featured).http://office.microsoft.com/en-us/clipart/default.
>
>WPClipart
>WPClipart is a robust collection of high-quality artwork and photos. These 
>images are public domain, and that means they can be used and edited for 
>whatever purpose you wish, personal or commercial. No attribution or 
>linking is required.(mos tare clipart, but there are some photos 
>available). http://www.wpclipart.com/browse.html
>
>Visuals Online (National Cancer Institute)
>The NCI Visuals Online database contains images of food and people that 
>can be used free of charge. http://visualsonline.cancer.gov/
>
>Public Health Image Library (CDC)
>This is a public collection of photos, illustrations and media files. Most 
>of the collection is medical and scientific photos, but there are some 
>photos of people and food. http://phil.cdc.gov/phil/home.asp
>
>Flickr - online photo management and sharing application (run by Yahoo!)
>This site has a huge collection of photos, and some can be very strange. 
>But I have found good photos of food, for example. I recommend using the 
>advanced search option: http://www.flickr.com/search/advanced/. I also 
>recommend to have SafeSearch "on" and to check the box "Only search within 
>Creative Commons-licensed content." Most of the photographers who list 
>their content as "Creative Commons-licensed" allow you to use their photos 
>for free, but many require that you acknowledge them somehow. The 
>requirements are explained in the agreement. When you find a photo you 
>want to use, look under "Additional Information" located on the right side 
>of the page. If it says "Some rights reserved" in blue, click on that text 
>to see the agreement. There is also a way you can contact the person 
>directly. I used a winding country road as the cover of a quality report 
>for our organization, and used several photos I've found on Flickr as 
>backgrounds for posters. I find most of the photograp
>  hers and artists to be very friendly, professional, and usually more 
> than happy to know their work is being used.
>
>
>
>
>Doug Seubert
>Quality Improvement & Care Management
>Family Health Center/Community Health Access
>
>Marshfield Clinic
>1000 N Oak Avenue
>Marshfield, WI 54449
>www.marshfieldclinic.org/quality
>
>(715) 387-5096 (1-800-782-8581 ext. 75096)
>seubert.douglas at marshfieldclinic.org
>
>------Original Message------
>From:   "Ours, Laura \(CDC/CCHIS/NCHM\)" <cyq8 at cdc.gov>
>Date:   Mon Nov 10, 2008 -- 12:39:32 PM
>To:     healthliteracy at nifl.gov
>Subject:        [HealthLiteracy 2438]  Photos
>
>Good morning,
>
>We are searching for photos to include in our health literacy web
>training and wanted to ask if anyone may be able to recommend any good
>websites/resources that we can refer to?
>
>Thank you!
>
>Laura Ours, MS, CHES
>Health Communication Specialist
>Division of Health Communication and Marketing
>National Center for Health Marketing
>Centers for Disease Control and Prevention
>Email:  Lours at cdc.gov
>Phone:  404-498-0984
>
>
>
>
>Visit our website at www.cdc.gov/healthmarketing
>Mailing Address: 1600 Clifton Road, MS E-69, Atlanta, GA 30333
>Physical Address: Room 4014, 2500 Century Parkway, Atlanta, GA 30345
>
>
>
>
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to seubert.douglas at marshfieldclinic.org
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to joan at ipns.com



From Cindy.Brach at ahrq.hhs.gov  Mon Nov 10 21:45:32 2008
From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ))
Date: Mon, 10 Nov 2008 21:45:32 -0500
Subject: [HealthLiteracy 2445] Re: New Health Literacy Website
References: <C487D589.4F12%khorton@vdh.state.vt.us>
Message-ID: <966341D90674314BA4F908915F61987605C84F@AVN3VS032.ees.hhs.gov>

Forgive me the late response.
 
My understanding of the research is that for print materials, serif fonts are more readable. I too have seen mixed reactions to online materials, some sources suggesting sans serif and other serif. For AHRQ's guide for HIT for populations with limited literacy (http://healthit.ahrq.gov/images/literacy_guide102507/literacy_guide.html?fbr=1193341303546) we settled on recommending familar fonts (e.g.,Times Roman (serif) or Arial (sans serif)).
 
Cindy Brach
Center Delivery, Organization, and Markets
Agency for Healthcare Research and Quality
540 Gaither Road
Rockville, MD 20850
301-427-1444
fax: 301-427-1430
Cindy.Brach at ahrq.hhs.gov

________________________________

From: healthliteracy-bounces at nifl.gov on behalf of Horton, Kathleen
Sent: Wed 6/25/2008 10:59 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2096] Re: New Health Literacy Website


This brings up an interesting debate about fonts. 

It is my understanding that we should use sans-serif fonts online and serif fonts in print. What does the research say? I keep finding conflicting information. Is there any consensus about this?

Thanks,
Kathleen
-- 
Kathleen Horton
Marketing & Outreach Coordinator
Vermont Department of Health
PO Box 70
Burlington, VT 05402
802.951.5154
khorton at vdh.state.vt.us



On 6/24/08 7:43 PM, "Laurie Anson" <ansons at epix.net> wrote:



	Matt -
	
	I like the font size - for elders in particular and for those whose reading difficulties have to do with eyesight, your font size seems about right. It is for me, at any rate - at my advanced age! 
	
	Also, our medical facility recommends a sans-serif font for its publications, as the serifs occasionally "blur" the image of the words and make the text appear too dense.
	
	Laurie Anson, RN
	Geisinger Wyoming Valley Medical Center
	
	
	On Jun 23, 2008, at 2:43 PM, Matt Gayer wrote:
	
	

		Colleagues,
		  
		  We just developed a health literacy portion on our website for the Jefferson County Health Department.  This is one of the first steps in the first effort to improve health literacy in our county, and to serve as positive models and resources for other counties to follow. I would greatly appreciate it if you could take the time to view the health literacy portion that I just developed and provide any and all positive or negative feedback concerning the site.  The link will take you to the health literacy homepage of our website, with links on the left to our health literacy page for patients, providers, and public health professionals, as well as a resource page.  I hope this site can serve as a resource to you and I look forward to hearing your comments regarding the health literacy site.  The website is:
		  
		http://www.jeffcohealth.org/healthed/healthed_healthliteracy.aspx
		  
		 
		  
		 
		  
		Thank you,
		  
		Matt
		
		
		Matt Gayer
		Community Health Intern
		Jefferson County Health Department
		1818 Lonedell Drive
		Arnold, Missouri, 63010
		Work Phone 636-282-1010
		Cell Phone 636-232-4703----------------------------------------------------
		National Institute for Literacy
		Health and Literacy mailing list
		HealthLiteracy at nifl.gov
		To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
		Email delivered to ansons at epix.net
		

	
	
	
________________________________

	----------------------------------------------------
	National Institute for Literacy
	Health and Literacy mailing list
	HealthLiteracy at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
	Email delivered to khorton at vdh.state.vt.us
	



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From jpotter at gha.org  Tue Nov 11 09:16:54 2008
From: jpotter at gha.org (Jan Potter)
Date: Tue, 11 Nov 2008 09:16:54 -0500
Subject: [HealthLiteracy 2446]  Sources for free photos
Message-ID: <FFE7C75CEE15B042B0453ABA750444DDF8F4EF@email.gha.local>

There are a ton of free images available online - one good place to start is Wikipedia:  http://en.wikipedia.org/wiki/Public_domain_image_resources 

 

My personal favorite is the Library of Congress, but you have to carefully read any and all copyright info.  http://www.loc.gov/library/libarch-digital.html   They also have a pilot with Flickr (which I think has been on this listserv):  http://www.loc.gov/rr/print/flickr_pilot.html 

 

The US Census has free photos:  http://www.census.gov/pubinfo/www/broadcast/photos/ 

 

Several government sites have lists of free photo resources:  http://www.usa.gov/Topics/Graphics.shtml is a good place to start.

 

There people are not government, but have a nice list also:  http://www.dotgovwatch.com/?/archives/8-The-Best-Copyright-Free-Photo-Libraries.html or http://www.unclesamsphotos.com/ 

 

Please note that not all "government" images are actually copyright free.  You need to read the fine print.

 

There's a good site for images of senior citizens, but I can't lay my hands on it right this second.

 

Jan Potter, MSTC

Communications Specialist

Partnership for Health and Accountability

770-249-4549

www.gha.org/pha <http://www.gha.org/pha>  

 

"Homework: Find the value of n such that n plus everything else in your life makes you feel all right. What would n equal? Solve for n."
 
Peter Cameron

 

This Email is covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521 and may be legally privileged. The information contained in this Email is intended only for use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, please destroy the email after advising by reply that you erroneously received this.  If applicable, the receipt by anyone other than the designated recipient does not waive the attorney-client privilege, nor will it constitute a waiver of the work-product doctrine. If you are not the intended recipient, please delete this message and notify us via e-mail to (PHA at gha.org <mailto:PHA at gha.org> )

 

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From julie_mcKinney at worlded.org  Tue Nov 11 10:09:38 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 11 Nov 2008 10:09:38 -0500
Subject: [HealthLiteracy 2447]  Any questions about photonovellas?
Message-ID: <491959E20200002D00009187@dcgw.jsi.com>

Hi Everyone,

As we get ready for our discussion next week on photonovellas, I would
like to invite any questions that you may have that we can direct to our
guest speakers. If you have specific questions that you would like us to
explore during the discussion, please send them in, and I will hold them
and give them to our guest speakers. This way, we can better prepare the
discussion to fit your needs.

We will also have some teachers and health educators who have
experiecnce using and creating phonovellas, and questions for them are
also welcome.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From Jennifer.Staple at aya.yale.edu  Thu Nov 13 12:40:16 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Thu, 13 Nov 2008 17:40:16 +0000
Subject: [HealthLiteracy 2448] Global Health and Social Innovation
	Conference at Yale
Message-ID: <2e21392791e7448da1bb08d56bd31f5f@slate.technolutions.com.technolutions.net>

Many of you may be interested in this international "Achieving Global Goals Through Innovation" conference to be held at Yale University.  Please forward widely.

Register Online For 6th Annual Global Health Conference. Registration rate increases monthly.

"Achieving Global Goals Through Innovation"
Saturday, April 18 - Sunday, April 19, 2009
Yale University, New Haven, Connecticut, USA
http://www.uniteforsight.org/conference

The Unite For Sight Conference is what CNN calls "A Meeting of Minds"

200 Speakers, Including Keynote Addresses by Dr. Susan Blumenthal, Nicholas Kristof, Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Al Sommer, and Dr. Harold Varmus. Plus social innovation sessions by CEOs and Directors of Save The Children, Partners in Health, HealthStore Foundation, mothers2mothers, and many others.

CME, CNE, and CPE Credits will be available for select conference sessions.

Unite For Sight's conference convenes a committed vanguard of 2,500 people from more than 60 countries. The conference challenges students, professionals, educators, doctors, scientists, lawyers, universities, corporations, nonprofits, and others, to develop innovative solutions to achieve global goals.

Confirmed Keynote Speakers

"Global Health Challenges and Opportunities," Susan Blumenthal, MD, MPA, Former US Assistant Surgeon General, Clinical Professor of Psychiatry at Georgetown School of Medicine and Tufts University Medical Center; Senior Medical Advisor, amfAR (The Foundation for AIDS Research; Chair, Global Health Program, Meridian International Center

"The Challenges of Development and Making Aid Work," Nicholas Kristof, Columnist, The New York Times

Jeffrey Sachs, PhD, Director of Earth Institute at Columbia University; Quetelet Professor of Sustainable Development, Professor of Health Policy and Management, Columbia University; Special Advisor to Secretary-General of the United Nations Ban Ki-moon

"Millennium Villages: Update," Sonia Ehrlich Sachs, MD, MPH, Health Coordinator, Millennium Village Project

"Preventing Blindness; Saving Lives," Al Sommer, MD, MHS, Professor and Dean Emeritus, Johns Hopkins Bloomberg School of Public Health

"New Perspectives on Global Health and Science," Harold Varmus, MD, President and Chief Executive, Memorial Sloan-Kettering Cancer Center; Former Director of the NIH; Nobel Prize Recipient

Confirmed Leaders of Social Innovation and Social Entrepreneurship Speakers

"Unite For Sight: Social Entrepreneurship As A Symbol of Hope for the (Poor) Blind Villagers and Refugees in Ghana," James Clarke, MD, Ophthalmologist and Medical Director, Crystal Eye Clinic, Ghana

"Strategic Social Entrepreneurship as a Tool for Advancing Global Health," Greg Dees, PhD, Professor of the Practice of Social Entrepreneurship and co-founder of the Center for the Advancement of Social Entrepreneurship, Duke University's Fuqua School of Business

"Social Entrepreneurship as a Tool to Strengthen Health Systems," Julia Devin, JD, MPH, Director of Programs, VillageReach

"Improving Public Health Delivery Through Social Entrepreneurship," Gene Falk, Co-Founder, Executive Directors, mothers2mothers

"The HealthStore Foundation: Improving Access to Life-Saving Medicines through Micro-Franchising," Scott Hillstrom, Chairman of the Board, CEO and Co-Founder, HealthStore Foundation

"The Impact of the Food and Nutrition Crisis on the Global Health Agenda," Charles MacCormack, PhD, President and CEO, Save The Children

"Health Care From The Grassroots," Joia Mukherjee, MD, MPH, Medical Director, Partners in Health; Director, Institute for Health and Social Justice; Assistant Professor, Harvard Medical School; Division of Social Medicine and Health Inequalities, Brigham and Women's Hospital

Plus 200 more renowned featured speakers: http://www.uniteforsight.org/conference

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From julie_mcKinney at worlded.org  Fri Nov 14 11:21:58 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 14 Nov 2008 11:21:58 -0500
Subject: [HealthLiteracy 2449] Grant Opportunity: Communicating Success to
	Stakeholders
Message-ID: <491D5F560200002D000092F9@dcgw.jsi.com>

Hi Everyone,

This may be of interest to the Adult Literacy Programs among you...

Best,
Julie

*****************************************************************************

National Program Grant Opportunity

Application Deadline: November 25, 2008


Dear Colleague,

ProLiteracy is pleased to announce the third training module of the
Dollar General - ProLiteracy Performance Accountability Initiative: 
Communicating Success to Stakeholders.

This day-and-a-half training will help programs to:

    * build relationships with stakeholders
    * develop community partnerships
    * identify innovative ways to tell your program?s success stories
    * coordinate teams to work on communication and marketing
    * diversify funding sources
    * develop concise and measurable funding proposals
    * prepare and use reports to demonstrate goals achieved

The content of the training is drawn from promising practices by
exemplary literacy and adult education programs across the country.

Programs that participate in the training will be asked to:

?         implement one or more of the promising practices over the nine
months following the training

?         share their challenges, experiences, and successful strategies
with other participants in the initiative

A stipend of $900.00 is available to support program participation in
the project.  The stipend is meant to help defray travel and hotel
expenses and to help cover reporting requirements.  (In an earlier
email, the incorrect stipend for programs participating for one year was
listed; we apologize for any confusion this may have caused.)

If you are interested in attending Communicating Success to
Stakeholders, please download and carefully read the Guidelines and
complete the Application form available at www.proliteracy.org -
<http://www.proliteracy.org/NetCommunity/Page.aspx?pid=437&srcid=437>. 
If you are unable to download the documents, please email Michele
Diecuch at info at proliteracy.org.

To be considered for participation, your program must submit its
completed application attached to an e-mail to mcora at proliteracy.org by
November 25, 2008.  Snail mail or faxes cannot be accepted. Up to 15
programs from each region will be selected and invited to send two
people from each program to the training.

Marie Cora
DGPA Project Manager
ProLiteracy
mcora at proliteracy.org

 


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Fri Nov 14 11:27:36 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 14 Nov 2008 11:27:36 -0500
Subject: [HealthLiteracy 2450]  Extended Deadline for Proposals - COABE
Message-ID: <491D60A80200002D000092FD@dcgw.jsi.com>

Hi Everyone,

COABE is the Commission on Adult Basic Education and they have a huge
conference every year. This year there will be some sessions on Health
Literacy, so I am passing on this announcement.

Julie

*************************************
CALL FOR PROPOSAL - COABE 2009- Deadline extended to November 28, 2008!

The Commission on Adult Basic Education (COABE), Kentucky Association of
Adult & Continuing Education (KAACE), and Kentucky Adult Education
Council on Postsecondary Education (KYAE) are pleased to announce a Call
for Proposals for the 2009 COABE national conference!

The conference - Winners Circle of Learning Champions - will be held in
Louisville, Kentucky on April 17-22. Workshop proposals must be
submitted by November 28th, 2008.

The goal of the Annual COABE National Conference is to provide best
practices and program guidance to adult basic education professionals. 
No matter how you say it, Adult Education is Absolutely Essential! 
Please consider sharing your expertise and experience in providing high
quality and effective adult basic education programs.  The workshop
proposal form has to be submitted on-line and can be found at:
http://www.coabeconference.org/call_for_presenters.html

For more information, contact:
Lorena Lasky, COABE 2009 Concurrent Sessions Chairperson
Jefferson County Adult & Continuing Education
Lorena.Lasky at kentuckianaworks.org
502-574-4123

COABE Conference 2009
Where: Louisville, KY
When: April 17-22, 2009

Conference Hotel
Galt House Hotel and Suites
140 N. 4th Street
Louisville, KY 40202

 


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From bba at nauticom.net  Fri Nov 14 17:36:18 2008
From: bba at nauticom.net (Bonnie Anton)
Date: Fri, 14 Nov 2008 17:36:18 -0500
Subject: [HealthLiteracy 2451]  Health Literacy evaluation tool
In-Reply-To: <966341D90674314BA4F908915F61987605C84F@AVN3VS032.ees.hhs.gov>
Message-ID: <69525E2588E840DB9DF1064C50DC6784@Dell4600>

Hello all

Has anyone on the list used the Newest Vital Sign as a testing tool? I am
interested in knowing the experiences of others with this tool or other
tools you would suggest for evaluating health literacy. I am working with a
nurse who has chosen this topic for her project and she will be interviewing
patients who come to an out patient educational session prior to their hip
or knee replacement surgery.

 

Thanks for your help

 

Bonnie B. Anton RN MN

UPMC St. Margaret Hospital

 

 

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From cp1757 at gmail.com  Sun Nov 16 07:33:54 2008
From: cp1757 at gmail.com (Carol Perryman)
Date: Sun, 16 Nov 2008 07:33:54 -0500
Subject: [HealthLiteracy 2452]  Quality evaluation checklist
Message-ID: <532198e60811160433p57404a28se450f6311c839524@mail.gmail.com>

Hello all,

This is my first posting to this list!  Is anyone aware of a web tool -
perhaps something that can be downloaded/attached to a toolbar as a dropdown
menu that can assist with quality evaluation of health sites?  I am, of
coursen, familiar with evaluation criteria, but I am looking for something
that would streamline, perhaps even archive, the process for health
information consumers at various levels of literacy.

I am working as a medical/consumer health librarian in Second Life (as
Carolina Keats), coordinating what is our 4th NLM funded project in that
virtual environment. Not surprisingly, my focus for teaching there is
centered on critical evaluation in the process of acquiring information,
empowering individuals to look at sources with questions of quality being
more front and center.

For the past several years, the idea of making such a tool available has
been lurking in my brain crevasses:

   - What if, for the more motivated health info consumer searching the
   internet could be done with a companion dropdown menu with maybe 4 points on
   it, just the most basic criteria?
   - What if once used, the tool fed back an initial rating based on the
   user's own input, permitted annotation, and then saved to a searchable
   archive?
   - What if this could (voluntarily) be fed into a shared site so that
   others could also read consumer's ratings and comments?


This is what happens to my brain on caffeine :)  I look forward to your
thoughts on this. Maybe something's already available?  If so, I'll use it
in my teaching.


-- 
Carol Perryman MSLIS
TRLN Doctoral Fellow
School of Information & Library Science
University of North Carolina at Chapel Hill
Research page: cperryman.com
Blog: http://evidence-based-librarian.blogspot.com/
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From linda.johnston at comcast.net  Sun Nov 16 10:47:49 2008
From: linda.johnston at comcast.net (Linda Lloyd)
Date: Sun, 16 Nov 2008 10:47:49 -0500
Subject: [HealthLiteracy 2453] Re: Health Literacy evaluation tool
In-Reply-To: <69525E2588E840DB9DF1064C50DC6784@Dell4600>
References: <69525E2588E840DB9DF1064C50DC6784@Dell4600>
Message-ID: <9DFC2865-6C0D-4858-AAAB-12158A5D2CFD@comcast.net>

Community Health Partners,  Montana, A HRSA-funded Community Health  
Center has used the Newest Vital Sign for in-house screening.  You can  
find more information on http://www.healthdisparities.net



Linda Johnston Lloyd,
Health Education/Literacy Consultant
10804 Bird Song Pass
Columbia, MD 21044
301-661-9528 (C)
linda.johnston at comcast.net




On Nov 14, 2008, at 5:36 PM, Bonnie Anton wrote:

> Hello all
>
> Has anyone on the list used the Newest Vital Sign as a testing tool?  
> I am
> interested in knowing the experiences of others with this tool or  
> other
> tools you would suggest for evaluating health literacy. I am working  
> with a
> nurse who has chosen this topic for her project and she will be  
> interviewing
> patients who come to an out patient educational session prior to  
> their hip
> or knee replacement surgery.
>
>
>
> Thanks for your help
>
>
>
> Bonnie B. Anton RN MN
>
> UPMC St. Margaret Hospital
>
>
>
>
>
> <winmail.dat>----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to linda.johnston at comcast.net

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From jenkinsc at musc.edu  Sun Nov 16 11:02:20 2008
From: jenkinsc at musc.edu (Jenkins, Carolyn)
Date: Sun, 16 Nov 2008 11:02:20 -0500
Subject: [HealthLiteracy 2454] Re: Health Literacy evaluation tool
In-Reply-To: <69525E2588E840DB9DF1064C50DC6784@Dell4600>
References: <966341D90674314BA4F908915F61987605C84F@AVN3VS032.ees.hhs.gov>
	<69525E2588E840DB9DF1064C50DC6784@Dell4600>
Message-ID: <5BC4E9DEC7D1A245B1290DEFE550A1C0DE7EC17C6D@EVS4.clinlan.local>

We are currently using the NVS as the instrument for evaluating literacy (as well as pretest for label reading) for our REACH US SEA-CEED diabetes self-management training participants.  We have done some comparison with other literacy instruments and found psychometrics that were similar to other standardized instruments. (This study is currently being developed into a manuscript.)

Our population group is African Americans.  It is a great fit for people with diabetes because each person must ideally read and interpret food labels to better manage their diabetes.  Thus, many do not realize that it is a literacy assessment.



From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bonnie Anton
Sent: Friday, November 14, 2008 5:36 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2451] Health Literacy evaluation tool

Hello all
Has anyone on the list used the Newest Vital Sign as a testing tool? I am interested in knowing the experiences of others with this tool or other tools you would suggest for evaluating health literacy. I am working with a nurse who has chosen this topic for her project and she will be interviewing patients who come to an out patient educational session prior to their hip or knee replacement surgery.

Thanks for your help

Bonnie B. Anton RN MN
UPMC St. Margaret Hospital


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From julie_mcKinney at worlded.org  Mon Nov 17 09:04:08 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 17 Nov 2008 09:04:08 -0500
Subject: [HealthLiteracy 2455]  Welcome to our discussion of Photonovellas!
Message-ID: <492133880200002D00009384@dcgw.jsi.com>

Hello Everyone,

Welcome to our discussion of phonovellas, and welcome to our guests,
Susan Auger and John Comings! 

You can see their bios, along with the preparation readings, video and
website at:

http://www.nifl.gov/lincs/discussions/healthliteracy/08Photonovella.html


Photonovellas are stories that use photos and captions, much like a
comic book. Because of the pictures, the simple dialog-based text, and
the personalized story format, they have been found to be friendly and
effective tools for adult literacy learners. They have also been used
successfully to teach health messages to immigrant and other
populations. 

In many ways, photonovellas are a perfect bridge between the health and
literacy communities. They can be used by both fields, in clinics and
classrooms, and are effective at meeting the various competencies aimed
at by literacy educators, and by health educators. In other words, they
are good tools for teaching literacy and language, as well as health
knowledge and access skills.  

While the format of photonovellas is a key factor in its usefulness, it
is the participatory approach used to create them that makes them even
more effective for both populations.

In this discussion, we will hear from some teachers and health educators
who have used health-related photonovellas with their students and
patients. We will also hear from some who have created them with adult
literacy students and see how the process of creating them adds to the
experience. 

John and Susan will share with us how photonovellas use some
evidence-based strategies for communication and behavior change, how
they can build community, and how they can help encourage a more
patient-based dynamic in health settings. 

We would love to hear from any of you who have used or created
photonovellas. Please tell us about your experiences, and we will get
started with our discussion.

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From john.comings at gmail.com  Mon Nov 10 09:26:31 2008
From: john.comings at gmail.com (John Comings)
Date: Mon, 10 Nov 2008 09:26:31 -0500
Subject: [HealthLiteracy 2456]  experience with photonovellas
Message-ID: <beabf200811100626p444da219yf9ff4e743c288ca1@mail.gmail.com>

When I was a graduate student at the University of Massachusetts in
the late 1970s, I saw some photonovellas, which looked like comic
books but used photographs rather than drawings, that had been
produced in Ecuador as community adult education materials. A fellow
student and I convinced the New England Farm Workers Council that they
needed some photonovellas for their ESL classes. We gathered stories
about coming up to Massachusetts from Puerto Rico from their students
and put them into a story. We then recruited students to play the
parts. After that first photonovella, we helped a group of students to
write the story, recruit the actors, and do the layout for the next
one. We ended up producing a series of photonovellas, Hermanos, about
brothers and sisters coming to New England and making a new life for
themselves.  You can see a copy of one of the Los Hermanos series at:
http://www.hsph.harvard.edu/healthliteracy/photonovel/hermanos.pdf

We were more interested in the participatory process we used than the
photonovella format but found that format supportive of student
participation. So, we then produced a photonovella with the clients of
a community-based organization in Troy, NY.  The state's Department of
Health was interested in having a new health education material, and
so we developed a photonovella with the community. The photonovella
focused on the health topic, rodent control, but also told a story of
white and black residents and their misconceptions about each other.
The community had been all white but the demographics were changing.
The multi-racial group we worked with wanted this issue to be part of
the final product.  You can see a copy of this photonovela at:
http://www.hsph.harvard.edu/healthliteracy/photonovel/neigh.pdf

I do find the photonovella to be an engaging health education
material, but when produced with participation of members of the
target audience, it becomes more engaging. Technology has made it much
easier and cheaper to design, produce, and distribute phononovellas
and it has made it easier to employ a participatory process in their
design.

If there are others on this list who have produced or used
photonovellas as health education materials or as language and
literacy learning materials for their ABE or ESL students, I invite
them to describe both the photonovellas and the process they used to
development them.

-- 
John P. Comings
25 Central Street
Auburndale MA 02466
1.617.335.9839
john.comings at gmail.com
http://john.comings at googlepages.com

From sauger at mindspring.com  Sun Nov 16 23:58:19 2008
From: sauger at mindspring.com (Susan Auger)
Date: Sun, 16 Nov 2008 23:58:19 -0500
Subject: [HealthLiteracy 2457]  Introduction to the photonovella discussion
In-Reply-To: <491959E20200002D00009187@dcgw.jsi.com>
References: <491959E20200002D00009187@dcgw.jsi.com>
Message-ID: <2D47078AAA4943E0BECC690377451996@ACIncPC>

Hi everyone-
I am excited about this week's discussion and appreciate the opportunity to
serve as a guest moderator.

As I think about photonovels, photnovellas, or fotonovelas, and their
signficance in relation to our aims in health literacy, I am reminded of a
post last year from Dr. Zarcadoolas (2/14/07). It involved a discussion
thread about the definition of health literacy and questions, such as, Why
is it so hard to make meaning of health information? Why is it so hard to
advance the public's health literacy?  Dr. Zarcadoolas suggested that it is
in part because we initially took and tend to continue to take a very narrow
definition of health literacy.  She reminded us that literacy and health
literacy are not about reading a list of words or filling in blanks in a
paragraph, that as human beings our literacy abilities suggest much more
powerful and inventive possibilities...that people are meaning makers when
it comes to language.

As we share our experiences developing and using photonovellas, my hope is
that we will illuminate the extraordinary ability of novelas/stories to
build on the wide range of literacy skills we have as humans to connect with
others, to make meaning in our lives, and to make change in our world.
Stories are not only easier to remember than a set of facts; developing
stories together can not only increase our understanding of health and
channel our abilities to create healthier communities; the very act of
sharing and listening to each other's stories can improve our health -
physically, mentally, emotionally, and spiritually. Consequently, I think
the photonovella can be a powerful, multi-dimensional tool for advancing
health literacy that we are only just beginning to appreciate.

I look forward to hearing your stories and questions about photonovellas and
to sharing more about my experiences with them as the week goes on.

Susan



Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, November 11, 2008 10:10 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2447] Any questions about photonovellas?

Hi Everyone,

As we get ready for our discussion next week on photonovellas, I would like
to invite any questions that you may have that we can direct to our guest
speakers. If you have specific questions that you would like us to explore
during the discussion, please send them in, and I will hold them and give
them to our guest speakers. This way, we can better prepare the discussion
to fit your needs.

We will also have some teachers and health educators who have experiecnce
using and creating phonovellas, and questions for them are also welcome.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com


From Linda.Benn at cdha.nshealth.ca  Mon Nov 17 09:59:39 2008
From: Linda.Benn at cdha.nshealth.ca (Benn, Linda)
Date: Mon, 17 Nov 2008 10:59:39 -0400
Subject: [HealthLiteracy 2458] Re: Introduction to the photonovella
 discussion
In-Reply-To: <2D47078AAA4943E0BECC690377451996@ACIncPC>
References: <491959E20200002D00009187@dcgw.jsi.com>,
	<2D47078AAA4943E0BECC690377451996@ACIncPC>
Message-ID: <664EED80EBB188438C3E96EEE40143DA1A8BCEFDC7@CH-EMAIL02.cdha.nshealth.ca>

The idea of producing a photonovella is of great interest to me. Not only is it interactive and a nontraditional method of patient education, but is also a way of incorporating a greater understanding of dirversity into the educational process. Those from a more diverse background will benefit from the content, while our staff will gain a greater understanding that all cultures do not learn via the same and more traditional method (pamphlets).  I have been considering the development of a photonovella dealing with "informed Consent". I would also like to post it on our web site in a slide show format with voice over (I am not even sure if we are capable of this!). I am still in the brain stroming mode and I am not sure of how to proceed. My biggest challenge will be to find a population to help me with this project.
Linda Benn

________________________________________
From: healthliteracy-bounces at nifl.gov [healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger [sauger at mindspring.com]
Sent: November 17, 2008 12:58 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2457]  Introduction to the photonovella discussion

Hi everyone-
I am excited about this week's discussion and appreciate the opportunity to
serve as a guest moderator.

As I think about photonovels, photnovellas, or fotonovelas, and their
signficance in relation to our aims in health literacy, I am reminded of a
post last year from Dr. Zarcadoolas (2/14/07). It involved a discussion
thread about the definition of health literacy and questions, such as, Why
is it so hard to make meaning of health information? Why is it so hard to
advance the public's health literacy?  Dr. Zarcadoolas suggested that it is
in part because we initially took and tend to continue to take a very narrow
definition of health literacy.  She reminded us that literacy and health
literacy are not about reading a list of words or filling in blanks in a
paragraph, that as human beings our literacy abilities suggest much more
powerful and inventive possibilities...that people are meaning makers when
it comes to language.

As we share our experiences developing and using photonovellas, my hope is
that we will illuminate the extraordinary ability of novelas/stories to
build on the wide range of literacy skills we have as humans to connect with
others, to make meaning in our lives, and to make change in our world.
Stories are not only easier to remember than a set of facts; developing
stories together can not only increase our understanding of health and
channel our abilities to create healthier communities; the very act of
sharing and listening to each other's stories can improve our health -
physically, mentally, emotionally, and spiritually. Consequently, I think
the photonovella can be a powerful, multi-dimensional tool for advancing
health literacy that we are only just beginning to appreciate.

I look forward to hearing your stories and questions about photonovellas and
to sharing more about my experiences with them as the week goes on.

Susan



Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, November 11, 2008 10:10 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2447] Any questions about photonovellas?

Hi Everyone,

As we get ready for our discussion next week on photonovellas, I would like
to invite any questions that you may have that we can direct to our guest
speakers. If you have specific questions that you would like us to explore
during the discussion, please send them in, and I will hold them and give
them to our guest speakers. This way, we can better prepare the discussion
to fit your needs.

We will also have some teachers and health educators who have experiecnce
using and creating phonovellas, and questions for them are also welcome.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to linda.benn at cdha.nshealth.ca

From helen at healthliteracy.com  Sun Nov 16 19:14:33 2008
From: helen at healthliteracy.com (Helen Osborne)
Date: Sun, 16 Nov 2008 19:14:33 -0500
Subject: [HealthLiteracy 2459] Re: Health Literacy evaluation tool
References: <69525E2588E840DB9DF1064C50DC6784@Dell4600>
Message-ID: <877EDB710DD143AA813E583241B23A0D@HLC>

While I have not directly used the Newest Vital Sign, I did interview Dr. 
Barry Weiss about it for an On Call article. Here are the links, 
http://www.boston.com/jobs/healthcare/oncall/articles/2007/12/11/in_other_words/ 
or http://www.healthliteracy.com/article.asp?PageID=6766

~Helen

Helen Osborne, M.Ed., OTR/L
Speaker, Writer, Podcaster
helen at healthliteracy.com
508-653-1199 (MA)
Health Literacy Consulting, www.healthliteracy.com
Health Literacy Out Loud podcasts, www.healthliteracyoutloud.com
Health Literacy Month, www.healthliteracymonth.org
----- Original Message ----- 
From: "Bonnie Anton" <bba at nauticom.net>
To: "'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
Sent: Friday, November 14, 2008 5:36 PM
Subject: [HealthLiteracy 2451] Health Literacy evaluation tool


Hello all

Has anyone on the list used the Newest Vital Sign as a testing tool? I am
interested in knowing the experiences of others with this tool or other
tools you would suggest for evaluating health literacy. I am working with a
nurse who has chosen this topic for her project and she will be interviewing
patients who come to an out patient educational session prior to their hip
or knee replacement surgery.



Thanks for your help



Bonnie B. Anton RN MN

UPMC St. Margaret Hospital








--------------------------------------------------------------------------------


> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to helen at healthliteracy.com 


From poledc at slu.edu  Mon Nov 17 09:45:41 2008
From: poledc at slu.edu (David Pole)
Date: Mon, 17 Nov 2008 08:45:41 -0600
Subject: [HealthLiteracy 2460] Re: Health Literacy evaluation tool
In-Reply-To: <69525E2588E840DB9DF1064C50DC6784@Dell4600>
References: <966341D90674314BA4F908915F61987605C84F@AVN3VS032.ees.hhs.gov>
	<69525E2588E840DB9DF1064C50DC6784@Dell4600>
Message-ID: <76b5d6fb0811170645v1034dd01jcbb03feb82f448a7@mail.gmail.com>

Re: Newest Vital Sign

I have used it both as a training tool to help educators and health
professionals understand that health literacy includes math, reading, and
listening skills required to complete the 6 questions.  Additionally, when
they answer the questions correctly, I correlate the NAAL results in terms
of approximately how many patients/clients will only be able to answer 2 or
3 of the questions correctly.

I have found the tool to be effective in terms of easily integrating in to
DM patient education. "We are going to be discussing a number of aspects of
food choices and your eating plan. I want to make sure that I am providing
information that is useful to you, so I would like to ask you a few
questions before we start about this food label."

Barry Weiss, MD has done a good deal of work to correlate the NVS to the
REALM and tested in both English and Spanish. If you do a lit search under
his name, you will find the back up.

David
-- 
David Pole, MPH
Deputy Director, Division of Community Health Promotion
Deputy Director, AHEC Program Office
Department of Family and Community Medicine
Saint Louis University School of Medicine
(P) 314-977-8484   (F) 314-977-5268
poledc at slu.edu

SLU Family and Community Medicine ~ Innovations in Education, Research, and
Primary Care
On Fri, Nov 14, 2008 at 4:36 PM, Bonnie Anton <bba at nauticom.net> wrote:

> Hello all
>
> Has anyone on the list used the Newest Vital Sign as a testing tool? I am
> interested in knowing the experiences of others with this tool or other
> tools you would suggest for evaluating health literacy. I am working with a
> nurse who has chosen this topic for her project and she will be
> interviewing
> patients who come to an out patient educational session prior to their hip
> or knee replacement surgery.
>
>
>
> Thanks for your help
>
>
>
> Bonnie B. Anton RN MN
>
> UPMC St. Margaret Hospital
>
>
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to poledc at slu.edu
>
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From PhiferJ at vwhs.org  Mon Nov 17 11:05:00 2008
From: PhiferJ at vwhs.org (Josh Phifer)
Date: Mon, 17 Nov 2008 09:05:00 -0700
Subject: [HealthLiteracy 2461] Re: Quality evaluation checklist
In-Reply-To: <532198e60811160433p57404a28se450f6311c839524@mail.gmail.com>
References: <532198e60811160433p57404a28se450f6311c839524@mail.gmail.com>
Message-ID: <F1FC5218854FC741B4635E36E38D95BE05C41D0D1E@VWExchange.VW.vwhs.org>

This is a site I have used when unsure about any website I have found. It can also be used to search for disease specific information where it only returns accredited sites.
http://www.hon.ch/HONcode/Hunt/ I hope it helps you in some way.

Have a great week.

________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Carol Perryman
Sent: Sunday, November 16, 2008 5:34 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2452] Quality evaluation checklist

Hello all,

This is my first posting to this list!  Is anyone aware of a web tool - perhaps something that can be downloaded/attached to a toolbar as a dropdown menu that can assist with quality evaluation of health sites?  I am, of coursen, familiar with evaluation criteria, but I am looking for something that would streamline, perhaps even archive, the process for health information consumers at various levels of literacy.

I am working as a medical/consumer health librarian in Second Life (as Carolina Keats), coordinating what is our 4th NLM funded project in that virtual environment. Not surprisingly, my focus for teaching there is centered on critical evaluation in the process of acquiring information, empowering individuals to look at sources with questions of quality being more front and center.

For the past several years, the idea of making such a tool available has been lurking in my brain crevasses:

 *   What if, for the more motivated health info consumer searching the internet could be done with a companion dropdown menu with maybe 4 points on it, just the most basic criteria?
 *   What if once used, the tool fed back an initial rating based on the user's own input, permitted annotation, and then saved to a searchable archive?
 *   What if this could (voluntarily) be fed into a shared site so that others could also read consumer's ratings and comments?

This is what happens to my brain on caffeine :)  I look forward to your thoughts on this. Maybe something's already available?  If so, I'll use it in my teaching.


--
Carol Perryman MSLIS
TRLN Doctoral Fellow
School of Information & Library Science
University of North Carolina at Chapel Hill
Research page: cperryman.com<http://cperryman.com>
Blog: http://evidence-based-librarian.blogspot.com/
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From nimmon at interchange.ubc.ca  Mon Nov 17 12:39:42 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Mon, 17 Nov 2008 09:39:42 -0800 (PST)
Subject: [HealthLiteracy 2462]  Photonovels in Canada
Message-ID: <20552466.2651226943582261.JavaMail.myubc2@handel.my.ubc.ca>

Hello all,

I have facilitated photonovel projects in Canada with various ages and populations.  I began using photonovels as a health literacy and literacy tool in 2005.  I conducted a critical ethnographic case study with ESL speaking immigrant women in order for them to be able to name their health experience and then codify their reality by writing a story line, using photography as a means to express their message.  I drew on problem posing methods of education, based on the work of Paulo Freire, in which the learner became the main subject in the educational process and thus the transformer of the historical process through the stimulation of their own voice.  

Please go to www.photonovel.ca to view examples of some projects I have been involved in.

My research found that having the women create their own health material (in this case it was about nutrition) raised their critical consciousness about their diets.  It also showed the visuals were significant in terms of improving comprehension. As well, the use of their own language made this multimodal health material comprehensible to others of a similar linguistic level.  Being designed by the women and created through their eyes, the photonovel also brought in a strong element of cultural competency.  

I have done voice over on a photonovels also, which you can view at the website listed above.  This was a photonovel turned into a digital film with voice over about intercultural dating.  I have also created a website www.photonovela.com where others can post their photonovels to share more easily.

The genre of the photonovel shows that various populations can make remarkable contributions to health literacy initiatives  when provided with opportunities to take on active roles of participation in the educational process.

Please feel free to ask me any questions regarding my work with photonovels as a health education strategy,

Sincerely, 

Laura Nimmon
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


From nimmon at interchange.ubc.ca  Mon Nov 17 14:03:24 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Mon, 17 Nov 2008 11:03:24 -0800 (PST)
Subject: [HealthLiteracy 2463]  Critical Pedagogy and Photonovels
Message-ID: <5184103.4731226948604514.JavaMail.myubc2@handel.my.ubc.ca>

Hello everyone,

For your interest/information, I wanted to share a paragraph I wrote on photonovels and critical pedagogy.

When drawing on the voices of participants in the creation of a health material like a photonovel there is referencing of learners social meaning and worlds.  Health literacy is not autonomous of social context.  For example, a poststructuralist model concedes that language is not a neutral medium of communication, but that it is situated in the language learner?s larger social world.  Freire also notes that for literacy to be meaningful it has to be situated within a theory of cultural production and perceived as an integral part of the way in which people produce, transform, and reproduce meaning.  In this sense, literacy becomes a political phenomenon, and it must be analyzed within the context of theory of power relations and an understanding of social and cultural reproduction and production.  Because the process of creating a photonovel involves problem-posing education, it provides opportunity for this necessary critical reflection of the larger power structures that often constrain the conditions under which people speak their voice.  A photonovel is thus not only a multimodal text that references the social worlds of learners, but also it becomes a tool for critical pedagogy or critical health literacy.

Cheers,
Laura
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


From julie_mcKinney at worlded.org  Mon Nov 17 14:48:30 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 17 Nov 2008 14:48:30 -0500
Subject: [HealthLiteracy 2464]  Photonovella experiences
Message-ID: <4921843E0200002D00009412@dcgw.jsi.com>

Hi Everyone,

We will hear more from our guests soon about the theory behind
photonovellas, the benefits, and also some practical information about
how to go about the process of creating them. In the meantime, if anyone
else has a comment about your expeirence using photonovellas in health
care or adult literacy settings, please share some thoguhts with us.

For example: If you have used photonovellas with students or patients,
how did they react to seeing the photonovella? How well did they
understand the information? How did this compare with their reaction to
other forms of educational materials?

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Mon Nov 17 17:57:52 2008
From: sauger at mindspring.com (Susan Auger)
Date: Mon, 17 Nov 2008 17:57:52 -0500
Subject: [HealthLiteracy 2465] Re: Introduction to the photonovella
	discussion
In-Reply-To: <664EED80EBB188438C3E96EEE40143DA1A8BCEFDC7@CH-EMAIL02.cdha.nshealth.ca>
References: <491959E20200002D00009187@dcgw.jsi.com>,
	<2D47078AAA4943E0BECC690377451996@ACIncPC>
	<664EED80EBB188438C3E96EEE40143DA1A8BCEFDC7@CH-EMAIL02.cdha.nshealth.ca>
Message-ID: <8091C9E75DC04FB5B2BE509CE0845F3C@ACIncPC>

Linda-
Picking up on your comment about not being sure about how to proceed...
Was there a particular incident(s) that prompted your interest and desire in
creating a photonovella about informed consent?
If not, if you were able to create a successful informed consent photonovel,
what would be different? What type(s) of impact would it ideally have?

I've found these types of questions can help spark ideas for 'next steps' in
the development process.
Susan


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Benn, Linda
Sent: Monday, November 17, 2008 10:00 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2458] Re: Introduction to the photonovella
discussion

The idea of producing a photonovella is of great interest to me. Not only is
it interactive and a nontraditional method of patient education, but is also
a way of incorporating a greater understanding of dirversity into the
educational process. Those from a more diverse background will benefit from
the content, while our staff will gain a greater understanding that all
cultures do not learn via the same and more traditional method (pamphlets).
I have been considering the development of a photonovella dealing with
"informed Consent". I would also like to post it on our web site in a slide
show format with voice over (I am not even sure if we are capable of this!).
I am still in the brain stroming mode and I am not sure of how to proceed.
My biggest challenge will be to find a population to help me with this
project.
Linda Benn

________________________________________
From: healthliteracy-bounces at nifl.gov [healthliteracy-bounces at nifl.gov] On
Behalf Of Susan Auger [sauger at mindspring.com]
Sent: November 17, 2008 12:58 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2457]  Introduction to the photonovella discussion

Hi everyone-
I am excited about this week's discussion and appreciate the opportunity to
serve as a guest moderator.

As I think about photonovels, photnovellas, or fotonovelas, and their
signficance in relation to our aims in health literacy, I am reminded of a
post last year from Dr. Zarcadoolas (2/14/07). It involved a discussion
thread about the definition of health literacy and questions, such as, Why
is it so hard to make meaning of health information? Why is it so hard to
advance the public's health literacy?  Dr. Zarcadoolas suggested that it is
in part because we initially took and tend to continue to take a very narrow
definition of health literacy.  She reminded us that literacy and health
literacy are not about reading a list of words or filling in blanks in a
paragraph, that as human beings our literacy abilities suggest much more
powerful and inventive possibilities...that people are meaning makers when
it comes to language.

As we share our experiences developing and using photonovellas, my hope is
that we will illuminate the extraordinary ability of novelas/stories to
build on the wide range of literacy skills we have as humans to connect with
others, to make meaning in our lives, and to make change in our world.
Stories are not only easier to remember than a set of facts; developing
stories together can not only increase our understanding of health and
channel our abilities to create healthier communities; the very act of
sharing and listening to each other's stories can improve our health -
physically, mentally, emotionally, and spiritually. Consequently, I think
the photonovella can be a powerful, multi-dimensional tool for advancing
health literacy that we are only just beginning to appreciate.

I look forward to hearing your stories and questions about photonovellas and
to sharing more about my experiences with them as the week goes on.

Susan



Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, November 11, 2008 10:10 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2447] Any questions about photonovellas?

Hi Everyone,

As we get ready for our discussion next week on photonovellas, I would like
to invite any questions that you may have that we can direct to our guest
speakers. If you have specific questions that you would like us to explore
during the discussion, please send them in, and I will hold them and give
them to our guest speakers. This way, we can better prepare the discussion
to fit your needs.

We will also have some teachers and health educators who have experiecnce
using and creating phonovellas, and questions for them are also welcome.

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com

----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to linda.benn at cdha.nshealth.ca
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to sauger at mindspring.com


From smithwic at gwm.sc.edu  Tue Nov 18 08:36:13 2008
From: smithwic at gwm.sc.edu (Julie Smithwick-Leone)
Date: Tue, 18 Nov 2008 08:36:13 -0500
Subject: [HealthLiteracy 2466]  Experience using Photonovels
Message-ID: <49227E7D0200000D00654288@SUNNY.CSD.SC.EDU>

Good morning. I am the director of a program called PASOs, which works to increase perinatal health awareness and access to care among Latino communities in South Carolina. I facilitate a prenatal class in Spanish for Latinas that covers a large variety of topics related to perinatal, women's and child health and I began using photonovels as part of my curriculum about a year and a half ago. The demographics of the women in the classes vary, but many of them are newer immigrants, speak more Spanish than English, and over 50% have a 6th grade education or less. When using the photonovel, I ask women (and/or men) in the class to take on the roles of the characters, and they seem to enjoy doing so. After each page, we stop and discuss the contents, which invariably leads to a tangential discussion around a related topic. The women have expressed to me that they like the photonovels because they can see themselves in the situations described, because the characters "look like them and talk like them" and because they're fun. I appreciate the photonovel format because it allows the women to really teach themselves, without too much involvement from the facilitator. 

Julie Smithwick-Leone, LMSW
Program Director- PASOs Program
South Carolina Public Health Institute
2221 Devine Street, Suite 216 
Columbia, SC 29208
(803) 777-5466 office
(803) 312-1723 cell



From Cheryl.Pasternack at nychhc.org  Tue Nov 18 11:00:12 2008
From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack)
Date: Tue, 18 Nov 2008 11:00:12 -0500
Subject: [HealthLiteracy 2467] Re: Photonovella experiences
In-Reply-To: <4921843E0200002D00009412@dcgw.jsi.com>
References: <4921843E0200002D00009412@dcgw.jsi.com>
Message-ID: <4922A03C.0CC1.0041.0@nychhc.org>

Others from New York City may have mentioned that in the 80s and 90s the New York City Department of Health had a fotonovela bus and subway car card campaign about HIV/AIDS -- it was like a soap opera, with passengers eagerly waiting for the next installment.


Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM >>>
Hi Everyone,

We will hear more from our guests soon about the theory behind
photonovellas, the benefits, and also some practical information about
how to go about the process of creating them. In the meantime, if anyone
else has a comment about your expeirence using photonovellas in health
care or adult literacy settings, please share some thoguhts with us.

For example: If you have used photonovellas with students or patients,
how did they react to seeing the photonovella? How well did they
understand the information? How did this compare with their reaction to
other forms of educational materials?

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to cheryl.pasternack at nychhc.org

-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
be taken in reliance on this e-mail, is prohibited and may be
unlawful. If you have received this E-Mail message in error, notify
the sender by reply E-Mail and delete the message. 

From julie_mcKinney at worlded.org  Tue Nov 18 11:32:02 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 18 Nov 2008 11:32:02 -0500
Subject: [HealthLiteracy 2468] Re: Photonovella experiences
Message-ID: <4922A7B20200002D0000947A@dcgw.jsi.com>

This is very cool - I have never heard of using photonovellas in media!
It suggests another aspect of the photonovella that has not been
mentioned yet: the story. The "what's happening next?" aspect may indeed
be as important an element as the visuals, the readability and the
presense of characters that "look like"me".

Susan and John, What do you think of the relative importance of these
different aspects of photonovellas? 

Has anyone else seen them used in media like they did in New York city?
Does anyone from New York want to elaborate on the bus/subway campaign?

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 AM
>>>

Others from New York City may have mentioned that in the 80s and 90s the
New York City Department of Health had a fotonovela bus and subway car
card campaign about HIV/AIDS -- it was like a soap opera, with
passengers eagerly waiting for the next installment.


Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM >>>
Hi Everyone,

We will hear more from our guests soon about the theory behind
photonovellas, the benefits, and also some practical information about
how to go about the process of creating them. In the meantime, if anyone
else has a comment about your expeirence using photonovellas in health
care or adult literacy settings, please share some thoguhts with us.

For example: If you have used photonovellas with students or patients,
how did they react to seeing the photonovella? How well did they
understand the information? How did this compare with their reaction to
other forms of educational materials?

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to cheryl.pasternack at nychhc.org

-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential and may be legally privileged. It is intended solely
for the addressee(s). If you are not the intended recipient, any
disclosure, copying, distribution or any action taken or omitted to
be taken in reliance on this e-mail, is prohibited and may be
unlawful. If you have received this E-Mail message in error, notify
the sender by reply E-Mail and delete the message. 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From sauger at mindspring.com  Tue Nov 18 11:18:52 2008
From: sauger at mindspring.com (Susan Auger)
Date: Tue, 18 Nov 2008 11:18:52 -0500
Subject: [HealthLiteracy 2469] Re: Experience using Photonovels
In-Reply-To: <49227E7D0200000D00654288@SUNNY.CSD.SC.EDU>
References: <49227E7D0200000D00654288@SUNNY.CSD.SC.EDU>
Message-ID: <254F9AF97ABF4DD2855E56E8C747F6B2@ACIncPC>

 
Thanks for your post Julie!
I know that in clinic settings, whether it's hopsitals, health departments
or community health centers, time and staff resources are limited. How much
time in terms of preparation and implementation is involved with
facilitating a group using photonovels? Also,can you say a bit about what
prompted you to make a switch to using this type of approach and what keeps
you motivated to stay with it now that it's been a year and half?
Susan


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie Smithwick-Leone
Sent: Tuesday, November 18, 2008 8:36 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2466] Experience using Photonovels

Good morning. I am the director of a program called PASOs, which works to
increase perinatal health awareness and access to care among Latino
communities in South Carolina. I facilitate a prenatal class in Spanish for
Latinas that covers a large variety of topics related to perinatal, women's
and child health and I began using photonovels as part of my curriculum
about a year and a half ago. The demographics of the women in the classes
vary, but many of them are newer immigrants, speak more Spanish than
English, and over 50% have a 6th grade education or less. When using the
photonovel, I ask women (and/or men) in the class to take on the roles of
the characters, and they seem to enjoy doing so. After each page, we stop
and discuss the contents, which invariably leads to a tangential discussion
around a related topic. The women have expressed to me that they like the
photonovels because they can see themselves in the situations described,
because the characters "look like the  m and talk like them" and because
they're fun. I appreciate the photonovel format because it allows the women
to really teach themselves, without too much involvement from the
facilitator. 

Julie Smithwick-Leone, LMSW
Program Director- PASOs Program
South Carolina Public Health Institute
2221 Devine Street, Suite 216
Columbia, SC 29208
(803) 777-5466 office
(803) 312-1723 cell


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com


From nimmon at interchange.ubc.ca  Tue Nov 18 12:58:59 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Tue, 18 Nov 2008 09:58:59 -0800 (PST)
Subject: [HealthLiteracy 2470]  Photonovels in the media
Message-ID: <9047322.30001227031139695.JavaMail.myubc2@brahms.my.ubc.ca>

I think this is a very cool idea too!  Especially the idea to freeze the installments as a way to engage people.  The slow availability of the photonovel panels would also have readers remembering and discussing the content of the story.

Photonovels and media: 
Historically, photonovels were used as a means of political expression in Latin America and made readily accessible to the public by being sold in newstands. For those Latin Americans with low literacy skills, the captioned photographs, which represented the emotions and struggles of daily reality, were more true to life than the politically tainted information that was often found in newspapers.  

This information is found in 
Flora, C. (1980). Fotonovelas: Message creation and reception. Journal of Popular Culture, 14(3), 524-534

Laura 

--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4



-----Original Message-----

> Date: Tue Nov 18 08:32:02 PST 2008
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> To: healthliteracy at nifl.gov
>
> This is very cool - I have never heard of using photonovellas in media!
> It suggests another aspect of the photonovella that has not been
> mentioned yet: the story. The "what's happening next?" aspect may indeed
> be as important an element as the visuals, the readability and the
> presense of characters that "look like"me".
> 
> Susan and John, What do you think of the relative importance of these
> different aspects of photonovellas? 
> 
> Has anyone else seen them used in media like they did in New York city?
> Does anyone from New York want to elaborate on the bus/subway campaign?
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 AM
> >>>
> 
> Others from New York City may have mentioned that in the 80s and 90s the
> New York City Department of Health had a fotonovela bus and subway car
> card campaign about HIV/AIDS -- it was like a soap opera, with
> passengers eagerly waiting for the next installment.
> 
> 
> Cheryl Pasternack, CHES
> Director, Grants Management
> Lincoln Medical & Mental Health Center
> 234 E. 149th  Street, Room 4C-162
> Bronx, NY  10451
> Email:   Cheryl.Pasternack at nychhc.org 
> Phone: (718) 579-5697
> Fax:     (718) 579-4602
> 
> 
> 
> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM >>>
> Hi Everyone,
> 
> We will hear more from our guests soon about the theory behind
> photonovellas, the benefits, and also some practical information about
> how to go about the process of creating them. In the meantime, if anyone
> else has a comment about your expeirence using photonovellas in health
> care or adult literacy settings, please share some thoguhts with us.
> 
> For example: If you have used photonovellas with students or patients,
> how did they react to seeing the photonovella? How well did they
> understand the information? How did this compare with their reaction to
> other forms of educational materials?
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cheryl.pasternack at nychhc.org
> 
> -----------------------------------------
> Visit www.nyc.gov/hhc
> 
> CONFIDENTIALITY NOTICE: The information in this E-Mail may be
> confidential and may be legally privileged. It is intended solely
> for the addressee(s). If you are not the intended recipient, any
> disclosure, copying, distribution or any action taken or omitted to
> be taken in reliance on this e-mail, is prohibited and may be
> unlawful. If you have received this E-Mail message in error, notify
> the sender by reply E-Mail and delete the message. 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to julie_mckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca



From sauger at mindspring.com  Tue Nov 18 13:35:04 2008
From: sauger at mindspring.com (Susan Auger)
Date: Tue, 18 Nov 2008 13:35:04 -0500
Subject: [HealthLiteracy 2471] Re: Photonovella experiences
In-Reply-To: <4922A7B20200002D0000947A@dcgw.jsi.com>
References: <4922A7B20200002D0000947A@dcgw.jsi.com>
Message-ID: <897C465C3CA84DCCB2BB76FB98BD8939@ACIncPC>

 I think the story and drama are vital elements to any photonovella- they
are like a soap opera. I understand that in Latin American countries this
format is a very popular form of media & entertainment- whether it's a
photonovella,radio novella or telenovella.

In adapting this format for health education, it's an important point to
remember. I approach developing photonovellas a bit differently than the
process described by John and Laura, which is learner or community-centered.
We use a collaborative approach, which balances many different perspectives,
agendas, and levels of power. The underlying priniciple is that everyone is
a teacher and a learner. As developers (I usually work at least one other
person), we function as facilitators. I will say more about the rationale
tomorrow. 

A good example of this in practice...and getting back to the point about the
importance of story.
We recently developed a photonovella on gestational diabetes. Our starting
point was the personal story of a Latina whose experience with gestational
diabetes reflected many of the themes and core issues we had identified in
our background research (e.g., focus groups with Latinas with or who had
gestational diabetes, review of literature and existing bilingual
educational diabetes materials, interviews of health professionasl working
in high-risk maternity clinics and gestational diabetes programs across the
US, and representatives in federal and state agencies addressing diabetes,
review of diabetes programs in Latin Amercian countries, and consultation
with the project's multidisciplinary advisory board). 

We asked her to write in her story in her own words in Spanish. We then
translated it into English (and later back translated to Spanish). The
resulting photonovel script, while it began with her story, reflected many
voices and experiences. During the review and development process, a tension
existed between the story & drama and the health education 'agenda.' There
was (and is always) a tension between content, space, and reading level. In
an effort to simplify and reduce text, inevitably health professional
reviewers tend to eliminate 'the story,' the emotional scenes, the caring
gestures and comments, the funny remarks. These are the very elements that
make photonovellas so appealing and fun to read...and what distinguishes
them from pamphlets, bulleted lists and visually slick but often cold and
impersonal copy. Throw in the power dynamics of funders, medical providers,
and other 'experts' and this is where the story and voice and feelings of
the target audience often gets drowned out or lost, along with the spirit
and power of the photonovella. 

We have learned to get expectations out up front about what's negotiable and
non-negotiable (this would include written and visual content) and to create
a clear vision for the end product(not the details since they emerge from
the process but the spirit of what we are trying to create). We also
establish clear guidelines with everyone before the process begins about how
we will make decisions. Although the balancing process can be quite
challenging, having a consensus on these types of things before you begin
makes the facilitation process easier.

Susan

Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Tuesday, November 18, 2008 11:32 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2468] Re: Photonovella experiences

This is very cool - I have never heard of using photonovellas in media!
It suggests another aspect of the photonovella that has not been mentioned
yet: the story. The "what's happening next?" aspect may indeed be as
important an element as the visuals, the readability and the presense of
characters that "look like"me".

Susan and John, What do you think of the relative importance of these
different aspects of photonovellas? 

Has anyone else seen them used in media like they did in New York city?
Does anyone from New York want to elaborate on the bus/subway campaign?

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 AM
>>>

Others from New York City may have mentioned that in the 80s and 90s the New
York City Department of Health had a fotonovela bus and subway car card
campaign about HIV/AIDS -- it was like a soap opera, with passengers eagerly
waiting for the next installment.


Cheryl Pasternack, CHES
Director, Grants Management
Lincoln Medical & Mental Health Center
234 E. 149th  Street, Room 4C-162
Bronx, NY  10451
Email:   Cheryl.Pasternack at nychhc.org 
Phone: (718) 579-5697
Fax:     (718) 579-4602



>>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM >>>
Hi Everyone,

We will hear more from our guests soon about the theory behind
photonovellas, the benefits, and also some practical information about how
to go about the process of creating them. In the meantime, if anyone else
has a comment about your expeirence using photonovellas in health care or
adult literacy settings, please share some thoguhts with us.

For example: If you have used photonovellas with students or patients, how
did they react to seeing the photonovella? How well did they understand the
information? How did this compare with their reaction to other forms of
educational materials?

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to cheryl.pasternack at nychhc.org

-----------------------------------------
Visit www.nyc.gov/hhc

CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential
and may be legally privileged. It is intended solely for the addressee(s).
If you are not the intended recipient, any disclosure, copying, distribution
or any action taken or omitted to be taken in reliance on this e-mail, is
prohibited and may be unlawful. If you have received this E-Mail message in
error, notify the sender by reply E-Mail and delete the message. 
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to julie_mckinney at worlded.org

----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com


From markland at medicine.nodak.edu  Tue Nov 18 12:45:03 2008
From: markland at medicine.nodak.edu (Mary Markland)
Date: Tue, 18 Nov 2008 11:45:03 -0600
Subject: [HealthLiteracy 2472]  Treatment refusal and verbal abilities
Message-ID: <007c01c949a5$62c3cb40$284b61c0$@nodak.edu>

Hi - I am working on a search for a physician/philosopher who is interested
in treatment refusal by patients.  In particular, she is interested in the
patient's ability to adequately express or articulate their reasons for
refusing treatment.   She is also wondering how a patient's literacy  or
educational status might affect their ability to verbally articulate their
wishes and the reasoning behind them (irrational or not).

 

I'm finding lots of stuff about making informed consents easier to
understand and the problems with numeracy and risk/benefit.  That's not what
she wants.

 

I've searched the medical and psychology literature.  I'm going to start
looking in the educational and sociological literature next though I don't
have as much access to that.

 

Does anyone have any suggestions or know of any work being done in this
area?

 

Thanks.

 

Mary

Mary J. Markland MA, AHIP | SE Clinical Campus Librarian

University of North Dakota School of Medicine and Health Sciences

1919 Elm St. N | Fargo, ND  58102 | 

701-293-4173 | 701-293-4145 fax

markland at medicine.nodak.edu

http://del.icio.us/seundlibrary | http://undmedlibrary.org

Facebook me!

 

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From nimmon at interchange.ubc.ca  Tue Nov 18 14:24:44 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Tue, 18 Nov 2008 11:24:44 -0800 (PST)
Subject: [HealthLiteracy 2473]  10 steps for creating photonovels
Message-ID: <28998652.27941227036284124.JavaMail.myubc2@handel.my.ubc.ca>

Good points Susan.  Sometimes the populations we work with are led to believe that they have no say in the shaping of the future, and thus sometimes experience a crushing effect on their spirits. The photonovel process provides participants with a chance to include their human voice, expressed through humour or emotion, which distinguishes these health materials from others.  And thus it is essential that this human element is not erased within the content of the photonovel.
  
On another note: 

For those of you wondering how to go about facilitating a photonovel project you can check out this 10 step guideline:

Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in the classroom: A practical guide. Adult Basic Education and Literacy Journal. 2(3), 174-178

We discuss: (1) forming a photonovel group, (2) naming of a problem, (3) considering the audience, (4) writing a photonovel story, (5) developing characters and costumes, (6) taking the photographs, (7) preparing the dialogue, (8) using digital technology, (9) seeking audience feedback and (10) publishing your photonovel 

This article is in press and will be available in a few weeks!

Laura


--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Tue Nov 18 10:35:04 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> To: "'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
>
>  I think the story and drama are vital elements to any photonovella- they
> are like a soap opera. I understand that in Latin American countries this
> format is a very popular form of media & entertainment- whether it's a
> photonovella,radio novella or telenovella.
> 
> In adapting this format for health education, it's an important point to
> remember. I approach developing photonovellas a bit differently than the
> process described by John and Laura, which is learner or community-centered.
> We use a collaborative approach, which balances many different perspectives,
> agendas, and levels of power. The underlying priniciple is that everyone is
> a teacher and a learner. As developers (I usually work at least one other
> person), we function as facilitators. I will say more about the rationale
> tomorrow. 
> 
> A good example of this in practice...and getting back to the point about the
> importance of story.
> We recently developed a photonovella on gestational diabetes. Our starting
> point was the personal story of a Latina whose experience with gestational
> diabetes reflected many of the themes and core issues we had identified in
> our background research (e.g., focus groups with Latinas with or who had
> gestational diabetes, review of literature and existing bilingual
> educational diabetes materials, interviews of health professionasl working
> in high-risk maternity clinics and gestational diabetes programs across the
> US, and representatives in federal and state agencies addressing diabetes,
> review of diabetes programs in Latin Amercian countries, and consultation
> with the project's multidisciplinary advisory board). 
> 
> We asked her to write in her story in her own words in Spanish. We then
> translated it into English (and later back translated to Spanish). The
> resulting photonovel script, while it began with her story, reflected many
> voices and experiences. During the review and development process, a tension
> existed between the story & drama and the health education 'agenda.' There
> was (and is always) a tension between content, space, and reading level. In
> an effort to simplify and reduce text, inevitably health professional
> reviewers tend to eliminate 'the story,' the emotional scenes, the caring
> gestures and comments, the funny remarks. These are the very elements that
> make photonovellas so appealing and fun to read...and what distinguishes
> them from pamphlets, bulleted lists and visually slick but often cold and
> impersonal copy. Throw in the power dynamics of funders, medical providers,
> and other 'experts' and this is where the story and voice and feelings of
> the target audience often gets drowned out or lost, along with the spirit
> and power of the photonovella. 
> 
> We have learned to get expectations out up front about what's negotiable and
> non-negotiable (this would include written and visual content) and to create
> a clear vision for the end product(not the details since they emerge from
> the process but the spirit of what we are trying to create). We also
> establish clear guidelines with everyone before the process begins about how
> we will make decisions. Although the balancing process can be quite
> challenging, having a consensus on these types of things before you begin
> makes the facilitation process easier.
> 
> Susan
> 
> Auger Communications, Inc.
> PO Box 51392
> Durham, North Carolina 27717
> tel:  919.361.1857
> fax: 919.361.2284
> email: auger at augercommunications.com
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> Sent: Tuesday, November 18, 2008 11:32 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> 
> This is very cool - I have never heard of using photonovellas in media!
> It suggests another aspect of the photonovella that has not been mentioned
> yet: the story. The "what's happening next?" aspect may indeed be as
> important an element as the visuals, the readability and the presense of
> characters that "look like"me".
> 
> Susan and John, What do you think of the relative importance of these
> different aspects of photonovellas? 
> 
> Has anyone else seen them used in media like they did in New York city?
> Does anyone from New York want to elaborate on the bus/subway campaign?
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 AM
> >>>
> 
> Others from New York City may have mentioned that in the 80s and 90s the New
> York City Department of Health had a fotonovela bus and subway car card
> campaign about HIV/AIDS -- it was like a soap opera, with passengers eagerly
> waiting for the next installment.
> 
> 
> Cheryl Pasternack, CHES
> Director, Grants Management
> Lincoln Medical & Mental Health Center
> 234 E. 149th  Street, Room 4C-162
> Bronx, NY  10451
> Email:   Cheryl.Pasternack at nychhc.org 
> Phone: (718) 579-5697
> Fax:     (718) 579-4602
> 
> 
> 
> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM >>>
> Hi Everyone,
> 
> We will hear more from our guests soon about the theory behind
> photonovellas, the benefits, and also some practical information about how
> to go about the process of creating them. In the meantime, if anyone else
> has a comment about your expeirence using photonovellas in health care or
> adult literacy settings, please share some thoguhts with us.
> 
> For example: If you have used photonovellas with students or patients, how
> did they react to seeing the photonovella? How well did they understand the
> information? How did this compare with their reaction to other forms of
> educational materials?
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to cheryl.pasternack at nychhc.org
> 
> -----------------------------------------
> Visit www.nyc.gov/hhc
> 
> CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential
> and may be legally privileged. It is intended solely for the addressee(s).
> If you are not the intended recipient, any disclosure, copying, distribution
> or any action taken or omitted to be taken in reliance on this e-mail, is
> prohibited and may be unlawful. If you have received this E-Mail message in
> error, notify the sender by reply E-Mail and delete the message. 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to julie_mckinney at worlded.org
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sauger at mindspring.com
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca



From MarkH38514 at aol.com  Tue Nov 18 15:12:06 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Tue, 18 Nov 2008 15:12:06 EST
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal abilities
Message-ID: <cb1.33000043.36547b96@aol.com>

Mary: 
 
Much of the research on informed consent philosophically  assumes that the 
decision to be treated or not be treated is a logical one. But  there is much 
emerging research on the brain's role in decision making and the  importance of 
emotion, logic, and even intuition.  
 
For example, psychologist George Lowenstein and his colleagues  published a 
paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as  feelings. 
Psychological Bulletin, 2001, 127: 267-286). Because  decisions aren't just logical 
thoughts, but emotional reactions, it's not  surprising that patients may 
find it difficult to articulate why they don't want  treatment. 
 
Malcolm Gladwell's 2005 book "blink. The Power of Thinking  without Thinking" 
described how people use "thin slicing" to extract relevant  information from 
all the information around them. David Myers, in his book  "Intuition" (2002) 
describes "knowing without awareness"--how people can know  things 
automatically (unconsciously) or cognitively (consciously). He summarized  Seymour 
Epstein's description of experiential knowing (intuitive,  automatic and nonverbal) 
or rational knowing (rational, analytic,  verbal).  Consent decisions based 
on experiential knowing may not be easy  for patients to explain verbally. 
 
I've done a few articles that touch on the issue, but may not  be specific 
enough for your needs. One is available online:  
 
Hochhauser, M. The anatomy of informed consent.  Applied Clinical Trials, 
March 2005, 82. 
_http://appliedclinicaltrialsonline.findpharm
a.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/14996
7_ 
(http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/14
9967) 
 
I can send you pdf versions of: 
 
Hochhauser, M. Emotion and logic in the informed consent  process. Research 
Practitioner, 2005, 5(4), 138-141. 
 
Hochhauser, M. Informed consent or intuitive consent?  SoCRA Source, February 
2006, (Publication of the Society of  Clinical Research Associates, #47, 
32-33. 
 
Mark
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 

 
 
 
 
 
**************Get the Moviefone Toolbar. Showtimes, theaters, movie news & 
more!(http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir=htt
p://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown00000001)
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From julie_mcKinney at worlded.org  Tue Nov 18 15:13:20 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 18 Nov 2008 15:13:20 -0500
Subject: [HealthLiteracy 2475] Re: 10 steps for creating photonovels
Message-ID: <4922DB900200002D0000949A@dcgw.jsi.com>

Thanks for the reference to this article, Laura! In preparation for this
discussion, Linda Church has kindly made this article available at the
following link:

http://www.proliteracy.org/Photonovels.pdf

We planned to get more into the How-To aspects towards the end of the
week, but feel free to discuss this now. I'll post some questions
tonight that list members have posed, which mostly relate to the
creation of phonotonovellas.

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Laura Nimmon <nimmon at interchange.ubc.ca> 11/18/08 3:08 PM >>>
Good points Susan.  Sometimes the populations we work with are led to
believe that they have no say in the shaping of the future, and thus
sometimes experience a crushing effect on their spirits. The photonovel
process provides participants with a chance to include their human
voice, expressed through humour or emotion, which distinguishes these
health materials from others.  And thus it is essential that this human
element is not erased within the content of the photonovel.
  
On another note: 

For those of you wondering how to go about facilitating a photonovel
project you can check out this 10 step guideline:

Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in
the classroom: A practical guide. Adult Basic Education and Literacy
Journal. 2(3), 174-178

We discuss: (1) forming a photonovel group, (2) naming of a problem, (3)
considering the audience, (4) writing a photonovel story, (5) developing
characters and costumes, (6) taking the photographs, (7) preparing the
dialogue, (8) using digital technology, (9) seeking audience feedback
and (10) publishing your photonovel 

This article is in press and will be available in a few weeks!

Laura


--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Tue Nov 18 10:35:04 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> To: "'The Health and Literacy Discussion List'"
<healthliteracy at nifl.gov>
>
>  I think the story and drama are vital elements to any photonovella-
they
> are like a soap opera. I understand that in Latin American countries
this
> format is a very popular form of media & entertainment- whether it's a
> photonovella,radio novella or telenovella.
> 
> In adapting this format for health education, it's an important point
to
> remember. I approach developing photonovellas a bit differently than
the
> process described by John and Laura, which is learner or
community-centered.
> We use a collaborative approach, which balances many different
perspectives,
> agendas, and levels of power. The underlying priniciple is that
everyone is
> a teacher and a learner. As developers (I usually work at least one
other
> person), we function as facilitators. I will say more about the
rationale
> tomorrow. 
> 
> A good example of this in practice...and getting back to the point
about the
> importance of story.
> We recently developed a photonovella on gestational diabetes. Our
starting
> point was the personal story of a Latina whose experience with
gestational
> diabetes reflected many of the themes and core issues we had
identified in
> our background research (e.g., focus groups with Latinas with or who
had
> gestational diabetes, review of literature and existing bilingual
> educational diabetes materials, interviews of health professionasl
working
> in high-risk maternity clinics and gestational diabetes programs
across the
> US, and representatives in federal and state agencies addressing
diabetes,
> review of diabetes programs in Latin Amercian countries, and
consultation
> with the project's multidisciplinary advisory board). 
> 
> We asked her to write in her story in her own words in Spanish. We
then
> translated it into English (and later back translated to Spanish). The
> resulting photonovel script, while it began with her story, reflected
many
> voices and experiences. During the review and development process, a
tension
> existed between the story & drama and the health education 'agenda.'
There
> was (and is always) a tension between content, space, and reading
level. In
> an effort to simplify and reduce text, inevitably health professional
> reviewers tend to eliminate 'the story,' the emotional scenes, the
caring
> gestures and comments, the funny remarks. These are the very elements
that
> make photonovellas so appealing and fun to read...and what
distinguishes
> them from pamphlets, bulleted lists and visually slick but often cold
and
> impersonal copy. Throw in the power dynamics of funders, medical
providers,
> and other 'experts' and this is where the story and voice and feelings
of
> the target audience often gets drowned out or lost, along with the
spirit
> and power of the photonovella. 
> 
> We have learned to get expectations out up front about what's
negotiable and
> non-negotiable (this would include written and visual content) and to
create
> a clear vision for the end product(not the details since they emerge
from
> the process but the spirit of what we are trying to create). We also
> establish clear guidelines with everyone before the process begins
about how
> we will make decisions. Although the balancing process can be quite
> challenging, having a consensus on these types of things before you
begin
> makes the facilitation process easier.
> 
> Susan
> 
> Auger Communications, Inc.
> PO Box 51392
> Durham, North Carolina 27717
> tel:  919.361.1857
> fax: 919.361.2284
> email: auger at augercommunications.com
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> Sent: Tuesday, November 18, 2008 11:32 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> 
> This is very cool - I have never heard of using photonovellas in
media!
> It suggests another aspect of the photonovella that has not been
mentioned
> yet: the story. The "what's happening next?" aspect may indeed be as
> important an element as the visuals, the readability and the presense
of
> characters that "look like"me".
> 
> Susan and John, What do you think of the relative importance of these
> different aspects of photonovellas? 
> 
> Has anyone else seen them used in media like they did in New York
city?
> Does anyone from New York want to elaborate on the bus/subway
campaign?
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17
AM
> >>>
> 
> Others from New York City may have mentioned that in the 80s and 90s
the New
> York City Department of Health had a fotonovela bus and subway car
card
> campaign about HIV/AIDS -- it was like a soap opera, with passengers
eagerly
> waiting for the next installment.
> 
> 
> Cheryl Pasternack, CHES
> Director, Grants Management
> Lincoln Medical & Mental Health Center
> 234 E. 149th  Street, Room 4C-162
> Bronx, NY  10451
> Email:   Cheryl.Pasternack at nychhc.org 
> Phone: (718) 579-5697
> Fax:     (718) 579-4602
> 
> 
> 
> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM
>>>
> Hi Everyone,
> 
> We will hear more from our guests soon about the theory behind
> photonovellas, the benefits, and also some practical information about
how
> to go about the process of creating them. In the meantime, if anyone
else
> has a comment about your expeirence using photonovellas in health care
or
> adult literacy settings, please share some thoguhts with us.
> 
> For example: If you have used photonovellas with students or patients,
how
> did they react to seeing the photonovella? How well did they
understand the
> information? How did this compare with their reaction to other forms
of
> educational materials?
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
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> Email delivered to cheryl.pasternack at nychhc.org
> 
> -----------------------------------------
> Visit www.nyc.gov/hhc
> 
> CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential
> and may be legally privileged. It is intended solely for the
addressee(s).
> If you are not the intended recipient, any disclosure, copying,
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> or any action taken or omitted to be taken in reliance on this e-mail,
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> prohibited and may be unlawful. If you have received this E-Mail
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From bob42886 at aol.com  Tue Nov 18 15:48:03 2008
From: bob42886 at aol.com (bob42886 at aol.com)
Date: Tue, 18 Nov 2008 15:48:03 -0500
Subject: [HealthLiteracy 2476]  (no subject)
Message-ID: <8CB17D615C7CFEE-1298-69A@WEBMAIL-MC19.sysops.aol.com>

The topic of photnovellas caught my attention, but I am ignorant to a lot of what it is about. I was wondering if someone could suggest a website or somewhere that I could go to find out more about it.
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From rrudd at hsph.harvard.edu  Tue Nov 18 16:30:59 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Tue, 18 Nov 2008 16:30:59 -0500
Subject: [HealthLiteracy 2477]   Re: 10 steps for creating photonovels
In-Reply-To: <4922DB900200002D0000949A@dcgw.jsi.com>
References: <4922DB900200002D0000949A@dcgw.jsi.com>
Message-ID: <4922EDF0.C34B.00AF.0@hsph.harvard.edu>

Hello, 
The proliferation of guides is wonderful and speaks to the interest in and power of this process/product. You may also want to look at two early guides on line at www.hsph.harvard.edu/healthliteracy under the link: innovative materials. 
John Comings developed the first guide and Rima Rudd, the second. You'll also find a link to an article describing the participatory process and an articulation of the Freirian pedogogy that shaped the work.
Rima Rudd

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/18/2008 3:13 PM >>>
Thanks for the reference to this article, Laura! In preparation for this
discussion, Linda Church has kindly made this article available at the
following link:

http://www.proliteracy.org/Photonovels.pdf 

We planned to get more into the How-To aspects towards the end of the
week, but feel free to discuss this now. I'll post some questions
tonight that list members have posed, which mostly relate to the
creation of phonotonovellas.

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org 
>>> Laura Nimmon <nimmon at interchange.ubc.ca> 11/18/08 3:08 PM >>>
Good points Susan.  Sometimes the populations we work with are led to
believe that they have no say in the shaping of the future, and thus
sometimes experience a crushing effect on their spirits. The photonovel
process provides participants with a chance to include their human
voice, expressed through humour or emotion, which distinguishes these
health materials from others.  And thus it is essential that this human
element is not erased within the content of the photonovel.
  
On another note: 

For those of you wondering how to go about facilitating a photonovel
project you can check out this 10 step guideline:

Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in
the classroom: A practical guide. Adult Basic Education and Literacy
Journal. 2(3), 174-178

We discuss: (1) forming a photonovel group, (2) naming of a problem, (3)
considering the audience, (4) writing a photonovel story, (5) developing
characters and costumes, (6) taking the photographs, (7) preparing the
dialogue, (8) using digital technology, (9) seeking audience feedback
and (10) publishing your photonovel 

This article is in press and will be available in a few weeks!

Laura


--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca 

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Tue Nov 18 10:35:04 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> To: "'The Health and Literacy Discussion List'"
<healthliteracy at nifl.gov>
>
>  I think the story and drama are vital elements to any photonovella-
they
> are like a soap opera. I understand that in Latin American countries
this
> format is a very popular form of media & entertainment- whether it's a
> photonovella,radio novella or telenovella.
> 
> In adapting this format for health education, it's an important point
to
> remember. I approach developing photonovellas a bit differently than
the
> process described by John and Laura, which is learner or
community-centered.
> We use a collaborative approach, which balances many different
perspectives,
> agendas, and levels of power. The underlying priniciple is that
everyone is
> a teacher and a learner. As developers (I usually work at least one
other
> person), we function as facilitators. I will say more about the
rationale
> tomorrow. 
> 
> A good example of this in practice...and getting back to the point
about the
> importance of story.
> We recently developed a photonovella on gestational diabetes. Our
starting
> point was the personal story of a Latina whose experience with
gestational
> diabetes reflected many of the themes and core issues we had
identified in
> our background research (e.g., focus groups with Latinas with or who
had
> gestational diabetes, review of literature and existing bilingual
> educational diabetes materials, interviews of health professionasl
working
> in high-risk maternity clinics and gestational diabetes programs
across the
> US, and representatives in federal and state agencies addressing
diabetes,
> review of diabetes programs in Latin Amercian countries, and
consultation
> with the project's multidisciplinary advisory board). 
> 
> We asked her to write in her story in her own words in Spanish. We
then
> translated it into English (and later back translated to Spanish). The
> resulting photonovel script, while it began with her story, reflected
many
> voices and experiences. During the review and development process, a
tension
> existed between the story & drama and the health education 'agenda.'
There
> was (and is always) a tension between content, space, and reading
level. In
> an effort to simplify and reduce text, inevitably health professional
> reviewers tend to eliminate 'the story,' the emotional scenes, the
caring
> gestures and comments, the funny remarks. These are the very elements
that
> make photonovellas so appealing and fun to read...and what
distinguishes
> them from pamphlets, bulleted lists and visually slick but often cold
and
> impersonal copy. Throw in the power dynamics of funders, medical
providers,
> and other 'experts' and this is where the story and voice and feelings
of
> the target audience often gets drowned out or lost, along with the
spirit
> and power of the photonovella. 
> 
> We have learned to get expectations out up front about what's
negotiable and
> non-negotiable (this would include written and visual content) and to
create
> a clear vision for the end product(not the details since they emerge
from
> the process but the spirit of what we are trying to create). We also
> establish clear guidelines with everyone before the process begins
about how
> we will make decisions. Although the balancing process can be quite
> challenging, having a consensus on these types of things before you
begin
> makes the facilitation process easier.
> 
> Susan
> 
> Auger Communications, Inc.
> PO Box 51392
> Durham, North Carolina 27717
> tel:  919.361.1857
> fax: 919.361.2284
> email: auger at augercommunications.com 
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov 
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> Sent: Tuesday, November 18, 2008 11:32 AM
> To: healthliteracy at nifl.gov 
> Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> 
> This is very cool - I have never heard of using photonovellas in
media!
> It suggests another aspect of the photonovella that has not been
mentioned
> yet: the story. The "what's happening next?" aspect may indeed be as
> important an element as the visuals, the readability and the presense
of
> characters that "look like"me".
> 
> Susan and John, What do you think of the relative importance of these
> different aspects of photonovellas? 
> 
> Has anyone else seen them used in media like they did in New York
city?
> Does anyone from New York want to elaborate on the bus/subway
campaign?
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17
AM
> >>>
> 
> Others from New York City may have mentioned that in the 80s and 90s
the New
> York City Department of Health had a fotonovela bus and subway car
card
> campaign about HIV/AIDS -- it was like a soap opera, with passengers
eagerly
> waiting for the next installment.
> 
> 
> Cheryl Pasternack, CHES
> Director, Grants Management
> Lincoln Medical & Mental Health Center
> 234 E. 149th  Street, Room 4C-162
> Bronx, NY  10451
> Email:   Cheryl.Pasternack at nychhc.org 
> Phone: (718) 579-5697
> Fax:     (718) 579-4602
> 
> 
> 
> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM
>>>
> Hi Everyone,
> 
> We will hear more from our guests soon about the theory behind
> photonovellas, the benefits, and also some practical information about
how
> to go about the process of creating them. In the meantime, if anyone
else
> has a comment about your expeirence using photonovellas in health care
or
> adult literacy settings, please share some thoguhts with us.
> 
> For example: If you have used photonovellas with students or patients,
how
> did they react to seeing the photonovella? How well did they
understand the
> information? How did this compare with their reaction to other forms
of
> educational materials?
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to cheryl.pasternack at nychhc.org 
> 
> -----------------------------------------
> Visit www.nyc.gov/hhc 
> 
> CONFIDENTIALITY NOTICE: The information in this E-Mail may be
confidential
> and may be legally privileged. It is intended solely for the
addressee(s).
> If you are not the intended recipient, any disclosure, copying,
distribution
> or any action taken or omitted to be taken in reliance on this e-mail,
is
> prohibited and may be unlawful. If you have received this E-Mail
message in
> error, notify the sender by reply E-Mail and delete the message. 
> ----------------------------------------------------
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> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to julie_mckinney at worlded.org 
> 
> ----------------------------------------------------
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> Health and Literacy mailing list
> HealthLiteracy at nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy 
> Email delivered to sauger at mindspring.com 
> 
> ----------------------------------------------------
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> To unsubscribe or change your subscription settings, please go to
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----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to rrudd at hsph.harvard.edu

From julie_mcKinney at worlded.org  Wed Nov 19 09:14:33 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 19 Nov 2008 09:14:33 -0500
Subject: [HealthLiteracy 2478]  Using photonovels for prenatal education
Message-ID: <4923D8F90200002D000094B0@dcgw.jsi.com>

Hi, I am posting this for Mary DeCoster.
(TWS means Teaching With Stories.)
Julie
*************************

I have used the TWS photo novels for several years for prenatal
education
with Latina women.  It was always delightful to see how engaged the
participants became with the material, and how the characters in the
stories
became real to the group.  The discussions were lively and covered a lot
of
important material.  Participants were more likely to make changes and
use
something they learned from another group member, and they made a lot of
changes -- eating healthier, making a list of questions to ask their
doctor
at prenatal checkups, quitting drinking, leaving an abusive marriage.
Reading and discussing the photo novels together created a very safe and
comfortable environment for group members to freely share their
questions
and concerns, as well as their knowledge and experience with one
another.
The groups also bonded well, and many long lasting friendships and
mutual
support systems were formed. I think teaching with stories, using photo
novels is a deceptively simple, and extremely effective way to create
and
use teachable moments.

Mary DeCoster


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Wed Nov 19 09:15:50 2008
From: sauger at mindspring.com (Susan Auger)
Date: Wed, 19 Nov 2008 09:15:50 -0500
Subject: [HealthLiteracy 2479] Re: Treatment refusal and verbal abilities
	and photonovellas
In-Reply-To: <cb1.33000043.36547b96@aol.com>
References: <cb1.33000043.36547b96@aol.com>
Message-ID: <0D0A25DC63324CEAACECF06B7D536DC6@ACIncPC>

Hi Mark-
Your comments and Mary's inquiry just happen to be quite timely in our
discussion of photonovellas. Yesterday, Linda expressed an interest in
creating a photonovella on the topic of informed consent but was unsure
about where to start.
 
One of the strengths of photonovellas and working with stories is that are
by nature wholistic (e.g., they involve emotions, thoughts, verbal and
non-verbal actions). And, as Laura pointed out, they are a vehicle that can
facilitate finding one's voice and making meaning.  So a possible focus for
a photonovella on informed consent might be a story illustrating the
phenomena you described. For instance, a person struggling to make a
decision- or makes a decision and can't say why and the family members react
in different ways.  As in the development of any material, having a clear
idea of your objectives is important and will ultimately determine the focus
and key story elements. 
 
Linda had mentioned not knowing a group to help...to use a learner or
patient-centered approach, one possiblity might be to approach a local
support group with members (or family members) who may be facing or about to
face health challenges that involve informed consent (e.g., surgery, tests,
treatment regimens for a chronic disease). Perhaps they might want to create
a story out of their experiences that they can share with others in the
community- to help deal with the emotional, social,  intuitive and spiritual
aspects of informed consent.
 
BTW, I would love a copy of those PDFs also.
Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com> auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Tuesday, November 18, 2008 3:12 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal abilities


Mary: 
 
Much of the research on informed consent philosophically assumes that the
decision to be treated or not be treated is a logical one. But there is much
emerging research on the brain's role in decision making and the importance
of emotion, logic, and even intuition.  
 
For example, psychologist George Lowenstein and his colleagues published a
paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as feelings.
Psychological Bulletin, 2001, 127: 267-286). Because decisions aren't just
logical thoughts, but emotional reactions, it's not surprising that patients
may find it difficult to articulate why they don't want treatment. 
 
Malcolm Gladwell's 2005 book "blink. The Power of Thinking without Thinking"
described how people use "thin slicing" to extract relevant information from
all the information around them. David Myers, in his book "Intuition" (2002)
describes "knowing without awareness"--how people can know things
automatically (unconsciously) or cognitively (consciously). He summarized
Seymour Epstein's description of experiential knowing (intuitive, automatic
and nonverbal) or rational knowing (rational, analytic, verbal).  Consent
decisions based on experiential knowing may not be easy for patients to
explain verbally. 
 
I've done a few articles that touch on the issue, but may not be specific
enough for your needs. One is available online:  
 
Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials,
March 2005, 82. 
http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Site
s+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/14
9967
 
I can send you pdf versions of: 
 
Hochhauser, M. Emotion and logic in the informed consent process. Research
Practitioner, 2005, 5(4), 138-141. 
 
Hochhauser, M. Informed consent or intuitive consent? SoCRA Source, February
2006, (Publication of the Society of Clinical Research Associates, #47,
32-33. 
 
Mark
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com
 
 
 
 
 



  _____  

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From smithwic at gwm.sc.edu  Wed Nov 19 09:49:51 2008
From: smithwic at gwm.sc.edu (Julie Smithwick-Leone)
Date: Wed, 19 Nov 2008 09:49:51 -0500
Subject: [HealthLiteracy 2480]   Re: Experience using Photonovels
In-Reply-To: <254F9AF97ABF4DD2855E56E8C747F6B2@ACIncPC>
References: <49227E7D0200000D00654288@SUNNY.CSD.SC.EDU>
	<254F9AF97ABF4DD2855E56E8C747F6B2@ACIncPC>
Message-ID: <4923E13F0200000D006547B4@SUNNY.CSD.SC.EDU>

In terms of preparation, once you are familiar with the content, very little is involved. You have to highlight the reading parts for those group members who will be reading roles, but other than that there's very little prep time. As for implementation, you need to allow yourself a period of time to read through the photonovel and discuss any issues or questions that arise, without being too rushed. As the facilitator, I tend to let the women lead the discussion without letting us get so far off track that we don't have time to make it through the whole story. 

I haven't switched completely to the photonovel format, but rather use it in combination with other curricula and materials. My class series is composed of four classes, and I employ many different adult education methods. I typically use the photonovels in two of the four classes, and so far the women have responded quite well. I continue to use these two photonovels because of the discussion and input that they generate around topics that sometimes can be difficult to address. 

We have also used the photonovels during one-on-one home visits with women, or in small group home visits, as a way to elicit their feelings on a topic and once again, help generate thoughtful discussion.

Julie

Julie Smithwick-Leone, LMSW
Program Director- PASOs Program
South Carolina Public Health Institute
2221 Devine Street, Suite 216 
Columbia, SC 29208
(803) 777-5466 office
(803) 312-1723 cell


>>> "Susan Auger" <sauger at mindspring.com> 11/18/2008 11:18 AM >>>
 
Thanks for your post Julie!
I know that in clinic settings, whether it's hopsitals, health departments
or community health centers, time and staff resources are limited. How much
time in terms of preparation and implementation is involved with
facilitating a group using photonovels? Also,can you say a bit about what
prompted you to make a switch to using this type of approach and what keeps
you motivated to stay with it now that it's been a year and half?
Susan


-----Original Message-----
From: healthliteracy-bounces at nifl.gov 
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie Smithwick-Leone
Sent: Tuesday, November 18, 2008 8:36 AM
To: healthliteracy at nifl.gov 
Subject: [HealthLiteracy 2466] Experience using Photonovels

Good morning. I am the director of a program called PASOs, which works to
increase perinatal health awareness and access to care among Latino
communities in South Carolina. I facilitate a prenatal class in Spanish for
Latinas that covers a large variety of topics related to perinatal, women's
and child health and I began using photonovels as part of my curriculum
about a year and a half ago. The demographics of the women in the classes
vary, but many of them are newer immigrants, speak more Spanish than
English, and over 50% have a 6th grade education or less. When using the
photonovel, I ask women (and/or men) in the class to take on the roles of
the characters, and they seem to enjoy doing so. After each page, we stop
and discuss the contents, which invariably leads to a tangential discussion
around a related topic. The women have expressed to me that they like the
photonovels because they can see themselves in the situations described,
because the characters "look like the  m and talk like them" and because
they're fun. I appreciate the photonovel format because it allows the women
to really teach themselves, without too much involvement from the
facilitator. 

Julie Smithwick-Leone, LMSW
Program Director- PASOs Program
South Carolina Public Health Institute
2221 Devine Street, Suite 216
Columbia, SC 29208
(803) 777-5466 office
(803) 312-1723 cell


----------------------------------------------------
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Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
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Email delivered to sauger at mindspring.com 

----------------------------------------------------
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Email delivered to smithwic at gwm.sc.edu

From MarkH38514 at aol.com  Wed Nov 19 10:55:05 2008
From: MarkH38514 at aol.com (MarkH38514 at aol.com)
Date: Wed, 19 Nov 2008 10:55:05 EST
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilities
	and phot...
Message-ID: <c8b.396dd3a2.365590d9@aol.com>

Susan: 
 
This sounds promising. From my own experiences as a  Psychologist and a 
patient...
 
Because so much information about medical treatments and  research is focused 
on the patient,  health  care providers don't always realize that every 
disease is a family disease. 
 
Physicians are often frustrated by "non-compliant" patients (a  description I 
despise) who don't do what they're told--losing weight, for  example. But 
losing weight means you have to change what you eat and that  decision alone can 
create profound spousal, family, cultural and  religious conflicts. 
 
Plus, successful weight loss can be psychologically  threatening to other 
family members who can't or don't want to lose weight,  or feel that their 
spouse's weight loss will threaten the marriage because  the spouse may now be more 
attractive to the opposite sex. Sometimes family  members can sabotage one's 
best efforts to lose weight and keep it off.  Obviously there's more to weight 
loss than telling patients to lose weight and  giving them nutritional 
handouts. 
 
If you can find patients willing to talk honestly about these  issues, you 
may be able to identify possible barriers to healthy behavior and  provide some 
possible solutions in a format that's more meaningful than just  another 
medical handout. 
 
Mark
 
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) 

 
 
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From Linda.Benn at cdha.nshealth.ca  Wed Nov 19 10:53:56 2008
From: Linda.Benn at cdha.nshealth.ca (Benn, Linda)
Date: Wed, 19 Nov 2008 11:53:56 -0400
Subject: [HealthLiteracy 2482] Re: Treatment refusal and verbal
 abilities	and photonovellas
In-Reply-To: <0D0A25DC63324CEAACECF06B7D536DC6@ACIncPC>
References: <cb1.33000043.36547b96@aol.com>,
	<0D0A25DC63324CEAACECF06B7D536DC6@ACIncPC>
Message-ID: <664EED80EBB188438C3E96EEE40143DA1A8BCEFDE6@CH-EMAIL02.cdha.nshealth.ca>

Hi Susan!
Thanks to all the "How to" tips and ideas that I am getting, I am finally getting a sense of direction for this project. I plan to contact our "culture & Diversity" department in assisting me in finding a group to work on this!
Linda
________________________________
From: healthliteracy-bounces at nifl.gov [healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger [sauger at mindspring.com]
Sent: November 19, 2008 10:15 AM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2479] Re: Treatment refusal and verbal abilities and photonovellas

Hi Mark-
Your comments and Mary's inquiry just happen to be quite timely in our discussion of photonovellas. Yesterday, Linda expressed an interest in creating a photonovella on the topic of informed consent but was unsure about where to start.

One of the strengths of photonovellas and working with stories is that are by nature wholistic (e.g., they involve emotions, thoughts, verbal and non-verbal actions). And, as Laura pointed out, they are a vehicle that can facilitate finding one's voice and making meaning.  So a possible focus for a photonovella on informed consent might be a story illustrating the phenomena you described. For instance, a person struggling to make a decision- or makes a decision and can't say why and the family members react in different ways.  As in the development of any material, having a clear idea of your objectives is important and will ultimately determine the focus and key story elements.

Linda had mentioned not knowing a group to help...to use a learner or patient-centered approach, one possiblity might be to approach a local support group with members (or family members) who may be facing or about to face health challenges that involve informed consent (e.g., surgery, tests, treatment regimens for a chronic disease). Perhaps they might want to create a story out of their experiences that they can share with others in the community- to help deal with the emotional, social,  intuitive and spiritual aspects of informed consent.

BTW, I would love a copy of those PDFs also.
Susan

Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com<mailto:auger at augercommunications.com>


________________________________
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Tuesday, November 18, 2008 3:12 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal abilities

Mary:

Much of the research on informed consent philosophically assumes that the decision to be treated or not be treated is a logical one. But there is much emerging research on the brain's role in decision making and the importance of emotion, logic, and even intuition.

For example, psychologist George Lowenstein and his colleagues published a paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as feelings. Psychological Bulletin, 2001, 127: 267-286). Because decisions aren't just logical thoughts, but emotional reactions, it's not surprising that patients may find it difficult to articulate why they don't want treatment.

Malcolm Gladwell's 2005 book "blink. The Power of Thinking without Thinking" described how people use "thin slicing" to extract relevant information from all the information around them. David Myers, in his book "Intuition" (2002) describes "knowing without awareness"--how people can know things automatically (unconsciously) or cognitively (consciously). He summarized Seymour Epstein's description of experiential knowing (intuitive, automatic and nonverbal) or rational knowing (rational, analytic, verbal).  Consent decisions based on experiential knowing may not be easy for patients to explain verbally.

I've done a few articles that touch on the issue, but may not be specific enough for your needs. One is available online:

Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials, March 2005, 82.
http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/149967

I can send you pdf versions of:

Hochhauser, M. Emotion and logic in the informed consent process. Research Practitioner, 2005, 5(4), 138-141.

Hochhauser, M. Informed consent or intuitive consent? SoCRA Source, February 2006, (Publication of the Society of Clinical Research Associates, #47, 32-33.

Mark

Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069
Cell: 612-281-1517
email: MarkH38514 at aol.com<mailto:MarkH38514 at aol.com>








________________________________
Get the Moviefone Toolbar<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown00000001>. Showtimes, theaters, movie news & more!
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From sauger at mindspring.com  Wed Nov 19 13:26:43 2008
From: sauger at mindspring.com (Susan Auger)
Date: Wed, 19 Nov 2008 13:26:43 -0500
Subject: [HealthLiteracy 2482] Re: Teach-With-Stories method for using
	photonovellas
In-Reply-To: <c8b.396dd3a2.365590d9@aol.com>
References: <c8b.396dd3a2.365590d9@aol.com>
Message-ID: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC>

I wanted to share some background info to help clarify how I came to develop
and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.

Serving the growing Hispanic population posed many challenges, e.g., lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers included
problems with no-shows, 'non-compliance,' and perceptions that Latinos were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more to
do with our lack of cultural competency (individually and organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a learner,
patient or cultured-centered model.  To me, the photonovella was a perfect
tool to assist providers and educators who wanted to adopt a participatory,
empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences of
Latino families and providers who serve them to create the De Madre A Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a play
(so those who can't read can still participate). While key health messages
are automatically addressed while reading the story, the dialog focuses on
the priorities, experiences, and questions of the group members.  So they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an active,
participatory one where everyone truly is a teacher and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's family
are complex and can be complicated to explain. We need to create 'space ' in
our systems of care to address these types of needs and realities.  It is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.

Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com> auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
phot...


Susan: 
 
This sounds promising. From my own experiences as a Psychologist and a
patient...
 
Because so much information about medical treatments and research is focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 
 
Physicians are often frustrated by "non-compliant" patients (a description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision alone
can create profound spousal, family, cultural and religious conflicts. 
 
Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that their
spouse's weight loss will threaten the marriage because the spouse may now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and giving
them nutritional handouts. 
 
If you can find patients willing to talk honestly about these issues, you
may be able to identify possible barriers to healthy behavior and provide
some possible solutions in a format that's more meaningful than just another
medical handout. 
 
Mark
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com
 
 



  _____  

One site has it all. Your email accounts, your social networks, and the
things you love. Try the new AOL.com
<http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?redir=htt
p://www.aol.com/?optin=new-dp%26icid=aolcom40vanity%26ncid=emlcntaolcom00000
001>  today!
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From brandall at dunlaphospital.org  Wed Nov 19 14:21:57 2008
From: brandall at dunlaphospital.org (Bobbie Randall)
Date: Wed, 19 Nov 2008 14:21:57 -0500
Subject: [HealthLiteracy 2483] Re: Teach-With-Stories method for
	usingphotonovellas
In-Reply-To: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC>
Message-ID: <A300EE3F43310B4D8D4AB7B2854A339702DF6FC9@exchange.DUNLAP.COM>

I have been reading with great interest the discussion on photonovellas.
I see a great use for them with my diabetic clients.

 

Question:  If I have a class of people with diabetes for only a few days
or a week is it possible for me to put together a photonovella for them?

 

            I guess I could have a prototype already put together on my
computer and just add the photos.  I love the personalization of the
project.  I think that my clients would really identify with a book
featuring them.  

 

            Last year I heard a lecture by Andrew Pleasant from Rutgers
on Health Literacy and he reminded the diabetic educators that for our
clients: Diabetes is a new lifetime contract with their health.  Seeing
their photo with a caption or dialogue bubble stating that they are
willing to consider to make lifestyle changes could make an impressive
impact.  The finished product will either end up on the refrigerator or
the trashcan. 

 

            Thank you for all of this info.  I may be contacting a few
of you experienced photonovella-ers for guidance.

 

 

Bobbie Randall, MEd, RD, LD

Dietitian

Dunlap Community Hospital

832 South Main Street

Orrville, OH  44667

330-684-4776

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger
Sent: Wednesday, November 19, 2008 1:27 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2482] Re: Teach-With-Stories method for
usingphotonovellas

 

I wanted to share some background info to help clarify how I came to
develop and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a
national search for culturally appropriate bilingual educational
materials for NC health departments.  As the State Training Coordinator
for women's health at the time, I was responsible for conducting
statewide training needs assessments, as well as developing and
coordinating training for health professionals in maternity and family
planning.

Serving the growing Hispanic population posed many challenges, e.g.,
lack of bilingual, bicultural staff, interpreters, and bilingual
materials. It was common for women to come into prenatal care late or
just show up in the emergency room at the time of delivery. Issues
voiced by providers included problems with no-shows, 'non-compliance,'
and perceptions that Latinos were 'difficult to reach,' and 'didn't like
groups.' The more I learned about literacy and cultural competency, I
realized that this probably had more to do with our lack of cultural
competency (individually and organizationally) and ineffective service
delivery strategies, than simply a lack of appropriate written materials
and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a
learner, patient or cultured-centered model.  To me, the photonovella
was a perfect tool to assist providers and educators who wanted to adopt
a participatory, empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences
of Latino families and providers who serve them to create the De Madre A
Madre photonovellas.  Embedded in the stories are discussion 'sparks'
related to common issues and concerns (mental, emotional, social,
spiritual) experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a
play (so those who can't read can still participate). While key health
messages are automatically addressed while reading the story, the dialog
focuses on the priorities, experiences, and questions of the group
members.  So they in effect tailor the session to their unique needs and
interests. This structure shifts the dynamics from a passive, lecture
style to an active, participatory one where everyone truly is a teacher
and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting
curriculum. And as Julie also mentioned, the photonovellas can still be
used for information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's
family are complex and can be complicated to explain. We need to create
'space ' in our systems of care to address these types of needs and
realities.  It is at the heart of true health literacy. I think using
photonovellas with a participatory, group approach, like our TWS method,
gives providers and educators a practical and easy way to do this.

Susan

 

Auger Communications, Inc.

PO Box 51392

Durham, North Carolina 27717

tel:  919.361.1857

fax: 919.361.2284

email: auger at augercommunications.com
<mailto:auger at augercommunications.com> 

 

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal
abilitiesand phot...

Susan: 

 

This sounds promising. From my own experiences as a Psychologist and a
patient...

 

Because so much information about medical treatments and research is
focused on the patient,  health care providers don't always realize that
every disease is a family disease. 

 

Physicians are often frustrated by "non-compliant" patients (a
description I despise) who don't do what they're told--losing weight,
for example. But losing weight means you have to change what you eat and
that decision alone can create profound spousal, family, cultural and
religious conflicts. 

 

Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that
their spouse's weight loss will threaten the marriage because the spouse
may now be more attractive to the opposite sex. Sometimes family members
can sabotage one's best efforts to lose weight and keep it off.
Obviously there's more to weight loss than telling patients to lose
weight and giving them nutritional handouts. 

 

If you can find patients willing to talk honestly about these issues,
you may be able to identify possible barriers to healthy behavior and
provide some possible solutions in a format that's more meaningful than
just another medical handout. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 





________________________________

One site has it all. Your email accounts, your social networks, and the
things you love. Try the new AOL.com
<http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?redir
=http://www.aol.com/?optin=new-dp%26icid=aolcom40vanity%26ncid=emlcntaol
com00000001>  today!



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From julie_mcKinney at worlded.org  Wed Nov 19 15:30:03 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 19 Nov 2008 15:30:03 -0500
Subject: [HealthLiteracy 2484] Re: Teach-With-Stories method
	for	usingphotonovellas
Message-ID: <492430FB0200002D000094D8@dcgw.jsi.com>

Thanks, Susan. Your comments reinforce how this method matches well with
the needs of health and literacy educators, but also brings up some
interesting issues about their respective methods of delivering
information. (Or, at least our perception of their respective
methods...)

Adult education has for a long time promoted the effectiveness of a
participatory approach, and is known for supportive group environments
where the verbal and written sharing of each student's views, experience
and culture are thought to enhance the process of language and literacy
learning. Indeed, when you are aiming for language and literacy skills
aquisition, it seems clear (and is supported by evidence) that
practicing speaking and writing about a topic that is meaningful to you
will help you to learn the skills.

The medical community, traditionally, seems to have a different culture
of passing on information and skills. The medical provider/patient
relationship seems to have a different power dynamic than what we
usually see in adult education classrooms. (I like to back this up with
the documented "white coat syndrome", where a patient's blood pressure
has been shown to go up when someone wearing a white coat enters the
room.) 

Granted, health education venues, like Julie and Mary described are
different than the clinical encounter. But is this issue something we
need to consider when encouraging the health community to embrace a
highly participatory method like photonovellas? What challenges do
health programs find in using a method like this? Is this an area where
a literacy program/health program partnership would help? 

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Susan Auger" <sauger at mindspring.com> 11/19/08 1:32 PM >>>
I wanted to share some background info to help clarify how I came to
develop
and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a
national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's
health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.

Serving the growing Hispanic population posed many challenges, e.g.,
lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It
was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers
included
problems with no-shows, 'non-compliance,' and perceptions that Latinos
were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more
to
do with our lack of cultural competency (individually and
organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a
learner,
patient or cultured-centered model.  To me, the photonovella was a
perfect
tool to assist providers and educators who wanted to adopt a
participatory,
empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences
of
Latino families and providers who serve them to create the De Madre A
Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related
to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a
play
(so those who can't read can still participate). While key health
messages
are automatically addressed while reading the story, the dialog focuses
on
the priorities, experiences, and questions of the group members.  So
they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an
active,
participatory one where everyone truly is a teacher and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting
curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's
family
are complex and can be complicated to explain. We need to create 'space
' in
our systems of care to address these types of needs and realities.  It
is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.

Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com>
auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal
abilitiesand
phot...


Susan: 
 
This sounds promising. From my own experiences as a Psychologist and a
patient...
 
Because so much information about medical treatments and research is
focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 
 
Physicians are often frustrated by "non-compliant" patients (a
description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision
alone
can create profound spousal, family, cultural and religious conflicts. 
 
Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that
their
spouse's weight loss will threaten the marriage because the spouse may
now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and
giving
them nutritional handouts. 
 
If you can find patients willing to talk honestly about these issues,
you
may be able to identify possible barriers to healthy behavior and
provide
some possible solutions in a format that's more meaningful than just
another
medical handout. 
 
Mark
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com
 
 



  _____  

One site has it all. Your email accounts, your social networks, and the
things you love. Try the new AOL.com
<http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?redir=htt
p://www.aol.com/?optin=new-dp%26icid=aolcom40vanity%26ncid=emlcntaolcom00000
001>  today!


From sauger at mindspring.com  Wed Nov 19 18:14:45 2008
From: sauger at mindspring.com (Susan Auger)
Date: Wed, 19 Nov 2008 18:14:45 -0500
Subject: [HealthLiteracy 2485] Re: Teach-With-Stories methodfor using
	photonovellas
In-Reply-To: <492430FB0200002D000094D8@dcgw.jsi.com>
References: <492430FB0200002D000094D8@dcgw.jsi.com>
Message-ID: <193049272C9B4ACBAF34196EF38F69E0@ACIncPC>

 
Julie- 
I appreciate the points you make very much. In fact when I first began my
research into this area, World Education's H.E.A.L. adult health education
literacy project,including the booklet on how to use a photonovella, proved
to be excellent model and guide! Another great resource was Mary Norton and
Pat Campbell's work with low income women described in their manual
"Learning for our health: A Resource for participatory literacy and health
education" at The Learning Centre in Edmonton, Canada (it went out of print
but I understand they may make an electronic version available). Their
application of the 'Spiral Model' (developed by Rick Arnold et al.) for
group facilitation gave me the idea of how to adopt a participatory approach
to teaching prenatal education using photonovellas. 

Two other resources for participatory education manuals and reference books
probably more well-known in the literacy world are: Peppercorn Books & Press
and also Delta Publishing Company.

Regarding your observation about medical culture's different mode of passing
on information and different power dynamic. Absolutely critical to talk
about and make explicit when thinking about adopting a participatory
approach. They are two fundamentally different paradigms of relating, which
lead to different communication dynamics and consequently, different
outcomes. One is a 'power over' hierarchical way of relating, the other is
based on a 'power sharing' paradigm. Sharing power is central to cultural
competency and empowerment-based approaches.

We noticed something interesting in our Teach-With-Stories facilitator
training process. Even if a person followed the 'six-step method' correctly,
if she did not also shift her thinking to a facilitator mindset (i.e., and
stayed mentally in the role of 'expert'), the energy of the group was flat,
there was no sense of flow, or connection. So in our training, we use
experiential exercises, modeling and practice to help people understand and
feel the spirit of this approach for all the reasons Mark alluded to in an
earlier post. It's same reason I use an experiential, skills-based approach
to cultural competency training. It's one thing to talk about it, it's
another thing to practice it.  

Regrarding challenges...I was so heartened to see this issue addressed
directly in the Institute of Medicine's 2003 and 2004 reports (on bridging
the quality chasm and health literacy). They call for a shift from a
clinician-centered to a patient-centered model of care. In essence, to put
the IOM's recommendations to transform our healthcare system into practice,
we must make this paradigm shift to a power-sharing way of relating and
communicating. If we are to become culturally competent and proficient in
our actions and systems, we must adopt cultural humility as an attitude and
spirit of relating.  

This is easier said than done, especially when the design of our healthcare
systems, funding policies, and ways of training professionals perpetuate and
reinforce a clinician-centered model. And given the increasing complexity of
needs, sheer volume of demand, coupled with resource shortages, making any
kind of change can feel overwhelming. Specifically in the area of preantal
care, through an NIH study, we are looking at factors that faciliate and
hinder the use of group education and lay educators. I'll keep you posted on
those results when we have them.

For others, especially the participatory literacy educators on the list, how
do you typically teach these types of skills and approaches? Are there
things you may do differently when teaching health professionals versus
literacy educators? 

For health professionals involved in education, what are your thoughts or
impressions about adopting a participatory approach in your program or
clinic?

Susan




-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, November 19, 2008 3:30 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2484] Re: Teach-With-Stories methodfor
usingphotonovellas

Thanks, Susan. Your comments reinforce how this method matches well with the
needs of health and literacy educators, but also brings up some interesting
issues about their respective methods of delivering information. (Or, at
least our perception of their respective
methods...)

Adult education has for a long time promoted the effectiveness of a
participatory approach, and is known for supportive group environments where
the verbal and written sharing of each student's views, experience and
culture are thought to enhance the process of language and literacy
learning. Indeed, when you are aiming for language and literacy skills
aquisition, it seems clear (and is supported by evidence) that practicing
speaking and writing about a topic that is meaningful to you will help you
to learn the skills.

The medical community, traditionally, seems to have a different culture of
passing on information and skills. The medical provider/patient relationship
seems to have a different power dynamic than what we usually see in adult
education classrooms. (I like to back this up with the documented "white
coat syndrome", where a patient's blood pressure has been shown to go up
when someone wearing a white coat enters the
room.) 

Granted, health education venues, like Julie and Mary described are
different than the clinical encounter. But is this issue something we need
to consider when encouraging the health community to embrace a highly
participatory method like photonovellas? What challenges do health programs
find in using a method like this? Is this an area where a literacy
program/health program partnership would help? 

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Susan Auger" <sauger at mindspring.com> 11/19/08 1:32 PM >>>
I wanted to share some background info to help clarify how I came to develop
and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.

Serving the growing Hispanic population posed many challenges, e.g., lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers included
problems with no-shows, 'non-compliance,' and perceptions that Latinos were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more to
do with our lack of cultural competency (individually and
organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a learner,
patient or cultured-centered model.  To me, the photonovella was a perfect
tool to assist providers and educators who wanted to adopt a participatory,
empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences of
Latino families and providers who serve them to create the De Madre A Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a play
(so those who can't read can still participate). While key health messages
are automatically addressed while reading the story, the dialog focuses on
the priorities, experiences, and questions of the group members.  So they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an active,
participatory one where everyone truly is a teacher and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's family
are complex and can be complicated to explain. We need to create 'space ' in
our systems of care to address these types of needs and realities.  It is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.

Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com>
auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
phot...


Susan: 
 
This sounds promising. From my own experiences as a Psychologist and a
patient...
 
Because so much information about medical treatments and research is focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 
 
Physicians are often frustrated by "non-compliant" patients (a description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision alone
can create profound spousal, family, cultural and religious conflicts. 
 
Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that their
spouse's weight loss will threaten the marriage because the spouse may now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and giving
them nutritional handouts. 
 
If you can find patients willing to talk honestly about these issues, you
may be able to identify possible barriers to healthy behavior and provide
some possible solutions in a format that's more meaningful than just another
medical handout. 
 
Mark
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com
 
 



  _____  

One site has it all. Your email accounts, your social networks, and the
things you love. Try the new AOL.com
<http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?redir=htt
p://www.aol.com/?optin=new-dp%26icid=aolcom40vanity%26ncid=emlcntaolcom00000
001>  today!

----------------------------------------------------
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Health and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
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Email delivered to sauger at mindspring.com


From mromney at comcast.net  Wed Nov 19 19:31:56 2008
From: mromney at comcast.net (Marty Romney)
Date: Wed, 19 Nov 2008 19:31:56 -0500
Subject: [HealthLiteracy 2486] Re: Teach-With-Stories method for using
 photonovellas
In-Reply-To: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC>
Message-ID: <C54A1A2C.D56E%mromney@comcast.net>

Susan,

Thank you for all you have shared (and others as well). This discussion
about different facets of photonovellas has been extraordinarily informative
as well as exciting.

I would appreciate insights and recommendations on appropriate, validated,
reliable (etc.) evaluation instruments that have been used to assess and
confirm the effectiveness of interventions utilizing photonovellas.  Are you
aware of any evaluation instruments that have been developed specifically
for photonovellas? 

How would you recommend someone planning a public health intervention
determine what and how to measure the outcomes?

Are you are aware of any published reports documenting appropriate
evaluation tools and analyses to measure the outcomes and success of using
photonovellas? I have looked but not found anything specific to evaluation.

Thanks again to everyone.

Kind regards,

Marty



On 11/19/08 1:26 PM, "Susan Auger" <sauger at mindspring.com> wrote:

> I wanted to share some background info to help clarify how I came to develop
> and use photonovellas differently...
> In the early 1990's I ?discovered? photonovellas while conducting a national
> search for culturally appropriate bilingual educational materials for NC
> health departments.  As the State Training Coordinator for women's health at
> the time, I was responsible for conducting statewide training needs
> assessments, as well as developing and coordinating training for health
> professionals in maternity and family planning.
> Serving the growing Hispanic population posed many challenges, e.g., lack of
> bilingual, bicultural staff, interpreters, and bilingual materials. It was
> common for women to come into prenatal care late or just show up in the
> emergency room at the time of delivery. Issues voiced by providers included
> problems with no-shows, 'non-compliance,' and perceptions that Latinos were
> 'difficult to reach,' and 'didn't like groups.' The more I learned about
> literacy and cultural competency, I realized that this probably had more to do
> with our lack of cultural competency (individually and organizationally) and
> ineffective service delivery strategies, than simply a lack of appropriate
> written materials and problem patients.
> Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
> (adult learning theory), were also inspirational to me.  From a systems
> perspective, I saw the need to transform how we were teaching mandated
> prenatal education- from a teacher or clinician-centered model to a learner,
> patient or cultured-centered model.  To me, the photonovella was a perfect
> tool to assist providers and educators who wanted to adopt a participatory,
> empowerment-based approach.
> Using a collaborative development process, we wove together key content taught
> in traditional prenatal education curricula, actual experiences of Latino
> families and providers who serve them to create the De Madre A Madre
> photonovellas.  Embedded in the stories are discussion ?sparks? related to
> common issues and concerns (mental, emotional, social, spiritual) experienced
> by women during and after pregnancy.
> As Julie and Mary mentioned, the women read the novella out loud like a play
> (so those who can?t read can still participate). While key health messages are
> automatically addressed while reading the story, the dialog focuses on the
> priorities, experiences, and questions of the group members.  So they in
> effect tailor the session to their unique needs and interests. This structure
> shifts the dynamics from a passive, lecture style to an active, participatory
> one where everyone truly is a teacher and a learner.
> The group process, what we now call the Teach-With-Stories(TWS) method,
> fosters critical thinking, behavior change, and social support- all key
> elements of health literacy.  Julie touched on its simplicity and flexibility.
> It takes no more time than a traditional class and you can weave in other
> activities or use it to supplement an exisiting curriculum. And as Julie also
> mentioned, the photonovellas can still be used for information dissemination
> and in one-on-one education.
> As Mark suggests, the dynamics in making change in one? life or one?s family
> are complex and can be complicated to explain. We need to create ?space ? in
> our systems of care to address these types of needs and realities.  It is at
> the heart of true health literacy. I think using photonovellas with a
> participatory, group approach, like our TWS method, gives providers and
> educators a practical and easy way to do this.
> Susan
>  
> Auger Communications, Inc.
> PO Box 51392
> Durham, North Carolina 27717
> tel:  919.361.1857
> fax: 919.361.2284
> email: auger at augercommunications.com <mailto:auger at augercommunications.com>
>  
> 
> 
> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]
> On Behalf Of MarkH38514 at aol.com
> Sent: Wednesday, November 19, 2008 10:55 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
> phot...
> 
> Susan: 
>  
> This sounds promising. From my own experiences as a Psychologist and a
> patient...
>  
> Because so much information about medical treatments and research is focused
> on the patient,  health care providers don't always realize that every disease
> is a family disease.
>  
> Physicians are often frustrated by "non-compliant" patients (a description I
> despise) who don't do what they're told--losing weight, for example. But
> losing weight means you have to change what you eat and that decision alone
> can create profound spousal, family, cultural and religious conflicts.
>  
> Plus, successful weight loss can be psychologically threatening to other
> family members who can't or don't want to lose weight, or feel that their
> spouse's weight loss will threaten the marriage because the spouse may now be
> more attractive to the opposite sex. Sometimes family members can sabotage
> one's best efforts to lose weight and keep it off. Obviously there's more to
> weight loss than telling patients to lose weight and giving them nutritional
> handouts. 
>  
> If you can find patients willing to talk honestly about these issues, you may
> be able to identify possible barriers to healthy behavior and provide some
> possible solutions in a format that's more meaningful than just another
> medical handout. 
>  
> Mark
>  
> Mark Hochhauser, Ph.D.
> Readability Consultant
> 3344 Scott Avenue North
> Golden Valley, MN  55422
> Phone: 763-521-4672
> Fax: 763-521-5069
> Cell: 612-281-1517
> email: MarkH38514 at aol.com
>  
>  
> 
> 
> 
> 
> One site has it all. Your email accounts, your social networks, and the things
> you love. Try the new AOL.com
> <http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?redir=http:
> //www.aol.com/?optin=new-dp%26icid=aolcom40vanity%26ncid=emlcntaolcom00000001>
> today!
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mromney at comcast.net

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From sauger at mindspring.com  Thu Nov 20 06:59:52 2008
From: sauger at mindspring.com (Susan Auger)
Date: Thu, 20 Nov 2008 06:59:52 -0500
Subject: [HealthLiteracy 2487] Re: 10 steps for creating photonovels
In-Reply-To: <28998652.27941227036284124.JavaMail.myubc2@handel.my.ubc.ca>
References: <28998652.27941227036284124.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <9EF8890C71F5465BAC27140E257434F7@ACIncPC>

 
Laura-
This sounds like it will be another great resource for practitoners. Since
your article isn't out yet, could you share some highlights about the steps
involved in how to form group and then the level of interaction the
facilitator has in the development process once the group is formed? 

Also, how do you typically handle the technology component particularly if
the group members may have low literacy skills and may not know how to use a
computer or digital camera?  

Finally, what type of time period do recommend planning for in order for a
group to go through all 10 steps?
Thanks-
Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Tuesday, November 18, 2008 2:25 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2473] 10 steps for creating photonovels

Good points Susan.  Sometimes the populations we work with are led to
believe that they have no say in the shaping of the future, and thus
sometimes experience a crushing effect on their spirits. The photonovel
process provides participants with a chance to include their human voice,
expressed through humour or emotion, which distinguishes these health
materials from others.  And thus it is essential that this human element is
not erased within the content of the photonovel.
  
On another note: 

For those of you wondering how to go about facilitating a photonovel project
you can check out this 10 step guideline:

Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in the
classroom: A practical guide. Adult Basic Education and Literacy Journal.
2(3), 174-178

We discuss: (1) forming a photonovel group, (2) naming of a problem, (3)
considering the audience, (4) writing a photonovel story, (5) developing
characters and costumes, (6) taking the photographs, (7) preparing the
dialogue, (8) using digital technology, (9) seeking audience feedback and
(10) publishing your photonovel 

This article is in press and will be available in a few weeks!

Laura


--
Laura Nimmon
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Tue Nov 18 10:35:04 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> To: "'The Health and Literacy Discussion List'" 
> <healthliteracy at nifl.gov>
>
>  I think the story and drama are vital elements to any photonovella- 
> they are like a soap opera. I understand that in Latin American 
> countries this format is a very popular form of media & entertainment- 
> whether it's a photonovella,radio novella or telenovella.
> 
> In adapting this format for health education, it's an important point 
> to remember. I approach developing photonovellas a bit differently 
> than the process described by John and Laura, which is learner or
community-centered.
> We use a collaborative approach, which balances many different 
> perspectives, agendas, and levels of power. The underlying priniciple 
> is that everyone is a teacher and a learner. As developers (I usually 
> work at least one other person), we function as facilitators. I will 
> say more about the rationale tomorrow.
> 
> A good example of this in practice...and getting back to the point 
> about the importance of story.
> We recently developed a photonovella on gestational diabetes. Our 
> starting point was the personal story of a Latina whose experience 
> with gestational diabetes reflected many of the themes and core issues 
> we had identified in our background research (e.g., focus groups with 
> Latinas with or who had gestational diabetes, review of literature and 
> existing bilingual educational diabetes materials, interviews of 
> health professionasl working in high-risk maternity clinics and 
> gestational diabetes programs across the US, and representatives in 
> federal and state agencies addressing diabetes, review of diabetes 
> programs in Latin Amercian countries, and consultation with the project's
multidisciplinary advisory board).
> 
> We asked her to write in her story in her own words in Spanish. We 
> then translated it into English (and later back translated to 
> Spanish). The resulting photonovel script, while it began with her 
> story, reflected many voices and experiences. During the review and 
> development process, a tension existed between the story & drama and 
> the health education 'agenda.' There was (and is always) a tension 
> between content, space, and reading level. In an effort to simplify 
> and reduce text, inevitably health professional reviewers tend to 
> eliminate 'the story,' the emotional scenes, the caring gestures and 
> comments, the funny remarks. These are the very elements that make 
> photonovellas so appealing and fun to read...and what distinguishes 
> them from pamphlets, bulleted lists and visually slick but often cold 
> and impersonal copy. Throw in the power dynamics of funders, medical 
> providers, and other 'experts' and this is where the story and voice 
> and feelings of the target audience often gets drowned out or lost, along
with the spirit and power of the photonovella.
> 
> We have learned to get expectations out up front about what's 
> negotiable and non-negotiable (this would include written and visual 
> content) and to create a clear vision for the end product(not the 
> details since they emerge from the process but the spirit of what we 
> are trying to create). We also establish clear guidelines with 
> everyone before the process begins about how we will make decisions. 
> Although the balancing process can be quite challenging, having a 
> consensus on these types of things before you begin makes the facilitation
process easier.
> 
> Susan
> 
> Auger Communications, Inc.
> PO Box 51392
> Durham, North Carolina 27717
> tel:  919.361.1857
> fax: 919.361.2284
> email: auger at augercommunications.com
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> Sent: Tuesday, November 18, 2008 11:32 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> 
> This is very cool - I have never heard of using photonovellas in media!
> It suggests another aspect of the photonovella that has not been 
> mentioned
> yet: the story. The "what's happening next?" aspect may indeed be as 
> important an element as the visuals, the readability and the presense 
> of characters that "look like"me".
> 
> Susan and John, What do you think of the relative importance of these 
> different aspects of photonovellas?
> 
> Has anyone else seen them used in media like they did in New York city?
> Does anyone from New York want to elaborate on the bus/subway campaign?
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 
> >>> AM
> >>>
> 
> Others from New York City may have mentioned that in the 80s and 90s 
> the New York City Department of Health had a fotonovela bus and subway 
> car card campaign about HIV/AIDS -- it was like a soap opera, with 
> passengers eagerly waiting for the next installment.
> 
> 
> Cheryl Pasternack, CHES
> Director, Grants Management
> Lincoln Medical & Mental Health Center
> 234 E. 149th  Street, Room 4C-162
> Bronx, NY  10451
> Email:   Cheryl.Pasternack at nychhc.org 
> Phone: (718) 579-5697
> Fax:     (718) 579-4602
> 
> 
> 
> >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM 
> >>> >>>
> Hi Everyone,
> 
> We will hear more from our guests soon about the theory behind 
> photonovellas, the benefits, and also some practical information about 
> how to go about the process of creating them. In the meantime, if 
> anyone else has a comment about your expeirence using photonovellas in 
> health care or adult literacy settings, please share some thoguhts with
us.
> 
> For example: If you have used photonovellas with students or patients, 
> how did they react to seeing the photonovella? How well did they 
> understand the information? How did this compare with their reaction 
> to other forms of educational materials?
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
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From sauger at mindspring.com  Thu Nov 20 08:24:58 2008
From: sauger at mindspring.com (Susan Auger)
Date: Thu, 20 Nov 2008 08:24:58 -0500
Subject: [HealthLiteracy 2488] Re: Teach-With-Stories method
	forusingphotonovellas
In-Reply-To: <A300EE3F43310B4D8D4AB7B2854A339702DF6FC9@exchange.DUNLAP.COM>
References: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC>
	<A300EE3F43310B4D8D4AB7B2854A339702DF6FC9@exchange.DUNLAP.COM>
Message-ID: <3E772E2879414424923EBAAF54B7D6E2@ACIncPC>

Hi Bobbie-
I agree - I think there's lots of potential for photonovellas related to
diabetes since it involves lifestyle management and behavior change issues
(which are multi-dimensional). With the disparities and rising rates of
diabetes among children- the cultural and developmental issues are important
to consider and address in educational efforts too. I was having a bit of
trouble visualizing an end product based on your description though. It
might be easier to brainstorm details on the phone or off-line which I would
be more than willing to do.
 
>From a broad perspective, I don't know that there is a right or wrong way or
even a best way to develop photonovellas. I think it comes down to making
choices about what works and doesn't work according to your principles and
what you want to acheive. I encourage anyone interested in the photonovella
concept to think critically about the nature of the relationship that they
want to have with the people that they serve and also the type of outcomes
that they want to acheive. The paradigm a person chooses will make a
difference.
 
My passion is in creating photonovellas that are developed through some type
of participatory process- whether it's supporting a learner-centered
approach or facilitating a collaborative one. It fits with our company
mission and values. It's fun. I am always learning, and ultimately, I feel
humbled and awed by the creativity, insights, gifts, and feeling of
connection that emerge during the process. 
 
We've mentioned some benefits for the participants.  What are other people'e
experiences re: the impact of a participatory approach as a facilitator? Do
others agree or disagree that the paradigm makes a difference? If so, in
what ways?
 
Susan

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bobbie Randall
Sent: Wednesday, November 19, 2008 2:22 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2483] Re: Teach-With-Stories method
forusingphotonovellas



I have been reading with great interest the discussion on photonovellas.  I
see a great use for them with my diabetic clients.

 

Question:  If I have a class of people with diabetes for only a few days or
a week is it possible for me to put together a photonovella for them?

 

            I guess I could have a prototype already put together on my
computer and just add the photos.  I love the personalization of the
project.  I think that my clients would really identify with a book
featuring them.  

 

            Last year I heard a lecture by Andrew Pleasant from Rutgers on
Health Literacy and he reminded the diabetic educators that for our clients:
Diabetes is a new lifetime contract with their health.  Seeing their photo
with a caption or dialogue bubble stating that they are willing to consider
to make lifestyle changes could make an impressive impact.  The finished
product will either end up on the refrigerator or the trashcan. 

 

            Thank you for all of this info.  I may be contacting a few of
you experienced photonovella-ers for guidance.

 

 

Bobbie Randall, MEd, RD, LD

Dietitian

Dunlap Community Hospital

832 South Main Street

Orrville, OH  44667

330-684-4776

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger
Sent: Wednesday, November 19, 2008 1:27 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2482] Re: Teach-With-Stories method for
usingphotonovellas

 

I wanted to share some background info to help clarify how I came to develop
and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.

Serving the growing Hispanic population posed many challenges, e.g., lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers included
problems with no-shows, 'non-compliance,' and perceptions that Latinos were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more to
do with our lack of cultural competency (individually and organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a learner,
patient or cultured-centered model.  To me, the photonovella was a perfect
tool to assist providers and educators who wanted to adopt a participatory,
empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences of
Latino families and providers who serve them to create the De Madre A Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a play
(so those who can't read can still participate). While key health messages
are automatically addressed while reading the story, the dialog focuses on
the priorities, experiences, and questions of the group members.  So they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an active,
participatory one where everyone truly is a teacher and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's family
are complex and can be complicated to explain. We need to create 'space ' in
our systems of care to address these types of needs and realities.  It is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.

Susan

 

Auger Communications, Inc.

PO Box 51392

Durham, North Carolina 27717

tel:  919.361.1857

fax: 919.361.2284

email:  <mailto:auger at augercommunications.com> auger at augercommunications.com

 

 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
phot...

Susan: 

 

This sounds promising. From my own experiences as a Psychologist and a
patient...

 

Because so much information about medical treatments and research is focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 

 

Physicians are often frustrated by "non-compliant" patients (a description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision alone
can create profound spousal, family, cultural and religious conflicts. 

 

Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that their
spouse's weight loss will threaten the marriage because the spouse may now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and giving
them nutritional handouts. 

 

If you can find patients willing to talk honestly about these issues, you
may be able to identify possible barriers to healthy behavior and provide
some possible solutions in a format that's more meaningful than just another
medical handout. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 





  _____  

One site has it all. Your email accounts, your social networks, and the
things you love. Try the new AOL.com
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From sauger at mindspring.com  Thu Nov 20 08:44:03 2008
From: sauger at mindspring.com (Susan Auger)
Date: Thu, 20 Nov 2008 08:44:03 -0500
Subject: [HealthLiteracy 2489]  Photonovella development - writing advice
In-Reply-To: <492430FB0200002D000094D8@dcgw.jsi.com>
References: <492430FB0200002D000094D8@dcgw.jsi.com>
Message-ID: <ED09F86EF7C94B68A7817F9F58D0B6A6@ACIncPC>


Mindy Domb asked about writing advice, e.g., should a a topic be explored in
a focus group to identify salient issues that could be explored in the
photonovella?

In our collaborative process, focus groups are a critical component. The
participants (representatives from the target audience) help us identify key
issues and priorities. We also audio-tape the discussion because when it
comes time for creating and editing the script we try to use their words,
expressions, and ways of explaining and describing things as much as
possible. We are very aware that our literacy level and training (and other
differences) can be a real barrier in the development process. They truly
are our teachers.

If a person is not going to use a learner-centered development process (such
as those outlined in the publications by John Comings, Rima Rudd and Laura
Nimmons), be sure to take the time to understand the potential topic/issue
from many different perspectives and ways of knowing. Then field-test,
field-test, field-test- everything- words, pictures, layout, colors, fonts,
etc. It's an iterative process so build in some time for editing and
retesting.

Len and Ceci Doak's book Teaching Patients with Low Literacy Skills is still
my bible for guidelines for low literacy materials. I don't know of any
research or books specifically on photonovella design. If anyone does, that
would be great to share!

Any other writing advice that others are willing to share? Do you typically
start with a blank slate and open mind?  Or are there basic components that
a resource developer should have in mind? If so, what might those be?

Your thoughts and experiences are appreciated!

Susan 

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From john.comings at gmail.com  Thu Nov 20 09:47:36 2008
From: john.comings at gmail.com (John Comings)
Date: Thu, 20 Nov 2008 09:47:36 -0500
Subject: [HealthLiteracy 2490] Re: Photonovella development - writing advice
In-Reply-To: <ED09F86EF7C94B68A7817F9F58D0B6A6@ACIncPC>
References: <492430FB0200002D000094D8@dcgw.jsi.com>
	<ED09F86EF7C94B68A7817F9F58D0B6A6@ACIncPC>
Message-ID: <beabf200811200647r2a0a67dao10e0116aa75fd2a3@mail.gmail.com>

The technology has changed so much in the decades since I last worked
on a photonovel, that I think there is a  need for a new manual that
draws on the processes of the old manuals but introduces the new
technology tools.

People new to the participatory process might think that it is more
difficult than making the phonovel on your own, but working with the
target populaiton is easy. Everyone knows what a story is because they
hear and watch them all the time, and they tell stories to each other.
We always had the group we were working with identify the climax of
the story, the incident that story builds to, and then pick a starting
place and an ending.  This is surprisingly easy, but it is during this
activity that the real dialogue takes place. That dialogue provides
the story line up to and after the climax.

For the reader of the story, two aspects of the participatory process
seem to be important, one is that the people, places, and language of
the photonovel is similar to what they experience every day. The other
is that the story, along with presenting issues and information that
are useful, touches on an issue that is of interest to them, which is
often not a health issue.  Involement of members of the target
popuation helps the ensure these two aspects are there and are done
well.

For example, the "Working Neighborhood" was focused on community
action to control rodents, but the issue of interest to the readers
was the tension resulting from the changing racial makeup of the
community. In addition, the photos were of people and places in their
community. The development of the product did lead to community action
to clean up vacant lots, and the groups that engaged in this activity
were multi-racial.

On Thu, Nov 20, 2008 at 8:44 AM, Susan Auger <sauger at mindspring.com> wrote:
>
> Mindy Domb asked about writing advice, e.g., should a a topic be explored in
> a focus group to identify salient issues that could be explored in the
> photonovella?
>
> In our collaborative process, focus groups are a critical component. The
> participants (representatives from the target audience) help us identify key
> issues and priorities. We also audio-tape the discussion because when it
> comes time for creating and editing the script we try to use their words,
> expressions, and ways of explaining and describing things as much as
> possible. We are very aware that our literacy level and training (and other
> differences) can be a real barrier in the development process. They truly
> are our teachers.
>
> If a person is not going to use a learner-centered development process (such
> as those outlined in the publications by John Comings, Rima Rudd and Laura
> Nimmons), be sure to take the time to understand the potential topic/issue
> from many different perspectives and ways of knowing. Then field-test,
> field-test, field-test- everything- words, pictures, layout, colors, fonts,
> etc. It's an iterative process so build in some time for editing and
> retesting.
>
> Len and Ceci Doak's book Teaching Patients with Low Literacy Skills is still
> my bible for guidelines for low literacy materials. I don't know of any
> research or books specifically on photonovella design. If anyone does, that
> would be great to share!
>
> Any other writing advice that others are willing to share? Do you typically
> start with a blank slate and open mind?  Or are there basic components that
> a resource developer should have in mind? If so, what might those be?
>
> Your thoughts and experiences are appreciated!
>
> Susan
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to john.comings at gmail.com
>



-- 
John P. Comings
25 Central Street
Auburndale MA 02466
1.617.335.9839
john.comings at gmail.com
http://john.comings at googlepages.com

From Hector.G.Balcazar at uth.tmc.edu  Thu Nov 20 12:03:14 2008
From: Hector.G.Balcazar at uth.tmc.edu (Balcazar, Hector G)
Date: Thu, 20 Nov 2008 11:03:14 -0600
Subject: [HealthLiteracy 2491]  For Posting! hector Balcazar
Message-ID: <2A22A189884BA342A246761D73942BE60547BD98@UTHEVS2.mail.uthouston.edu>

Dear Colleagues of the Health and Literacy Discussion List.

 

We have recently produced a photonovela as part of an intervention
(funded by CDC) with community health workers/promotores de salud to
control high blood pressure among Mexican origin women living in a
colonia here in El Paso Texas. We worked with community health workers
and with people from the community to develop some ideas on how to build
stories and themes for the photonovela. We used behavioral research
theory to bring a combination of community engagement and science. The
photonovela has three components and it is in Spanish. These are: 1)
control of hypertension and use of medication, 2) control of stress, and
3) visit to the doctor. We also created a teaching module for high blood
pressure control and we integrated the photonovela as part of this
module. We then used this module in conjunction to several modules of
the NHLBI Su Corazon Su Vida curriculum to launch a 9 week randomized
community intervention.

 

We used an artist from the community to develop all the pictures and the
situations based on our community input. We continued with the idea of
the Ramirez family that was developed by the Salud Para Su Corazon
program of NHLBI. In our photonovela we grew the familia Ramirez and
created another son for Dona Fela, the primary character in Salud Para
Su Corazon.

 

 

Thanks for the opportunity to share this experience!

 

 

Dr. Hector Balcazar

Regional Dean and Professor of Health Promotion and Behavioral Sciences

UT School of Public Health at Houston

El Paso Regional Campus

1100 N. Stanton, Suite 110

El Paso, Texas 79902

phone: 915-747-8507

fax: 915-747-8512

 

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From lsprager at gorge.net  Thu Nov 20 12:24:30 2008
From: lsprager at gorge.net (Lorena Sprager)
Date: Thu, 20 Nov 2008 09:24:30 -0800
Subject: [HealthLiteracy 2492] Re: Teach-With-Stories
	methodforusingphotonovellas
References: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC><A300EE3F43310B4D8D4AB7B2854A339702DF6FC9@exchange.DUNLAP.COM>
	<3E772E2879414424923EBAAF54B7D6E2@ACIncPC>
Message-ID: <5572A65A0D2C4DB4B9384125F62D07C4@Lola>

Dear Susan and Colleagues,

I have been a quiet participant on this list serve for years.  I have been learning from the discussions and information sharing, then applying it to my work.  Like you, Susan, Teaching Patients with Low Literacy Skills has been my bible.

It is my passionate belief that the participatory, or collaborative, approach is the way to share health information and promote positive changes in individuals and communities.  I have had the privilege and honor to work with Promotores de Salud, or Health Promoters (also known as Community Health Workers) for over a decade. 

In a nutshell, this model brings in respected members of the target community to work hand in hand with the health care system.  They then share health information with their community members in a culturally and language appropriate way.  The Promotores are an ongoing health resource in their community.  Also, they are a bridge to their community members accessing and maneuvering within the health care system.

To answer Susan's question, as a facilitator, the impact of working in this participatory approach has been:
  a.. Making positive inroads with the target population,
  b.. Sharing health information and services effectively in a respectful and appropriate way,
  c.. Seeing positive health outcomes as a result of working hand in hand with the target population,
  d.. Recognizing we are all learners and teachers, and
  e.. Feeling humbled, awed and great joy
The best analogy I can offer for this participatory approach is a dance where no one person leads and we are all leaders.  We all bring our strengths and wisdom to make a positive difference.

Lorena Sprager
Consultant
lsprager at gorge.net
541-386-4113
  ----- Original Message ----- 
  From: Susan Auger 
  To: 'The Health and Literacy Discussion List' 
  Sent: Thursday, November 20, 2008 5:24 AM
  Subject: [HealthLiteracy 2488] Re: Teach-With-Stories methodforusingphotonovellas


  Hi Bobbie-
  I agree - I think there's lots of potential for photonovellas related to diabetes since it involves lifestyle management and behavior change issues (which are multi-dimensional). With the disparities and rising rates of diabetes among children- the cultural and developmental issues are important to consider and address in educational efforts too. I was having a bit of trouble visualizing an end product based on your description though. It might be easier to brainstorm details on the phone or off-line which I would be more than willing to do.

  From a broad perspective, I don't know that there is a right or wrong way or even a best way to develop photonovellas. I think it comes down to making choices about what works and doesn't work according to your principles and what you want to acheive. I encourage anyone interested in the photonovella concept to think critically about the nature of the relationship that they want to have with the people that they serve and also the type of outcomes that they want to acheive. The paradigm a person chooses will make a difference.

  My passion is in creating photonovellas that are developed through some type of participatory process- whether it's supporting a learner-centered approach or facilitating a collaborative one. It fits with our company mission and values. It's fun. I am always learning, and ultimately, I feel humbled and awed by the creativity, insights, gifts, and feeling of connection that emerge during the process. 

  We've mentioned some benefits for the participants.  What are other people'e experiences re: the impact of a participatory approach as a facilitator? Do others agree or disagree that the paradigm makes a difference? If so, in what ways?

  Susan



------------------------------------------------------------------------------
  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bobbie Randall
  Sent: Wednesday, November 19, 2008 2:22 PM
  To: The Health and Literacy Discussion List
  Subject: [HealthLiteracy 2483] Re: Teach-With-Stories method forusingphotonovellas


  I have been reading with great interest the discussion on photonovellas.  I see a great use for them with my diabetic clients.

   

  Question:  If I have a class of people with diabetes for only a few days or a week is it possible for me to put together a photonovella for them?

   

              I guess I could have a prototype already put together on my computer and just add the photos.  I love the personalization of the project.  I think that my clients would really identify with a book featuring them.  

   

              Last year I heard a lecture by Andrew Pleasant from Rutgers on Health Literacy and he reminded the diabetic educators that for our clients: Diabetes is a new lifetime contract with their health.  Seeing their photo with a caption or dialogue bubble stating that they are willing to consider to make lifestyle changes could make an impressive impact.  The finished product will either end up on the refrigerator or the trashcan. 

   

              Thank you for all of this info.  I may be contacting a few of you experienced photonovella-ers for guidance.

   

   

  Bobbie Randall, MEd, RD, LD

  Dietitian

  Dunlap Community Hospital

  832 South Main Street

  Orrville, OH  44667

  330-684-4776

   


------------------------------------------------------------------------------

  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger
  Sent: Wednesday, November 19, 2008 1:27 PM
  To: 'The Health and Literacy Discussion List'
  Subject: [HealthLiteracy 2482] Re: Teach-With-Stories method for usingphotonovellas

   

  I wanted to share some background info to help clarify how I came to develop and use photonovellas differently...

  In the early 1990's I 'discovered' photonovellas while conducting a national search for culturally appropriate bilingual educational materials for NC health departments.  As the State Training Coordinator for women's health at the time, I was responsible for conducting statewide training needs assessments, as well as developing and coordinating training for health professionals in maternity and family planning.

  Serving the growing Hispanic population posed many challenges, e.g., lack of bilingual, bicultural staff, interpreters, and bilingual materials. It was common for women to come into prenatal care late or just show up in the emergency room at the time of delivery. Issues voiced by providers included problems with no-shows, 'non-compliance,' and perceptions that Latinos were 'difficult to reach,' and 'didn't like groups.' The more I learned about literacy and cultural competency, I realized that this probably had more to do with our lack of cultural competency (individually and organizationally) and ineffective service delivery strategies, than simply a lack of appropriate written materials and problem patients. 

  Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work (adult learning theory), were also inspirational to me.  From a systems perspective, I saw the need to transform how we were teaching mandated prenatal education- from a teacher or clinician-centered model to a learner, patient or cultured-centered model.  To me, the photonovella was a perfect tool to assist providers and educators who wanted to adopt a participatory, empowerment-based approach. 

  Using a collaborative development process, we wove together key content taught in traditional prenatal education curricula, actual experiences of Latino families and providers who serve them to create the De Madre A Madre photonovellas.  Embedded in the stories are discussion 'sparks' related to common issues and concerns (mental, emotional, social, spiritual) experienced by women during and after pregnancy.  

  As Julie and Mary mentioned, the women read the novella out loud like a play (so those who can't read can still participate). While key health messages are automatically addressed while reading the story, the dialog focuses on the priorities, experiences, and questions of the group members.  So they in effect tailor the session to their unique needs and interests. This structure shifts the dynamics from a passive, lecture style to an active, participatory one where everyone truly is a teacher and a learner. 

  The group process, what we now call the Teach-With-Stories(TWS) method, fosters critical thinking, behavior change, and social support- all key elements of health literacy.  Julie touched on its simplicity and flexibility. It takes no more time than a traditional class and you can weave in other activities or use it to supplement an exisiting curriculum. And as Julie also mentioned, the photonovellas can still be used for information dissemination and in one-on-one education.

  As Mark suggests, the dynamics in making change in one' life or one's family are complex and can be complicated to explain. We need to create 'space ' in our systems of care to address these types of needs and realities.  It is at the heart of true health literacy. I think using photonovellas with a participatory, group approach, like our TWS method, gives providers and educators a practical and easy way to do this.

  Susan

   

  Auger Communications, Inc.

  PO Box 51392

  Durham, North Carolina 27717

  tel:  919.361.1857

  fax: 919.361.2284

  email: auger at augercommunications.com

   

   


------------------------------------------------------------------------------

  From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
  Sent: Wednesday, November 19, 2008 10:55 AM
  To: healthliteracy at nifl.gov
  Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand phot...

  Susan: 

   

  This sounds promising. >From my own experiences as a Psychologist and a patient...

   

  Because so much information about medical treatments and research is focused on the patient,  health care providers don't always realize that every disease is a family disease. 

   

  Physicians are often frustrated by "non-compliant" patients (a description I despise) who don't do what they're told--losing weight, for example. But losing weight means you have to change what you eat and that decision alone can create profound spousal, family, cultural and religious conflicts. 

   

  Plus, successful weight loss can be psychologically threatening to other family members who can't or don't want to lose weight, or feel that their spouse's weight loss will threaten the marriage because the spouse may now be more attractive to the opposite sex. Sometimes family members can sabotage one's best efforts to lose weight and keep it off. Obviously there's more to weight loss than telling patients to lose weight and giving them nutritional handouts. 

   

  If you can find patients willing to talk honestly about these issues, you may be able to identify possible barriers to healthy behavior and provide some possible solutions in a format that's more meaningful than just another medical handout. 

   

  Mark

   

  Mark Hochhauser, Ph.D.

  Readability Consultant

  3344 Scott Avenue North

  Golden Valley, MN  55422

  Phone: 763-521-4672

  Fax: 763-521-5069    

  Cell: 612-281-1517

  email: MarkH38514 at aol.com

   

   






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From sauger at mindspring.com  Thu Nov 20 12:59:26 2008
From: sauger at mindspring.com (Susan Auger)
Date: Thu, 20 Nov 2008 12:59:26 -0500
Subject: [HealthLiteracy 2493]   Re: Teach-with-Stories Method,
	photonovellas and evaluation
In-Reply-To: <C54A1A2C.D56E%mromney@comcast.net>
References: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC>
	<C54A1A2C.D56E%mromney@comcast.net>
Message-ID: <0EF0962557AF4558A46191A2263CE7F5@ACIncPC>

Hi Marty-
Teaching with stories is our oldest form of education and is used in
cultures throughout the world. However, the scholarly research on the
process and specifically on photonovellas I believe is still pretty sparse
at this point. Hopefully discussions like we are having now can stimulate
some interest in this area. As a doctoral student myself, I appreciate the
importance of research that can make a meaningful contribution to
scholarship as well as practice. There are lots of opportunities for
exploration related to their design, development, use, and efficacy.
 
A study by Elder et al. (2006) comes to mind that may provide some insight
into a possible intervention design for photonovellas. It may also provide
some helpful information regarding Bobbie Randall's idea about personalizing
diabetes information. 
 
In the study entitled, Long-term effects of a communication intervention for
Spanish-dominant Latinas, they examined the 1-year impact of two innovative
behavior-change approaches (use of promotoras (a.k.a. lay educators) and
tailored print materials) to reduce dietary fat and increase fiber. 
 
Here are the abstract details:
Study Design: Three-group randomized controlled trial: (1) personalized
dietary counseling via lay health educators plus tailored print materials
delivered via the mail, (2) tailored mailed print materials only, and (3)
targeted mailed 'off-the-shelf' materials.
 
Results:  Earlier work reported that at immediate post-intervention the
promotora group achieved significantly lower levels of total fat grams, and
lower levels of energy intake, total saturated fat, total carbohydrates,
glucose, and fructose than the targeted group. However, the present
longitudinal analyses suggest that the effects achieved by the promotoras
dissipated over the 12-month follow-up period while the effects of the
tailored group concurrently improved.
 
Conclusions: The high interactivity (i.e., calls, visits) of the promotora
condition may have been the most salient reinforcer and may have led to
further tailoring, making this type of intervention more effective than the
comparison groups in the short term. Further research should explore whether
booster sessions involving promotoras help to maintain the impact over time.
 
Reference:  Elder, J.P., Ayala, G.X., Campbell, N.R., Arredondo, E.M.,
Slymen, D.J., Baquero, B., Zive, M., Ganiats, T.G., & Engelberg, M. (2006)
Long-term effects of a Communication Intervention for Spanish-Dominant
Latinas. Journal of Preventive Medicine. 31: 159-166.
 
In this case, 'tailored print materials' included a series of 12 tailored
newsletters and homework assignments that were created using baseline data
provided by the participant. Perhaps an interesting study would be to
compare this type of tailored material (including a person's photo on it?)
to a photonovella series (developed through a participatory process) and to
the photonovella series used with the TWS method. 
 
Another suggestion to consider for a public health intervention is to
explore what data is already being collected in your system or organization.
For example, in the demonstration project at the Neighborhood Health Plan of
Rhode Island (NHPRI), as a medicaid managed care organization, they
routinely collect Healthcare Effectiveness Data and Information Set (HEDIS)
data to measure their performance and monitor their quality of care. For
details, see the National Committee for Quality
Assurance.http://www.ncqa.org/    I understand that HEDIS has a standardized
compliation of indicators that constitute 'optimal prenatal care.' So NHPRI
was able to compare that data for the participants who had the
Teach-with-Stories intervention with photonovellas to, in this case, those
that received  'usual-care.'   The results- 90% received optimal prenatal
care compared to 65%.  NHPRI also conducted a participant pre and post test
and follow up focus group with participants about their experience and
perceptions (I believe 3 months after), and a debriefing with staff (via a
meeting and self-assessment form) re: their experience and perceptions. 
 
If others have conducted or know of other studies or have developed
evaluation instruments specifically for use with photonovellas, please let
us know.  Are there specific research questions you would like to see
addressed regarding photonovellas?
 
Susan
 
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com> auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marty Romney
Sent: Wednesday, November 19, 2008 7:32 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2486] Re: Teach-With-Stories method for using
photonovellas


Susan,

Thank you for all you have shared (and others as well). This discussion
about different facets of photonovellas has been extraordinarily informative
as well as exciting.

I would appreciate insights and recommendations on appropriate, validated,
reliable (etc.) evaluation instruments that have been used to assess and
confirm the effectiveness of interventions utilizing photonovellas.  Are you
aware of any evaluation instruments that have been developed specifically
for photonovellas?  

How would you recommend someone planning a public health intervention
determine what and how to measure the outcomes?

Are you are aware of any published reports documenting appropriate
evaluation tools and analyses to measure the outcomes and success of using
photonovellas? I have looked but not found anything specific to evaluation.

Thanks again to everyone.

Kind regards,

Marty



On 11/19/08 1:26 PM, "Susan Auger" <sauger at mindspring.com> wrote:



I wanted to share some background info to help clarify how I came to develop
and use photonovellas differently...
In the early 1990's I 'discovered' photonovellas while conducting a national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.
Serving the growing Hispanic population posed many challenges, e.g., lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers included
problems with no-shows, 'non-compliance,' and perceptions that Latinos were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more to
do with our lack of cultural competency (individually and organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 
Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a learner,
patient or cultured-centered model.  To me, the photonovella was a perfect
tool to assist providers and educators who wanted to adopt a participatory,
empowerment-based approach. 
Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences of
Latino families and providers who serve them to create the De Madre A Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  
As Julie and Mary mentioned, the women read the novella out loud like a play
(so those who can't read can still participate). While key health messages
are automatically addressed while reading the story, the dialog focuses on
the priorities, experiences, and questions of the group members.  So they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an active,
participatory one where everyone truly is a teacher and a learner. 
The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.
As Mark suggests, the dynamics in making change in one' life or one's family
are complex and can be complicated to explain. We need to create 'space ' in
our systems of care to address these types of needs and realities.  It is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.
Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email: auger at augercommunications.com <mailto:auger at augercommunications.com> 
 


  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
phot...

Susan: 

This sounds promising. From my own experiences as a Psychologist and a
patient...

Because so much information about medical treatments and research is focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 

Physicians are often frustrated by "non-compliant" patients (a description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision alone
can create profound spousal, family, cultural and religious conflicts. 

Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that their
spouse's weight loss will threaten the marriage because the spouse may now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and giving
them nutritional handouts. 

If you can find patients willing to talk honestly about these issues, you
may be able to identify possible barriers to healthy behavior and provide
some possible solutions in a format that's more meaningful than just another
medical handout. 

Mark

Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com

 




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From julie_mcKinney at worlded.org  Thu Nov 20 14:30:27 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 20 Nov 2008 14:30:27 -0500
Subject: [HealthLiteracy 2494]  Evidence-based? ... Literacy benefits?
Message-ID: <492574830200002D000094FA@dcgw.jsi.com>

I'm glad that Marty brought up evaluation! So...John, Susan and others,
can we call phonovellas an "evidence-based" strategy? For public health?
How about for literacy teaching?  (My guess is it's not an easy yes or
no!)

We have not heard from many adult literacy teachers: for you all, what
benefits do you see in literacy gains using photonovellas vs. other
authentic materials? 

And one question for Susan: what is the difference between using a
phonotovella and using the TWS (teach with stories)method?

Thanks to all for great questions and answers!

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From nimmon at interchange.ubc.ca  Thu Nov 20 15:25:05 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Thu, 20 Nov 2008 12:25:05 -0800 (PST)
Subject: [HealthLiteracy 2495] Re: 10 steps for creating photonovels
Message-ID: <21084535.29661227212705768.JavaMail.myubc2@handel.my.ubc.ca>

Hi Susan,
There was no technology to create photonovels 3 years ago.  Nor could I find much information on how to create them.  I intuitively went about the process and here are some of the major tips I can share as to what I learnt.

1. The beginning of the project is a very important part of the process.  The facilitator acts as someone who listens and talks with the participants and engages them in problem posing education.  This involves asking them what they deem to be the most pressing topic they want to explore in their lives.  In this sense, they gain the right to say and name their world and history becomes possible rather than deterministic.  In the context of my study, the women discussed how a change in their diet has affected their health upon immigrating to Canada.  Upon discussion of their experience, I then I hired a public health nurse to talk to the women about a healthy diet and exercise. 
 
2. One thing I have learnt is that although it is possible to have a range of language levels in a group, it is very difficult to accommodate low level ESL speakers without some type of support (like translators).  I have overcome other challenges.  For example, I have had two visually impaired students in photonovel projects, and they were very much involved in the process, either acting as main characters or writing the story.

3. Because the problem (story tension) is articulated at the beginning of the project, the formation of a story line then needs a solution (story resolution).  Students should also decide what the main message (story purpose) of their photonovel will be so that there is a focus from the beginning of the project.
  
4. I am not very competent with technology.  But, as serendipity would have it, a program called ?Comic Life? came out a couple of years ago.  It can be bought online from www.freeverse.com for a Mac or a Windows computer for around $25. 
Its really easy to use, and groups I have worked with, regardless of their literacy level, have picked it up very quickly.  In terms of learning how to use a digital camera, I have found that participants pick it up very quickly. I have enjoyed watching some of the shyest members of the group transform into leaders in their roles of directors or photographers.
I have found that it is important that people "freeze" in their shots because the pictures come out a lot clearer.  This can be hard especially because we are all laughing so much.  Despite the serious nature of photonovels, they are a lot of fun to create and this joyful/creative/collaborative aspect helps to bond the group and create social network.

5. A project usually takes around 10-20 hours of time.   

Laura  :)
 
-
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4



-----Original Message-----

> Date: Thu Nov 20 03:59:52 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2487] Re: 10 steps for creating photonovels
> To: "'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
>
>  
> Laura-
> This sounds like it will be another great resource for practitoners. Since
> your article isn't out yet, could you share some highlights about the steps
> involved in how to form group and then the level of interaction the
> facilitator has in the development process once the group is formed? 
> 
> Also, how do you typically handle the technology component particularly if
> the group members may have low literacy skills and may not know how to use a
> computer or digital camera?  
> 
> Finally, what type of time period do recommend planning for in order for a
> group to go through all 10 steps?
> Thanks-
> Susan
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
> Sent: Tuesday, November 18, 2008 2:25 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 2473] 10 steps for creating photonovels
> 
> Good points Susan.  Sometimes the populations we work with are led to
> believe that they have no say in the shaping of the future, and thus
> sometimes experience a crushing effect on their spirits. The photonovel
> process provides participants with a chance to include their human voice,
> expressed through humour or emotion, which distinguishes these health
> materials from others.  And thus it is essential that this human element is
> not erased within the content of the photonovel.
>   
> On another note: 
> 
> For those of you wondering how to go about facilitating a photonovel project
> you can check out this 10 step guideline:
> 
> Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in the
> classroom: A practical guide. Adult Basic Education and Literacy Journal.
> 2(3), 174-178
> 
> We discuss: (1) forming a photonovel group, (2) naming of a problem, (3)
> considering the audience, (4) writing a photonovel story, (5) developing
> characters and costumes, (6) taking the photographs, (7) preparing the
> dialogue, (8) using digital technology, (9) seeking audience feedback and
> (10) publishing your photonovel 
> 
> This article is in press and will be available in a few weeks!
> 
> Laura
> 
> 
> --
> Laura Nimmon
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> Michael Smith Foundation for Health Research Senior Graduate Trainee
> www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> 
> 
> 
> -----Original Message-----
> 
> > Date: Tue Nov 18 10:35:04 PST 2008
> > From: "Susan Auger" <sauger at mindspring.com>
> > Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> > To: "'The Health and Literacy Discussion List'" 
> > <healthliteracy at nifl.gov>
> >
> >  I think the story and drama are vital elements to any photonovella- 
> > they are like a soap opera. I understand that in Latin American 
> > countries this format is a very popular form of media & entertainment- 
> > whether it's a photonovella,radio novella or telenovella.
> > 
> > In adapting this format for health education, it's an important point 
> > to remember. I approach developing photonovellas a bit differently 
> > than the process described by John and Laura, which is learner or
> community-centered.
> > We use a collaborative approach, which balances many different 
> > perspectives, agendas, and levels of power. The underlying priniciple 
> > is that everyone is a teacher and a learner. As developers (I usually 
> > work at least one other person), we function as facilitators. I will 
> > say more about the rationale tomorrow.
> > 
> > A good example of this in practice...and getting back to the point 
> > about the importance of story.
> > We recently developed a photonovella on gestational diabetes. Our 
> > starting point was the personal story of a Latina whose experience 
> > with gestational diabetes reflected many of the themes and core issues 
> > we had identified in our background research (e.g., focus groups with 
> > Latinas with or who had gestational diabetes, review of literature and 
> > existing bilingual educational diabetes materials, interviews of 
> > health professionasl working in high-risk maternity clinics and 
> > gestational diabetes programs across the US, and representatives in 
> > federal and state agencies addressing diabetes, review of diabetes 
> > programs in Latin Amercian countries, and consultation with the project's
> multidisciplinary advisory board).
> > 
> > We asked her to write in her story in her own words in Spanish. We 
> > then translated it into English (and later back translated to 
> > Spanish). The resulting photonovel script, while it began with her 
> > story, reflected many voices and experiences. During the review and 
> > development process, a tension existed between the story & drama and 
> > the health education 'agenda.' There was (and is always) a tension 
> > between content, space, and reading level. In an effort to simplify 
> > and reduce text, inevitably health professional reviewers tend to 
> > eliminate 'the story,' the emotional scenes, the caring gestures and 
> > comments, the funny remarks. These are the very elements that make 
> > photonovellas so appealing and fun to read...and what distinguishes 
> > them from pamphlets, bulleted lists and visually slick but often cold 
> > and impersonal copy. Throw in the power dynamics of funders, medical 
> > providers, and other 'experts' and this is where the story and voice 
> > and feelings of the target audience often gets drowned out or lost, along
> with the spirit and power of the photonovella.
> > 
> > We have learned to get expectations out up front about what's 
> > negotiable and non-negotiable (this would include written and visual 
> > content) and to create a clear vision for the end product(not the 
> > details since they emerge from the process but the spirit of what we 
> > are trying to create). We also establish clear guidelines with 
> > everyone before the process begins about how we will make decisions. 
> > Although the balancing process can be quite challenging, having a 
> > consensus on these types of things before you begin makes the facilitation
> process easier.
> > 
> > Susan
> > 
> > Auger Communications, Inc.
> > PO Box 51392
> > Durham, North Carolina 27717
> > tel:  919.361.1857
> > fax: 919.361.2284
> > email: auger at augercommunications.com
> > 
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> > Sent: Tuesday, November 18, 2008 11:32 AM
> > To: healthliteracy at nifl.gov
> > Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> > 
> > This is very cool - I have never heard of using photonovellas in media!
> > It suggests another aspect of the photonovella that has not been 
> > mentioned
> > yet: the story. The "what's happening next?" aspect may indeed be as 
> > important an element as the visuals, the readability and the presense 
> > of characters that "look like"me".
> > 
> > Susan and John, What do you think of the relative importance of these 
> > different aspects of photonovellas?
> > 
> > Has anyone else seen them used in media like they did in New York city?
> > Does anyone from New York want to elaborate on the bus/subway campaign?
> > 
> > Thanks,
> > Julie
> > 
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 11:17 
> > >>> AM
> > >>>
> > 
> > Others from New York City may have mentioned that in the 80s and 90s 
> > the New York City Department of Health had a fotonovela bus and subway 
> > car card campaign about HIV/AIDS -- it was like a soap opera, with 
> > passengers eagerly waiting for the next installment.
> > 
> > 
> > Cheryl Pasternack, CHES
> > Director, Grants Management
> > Lincoln Medical & Mental Health Center
> > 234 E. 149th  Street, Room 4C-162
> > Bronx, NY  10451
> > Email:   Cheryl.Pasternack at nychhc.org 
> > Phone: (718) 579-5697
> > Fax:     (718) 579-4602
> > 
> > 
> > 
> > >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM 
> > >>> >>>
> > Hi Everyone,
> > 
> > We will hear more from our guests soon about the theory behind 
> > photonovellas, the benefits, and also some practical information about 
> > how to go about the process of creating them. In the meantime, if 
> > anyone else has a comment about your expeirence using photonovellas in 
> > health care or adult literacy settings, please share some thoguhts with
> us.
> > 
> > For example: If you have used photonovellas with students or patients, 
> > how did they react to seeing the photonovella? How well did they 
> > understand the information? How did this compare with their reaction 
> > to other forms of educational materials?
> > 
> > Julie
> > 
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
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> > HealthLiteracy at nifl.gov
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> > Email delivered to cheryl.pasternack at nychhc.org
> > 
> > -----------------------------------------
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> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to nimmon at interchange.ubc.ca
> 
> 
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> To unsubscribe or change your subscription settings, please go to
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> Email delivered to nimmon at interchange.ubc.ca
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


From sauger at mindspring.com  Thu Nov 20 20:18:12 2008
From: sauger at mindspring.com (Susan Auger)
Date: Thu, 20 Nov 2008 20:18:12 -0500
Subject: [HealthLiteracy 2496] Re: For Posting! hector Balcazar
In-Reply-To: <2A22A189884BA342A246761D73942BE60547BD98@UTHEVS2.mail.uthouston.edu>
References: <2A22A189884BA342A246761D73942BE60547BD98@UTHEVS2.mail.uthouston.edu>
Message-ID: <06AE256EF13F4174BE1A22ECFBA80001@ACIncPC>

Dr. Balcazar-
Thanks so much for sharing about your innovative project using photonovela
and promotores!  We just started a literature review for our next grant and
I was excited to see how much more is being published on working with
community health workers/promotores de salud. I hope that you will also be
sharing your findings. I am very interested in learning more about the
project.
 
You mentioned using an artist to develop the pictures so I'm assuming that
it's an illustrated novela. I know usually photonovelas use photographs but
I have several photonovelas in my sample collection that use
illustrations/line drawings. I know one used line drawings because their
target audience was muslim women and use of photographs would be culturally
inappropriate. 
 
I was wondering if you, (or others on the list ) could elaborate on your
decision to use illustrations over photographs. Also, we had a question from
a discussion list member regarding the selection of illustrators-Where is
the best place to find one, e,g, art school student, professional?   I might
add, what are some considerations when trying to select an artist for a
novela project? What do you look for in a portfolio? What are one or two
important qualities to look for that might suggest a good fit in terms of an
effective working relationship for this type of project?
 
thank you!
Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com> auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Balcazar, Hector G
Sent: Thursday, November 20, 2008 12:03 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2491] For Posting! hector Balcazar



Dear Colleagues of the Health and Literacy Discussion List.

 

We have recently produced a photonovela as part of an intervention (funded
by CDC) with community health workers/promotores de salud to control high
blood pressure among Mexican origin women living in a colonia here in El
Paso Texas. We worked with community health workers and with people from the
community to develop some ideas on how to build stories and themes for the
photonovela. We used behavioral research theory to bring a combination of
community engagement and science. The photonovela has three components and
it is in Spanish. These are: 1) control of hypertension and use of
medication, 2) control of stress, and 3) visit to the doctor. We also
created a teaching module for high blood pressure control and we integrated
the photonovela as part of this module. We then used this module in
conjunction to several modules of the NHLBI Su Corazon Su Vida curriculum to
launch a 9 week randomized community intervention.

 

We used an artist from the community to develop all the pictures and the
situations based on our community input. We continued with the idea of the
Ramirez family that was developed by the Salud Para Su Corazon program of
NHLBI. In our photonovela we grew the familia Ramirez and created another
son for Dona Fela, the primary character in Salud Para Su Corazon.

 

 

Thanks for the opportunity to share this experience!

 

 

Dr. Hector Balcazar

Regional Dean and Professor of Health Promotion and Behavioral Sciences

UT School of Public Health at Houston

El Paso Regional Campus

1100 N. Stanton, Suite 110

El Paso, Texas 79902

phone: 915-747-8507

fax: 915-747-8512

 

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From julie_mcKinney at worlded.org  Fri Nov 21 13:15:25 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 21 Nov 2008 13:15:25 -0500
Subject: [HealthLiteracy 2497]  Some more questions on Photonovellas
Message-ID: <4926B46D0200002D00009533@dcgw.jsi.com>

Hi Everyone,

Just a reminder here that we have through Monday with our guests to
finish up the formal discussion. Of course, as always, we can continue
talking about photonovellas further as we like!

Below are some questions that list members sent in before the
discussion, that we have not fully explored yet... Please feel free to
comment on them or other ideas that have not come up.

All the best,
Julie

****************

When one develops a photonovella, what are the pieces that the resource
developer should have in mind?

Where are the best places to find illustrators? do they recommend going
to art schools or going to professionals?

What limits do the guest speakers recommend as to the  amount of text 
(number of words) 1) per frame, 2) per strip or page?  What  is the
basis for 
their recommendation?
 
The camera lens sees all - even things that distract from  the message. 
What  guidelines or procedures do the speakers suggest to  reduce these?
 
Can you share any experiences in using photonovellas with people who
have learning disabilities or intellectual disabilities?

What do you think of the idea of creating photnovellas from perspective
of the person - in other words, taking the photos as they would see
themselves performing the task? (similar to video self-modeling)?

Have you been able to show increased comprehension by using a
photonovella as compared to a comic book or illustrated document?

Any thoughts on the impact of comprehension if the photo novella
concept was "in motion" (i.e., a dvd or podcast)?

Any experience in creating a  teaching tool - cueing system - from the
photonovella concept? If so, what did you learn from that?


*********************************


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Fri Nov 21 15:36:13 2008
From: sauger at mindspring.com (Susan Auger)
Date: Fri, 21 Nov 2008 15:36:13 -0500
Subject: [HealthLiteracy 2498] Re:
	Teach-With-Storiesmethodforusingphotonovellas
In-Reply-To: <5572A65A0D2C4DB4B9384125F62D07C4@Lola>
References: <83D5322FA2304BF2B34A2E8455CFE72E@ACIncPC><A300EE3F43310B4D8D4AB7B2854A339702DF6FC9@exchange.DUNLAP.COM><3E772E2879414424923EBAAF54B7D6E2@ACIncPC>
	<5572A65A0D2C4DB4B9384125F62D07C4@Lola>
Message-ID: <AB8B5DE6E06E44D5BDF15F85029334E9@ACIncPC>

Hi everyone-
Lorena - I appreciate you chiming in! 
 
If our goal is to promote positive, meaningful, sustained change inherent in
health literacy objectives, then I agree with Lorena about a participatory
approach to health education efforts. And more broadly, if we are committed
to transforming our systems of care to a patient or cultured-centered model,
which also requires sharing power, then a participatory or collaborative
approach seems only logical too. However, this makes me think about Mark's
post earlier this week about how decisions are often not rational and making
changes typically involve complex dynamics that are difficult to make
explicit.
 
One challenge we face in the transformation process that Laura brought up
regarding Freire and her work in the community is recognizing and naming the
factors and dynamics of the different paradigms. If we can do that, then we
are in a better position to make conscious choices on individual and
organizational levels, in policy and practice. 
 
I find that it's not an easy task because it's so pervasive and
institutionalized in our culture. For example, 'either/or,' 'win/lose'
thinking is characteristic of a 'power over' way of relating whether we are
relating as individuals, groups, or even with the environment. This is
expressed in obvious ways such as, 'It's my way or the highway,'  'Either
you are with us or against us.'  It can also come up in more subtle ways.
For example, in cultural competency trainings when we  talk about the use of
sharing power in patient-practitioner communication. Someone usually asks,
Does this mean that a doctor or nurse must give up their power and stop
being directive? What about my legal responsibilities and obligations, I
can't let others do or say whatever they want. 
 
Or it can also be expressed by patients who want or expect an 'expert' not a
'facilitator,' e.g., 'don't ask me what I want or think I should do, that's
what you went to school for and why you got all that training.' A great
example is in the AMA health literacy video, 'Helping Patients Understand,'
a female patient says something to the effect, 'I do whatever the doctor
tells me, I trust him with my life.'  She either directly or indirectly says
she doesn't really ask questions or need to understand.  Embedded in these
questions is a sense of 'either/or,'  power over- someone is on top, someone
is on bottom...so if I'm not in a dominant position, then I'm in a
submissive one. I am excited about the health literacy movement because it's
helping make explicit the dangers and hidden costs of simply focusing on
'compliance' at the expense of critical thinking and fostering a sense of
mutuality and ownership of one's health and well-being.
 
So Lorena, your analogy of a participatory approach as 'a dance where no
person leads and everyone is a leader' is an elegant one. It helps answer
the questions posed by those health professionals. Supporting others in
claiming and expressing their voice and power does not mean we lose our
power personally or professionally (it's not either/or), we use our power
and authority differently. As Jean Baker Miller and others suggest in
relational-cultural theory, we view and understand relationships in a
holistic and interdependent context. 'And' is the operative principle. Power
sharing is 'power with' others, side by side, while we each build our own
'power-from-within' (however you define it, e.g., self-efficacy or perhaps
in a spiritual way). Are there situations that require a directive approach
or an intervention, e.g., a parent abusing a child, suicidal tendencies, an
emergency or diminished capacity of some sort). Absolutely- there is a
continuum of responses available. And as Lorena, and the others who have
shared this week have pointed out, when we work in a collaborative way, with
a better understanding of the whole picture (individual, family, community),
we have a better sense and range of options, we make better, more informed
choices and decisions, we can be more effective in promoting change and
health, not just those we serve.
 
Since it's Friday, I figured it would be alright to write a little longer
post :)
Susan
 
Auger Communications, Inc.
PO Box 51392
Durham, North Carolina 27717
tel:  919.361.1857
fax: 919.361.2284
email:  <mailto:auger at augercommunications.com> auger at augercommunications.com
 

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lorena Sprager
Sent: Thursday, November 20, 2008 12:24 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2492] Re:
Teach-With-Storiesmethodforusingphotonovellas


Dear Susan and Colleagues,
 
I have been a quiet participant on this list serve for years.  I have been
learning from the discussions and information sharing, then applying it to
my work.  Like you, Susan, Teaching Patients with Low Literacy Skills has
been my bible.
 
It is my passionate belief that the participatory, or collaborative,
approach is the way to share health information and promote positive changes
in individuals and communities.  I have had the privilege and honor to work
with Promotores de Salud, or Health Promoters (also known as Community
Health Workers) for over a decade. 
 
In a nutshell, this model brings in respected members of the target
community to work hand in hand with the health care system.  They then share
health information with their community members in a culturally and language
appropriate way.  The Promotores are an ongoing health resource in their
community.  Also, they are a bridge to their community members accessing and
maneuvering within the health care system.
 
To answer Susan's question, as a facilitator, the impact of working in this
participatory approach has been:

*	Making positive inroads with the target population, 

*	Sharing health information and services effectively in a respectful
and appropriate way, 

*	Seeing positive health outcomes as a result of working hand in hand
with the target population, 

*	Recognizing we are all learners and teachers, and 

*	Feeling humbled, awed and great joy

The best analogy I can offer for this participatory approach is a dance
where no one person leads and we are all leaders.  We all bring our
strengths and wisdom to make a positive difference.
 
Lorena Sprager
Consultant
lsprager at gorge.net
541-386-4113

----- Original Message ----- 
From: Susan  <mailto:sauger at mindspring.com> Auger 
To: 'The Health and Literacy Discussion  <mailto:healthliteracy at nifl.gov>
List' 
Sent: Thursday, November 20, 2008 5:24 AM
Subject: [HealthLiteracy 2488] Re: Teach-With-Stories
methodforusingphotonovellas

Hi Bobbie-
I agree - I think there's lots of potential for photonovellas related to
diabetes since it involves lifestyle management and behavior change issues
(which are multi-dimensional). With the disparities and rising rates of
diabetes among children- the cultural and developmental issues are important
to consider and address in educational efforts too. I was having a bit of
trouble visualizing an end product based on your description though. It
might be easier to brainstorm details on the phone or off-line which I would
be more than willing to do.
 
>From a broad perspective, I don't know that there is a right or wrong way or
even a best way to develop photonovellas. I think it comes down to making
choices about what works and doesn't work according to your principles and
what you want to acheive. I encourage anyone interested in the photonovella
concept to think critically about the nature of the relationship that they
want to have with the people that they serve and also the type of outcomes
that they want to acheive. The paradigm a person chooses will make a
difference.
 
My passion is in creating photonovellas that are developed through some type
of participatory process- whether it's supporting a learner-centered
approach or facilitating a collaborative one. It fits with our company
mission and values. It's fun. I am always learning, and ultimately, I feel
humbled and awed by the creativity, insights, gifts, and feeling of
connection that emerge during the process. 
 
We've mentioned some benefits for the participants.  What are other people'e
experiences re: the impact of a participatory approach as a facilitator? Do
others agree or disagree that the paradigm makes a difference? If so, in
what ways?
 
Susan

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bobbie Randall
Sent: Wednesday, November 19, 2008 2:22 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2483] Re: Teach-With-Stories method
forusingphotonovellas



I have been reading with great interest the discussion on photonovellas.  I
see a great use for them with my diabetic clients.

 

Question:  If I have a class of people with diabetes for only a few days or
a week is it possible for me to put together a photonovella for them?

 

            I guess I could have a prototype already put together on my
computer and just add the photos.  I love the personalization of the
project.  I think that my clients would really identify with a book
featuring them.  

 

            Last year I heard a lecture by Andrew Pleasant from Rutgers on
Health Literacy and he reminded the diabetic educators that for our clients:
Diabetes is a new lifetime contract with their health.  Seeing their photo
with a caption or dialogue bubble stating that they are willing to consider
to make lifestyle changes could make an impressive impact.  The finished
product will either end up on the refrigerator or the trashcan. 

 

            Thank you for all of this info.  I may be contacting a few of
you experienced photonovella-ers for guidance.

 

 

Bobbie Randall, MEd, RD, LD

Dietitian

Dunlap Community Hospital

832 South Main Street

Orrville, OH  44667

330-684-4776

 


  _____  


From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Susan Auger
Sent: Wednesday, November 19, 2008 1:27 PM
To: 'The Health and Literacy Discussion List'
Subject: [HealthLiteracy 2482] Re: Teach-With-Stories method for
usingphotonovellas

 

I wanted to share some background info to help clarify how I came to develop
and use photonovellas differently...

In the early 1990's I 'discovered' photonovellas while conducting a national
search for culturally appropriate bilingual educational materials for NC
health departments.  As the State Training Coordinator for women's health at
the time, I was responsible for conducting statewide training needs
assessments, as well as developing and coordinating training for health
professionals in maternity and family planning.

Serving the growing Hispanic population posed many challenges, e.g., lack of
bilingual, bicultural staff, interpreters, and bilingual materials. It was
common for women to come into prenatal care late or just show up in the
emergency room at the time of delivery. Issues voiced by providers included
problems with no-shows, 'non-compliance,' and perceptions that Latinos were
'difficult to reach,' and 'didn't like groups.' The more I learned about
literacy and cultural competency, I realized that this probably had more to
do with our lack of cultural competency (individually and organizationally)
and ineffective service delivery strategies, than simply a lack of
appropriate written materials and problem patients. 

Similar to John and Laura, Paolo Friere, along with Malcom Knowles' work
(adult learning theory), were also inspirational to me.  From a systems
perspective, I saw the need to transform how we were teaching mandated
prenatal education- from a teacher or clinician-centered model to a learner,
patient or cultured-centered model.  To me, the photonovella was a perfect
tool to assist providers and educators who wanted to adopt a participatory,
empowerment-based approach. 

Using a collaborative development process, we wove together key content
taught in traditional prenatal education curricula, actual experiences of
Latino families and providers who serve them to create the De Madre A Madre
photonovellas.  Embedded in the stories are discussion 'sparks' related to
common issues and concerns (mental, emotional, social, spiritual)
experienced by women during and after pregnancy.  

As Julie and Mary mentioned, the women read the novella out loud like a play
(so those who can't read can still participate). While key health messages
are automatically addressed while reading the story, the dialog focuses on
the priorities, experiences, and questions of the group members.  So they in
effect tailor the session to their unique needs and interests. This
structure shifts the dynamics from a passive, lecture style to an active,
participatory one where everyone truly is a teacher and a learner. 

The group process, what we now call the Teach-With-Stories(TWS) method,
fosters critical thinking, behavior change, and social support- all key
elements of health literacy.  Julie touched on its simplicity and
flexibility. It takes no more time than a traditional class and you can
weave in other activities or use it to supplement an exisiting curriculum.
And as Julie also mentioned, the photonovellas can still be used for
information dissemination and in one-on-one education.

As Mark suggests, the dynamics in making change in one' life or one's family
are complex and can be complicated to explain. We need to create 'space ' in
our systems of care to address these types of needs and realities.  It is at
the heart of true health literacy. I think using photonovellas with a
participatory, group approach, like our TWS method, gives providers and
educators a practical and easy way to do this.

Susan

 

Auger Communications, Inc.

PO Box 51392

Durham, North Carolina 27717

tel:  919.361.1857

fax: 919.361.2284

email:  <mailto:auger at augercommunications.com> auger at augercommunications.com

 

 


  _____  


From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of MarkH38514 at aol.com
Sent: Wednesday, November 19, 2008 10:55 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2481] Re: Treatment refusal and verbal abilitiesand
phot...

Susan: 

 

This sounds promising. >From my own experiences as a Psychologist and a
patient...

 

Because so much information about medical treatments and research is focused
on the patient,  health care providers don't always realize that every
disease is a family disease. 

 

Physicians are often frustrated by "non-compliant" patients (a description I
despise) who don't do what they're told--losing weight, for example. But
losing weight means you have to change what you eat and that decision alone
can create profound spousal, family, cultural and religious conflicts. 

 

Plus, successful weight loss can be psychologically threatening to other
family members who can't or don't want to lose weight, or feel that their
spouse's weight loss will threaten the marriage because the spouse may now
be more attractive to the opposite sex. Sometimes family members can
sabotage one's best efforts to lose weight and keep it off. Obviously
there's more to weight loss than telling patients to lose weight and giving
them nutritional handouts. 

 

If you can find patients willing to talk honestly about these issues, you
may be able to identify possible barriers to healthy behavior and provide
some possible solutions in a format that's more meaningful than just another
medical handout. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 






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From sauger at mindspring.com  Fri Nov 21 15:49:40 2008
From: sauger at mindspring.com (Susan Auger)
Date: Fri, 21 Nov 2008 15:49:40 -0500
Subject: [HealthLiteracy 2499]  Photonovel Photography
In-Reply-To: <21084535.29661227212705768.JavaMail.myubc2@handel.my.ubc.ca>
References: <21084535.29661227212705768.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <E983FBE28E874D9088F3670BFD487E24@ACIncPC>

Thanks Laura!  
To you and all list members, one of the questions from Len and Ceci Doak
asked concerned photographs.

The camera lens sees all - even things that distract from the message.
What guidelines or procedures do you suggest to reduce these?

Do you/did you offer any such guidelines to participants? If so, would you
be willing to share them on the list?

With some processes, such as 'photo-voice', a small photography lesson is
recommended to teach participants about photograph composition. With the
digital photography and software now a days that makes manipulating
photographs much easier and viewing photos immediately, do you think this is
still important or valuable?

Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Thursday, November 20, 2008 3:25 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2495] Re: 10 steps for creating photonovels

Hi Susan,
There was no technology to create photonovels 3 years ago.  Nor could I find
much information on how to create them.  I intuitively went about the
process and here are some of the major tips I can share as to what I learnt.

1. The beginning of the project is a very important part of the process.
The facilitator acts as someone who listens and talks with the participants
and engages them in problem posing education.  This involves asking them
what they deem to be the most pressing topic they want to explore in their
lives.  In this sense, they gain the right to say and name their world and
history becomes possible rather than deterministic.  In the context of my
study, the women discussed how a change in their diet has affected their
health upon immigrating to Canada.  Upon discussion of their experience, I
then I hired a public health nurse to talk to the women about a healthy diet
and exercise. 
 
2. One thing I have learnt is that although it is possible to have a range
of language levels in a group, it is very difficult to accommodate low level
ESL speakers without some type of support (like translators).  I have
overcome other challenges.  For example, I have had two visually impaired
students in photonovel projects, and they were very much involved in the
process, either acting as main characters or writing the story.

3. Because the problem (story tension) is articulated at the beginning of
the project, the formation of a story line then needs a solution (story
resolution).  Students should also decide what the main message (story
purpose) of their photonovel will be so that there is a focus from the
beginning of the project.
  
4. I am not very competent with technology.  But, as serendipity would have
it, a program called "Comic Life" came out a couple of years ago.  It can be
bought online from www.freeverse.com for a Mac or a Windows computer for
around $25. 
Its really easy to use, and groups I have worked with, regardless of their
literacy level, have picked it up very quickly.  In terms of learning how to
use a digital camera, I have found that participants pick it up very
quickly. I have enjoyed watching some of the shyest members of the group
transform into leaders in their roles of directors or photographers.
I have found that it is important that people "freeze" in their shots
because the pictures come out a lot clearer.  This can be hard especially
because we are all laughing so much.  Despite the serious nature of
photonovels, they are a lot of fun to create and this
joyful/creative/collaborative aspect helps to bond the group and create
social network.

5. A project usually takes around 10-20 hours of time.   

Laura  :)
 
-
Laura Nimmon
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4



-----Original Message-----

> Date: Thu Nov 20 03:59:52 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2487] Re: 10 steps for creating photonovels
> To: "'The Health and Literacy Discussion List'" 
> <healthliteracy at nifl.gov>
>
>  
> Laura-
> This sounds like it will be another great resource for practitoners. 
> Since your article isn't out yet, could you share some highlights 
> about the steps involved in how to form group and then the level of 
> interaction the facilitator has in the development process once the group
is formed?
> 
> Also, how do you typically handle the technology component 
> particularly if the group members may have low literacy skills and may 
> not know how to use a computer or digital camera?
> 
> Finally, what type of time period do recommend planning for in order 
> for a group to go through all 10 steps?
> Thanks-
> Susan
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
> Sent: Tuesday, November 18, 2008 2:25 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 2473] 10 steps for creating photonovels
> 
> Good points Susan.  Sometimes the populations we work with are led to 
> believe that they have no say in the shaping of the future, and thus 
> sometimes experience a crushing effect on their spirits. The 
> photonovel process provides participants with a chance to include 
> their human voice, expressed through humour or emotion, which 
> distinguishes these health materials from others.  And thus it is 
> essential that this human element is not erased within the content of the
photonovel.
>   
> On another note: 
> 
> For those of you wondering how to go about facilitating a photonovel 
> project you can check out this 10 step guideline:
> 
> Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in 
> the
> classroom: A practical guide. Adult Basic Education and Literacy Journal.
> 2(3), 174-178
> 
> We discuss: (1) forming a photonovel group, (2) naming of a problem, 
> (3) considering the audience, (4) writing a photonovel story, (5) 
> developing characters and costumes, (6) taking the photographs, (7) 
> preparing the dialogue, (8) using digital technology, (9) seeking 
> audience feedback and
> (10) publishing your photonovel
> 
> This article is in press and will be available in a few weeks!
> 
> Laura
> 
> 
> --
> Laura Nimmon
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral 
> Fellow Michael Smith Foundation for Health Research Senior Graduate 
> Trainee www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> 
> 
> 
> -----Original Message-----
> 
> > Date: Tue Nov 18 10:35:04 PST 2008
> > From: "Susan Auger" <sauger at mindspring.com>
> > Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> > To: "'The Health and Literacy Discussion List'" 
> > <healthliteracy at nifl.gov>
> >
> >  I think the story and drama are vital elements to any photonovella- 
> > they are like a soap opera. I understand that in Latin American 
> > countries this format is a very popular form of media & 
> > entertainment- whether it's a photonovella,radio novella or telenovella.
> > 
> > In adapting this format for health education, it's an important 
> > point to remember. I approach developing photonovellas a bit 
> > differently than the process described by John and Laura, which is 
> > learner or
> community-centered.
> > We use a collaborative approach, which balances many different 
> > perspectives, agendas, and levels of power. The underlying 
> > priniciple is that everyone is a teacher and a learner. As 
> > developers (I usually work at least one other person), we function 
> > as facilitators. I will say more about the rationale tomorrow.
> > 
> > A good example of this in practice...and getting back to the point 
> > about the importance of story.
> > We recently developed a photonovella on gestational diabetes. Our 
> > starting point was the personal story of a Latina whose experience 
> > with gestational diabetes reflected many of the themes and core 
> > issues we had identified in our background research (e.g., focus 
> > groups with Latinas with or who had gestational diabetes, review of 
> > literature and existing bilingual educational diabetes materials, 
> > interviews of health professionasl working in high-risk maternity 
> > clinics and gestational diabetes programs across the US, and 
> > representatives in federal and state agencies addressing diabetes, 
> > review of diabetes programs in Latin Amercian countries, and 
> > consultation with the project's
> multidisciplinary advisory board).
> > 
> > We asked her to write in her story in her own words in Spanish. We 
> > then translated it into English (and later back translated to 
> > Spanish). The resulting photonovel script, while it began with her 
> > story, reflected many voices and experiences. During the review and 
> > development process, a tension existed between the story & drama and 
> > the health education 'agenda.' There was (and is always) a tension 
> > between content, space, and reading level. In an effort to simplify 
> > and reduce text, inevitably health professional reviewers tend to 
> > eliminate 'the story,' the emotional scenes, the caring gestures and 
> > comments, the funny remarks. These are the very elements that make 
> > photonovellas so appealing and fun to read...and what distinguishes 
> > them from pamphlets, bulleted lists and visually slick but often 
> > cold and impersonal copy. Throw in the power dynamics of funders, 
> > medical providers, and other 'experts' and this is where the story 
> > and voice and feelings of the target audience often gets drowned out 
> > or lost, along
> with the spirit and power of the photonovella.
> > 
> > We have learned to get expectations out up front about what's 
> > negotiable and non-negotiable (this would include written and visual
> > content) and to create a clear vision for the end product(not the 
> > details since they emerge from the process but the spirit of what we 
> > are trying to create). We also establish clear guidelines with 
> > everyone before the process begins about how we will make decisions.
> > Although the balancing process can be quite challenging, having a 
> > consensus on these types of things before you begin makes the 
> > facilitation
> process easier.
> > 
> > Susan
> > 
> > Auger Communications, Inc.
> > PO Box 51392
> > Durham, North Carolina 27717
> > tel:  919.361.1857
> > fax: 919.361.2284
> > email: auger at augercommunications.com
> > 
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov 
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> > Sent: Tuesday, November 18, 2008 11:32 AM
> > To: healthliteracy at nifl.gov
> > Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> > 
> > This is very cool - I have never heard of using photonovellas in media!
> > It suggests another aspect of the photonovella that has not been 
> > mentioned
> > yet: the story. The "what's happening next?" aspect may indeed be as 
> > important an element as the visuals, the readability and the 
> > presense of characters that "look like"me".
> > 
> > Susan and John, What do you think of the relative importance of 
> > these different aspects of photonovellas?
> > 
> > Has anyone else seen them used in media like they did in New York city?
> > Does anyone from New York want to elaborate on the bus/subway campaign?
> > 
> > Thanks,
> > Julie
> > 
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 
> > >>> 11:17 AM
> > >>>
> > 
> > Others from New York City may have mentioned that in the 80s and 90s 
> > the New York City Department of Health had a fotonovela bus and 
> > subway car card campaign about HIV/AIDS -- it was like a soap opera, 
> > with passengers eagerly waiting for the next installment.
> > 
> > 
> > Cheryl Pasternack, CHES
> > Director, Grants Management
> > Lincoln Medical & Mental Health Center
> > 234 E. 149th  Street, Room 4C-162
> > Bronx, NY  10451
> > Email:   Cheryl.Pasternack at nychhc.org 
> > Phone: (718) 579-5697
> > Fax:     (718) 579-4602
> > 
> > 
> > 
> > >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM
> > >>> >>>
> > Hi Everyone,
> > 
> > We will hear more from our guests soon about the theory behind 
> > photonovellas, the benefits, and also some practical information 
> > about how to go about the process of creating them. In the meantime, 
> > if anyone else has a comment about your expeirence using 
> > photonovellas in health care or adult literacy settings, please 
> > share some thoguhts with
> us.
> > 
> > For example: If you have used photonovellas with students or 
> > patients, how did they react to seeing the photonovella? How well 
> > did they understand the information? How did this compare with their 
> > reaction to other forms of educational materials?
> > 
> > Julie
> > 
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to cheryl.pasternack at nychhc.org
> > 
> > -----------------------------------------
> > Visit www.nyc.gov/hhc
> > 
> > CONFIDENTIALITY NOTICE: The information in this E-Mail may be 
> > confidential and may be legally privileged. It is intended solely 
> > for the
> addressee(s).
> > If you are not the intended recipient, any disclosure, copying, 
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> > on this e-mail, is prohibited and may be unlawful. If you have 
> > received this E-Mail message in error, notify the sender by reply 
> > E-Mail and delete
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> > ----------------------------------------------------
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> > Email delivered to julie_mckinney at worlded.org
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to sauger at mindspring.com
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to nimmon at interchange.ubc.ca
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sauger at mindspring.com
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
--
Laura Nimmon
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com


From Hector.G.Balcazar at uth.tmc.edu  Fri Nov 21 15:50:46 2008
From: Hector.G.Balcazar at uth.tmc.edu (Balcazar, Hector G)
Date: Fri, 21 Nov 2008 14:50:46 -0600
Subject: [HealthLiteracy 2500] Sharing Photonovela from Hypertension
	Project- Hector Balcazar
Message-ID: <2A22A189884BA342A246761D73942BE60547C00D@UTHEVS2.mail.uthouston.edu>

Dear Colleagues:  I would like to share the photonovela we developed as
part of a CDC project for control of high blood pressure using
promotores de salud in El Paso, Texas

 

Go to this site:

 

https://xfiles.uth.tmc.edu/xythoswfs/webui/_xy-1937631_1-t_BTd1XO6o

 

saludos

Hector

 

Dr. Hector Balcazar

Regional Dean and Professor of Health Promotion and Behavioral Sciences

UT School of Public Health at Houston

El Paso Regional Campus

1100 N. Stanton, Suite 110

El Paso, Texas 79902

phone: 915-747-8507

fax: 915-747-8512

 

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From RRUDD at hsph.harvard.edu  Fri Nov 21 16:15:35 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Fri, 21 Nov 2008 16:15:35 -0500
Subject: [HealthLiteracy 2501] Re: Some more questions on	Photonovellas
In-Reply-To: <4926B46D0200002D00009533@dcgw.jsi.com>
References: <4926B46D0200002D00009533@dcgw.jsi.com>
Message-ID: <4926DEA6.960B.00AF.0@hsph.harvard.edu>

Hello again,
After scanning the questions posed by Julie, I thought I'd share a bit more about the work done by Rudd, Comings, and Roter [together and independently]. Keep in mind that much of this work was done in the previous century! However, Debra Roter continues to work with her graduate students at Hopkins to develop photonovels with community based organizations. She has been doing this every year for 2 decades. Some of her students have gone on to develop and study the use of photnovels elsewhere [e.g. Korea]. 
Past work: 
1. We developed and applied a participatory process that engaged a wide range of participants [all of whom were members of the intended audience]. Various participants served as writers, actors, set designers, evaluators, photographers, and lay out designers.... . We also worked with local production groups and looked into production capabilities in local schools. 
2. We did conduct several studies and engaged in formative, process, and outcome evaluations. Our formative evaluations focused on readability and attractiveness as well as on distribution plans. Our process evaluations examined the extent and scope of participation and decision making [amongst those who actively participated] and expressed preferences for and use of various materials [amongst members of the various audiences who received the materials]. We also looked at value of including faces and places familiar to the readers. We asked readers to compare the photonovel materials [content and format] with other materials addressing the same issues. We counted materials taken from distribution sites that carried the photonovels as well as other materials addressing the same issue/topic. We queried whether or not people shared the materials with others in their family and community. Our proximal outcomes included measures of efficacy, intent to act, and reported activities/
 behavior change  [linked to a more distal outcome via theory] . 

Sadly, I did not write up all of our work although I had presented at several APHA meetings in the late 1970s and at an International Health Promotion Meeting in 1980 [in London, with Debra Roter].  But we did publish some. Here are the old references:
1. Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health Education Material for the Construction Trades.  International Quarterly of Community Health Education 7; 7(2): 109-121. 1986-7.
2. Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials Development in Health Education. Public Health Reports, 96(2):169-172. 1987.
3. Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health Education Materials, chapter in Matiella (ed), Comprehensive Health Education in the Multiethnic Classroom, Santa Cruz, CA: ETR Associates, 1994.
4. Rudd RE, Comings JP.  Learner Developed Materials: An Empowering Product, Health Education Quarterly 21(3):33-47. 1994.

You might also want to look into the very exciting participatory work called photovoice [you can link to it via my web site] developed by Caroline Wang.
Hope this is helpful...
Rima Rudd 



Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From mromney at comcast.net  Fri Nov 21 18:27:32 2008
From: mromney at comcast.net (Marty Romney)
Date: Fri, 21 Nov 2008 18:27:32 -0500
Subject: [HealthLiteracy 2502] Re: Some more questions on Photonovellas
In-Reply-To: <4926B46D0200002D00009533@dcgw.jsi.com>
Message-ID: <C54CAE14.D979%mromney@comcast.net>

I would be very appreciative if we can keep the discussions going beyond
Monday.  The information has been extremely informative.

Marty


On 11/21/08 1:15 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:

> Hi Everyone,
> 
> Just a reminder here that we have through Monday with our guests to
> finish up the formal discussion. Of course, as always, we can continue
> talking about photonovellas further as we like!
> 
> Below are some questions that list members sent in before the
> discussion, that we have not fully explored yet... Please feel free to
> comment on them or other ideas that have not come up.
> 
> All the best,
> Julie
> 
> ****************
> 
> When one develops a photonovella, what are the pieces that the resource
> developer should have in mind?
> 
> Where are the best places to find illustrators? do they recommend going
> to art schools or going to professionals?
> 
> What limits do the guest speakers recommend as to the  amount of text
> (number of words) 1) per frame, 2) per strip or page?  What  is the
> basis for 
> their recommendation?
>  
> The camera lens sees all - even things that distract from  the message.
> What  guidelines or procedures do the speakers suggest to  reduce these?
>  
> Can you share any experiences in using photonovellas with people who
> have learning disabilities or intellectual disabilities?
> 
> What do you think of the idea of creating photnovellas from perspective
> of the person - in other words, taking the photos as they would see
> themselves performing the task? (similar to video self-modeling)?
> 
> Have you been able to show increased comprehension by using a
> photonovella as compared to a comic book or illustrated document?
> 
> Any thoughts on the impact of comprehension if the photo novella
> concept was "in motion" (i.e., a dvd or podcast)?
> 
> Any experience in creating a  teaching tool - cueing system - from the
> photonovella concept? If so, what did you learn from that?
> 
> 
> *********************************
> 
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mromney at comcast.net



From nimmon at interchange.ubc.ca  Fri Nov 21 22:12:19 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Fri, 21 Nov 2008 19:12:19 -0800 (PST)
Subject: [HealthLiteracy 2503]  Photonovel Photography
Message-ID: <24047052.14201227323539416.JavaMail.myubc2@handel.my.ubc.ca>

Hi Susan, Len, Ceci and everyone,

In order to not detract from the message (i.e. the camera lens sees all) I usually have a few guidelines I suggest to the participants/students.

(1) Use a maximum of four images per page. Otherwise there is too much imagery and language to fully take in the message.  The idea is to keep the photonovel simple, yet substantial in terms of using not only print literacy, but also on other multiliteracies such as body language, gestures and clothing.  This term "multiliteracies" denotes that language, and other modes of meaning, are dynamic and representational resources, constantly being transformed, designed and remade to achieve various purposes.  This approach to literacy is  based on the assumption that the human mind is embodied in social, cultural and material context (see Cope & Kalantzis, 2000).

(2) Try to make the scenes as realistic as possible.  Have items in the photos that would be found in real life circumstances. Make sure the characters are wearing costumes that are realistic.  In trying to keep it authentic as possible, remind the actors/actresses to change costumes when there is a time change in the photonovel.

(3) I do recommend teaching some minor tips on photography.  Although the software does allow us to see the photos immediately, and manipulate them, it saves a lot of time to take as few pictures as possible. Generally, for every picture you see in a photonovel there were 3-5 other similar images that were not used. Teaching some basic photography skills also equips the participants with some new technical skills.
It is thus helpful to teach some basic information on taking photographs (zooming, using a flash..).  Also, other practical elements are helpful, like make sure the sun is behind the photographer if the setting is outside.  Characters should also face the sun so they are fully visible and not obscured by shadows etc.  

Besides these basic guidelines I trust in the creative potential of my students or the participants.  Most often they take much better pictures than I ever could!  Believing in their creative capacity restores their human agency in the process of meaning making, and thus avoids neutralizing their own subjective experiences.  

Laura

---
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Fri Nov 21 12:49:40 PST 2008
> From: "Susan Auger" <sauger at mindspring.com>
> Subject: [HealthLiteracy 2499]  Photonovel Photography
> To: "'The Health and Literacy Discussion List'" <healthliteracy at nifl.gov>
>
> Thanks Laura!  
> To you and all list members, one of the questions from Len and Ceci Doak
> asked concerned photographs.
> 
> The camera lens sees all - even things that distract from the message.
> What guidelines or procedures do you suggest to reduce these?
> 
> Do you/did you offer any such guidelines to participants? If so, would you
> be willing to share them on the list?
> 
> With some processes, such as 'photo-voice', a small photography lesson is
> recommended to teach participants about photograph composition. With the
> digital photography and software now a days that makes manipulating
> photographs much easier and viewing photos immediately, do you think this is
> still important or valuable?
> 
> Susan
> 
> -----Original Message-----
> From: healthliteracy-bounces at nifl.gov
> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
> Sent: Thursday, November 20, 2008 3:25 PM
> To: The Health and Literacy Discussion List
> Subject: [HealthLiteracy 2495] Re: 10 steps for creating photonovels
> 
> Hi Susan,
> There was no technology to create photonovels 3 years ago.  Nor could I find
> much information on how to create them.  I intuitively went about the
> process and here are some of the major tips I can share as to what I learnt.
> 
> 1. The beginning of the project is a very important part of the process.
> The facilitator acts as someone who listens and talks with the participants
> and engages them in problem posing education.  This involves asking them
> what they deem to be the most pressing topic they want to explore in their
> lives.  In this sense, they gain the right to say and name their world and
> history becomes possible rather than deterministic.  In the context of my
> study, the women discussed how a change in their diet has affected their
> health upon immigrating to Canada.  Upon discussion of their experience, I
> then I hired a public health nurse to talk to the women about a healthy diet
> and exercise. 
>  
> 2. One thing I have learnt is that although it is possible to have a range
> of language levels in a group, it is very difficult to accommodate low level
> ESL speakers without some type of support (like translators).  I have
> overcome other challenges.  For example, I have had two visually impaired
> students in photonovel projects, and they were very much involved in the
> process, either acting as main characters or writing the story.
> 
> 3. Because the problem (story tension) is articulated at the beginning of
> the project, the formation of a story line then needs a solution (story
> resolution).  Students should also decide what the main message (story
> purpose) of their photonovel will be so that there is a focus from the
> beginning of the project.
>   
> 4. I am not very competent with technology.  But, as serendipity would have
> it, a program called "Comic Life" came out a couple of years ago.  It can be
> bought online from www.freeverse.com for a Mac or a Windows computer for
> around $25. 
> Its really easy to use, and groups I have worked with, regardless of their
> literacy level, have picked it up very quickly.  In terms of learning how to
> use a digital camera, I have found that participants pick it up very
> quickly. I have enjoyed watching some of the shyest members of the group
> transform into leaders in their roles of directors or photographers.
> I have found that it is important that people "freeze" in their shots
> because the pictures come out a lot clearer.  This can be hard especially
> because we are all laughing so much.  Despite the serious nature of
> photonovels, they are a lot of fun to create and this
> joyful/creative/collaborative aspect helps to bond the group and create
> social network.
> 
> 5. A project usually takes around 10-20 hours of time.   
> 
> Laura  :)
>  
> -
> Laura Nimmon
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> Michael Smith Foundation for Health Research Senior Graduate Trainee
> www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> 
> 
> -----Original Message-----
> 
> > Date: Thu Nov 20 03:59:52 PST 2008
> > From: "Susan Auger" <sauger at mindspring.com>
> > Subject: [HealthLiteracy 2487] Re: 10 steps for creating photonovels
> > To: "'The Health and Literacy Discussion List'" 
> > <healthliteracy at nifl.gov>
> >
> >  
> > Laura-
> > This sounds like it will be another great resource for practitoners. 
> > Since your article isn't out yet, could you share some highlights 
> > about the steps involved in how to form group and then the level of 
> > interaction the facilitator has in the development process once the group
> is formed?
> > 
> > Also, how do you typically handle the technology component 
> > particularly if the group members may have low literacy skills and may 
> > not know how to use a computer or digital camera?
> > 
> > Finally, what type of time period do recommend planning for in order 
> > for a group to go through all 10 steps?
> > Thanks-
> > Susan
> > 
> > -----Original Message-----
> > From: healthliteracy-bounces at nifl.gov
> > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
> > Sent: Tuesday, November 18, 2008 2:25 PM
> > To: The Health and Literacy Discussion List
> > Subject: [HealthLiteracy 2473] 10 steps for creating photonovels
> > 
> > Good points Susan.  Sometimes the populations we work with are led to 
> > believe that they have no say in the shaping of the future, and thus 
> > sometimes experience a crushing effect on their spirits. The 
> > photonovel process provides participants with a chance to include 
> > their human voice, expressed through humour or emotion, which 
> > distinguishes these health materials from others.  And thus it is 
> > essential that this human element is not erased within the content of the
> photonovel.
> >   
> > On another note: 
> > 
> > For those of you wondering how to go about facilitating a photonovel 
> > project you can check out this 10 step guideline:
> > 
> > Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels in 
> > the
> > classroom: A practical guide. Adult Basic Education and Literacy Journal.
> > 2(3), 174-178
> > 
> > We discuss: (1) forming a photonovel group, (2) naming of a problem, 
> > (3) considering the audience, (4) writing a photonovel story, (5) 
> > developing characters and costumes, (6) taking the photographs, (7) 
> > preparing the dialogue, (8) using digital technology, (9) seeking 
> > audience feedback and
> > (10) publishing your photonovel
> > 
> > This article is in press and will be available in a few weeks!
> > 
> > Laura
> > 
> > 
> > --
> > Laura Nimmon
> > Ph.D Student
> > Social Sciences & Humanities Research Council of Canada Doctoral 
> > Fellow Michael Smith Foundation for Health Research Senior Graduate 
> > Trainee www.photonovel.ca
> > 
> > Language and Literacy Education
> > University of British Columbia
> > 2125 Main Mall
> > Vancouver, BC
> > Canada V6T 1Z4
> > 
> > 
> > 
> > 
> > -----Original Message-----
> > 
> > > Date: Tue Nov 18 10:35:04 PST 2008
> > > From: "Susan Auger" <sauger at mindspring.com>
> > > Subject: [HealthLiteracy 2471] Re: Photonovella experiences
> > > To: "'The Health and Literacy Discussion List'" 
> > > <healthliteracy at nifl.gov>
> > >
> > >  I think the story and drama are vital elements to any photonovella- 
> > > they are like a soap opera. I understand that in Latin American 
> > > countries this format is a very popular form of media & 
> > > entertainment- whether it's a photonovella,radio novella or telenovella.
> > > 
> > > In adapting this format for health education, it's an important 
> > > point to remember. I approach developing photonovellas a bit 
> > > differently than the process described by John and Laura, which is 
> > > learner or
> > community-centered.
> > > We use a collaborative approach, which balances many different 
> > > perspectives, agendas, and levels of power. The underlying 
> > > priniciple is that everyone is a teacher and a learner. As 
> > > developers (I usually work at least one other person), we function 
> > > as facilitators. I will say more about the rationale tomorrow.
> > > 
> > > A good example of this in practice...and getting back to the point 
> > > about the importance of story.
> > > We recently developed a photonovella on gestational diabetes. Our 
> > > starting point was the personal story of a Latina whose experience 
> > > with gestational diabetes reflected many of the themes and core 
> > > issues we had identified in our background research (e.g., focus 
> > > groups with Latinas with or who had gestational diabetes, review of 
> > > literature and existing bilingual educational diabetes materials, 
> > > interviews of health professionasl working in high-risk maternity 
> > > clinics and gestational diabetes programs across the US, and 
> > > representatives in federal and state agencies addressing diabetes, 
> > > review of diabetes programs in Latin Amercian countries, and 
> > > consultation with the project's
> > multidisciplinary advisory board).
> > > 
> > > We asked her to write in her story in her own words in Spanish. We 
> > > then translated it into English (and later back translated to 
> > > Spanish). The resulting photonovel script, while it began with her 
> > > story, reflected many voices and experiences. During the review and 
> > > development process, a tension existed between the story & drama and 
> > > the health education 'agenda.' There was (and is always) a tension 
> > > between content, space, and reading level. In an effort to simplify 
> > > and reduce text, inevitably health professional reviewers tend to 
> > > eliminate 'the story,' the emotional scenes, the caring gestures and 
> > > comments, the funny remarks. These are the very elements that make 
> > > photonovellas so appealing and fun to read...and what distinguishes 
> > > them from pamphlets, bulleted lists and visually slick but often 
> > > cold and impersonal copy. Throw in the power dynamics of funders, 
> > > medical providers, and other 'experts' and this is where the story 
> > > and voice and feelings of the target audience often gets drowned out 
> > > or lost, along
> > with the spirit and power of the photonovella.
> > > 
> > > We have learned to get expectations out up front about what's 
> > > negotiable and non-negotiable (this would include written and visual
> > > content) and to create a clear vision for the end product(not the 
> > > details since they emerge from the process but the spirit of what we 
> > > are trying to create). We also establish clear guidelines with 
> > > everyone before the process begins about how we will make decisions.
> > > Although the balancing process can be quite challenging, having a 
> > > consensus on these types of things before you begin makes the 
> > > facilitation
> > process easier.
> > > 
> > > Susan
> > > 
> > > Auger Communications, Inc.
> > > PO Box 51392
> > > Durham, North Carolina 27717
> > > tel:  919.361.1857
> > > fax: 919.361.2284
> > > email: auger at augercommunications.com
> > > 
> > > -----Original Message-----
> > > From: healthliteracy-bounces at nifl.gov 
> > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
> > > Sent: Tuesday, November 18, 2008 11:32 AM
> > > To: healthliteracy at nifl.gov
> > > Subject: [HealthLiteracy 2468] Re: Photonovella experiences
> > > 
> > > This is very cool - I have never heard of using photonovellas in media!
> > > It suggests another aspect of the photonovella that has not been 
> > > mentioned
> > > yet: the story. The "what's happening next?" aspect may indeed be as 
> > > important an element as the visuals, the readability and the 
> > > presense of characters that "look like"me".
> > > 
> > > Susan and John, What do you think of the relative importance of 
> > > these different aspects of photonovellas?
> > > 
> > > Has anyone else seen them used in media like they did in New York city?
> > > Does anyone from New York want to elaborate on the bus/subway campaign?
> > > 
> > > Thanks,
> > > Julie
> > > 
> > > Julie McKinney
> > > Health Literacy List Moderator
> > > World Education
> > > jmckinney at worlded.org
> > > >>> "Cheryl Pasternack" <Cheryl.Pasternack at nychhc.org> 11/18/08 
> > > >>> 11:17 AM
> > > >>>
> > > 
> > > Others from New York City may have mentioned that in the 80s and 90s 
> > > the New York City Department of Health had a fotonovela bus and 
> > > subway car card campaign about HIV/AIDS -- it was like a soap opera, 
> > > with passengers eagerly waiting for the next installment.
> > > 
> > > 
> > > Cheryl Pasternack, CHES
> > > Director, Grants Management
> > > Lincoln Medical & Mental Health Center
> > > 234 E. 149th  Street, Room 4C-162
> > > Bronx, NY  10451
> > > Email:   Cheryl.Pasternack at nychhc.org 
> > > Phone: (718) 579-5697
> > > Fax:     (718) 579-4602
> > > 
> > > 
> > > 
> > > >>> "Julie McKinney" <julie_mcKinney at worlded.org> 11/17/2008 2:48 PM
> > > >>> >>>
> > > Hi Everyone,
> > > 
> > > We will hear more from our guests soon about the theory behind 
> > > photonovellas, the benefits, and also some practical information 
> > > about how to go about the process of creating them. In the meantime, 
> > > if anyone else has a comment about your expeirence using 
> > > photonovellas in health care or adult literacy settings, please 
> > > share some thoguhts with
> > us.
> > > 
> > > For example: If you have used photonovellas with students or 
> > > patients, how did they react to seeing the photonovella? How well 
> > > did they understand the information? How did this compare with their 
> > > reaction to other forms of educational materials?
> > > 
> > > Julie
> > > 
> > > Julie McKinney
> > > Health Literacy List Moderator
> > > World Education
> > > jmckinney at worlded.org
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to cheryl.pasternack at nychhc.org
> > > 
> > > -----------------------------------------
> > > Visit www.nyc.gov/hhc
> > > 
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> > addressee(s).
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> > > 
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
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> > > Email delivered to sauger at mindspring.com
> > > 
> > > ----------------------------------------------------
> > > National Institute for Literacy
> > > Health and Literacy mailing list
> > > HealthLiteracy at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > > Email delivered to nimmon at interchange.ubc.ca
> > 
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to sauger at mindspring.com
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to nimmon at interchange.ubc.ca
> --
> Laura Nimmon
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> Michael Smith Foundation for Health Research Senior Graduate Trainee
> www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to sauger at mindspring.com
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
-


From mromney at comcast.net  Sat Nov 22 06:38:37 2008
From: mromney at comcast.net (Marty Romney)
Date: Sat, 22 Nov 2008 06:38:37 -0500
Subject: [HealthLiteracy 2504] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <492574830200002D000094FA@dcgw.jsi.com>
Message-ID: <C54D596D.D9B5%mromney@comcast.net>

I welcome everyone's thoughts on the evaluation piece.

Thanks,

Marty


On 11/20/08 2:30 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:

> I'm glad that Marty brought up evaluation! So...John, Susan and others,
> can we call phonovellas an "evidence-based" strategy? For public health?
> How about for literacy teaching?  (My guess is it's not an easy yes or
> no!)
> 
> We have not heard from many adult literacy teachers: for you all, what
> benefits do you see in literacy gains using photonovellas vs. other
> authentic materials?
> 
> And one question for Susan: what is the difference between using a
> phonotovella and using the TWS (teach with stories)method?
> 
> Thanks to all for great questions and answers!
> 
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mromney at comcast.net



From nimmon at interchange.ubc.ca  Mon Nov 24 00:08:30 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Sun, 23 Nov 2008 21:08:30 -0800 (PST)
Subject: [HealthLiteracy 2505] Re: Evidence-based? ... Literacy benefits?
Message-ID: <18106601.36591227503310210.JavaMail.myubc2@handel.my.ubc.ca>

Dear Marty,

I thought you might find this South African study interesting:

James, et al. (2005), used a pre-post test follow up design to study the effects of a systematically developed photonovel on knowledge, attitudes, communication, and behavioral intentions with respect to sexually transmitted infections after a single reading by 1,168 secondary school students in South Africa. James, et al. found that reading the photonovel contributed to a more positive attitude to condom use in male and female learners six weeks after the intervention. The study shows that an effect was also found on future intentions to use condoms in the next year. The authors noted that these positive attitudes are important in influencing intentions to use condoms; however, they suggested that there needs to be further educational strategies that encourage open communication about AIDS because awareness, positive attitudes, and knowledge about the problem may not be sufficient to create actual behavioural change. Therefore, while the authors found photonovels to be an effective strategy to access youth and prepare them for adequate preventive behaviours, the study also identified the need to combine print media with other planned theory-based interventions that build confidence and skills to initiate the preventive behaviour.

James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen, P., et al. (2005). The effects of a systematically developed photo-novella on knowledge, attitudes, communication and behavioural intentions with respect to sexually transmitted infections among secondary school learners in South Africa. Health Promotion International, 20(2), 157-165

Laura

-
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4




-----Original Message-----

> Date: Sat Nov 22 03:38:37 PST 2008
> From: "Marty Romney" <mromney at comcast.net>
> Subject: [HealthLiteracy 2504] Re: Evidence-based? ... Literacy benefits?
> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>
> I welcome everyone's thoughts on the evaluation piece.
> 
> Thanks,
> 
> Marty
> 
> 
> On 11/20/08 2:30 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:
> 
> > I'm glad that Marty brought up evaluation! So...John, Susan and others,
> > can we call phonovellas an "evidence-based" strategy? For public health?
> > How about for literacy teaching?  (My guess is it's not an easy yes or
> > no!)
> > 
> > We have not heard from many adult literacy teachers: for you all, what
> > benefits do you see in literacy gains using photonovellas vs. other
> > authentic materials?
> > 
> > And one question for Susan: what is the difference between using a
> > phonotovella and using the TWS (teach with stories)method?
> > 
> > Thanks to all for great questions and answers!
> > 
> > Julie
> > 
> > Julie McKinney
> > Health Literacy List Moderator
> > World Education
> > jmckinney at worlded.org
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to mromney at comcast.net
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
-


From julie_mcKinney at worlded.org  Mon Nov 24 10:53:37 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 24 Nov 2008 10:53:37 -0500
Subject: [HealthLiteracy 2505] Re: Some more questions	on	Photonovellas
Message-ID: <492A87B10200002D0000957C@dcgw.jsi.com>

Rima,

Thanks so much for adding to this discussion! Your work shows that this
method has been around for a long time, and as John said, the advances
in technology have made parts of this process so much easier and more
flexible. I am glad to see that there is so much interest in
phonotovellas out there.

And you do have some data that speaks to the effectiveness of
phonovellas. Are any of those reports available online? Also, could you
give us the jist of what you found about the "efficacy, intent to act,
and reported activities/behavior change"? 

Again, any way to verify that there is evidence to support their use
will help bring this tool to more people!

Thanks again,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 11/22/08 10:54 AM >>>
Hello again,
After scanning the questions posed by Julie, I thought I'd share a bit
more about the work done by Rudd, Comings, and Roter [together and
independently]. Keep in mind that much of this work was done in the
previous century! However, Debra Roter continues to work with her
graduate students at Hopkins to develop photonovels with community based
organizations. She has been doing this every year for 2 decades. Some of
her students have gone on to develop and study the use of photnovels
elsewhere [e.g. Korea]. 
Past work: 
1. We developed and applied a participatory process that engaged a wide
range of participants [all of whom were members of the intended
audience]. Various participants served as writers, actors, set
designers, evaluators, photographers, and lay out designers.... . We
also worked with local production groups and looked into production
capabilities in local schools. 
2. We did conduct several studies and engaged in formative, process, and
outcome evaluations. Our formative evaluations focused on readability
and attractiveness as well as on distribution plans. Our process
evaluations examined the extent and scope of participation and decision
making [amongst those who actively participated] and expressed
preferences for and use of various materials [amongst members of the
various audiences who received the materials]. We also looked at value
of including faces and places familiar to the readers. We asked readers
to compare the photonovel materials [content and format] with other
materials addressing the same issues. We counted materials taken from
distribution sites that carried the photonovels as well as other
materials addressing the same issue/topic. We queried whether or not
people shared the materials with others in their family and community.
Our proximal outcomes included measures of efficacy, intent to act, and
reported activities/
 behavior change  [linked to a more distal outcome via theory] . 

Sadly, I did not write up all of our work although I had presented at
several APHA meetings in the late 1970s and at an International Health
Promotion Meeting in 1980 [in London, with Debra Roter].  But we did
publish some. Here are the old references:
1. Roter DL, Rudd RE, Keoge J, Robinson B. Worker Produced Health
Education Material for the Construction Trades.  International Quarterly
of Community Health Education 7; 7(2): 109-121. 1986-7.
2. Roter DL, Rudd RE,  Frantz S, Comings JP. Participatory Materials
Development in Health Education. Public Health Reports, 96(2):169-172.
1987.
3. Rudd RE, Comfort L, Mongillo J, Zani L.    Student Produced Health
Education Materials, chapter in Matiella (ed), Comprehensive Health
Education in the Multiethnic Classroom, Santa Cruz, CA: ETR Associates,
1994.
4. Rudd RE, Comings JP.  Learner Developed Materials: An Empowering
Product, Health Education Quarterly 21(3):33-47. 1994.

You might also want to look into the very exciting participatory work
called photovoice [you can link to it via my web site] developed by
Caroline Wang.
Hope this is helpful...
Rima Rudd 



Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to julie_mckinney at worlded.org


From julie_mcKinney at worlded.org  Mon Nov 24 17:16:07 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Mon, 24 Nov 2008 17:16:07 -0500
Subject: [HealthLiteracy 2506] Thanks to our guests and members for the
	Phonotonella wisdom!
Message-ID: <492AE1570200002D0000959B@dcgw.jsi.com>

Hi Everyone,

As I said before, while this is the last day of our formal guest
discussion, I am sure that we will continue to discuss phonovellas a bit
more this week and in the future. I know that Susan Auger, who had some
internet access problems today, plans to say more, and I hope others do
as well.

I would like to say a big THANK YOU to our guests, Susan Auger and John
Comings, for planning this discussion with me and sharing their
knowledge and experience with all of us. Thank you, Susan and John!
Thanks also to Rima Rudd and Laura Nimmons for sharing their expertise,
and to the others of you who contributed.

I will compile some of the resources mentioned during this discussion
and make them available to everyone.

Thanks again,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Mon Nov 24 17:58:43 2008
From: sauger at mindspring.com (Susan Auger)
Date: Mon, 24 Nov 2008 17:58:43 -0500
Subject: [HealthLiteracy 2507] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <492574830200002D000094FA@dcgw.jsi.com>
Message-ID: <E1L4kOH-0006q7-00@pop04.mail.atl.earthlink.net>

Hi Julie-
It's nice to finally be back on-line!

The question are photonovellas an "evidence-based" strategy made me pause.
Empirical studies could help us arrive at a 'yes' or 'no' answer. However,
given the level of variability in design, development, populations,
objectives, and usage, the generalizability of the findings would be quite
limited (which I think is what you were getting at when you suggested it's
not an easy yes or no). This makes me wonder if it would be more helpful to
ask how empirical research and different cultures of inquiry can help inform
our development and use of photonovellas to achieve our stated objectives.
An interdisciplinary approach seems ideal, drawing from fields such as
medicine, public health, education, communications, and social psychology
(I'm sure there are others).

As I reflected on the question, 'evidence of what?' my thinking came full
circle, back to Dr. Chris Zarcadoolas's comments last year about the
problems that can stem from defining health literacy in terms too narrow, or
from not incorporating our powerful creative abilities as human beings to
use language to make meaning and change in our worlds. Evaluating the
photonovella challenges us in this regard because, as many of the shared
experiences reflect, we must consider not only the results of the creative
process but also the mystery of creation, the intuitive, spontaneous
elements. As Laura Nimmon's mentioned in her most recent post, that she
trusts the creative potential of the participants and that in and of itself
is a means to restore human agency. The experiences of John Comings, Rima
Rudd and others suggest that it is possible to help a community in this way
also.

Thanks to the pioneering efforts of many members on this discussion list,
the health literacy movement is growing and evolving. Evaluation of programs
and approaches to improve the health literacy of individuals and communities
is a critical part of that proces. I appreciate and am encouraged by the
interest expressed in developing, using, and evaluating photonovellas. I
look forward to continuing the dialog as we move forward!

To clarify the difference between using a photonovella and using the
Teach-With-Stories (TWS) Method:

You can use a photonovella in different ways: 
   --develop a photonovella as the intervention (like Laura and John
discussed) and then, for example, the group can use it to teach others in
their community
   --use it for information dissemination (distribute at health fairs,
clinics, home visits, etc.),
   --use it to reinforce health information provided in a different format
(e.g., we provided radio health program then had same info in a novela
available in local businesses) 
   --use to spark group dialog and provide education. The photonovella
provides the 'curriculum' structure for both health and participatory
literacy instruction.

The Teach-With-Stories Method is a 6 step participatory group facilitation
process. This method of facilitation can be used with any 'spark' (e.g.
photonovella, video, plays, article, current event)
 
We developed the method to assist educators in making the shift from a
traditional, didactic approach (that typically relies heavily on written
communication) to a culturally appropriate, participatory approach that
builds on oral traditions (like creating a play and keeping the focus on
dialog).  
 
Our website is currently being renovated but should be up in the next couple
of weeks. We will have additional details about the TWS facilitation
training and training materials for the De Madre A Madre prenatal program.
Also, we will be posting the findings from our TWS study re: Lay Educator
Prenatal Outreach Program for Latinas. I will let you know when it's up and
running.

Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, November 20, 2008 2:30 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?

I'm glad that Marty brought up evaluation! So...John, Susan and others, can
we call phonovellas an "evidence-based" strategy? For public health?
How about for literacy teaching?  (My guess is it's not an easy yes or
no!)

We have not heard from many adult literacy teachers: for you all, what
benefits do you see in literacy gains using photonovellas vs. other
authentic materials?

And one question for Susan: what is the difference between using a
phonotovella and using the TWS (teach with stories)method?

Thanks to all for great questions and answers!

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com

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From mromney at comcast.net  Mon Nov 24 22:29:46 2008
From: mromney at comcast.net (Marty Romney)
Date: Mon, 24 Nov 2008 22:29:46 -0500
Subject: [HealthLiteracy 2508] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <18106601.36591227503310210.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <C550DB5A.DB43%mromney@comcast.net>

Dear Laura,

Thank you so very much!  The information you have provided is exceedingly
helpful and I will look for the article.  I am finding it a challenge to
find validated qualitative instruments used with photonovellas. How else can
you demonstrate that your interventions have had a positive impact?

I am actually reading some qualitative research texts but see no references
to photonovellas.

Thanks again - have a wonderful Thanksgiving holiday and good luck with your
doctoral work.

marty


On 11/24/08 12:08 AM, "Laura Nimmon" <nimmon at interchange.ubc.ca> wrote:

> Dear Marty,
> 
> I thought you might find this South African study interesting:
> 
> James, et al. (2005), used a pre-post test follow up design to study the
> effects of a systematically developed photonovel on knowledge, attitudes,
> communication, and behavioral intentions with respect to sexually transmitted
> infections after a single reading by 1,168 secondary school students in South
> Africa. James, et al. found that reading the photonovel contributed to a more
> positive attitude to condom use in male and female learners six weeks after
> the intervention. The study shows that an effect was also found on future
> intentions to use condoms in the next year. The authors noted that these
> positive attitudes are important in influencing intentions to use condoms;
> however, they suggested that there needs to be further educational strategies
> that encourage open communication about AIDS because awareness, positive
> attitudes, and knowledge about the problem may not be sufficient to create
> actual behavioural change. Therefore, while the authors found photonovels to
> be an ef
>  fective strategy to access youth and prepare them for adequate preventive
> behaviours, the study also identified the need to combine print media with
> other planned theory-based interventions that build confidence and skills to
> initiate the preventive behaviour.
> 
> James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen, P.,
> et al. (2005). The effects of a systematically developed photo-novella on
> knowledge, attitudes, communication and behavioural intentions with respect to
> sexually transmitted infections among secondary school learners in South
> Africa. Health Promotion International, 20(2), 157-165
> 
> Laura
> 
> -
> Laura Nimmon 
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> Michael Smith Foundation for Health Research Senior Graduate Trainee
> www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> 
> 
> 
> -----Original Message-----
> 
>> Date: Sat Nov 22 03:38:37 PST 2008
>> From: "Marty Romney" <mromney at comcast.net>
>> Subject: [HealthLiteracy 2504] Re: Evidence-based? ... Literacy benefits?
>> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>> 
>> I welcome everyone's thoughts on the evaluation piece.
>> 
>> Thanks,
>> 
>> Marty
>> 
>> 
>> On 11/20/08 2:30 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:
>> 
>>> I'm glad that Marty brought up evaluation! So...John, Susan and others,
>>> can we call phonovellas an "evidence-based" strategy? For public health?
>>> How about for literacy teaching?  (My guess is it's not an easy yes or
>>> no!)
>>> 
>>> We have not heard from many adult literacy teachers: for you all, what
>>> benefits do you see in literacy gains using photonovellas vs. other
>>> authentic materials?
>>> 
>>> And one question for Susan: what is the difference between using a
>>> phonotovella and using the TWS (teach with stories)method?
>>> 
>>> Thanks to all for great questions and answers!
>>> 
>>> Julie
>>> 
>>> Julie McKinney
>>> Health Literacy List Moderator
>>> World Education
>>> jmckinney at worlded.org
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Health and Literacy mailing list
>>> HealthLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>> Email delivered to mromney at comcast.net
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to nimmon at interchange.ubc.ca
> -
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mromney at comcast.net



From zarcac01 at imail.mssm.edu  Tue Nov 25 09:37:47 2008
From: zarcac01 at imail.mssm.edu (christina)
Date: Tue, 25 Nov 2008 09:37:47 -0500
Subject: [HealthLiteracy 2508] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <E1L4kOH-0006q7-00@pop04.mail.atl.earthlink.net>
References: <E1L4kOH-0006q7-00@pop04.mail.atl.earthlink.net>
Message-ID: <a06240808c551ba836344@[192.168.1.100]>

Julie, Susan, ...

I think of photonovellas the way I do about any 
text.  And as Susan so rightly put it - is is one 
of many texts - verbal, visual, print,   that 
contribute to advancing a person's engagement and 
understanding.
Therefore "evidence based" is so medical and 
narrow a standard - in some ways setting the bar 
too low.
If a text has meaning for someone it will give 
voice, empower, and democratize what is too often 
the rarified, closed codes of science ( or other 
technology). Not all of these powerful things can 
be accomodated in our "evidence based" tool kit.

What tempers my enthusiasim for novellas ( or any 
one kind of text) is that I see too often that 
"it" becomes the default.  Therefore instead of 
struggling with the messiness of true 
collaboration to see what the text is/might need 
to be, we decide it will be a novella for X 
community, for y subset of the population. We can 
become wooed into thinking that is the one true 
answer.

Another concern with text formats that "work" is 
that we have to learn more about what they work 
at.  Can they convey more than the information 
given.  The gold standard for me is, can the text 
convey the information in a way that is 
productive - allows the user to use something of 
the information in a new way, in a new context.

What prompted me to post today is there is some 
breaking news on the all the morning
Study: Do breast tumors go away on their own?
http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34

Perhaps not totally on the topic of novellas - 
but a text  question in its own right?.

What do the texts we create ( alone or with our 
collaborates) do to promote an active engagement 
with concepts as much as the literal facts or 
information?

Thanks for a stimulating discussion this past week. 

Happy Thanksgiving to you all,
Chris

Christina Zarcadoolas, PhD.
Health and Environmental Literacy Initiative
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
One Gustave L. Levy Place
Box 1057
New York, NY 10029
212-824-7061

Visit my blog     www.zarcbark.blogspot.com



>Hi Julie-
>It's nice to finally be back on-line!
>
>The question are photonovellas an 
>"evidence-based" strategy made me pause. 
>Empirical studies could help us arrive at a 
>'yes' or 'no' answer. However, given the level 
>of variability in design, development, 
>populations, objectives, and usage, the 
>generalizability of the findings would be quite 
>limited (which I think is what you were getting 
>at when you suggested it's not an easy yes or 
>no). This makes me wonder if it would be more 
>helpful to ask how empirical research and 
>different cultures of inquiry can help inform 
>our development and use of photonovellas to 
>achieve our stated objectives. An 
>interdisciplinary approach seems ideal, drawing 
>from fields such as medicine, public health, 
>education, communications, and social psychology 
>(I'm sure there are others).
>
>As I reflected on the question, 'evidence of 
>what?' my thinking came full circle, back to Dr. 
>Chris Zarcadoolas's comments last year about the 
>problems that can stem from defining health 
>literacy in terms too narrow, or from not 
>incorporating our powerful creative abilities as 
>human beings to use language to make meaning and 
>change in our worlds. Evaluating the 
>photonovella challenges us in this regard 
>because, as many of the shared experiences 
>reflect, we must consider not only the results 
>of the creative process but also the mystery of 
>creation, the intuitive, spontaneous elements. 
>As Laura Nimmon's mentioned in her most recent 
>post, that she trusts the creative potential of 
>the participants and that in and of itself is a 
>means to restore human agency. The experiences 
>of John Comings, Rima Rudd and others suggest 
>that it is possible to help a community in this 
>way also.
>
>Thanks to the pioneering efforts of many members 
>on this discussion list, the health literacy 
>movement is growing and evolving. Evaluation of 
>programs and approaches to improve the health 
>literacy of individuals and communities is a 
>critical part of that proces. I appreciate and 
>am encouraged by the interest expressed in 
>developing, using, and evaluating photonovellas. 
>I look forward to continuing the dialog as we 
>move forward!
>
>To clarify the difference between using a 
>photonovella and using the Teach-With-Stories 
>(TWS) Method:
>
>You can use a photonovella in different ways: 
>    --develop a photonovella as the intervention 
>(like Laura and John discussed) and then, for 
>example, the group can use it to teach others in 
>their community
>    --use it for information dissemination 
>(distribute at health fairs, clinics, home 
>visits, etc.),
>    --use it to reinforce health information 
>provided in a different format (e.g., we 
>provided radio health program then had same info 
>in a novela available in local businesses) 
>    --use to spark group dialog and provide 
>education. The photonovella provides the 
>'curriculum' structure for both health and 
>participatory literacy instruction.
>
>The Teach-With-Stories Method is a 6 step 
>participatory group facilitation process. This 
>method of facilitation can be used with 
>any 'spark' (e.g. photonovella, video, plays, 
>article, current event)
>
>We developed the method to assist educators in 
>making the shift from a traditional, didactic 
>approach (that typically relies heavily on 
>written communication) to a culturally 
>appropriate, participatory approach that builds 
>on oral traditions (like creating a play and 
>keeping the focus on dialog).  
>
>Our website is currently being renovated but 
>should be up in the next couple of weeks. We 
>will have additional details about the TWS 
>facilitation training and training materials for 
>the De Madre A Madre prenatal program. Also, we 
>will be posting the findings from our TWS study 
>re: Lay Educator Prenatal Outreach Program for 
>Latinas. I will let you know when it's up and 
>running.
>
>Susan
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov 
>[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov] 
>On Behalf Of Julie McKinney
>Sent: Thursday, November 20, 2008 2:30 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
>
>I'm glad that Marty brought up evaluation! 
>So...John, Susan and others, can we call 
>phonovellas an "evidence-based" strategy? For 
>public health?
>How about for literacy teaching?  (My guess is it's not an easy yes or
>no!)
>
>We have not heard from many adult literacy 
>teachers: for you all, what benefits do you see 
>in literacy gains using photonovellas vs. other 
>authentic materials?
>
>And one question for Susan: what is the 
>difference between using a phonotovella and 
>using the TWS (teach with stories)method?
>
>Thanks to all for great questions and answers!
>
>Julie
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to sauger at mindspring.com
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to christina.zarcadoolas at mssm.edu


-- 
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From julie_mcKinney at worlded.org  Tue Nov 25 12:12:38 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 25 Nov 2008 12:12:38 -0500
Subject: [HealthLiteracy 2509] Re: Evidence-based? ... Literacy	benefits?
Message-ID: <492BEBB60200002D000095BD@dcgw.jsi.com>

Cristina, Susan and others,

Thanks for your thoughtful responses. You both touched on the element
that I find so exciting about photonovellas as a bridge between the
worlds of adult education and health care. 

Christina asked: "What do the texts we create...do to promote an active
engagement with concepts as much as the literal facts or 
information?" 

This shows a change in philosophy of teaching that adult educators have
been working with for years, and one that would do well to be adapted
for greater use in the health care world: a participatory approach that
allows a patient to engage with the concepts instead of simply absorbing
the facts. Adult educators (often) have the luxury of a classroom-based,
regular meeting time with the same group of students, a venue that is
rare in the health care world. This has allowed them to develop valuable
skills and experience in teaching with an engaging and participatory
approach.

Yet we see that health educators like Julie Smithwick-Leone and Mary
DeCosta do have this venue and have been using this approach with good
results. 

I wonder how much you all think this is a switch in philosophy for
health education strategies, and how much value you see in partnering
with adult educators who have extensive experience in participatory
learning? I know that I am implying a more didactic philosophy as the
main default in health education, and it may be way off, but from what I
see and hear, there is a strong perception of that.

This seems to parallel another change. Patients are now being asked to
engage in health decisions in a much more interactive way than they were
years ago. This must change the way health education needs to be
delivered, wouldn't you think?

I'd love to hear more from those of you in both (or other) fields!

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> christina <zarcac01 at imail.mssm.edu> 11/25/08 10:27 AM >>>
Julie, Susan, ...

I think of photonovellas the way I do about any 
text.  And as Susan so rightly put it - is is one 
of many texts - verbal, visual, print,   that 
contribute to advancing a person's engagement and 
understanding.
Therefore "evidence based" is so medical and 
narrow a standard - in some ways setting the bar 
too low.
If a text has meaning for someone it will give 
voice, empower, and democratize what is too often 
the rarified, closed codes of science ( or other 
technology). Not all of these powerful things can 
be accomodated in our "evidence based" tool kit.

What tempers my enthusiasim for novellas ( or any 
one kind of text) is that I see too often that 
"it" becomes the default.  Therefore instead of 
struggling with the messiness of true 
collaboration to see what the text is/might need 
to be, we decide it will be a novella for X 
community, for y subset of the population. We can 
become wooed into thinking that is the one true 
answer.

Another concern with text formats that "work" is 
that we have to learn more about what they work 
at.  Can they convey more than the information 
given.  The gold standard for me is, can the text 
convey the information in a way that is 
productive - allows the user to use something of 
the information in a new way, in a new context.

What prompted me to post today is there is some 
breaking news on the all the morning
Study: Do breast tumors go away on their own?
http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34

Perhaps not totally on the topic of novellas - 
but a text  question in its own right?.

What do the texts we create ( alone or with our 
collaborates) do to promote an active engagement 
with concepts as much as the literal facts or 
information?

Thanks for a stimulating discussion this past week.

Happy Thanksgiving to you all,
Chris

Christina Zarcadoolas, PhD.
Health and Environmental Literacy Initiative
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
One Gustave L. Lev>Hi Julie-
>It's nice to finally be back on-line!
>
>The question are photonovellas an 
>"evidence-based" strategy made me pause. 
>Empirical studies could help us arrive at a 
>'yes' or 'no' answer. However, given the level 
>of variability in design, development, 
>populations, objectives, and usage, the 
>generalizability of the findings would be quite 
>limited (which I think is what you were getting 
>at when you suggested it's not an easy yes or 
>no). This makes me wonder if it would be more 
>helpful to ask how empirical research and 
>different cultures of inquiry can help inform 
>our development and use of photonovellas to 
>achieve our stated objectives. An 
>interdisciplinary approach seems ideal, drawing 
>from fields such as medicine, public health, 
>education, communications, and social psychology 
>(I'm sure there are others).
>
>As I reflected on the question, 'evidence of 
>what?' my thinking came full circle, back to Dr. 
>Chris Zarcadoolas's comments last year about the 
>problems that can stem from defining health 
>literacy in terms too narrow, or from not 
>incorporating our powerful creative abilities as 
>human beings to use language to make meaning and 
>change in our worlds. Evaluating the 
>photonovella challenges us in this regard 
>because, as many of the shared experiences 
>reflect, we must consider not only the results 
>of the creative process but also the mystery of 
>creation, the intuitive, spontaneous elements. 
>As Laura Nimmon's mentioned in her most recent 
>post, that she trusts the creative potential of 
>the participants and that in and of itself is a 
>means to restore human agency. The experiences 
>of John Comings, Rima Rudd and others suggest 
>that it is possible to help a community in this 
>way also.
>
>Thanks to the pioneering efforts of many members 
>on this discussion list, the health literacy 
>movement is growing and evolving. Evaluation of 
>programs and approaches to improve the health 
>literacy of individuals and communities is a 
>critical part of that proces. I appreciate and 
>am encouraged by the interest expressed in 
>developing, using, and evaluating photonovellas. 
>I look forward to continuing the dialog as we 
>move forward!
>
>To clarify the difference between using a 
>photonovella and using the Teach-With-Stories 
>(TWS) Method:
>
>You can use a photonovella in different ways:
>    --develop a photonovella as the intervention 
>(like Laura and John discussed) and then, for 
>example, the group can use it to teach others in 
>their community
>    --use it for information dissemination 
>(distribute at health fairs, clinics, home 
>visits, etc.),
>    --use it to reinforce health information 
>provided in a different format (e.g., we 
>provided radio health program then had same info 
>in a novela available in local businesses)
>    --use to spark group dialog and provide 
>education. The photonovella provides the 
>'curriculum' structure for both health and 
>participatory literacy instruction.
>
>The Teach-With-Stories Method is a 6 step 
>participatory group facilitation process. This 
>method of facilitation can be used with 
>any 'spark' (e.g. photonovella, video, plays, 
>article, current event)
>
>We developed the method to assist educators in 
>making the shift from a traditional, didactic 
>approach (that typically relies heavily on 
>written communication) to a culturally 
>appropriate, participatory approach that builds 
>on oral traditions (like creating a play and 
>keeping the focus on dialog).
>
>Our website is currently being renovated but 
>should be up in the next couple of weeks. We 
>will have additional details about the TWS 
>facilitation training and training materials for 
>the De Madre A Madre prenatal program. Also, we 
>will be posting the findings from our TWS study 
>re: Lay Educator Prenatal Outreach Program for 
>Latinas. I will let you know when it's up and 
>running.
>
>Susan
>
>-----Original Message-----
>From: >[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov]

>On Behalf Of Julie McKinney
>Sent: Thursday, November 20, 2008 2:30 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
>
>I'm glad that Marty brought up evaluation! 
>So...John, Susan and others, can we call 
>phonovellas an "evidence-based" strategy? For 
>public health?
>How about for literacy teaching?  (My guess is it's not an easy yes or
>no!)
>
>We have not heard from many adult literacy 
>teachers: for you all, what benefits do you see 
>in literacy gains using photonovellas vs. other 
>authentic materials?
>
>And one question for Susan: what is the 
>difference between using a phonotovella and 
>using the TWS (teach with stories)method?
>
>Thanks to all for great questions and answers!
>
>Julie
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to sauger at mindspring.com
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to christina.zarcadoolas at mssm.edu


--


From Lendoak at aol.com  Tue Nov 25 13:48:01 2008
From: Lendoak at aol.com (Lendoak at aol.com)
Date: Tue, 25 Nov 2008 13:48:01 EST
Subject: [HealthLiteracy 2510] Re: Evidence-based? ... Literacy benefits?
Message-ID: <d55.3e66ff80.365da261@aol.com>

Re/ Teaching with stories (TWS) and  photonovela,
 
An important step in the health education process we've not  seen addressed 
is, "How do you teach using stories and photonovelas?"  What  process do you 
use to employ these media with other than those groups who  created them?
 
Reason for the questions:  Some years ago, Marjorie  Scharf, RD, and the 
Philadelphia Health Dept. created the successful story  booklets (and later 
videos) of Healthy Food Healthy Baby,  and also, for  weight loss, Your Best Body. 
Clients,  especially pregnant teens, participated in the designs.  But other 
RNs  and RDs were not sure of the best way to actually use these  wonderful, 
illustrated stories to teach their clients. Should they ,1) just hand  out the 
booklets?, 2) Should they read these to each client?, 3) Should they  assemble 
discussion groups, 4)how do you introduce this instruction?   Marjorie and 
others finally put out a supplemental instruction on ways to  best teach with 
these stories.  Is something like that also needed to teach  with photonovellas?  
What has been users' experience?
 
People need time to adapt to new or "different than usual"  media.  Some 
years ago we had a Spanish language audio tape on  hypertension made for a doctor 
friend. She tried playing it while patients were  waiting to see her or while 
they were waiting in the examining room.   She found that, to get the message, 
patients needed to hear the tape  twice.  The first time to get over the 
strangeness of an audio tape in the  waiting room, and the second time to get the 
message. Does this need  for "adjustment" occur with TWS and photonovelas?
 
Ceci and Len Doak
Palm Desert, CA.
 
 
 
 
 
 
In a message dated 11/25/2008 9:16:58 A.M. Pacific Standard Time,  
julie_mcKinney at worlded.org writes:

Cristina, Susan and others,

Thanks for your thoughtful  responses. You both touched on the element
that I find so exciting about  photonovellas as a bridge between the
worlds of adult education and health  care. 

Christina asked: "What do the texts we create...do to promote an  active
engagement with concepts as much as the literal facts or  
information?" 

This shows a change in philosophy of teaching that  adult educators have
been working with for years, and one that would do  well to be adapted
for greater use in the health care world: a  participatory approach that
allows a patient to engage with the concepts  instead of simply absorbing
the facts. Adult educators (often) have the  luxury of a classroom-based,
regular meeting time with the same group of  students, a venue that is
rare in the health care world. This has allowed  them to develop valuable
skills and experience in teaching with an engaging  and participatory
approach.

Yet we see that health educators like  Julie Smithwick-Leone and Mary
DeCosta do have this venue and have been  using this approach with good
results. 

I wonder how much you all  think this is a switch in philosophy for
health education strategies, and  how much value you see in partnering
with adult educators who have  extensive experience in participatory
learning? I know that I am implying a  more didactic philosophy as the
main default in health education, and it  may be way off, but from what I
see and hear, there is a strong perception  of that.

This seems to parallel another change. Patients are now being  asked to
engage in health decisions in a much more interactive way than  they were
years ago. This must change the way health education needs to  be
delivered, wouldn't you think?

I'd love to hear more from those  of you in both (or other) fields!

Thanks,
Julie

Julie  McKinney
Health Literacy List Moderator
World  Education
jmckinney at worlded.org
>>> christina  <zarcac01 at imail.mssm.edu> 11/25/08 10:27 AM >>>
Julie,  Susan, ...

I think of photonovellas the way I do about any  
text.  And as Susan so rightly put it - is is one 
of many texts -  verbal, visual, print,   that 
contribute to advancing a person's  engagement and 
understanding.
Therefore "evidence based" is so medical  and 
narrow a standard - in some ways setting the bar 
too low.
If a  text has meaning for someone it will give 
voice, empower, and democratize  what is too often 
the rarified, closed codes of science ( or other  
technology). Not all of these powerful things can 
be accomodated in  our "evidence based" tool kit.

What tempers my enthusiasim for novellas  ( or any 
one kind of text) is that I see too often that 
"it" becomes  the default.  Therefore instead of 
struggling with the messiness of  true 
collaboration to see what the text is/might need 
to be, we decide  it will be a novella for X 
community, for y subset of the population. We  can 
become wooed into thinking that is the one true  
answer.

Another concern with text formats that "work" is 
that  we have to learn more about what they work 
at.  Can they convey more  than the information 
given.  The gold standard for me is, can the  text 
convey the information in a way that is 
productive - allows the  user to use something of 
the information in a new way, in a new  context.

What prompted me to post today is there is some 
breaking  news on the all the morning
Study: Do breast tumors go away on their  own?
http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34

Perhaps  not totally on the topic of novellas - 
but a text  question in its  own right?.

What do the texts we create ( alone or with our  
collaborates) do to promote an active engagement 
with concepts as much  as the literal facts or 
information?

Thanks for a stimulating  discussion this past week.

Happy Thanksgiving to you  all,
Chris

Christina Zarcadoolas, PhD.
Health and Environmental  Literacy Initiative
Dept. of Community and Preventive Medicine
Mount  Sinai School of Medicine
One Gustave L. Lev>Hi Julie-
>It's nice  to finally be back on-line!
>
>The question are photonovellas an  
>"evidence-based" strategy made me pause. 
>Empirical studies  could help us arrive at a 
>'yes' or 'no' answer. However, given the  level 
>of variability in design, development, 
>populations,  objectives, and usage, the 
>generalizability of the findings would be  quite 
>limited (which I think is what you were getting 
>at when  you suggested it's not an easy yes or 
>no). This makes me wonder if it  would be more 
>helpful to ask how empirical research and  
>different cultures of inquiry can help inform 
>our development  and use of photonovellas to 
>achieve our stated objectives. An  
>interdisciplinary approach seems ideal, drawing 
>from fields  such as medicine, public health, 
>education, communications, and social  psychology 
>(I'm sure there are others).
>
>As I reflected  on the question, 'evidence of 
>what?' my thinking came full circle,  back to Dr. 
>Chris Zarcadoolas's comments last year about the  
>problems that can stem from defining health 
>literacy in terms  too narrow, or from not 
>incorporating our powerful creative abilities  as 
>human beings to use language to make meaning and 
>change in  our worlds. Evaluating the 
>photonovella challenges us in this regard  
>because, as many of the shared experiences 
>reflect, we must  consider not only the results 
>of the creative process but also the  mystery of 
>creation, the intuitive, spontaneous elements. 
>As  Laura Nimmon's mentioned in her most recent 
>post, that she trusts the  creative potential of 
>the participants and that in and of itself is a  
>means to restore human agency. The experiences 
>of John  Comings, Rima Rudd and others suggest 
>that it is possible to help a  community in this 
>way also.
>
>Thanks to the pioneering  efforts of many members 
>on this discussion list, the health literacy  
>movement is growing and evolving. Evaluation of 
>programs and  approaches to improve the health 
>literacy of individuals and  communities is a 
>critical part of that proces. I appreciate and  
>am encouraged by the interest expressed in 
>developing, using,  and evaluating photonovellas. 
>I look forward to continuing the dialog  as we 
>move forward!
>
>To clarify the difference between  using a 
>photonovella and using the Teach-With-Stories 
>(TWS)  Method:
>
>You can use a photonovella in different  ways:
>    --develop a photonovella as the intervention  
>(like Laura and John discussed) and then, for 
>example, the  group can use it to teach others in 
>their community
>   --use it for information dissemination 
>(distribute at health  fairs, clinics, home 
>visits, etc.),
>    --use it to  reinforce health information 
>provided in a different format (e.g., we  
>provided radio health program then had same info 
>in a novela  available in local businesses)
>    --use to spark group  dialog and provide 
>education. The photonovella provides the  
>'curriculum' structure for both health and 
>participatory  literacy instruction.
>
>The Teach-With-Stories Method is a 6 step  
>participatory group facilitation process. This 
>method of  facilitation can be used with 
>any 'spark' (e.g. photonovella, video,  plays, 
>article, current event)
>
>We developed the method  to assist educators in 
>making the shift from a traditional, didactic  
>approach (that typically relies heavily on 
>written  communication) to a culturally 
>appropriate, participatory approach  that builds 
>on oral traditions (like creating a play and  
>keeping the focus on dialog).
>
>Our website is currently  being renovated but 
>should be up in the next couple of weeks. We  
>will have additional details about the TWS 
>facilitation  training and training materials for 
>the De Madre A Madre prenatal  program. Also, we 
>will be posting the findings from our TWS study  
>re: Lay Educator Prenatal Outreach Program for 
>Latinas. I will  let you know when it's up and  
>running.
>
>Susan
>
>-----Original  Message-----
>From:  
>[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov]

>On  Behalf Of Julie McKinney
>Sent: Thursday, November 20, 2008 2:30  PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2494]  Evidence-based? ... Literacy benefits?
>
>I'm glad that Marty  brought up evaluation! 
>So...John, Susan and others, can we call  
>phonovellas an "evidence-based" strategy? For 
>public  health?
>How about for literacy teaching?  (My guess is it's not an  easy yes or
>no!)
>
>We have not heard from many adult  literacy 
>teachers: for you all, what benefits do you see 
>in  literacy gains using photonovellas vs. other 
>authentic  materials?
>
>And one question for Susan: what is the  
>difference between using a phonotovella and 
>using the TWS  (teach with stories)method?
>
>Thanks to all for great questions  and answers!
>
>Julie
>
>Julie McKinney
>Health  Literacy List Moderator
>World  Education
>jmckinney at worlded.org
>----------------------------------------------------
>National  Institute for Literacy
>Health and Literacy mailing  list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your  subscription 
>settings, please go to  
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mail
man/listinfo/healthliteracy
>Email  delivered to  sauger at mindspring.com
>
>
>----------------------------------------------------
>National  Institute for Literacy
>Health and Literacy mailing  list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your  subscription 
>settings, please go to  
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email  delivered to  christina.zarcadoolas at mssm.edu


--

----------------------------------------------------
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Health and Literacy mailing  list
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To unsubscribe or change your subscription  settings, please go to  
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From nimmon at interchange.ubc.ca  Tue Nov 25 13:52:48 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Tue, 25 Nov 2008 10:52:48 -0800 (PST)
Subject: [HealthLiteracy 2511] Re: Evidence-based? ... Literacy benefits?
Message-ID: <31957780.30131227639168078.JavaMail.myubc2@handel.my.ubc.ca>

Dear Marty,
For my research I conduced a qualitative critical ethnographic case study.  Data was collected with pre and post individual and focus group interviews and observational notes.  My study found that the photonovel functioned as an effective health literacy tool due to the use of visuals and simplified language.  My results also showed the the participatory photonovel process formed community and increased the women's feelings of self importance.  
Most interestingly, there was a subtle, yet notable shift in the women's consciousness around nutrition.  Before the study, the women felt seemingly helpless about their changes in diets upon migration.  After the study, there was a shift in their focus and they talked about what they could do to change their diets and get more exercise.  This movement from disempowered to empowered was profoundly powerful, and was very meaningful to me as the researcher.

This study can be found at:
Nimmon L. (2007). Within the eyes of the people: Using a photonovel as a consciousness-raising health literacy tool with ESL-speaking immigrant women. Canadian Journal of Public Health, 98(4), 337-340.

On behalf of the Institute of Population and Public Health (IPPH), the Canadian Public Health Association (CPHA), the Canadian Public Health Initiative (CPHI) and the Public Health Agency of Canada (PHAC), I won a Canadian Population and Public Health Masters Research Award for my research with photonovels and immigrant women.  It was also shortlisted for the Language and Literacy Researchers of Canada Masters Research Award.

This study is being published into a book, but I cant decide the title yet.  Something like: 
Breaking Out With Photonovels: A Consciousness Raising Health Literacy Project With ESL Speaking Immigrant Women.
Should be out this spring on amazon.com

Have a great day,

Laura

-
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


-----Original Message-----

> Date: Mon Nov 24 19:29:46 PST 2008
> From: "Marty Romney" <mromney at comcast.net>
> Subject: [HealthLiteracy 2508] Re: Evidence-based? ... Literacy benefits?
> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>
> Dear Laura,
> 
> Thank you so very much!  The information you have provided is exceedingly
> helpful and I will look for the article.  I am finding it a challenge to
> find validated qualitative instruments used with photonovellas. How else can
> you demonstrate that your interventions have had a positive impact?
> 
> I am actually reading some qualitative research texts but see no references
> to photonovellas.
> 
> Thanks again - have a wonderful Thanksgiving holiday and good luck with your
> doctoral work.
> 
> marty
> 
> 
> On 11/24/08 12:08 AM, "Laura Nimmon" <nimmon at interchange.ubc.ca> wrote:
> 
> > Dear Marty,
> > 
> > I thought you might find this South African study interesting:
> > 
> > James, et al. (2005), used a pre-post test follow up design to study the
> > effects of a systematically developed photonovel on knowledge, attitudes,
> > communication, and behavioral intentions with respect to sexually transmitted
> > infections after a single reading by 1,168 secondary school students in South
> > Africa. James, et al. found that reading the photonovel contributed to a more
> > positive attitude to condom use in male and female learners six weeks after
> > the intervention. The study shows that an effect was also found on future
> > intentions to use condoms in the next year. The authors noted that these
> > positive attitudes are important in influencing intentions to use condoms;
> > however, they suggested that there needs to be further educational strategies
> > that encourage open communication about AIDS because awareness, positive
> > attitudes, and knowledge about the problem may not be sufficient to create
> > actual behavioural change. Therefore, while the authors found photonovels to
> > be an ef
> >  fective strategy to access youth and prepare them for adequate preventive
> > behaviours, the study also identified the need to combine print media with
> > other planned theory-based interventions that build confidence and skills to
> > initiate the preventive behaviour.
> > 
> > James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen, P.,
> > et al. (2005). The effects of a systematically developed photo-novella on
> > knowledge, attitudes, communication and behavioural intentions with respect to
> > sexually transmitted infections among secondary school learners in South
> > Africa. Health Promotion International, 20(2), 157-165
> > 
> > Laura
> > 
> > -
> > Laura Nimmon 
> > Ph.D Student
> > Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> > Michael Smith Foundation for Health Research Senior Graduate Trainee
> > www.photonovel.ca
> > 
> > Language and Literacy Education
> > University of British Columbia
> > 2125 Main Mall
> > Vancouver, BC
> > Canada V6T 1Z4
> > 
> > 
> > 
> > 
> > -----Original Message-----
> > 
> >> Date: Sat Nov 22 03:38:37 PST 2008
> >> From: "Marty Romney" <mromney at comcast.net>
> >> Subject: [HealthLiteracy 2504] Re: Evidence-based? ... Literacy benefits?
> >> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
> >> 
> >> I welcome everyone's thoughts on the evaluation piece.
> >> 
> >> Thanks,
> >> 
> >> Marty
> >> 
> >> 
> >> On 11/20/08 2:30 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:
> >> 
> >>> I'm glad that Marty brought up evaluation! So...John, Susan and others,
> >>> can we call phonovellas an "evidence-based" strategy? For public health?
> >>> How about for literacy teaching?  (My guess is it's not an easy yes or
> >>> no!)
> >>> 
> >>> We have not heard from many adult literacy teachers: for you all, what
> >>> benefits do you see in literacy gains using photonovellas vs. other
> >>> authentic materials?
> >>> 
> >>> And one question for Susan: what is the difference between using a
> >>> phonotovella and using the TWS (teach with stories)method?
> >>> 
> >>> Thanks to all for great questions and answers!
> >>> 
> >>> Julie
> >>> 
> >>> Julie McKinney
> >>> Health Literacy List Moderator
> >>> World Education
> >>> jmckinney at worlded.org
> >>> ----------------------------------------------------
> >>> National Institute for Literacy
> >>> Health and Literacy mailing list
> >>> HealthLiteracy at nifl.gov
> >>> To unsubscribe or change your subscription settings, please go to
> >>> http://www.nifl.gov/mailman/listinfo/healthliteracy
> >>> Email delivered to mromney at comcast.net
> >> 
> >> 
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Health and Literacy mailing list
> >> HealthLiteracy at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/healthliteracy
> >> Email delivered to nimmon at interchange.ubc.ca
> > -
> > 
> > ----------------------------------------------------
> > National Institute for Literacy
> > Health and Literacy mailing list
> > HealthLiteracy at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/healthliteracy
> > Email delivered to mromney at comcast.net
> 
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
-


From nimmon at interchange.ubc.ca  Tue Nov 25 14:07:02 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Tue, 25 Nov 2008 11:07:02 -0800 (PST)
Subject: [HealthLiteracy 2512]  photonovel dissemination
Message-ID: <230054.30751227640022974.JavaMail.myubc2@handel.my.ubc.ca>

Hi everyone,
Just a quick note:

Photonovels are expensive to print (10-20$ a copy) and often they don't get exposure beyond the context they were created in, which defeats the purpose of transforming the historical process through the exposure of one's own voice.

A professor of computer engineering at the University of Victoria became interested in the concept of photonovels and so, together, we co-funded and created a free website www.photonovela.com where anyone can download their photonovel and then send the link to share with anyone.

Please let me know if the site is complicated or not easy to use.  We have tried our best to make it user friendly.
Laura

--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca
www.photonovela.com

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4



-----Original Message-----

> Date: Tue Nov 25 09:12:38 PST 2008
> From: "Julie McKinney" <julie_mcKinney at worlded.org>
> Subject: [HealthLiteracy 2509] Re: Evidence-based? ... Literacy	benefits?
> To: healthliteracy at nifl.gov
>
> Cristina, Susan and others,
> 
> Thanks for your thoughtful responses. You both touched on the element
> that I find so exciting about photonovellas as a bridge between the
> worlds of adult education and health care. 
> 
> Christina asked: "What do the texts we create...do to promote an active
> engagement with concepts as much as the literal facts or 
> information?" 
> 
> This shows a change in philosophy of teaching that adult educators have
> been working with for years, and one that would do well to be adapted
> for greater use in the health care world: a participatory approach that
> allows a patient to engage with the concepts instead of simply absorbing
> the facts. Adult educators (often) have the luxury of a classroom-based,
> regular meeting time with the same group of students, a venue that is
> rare in the health care world. This has allowed them to develop valuable
> skills and experience in teaching with an engaging and participatory
> approach.
> 
> Yet we see that health educators like Julie Smithwick-Leone and Mary
> DeCosta do have this venue and have been using this approach with good
> results. 
> 
> I wonder how much you all think this is a switch in philosophy for
> health education strategies, and how much value you see in partnering
> with adult educators who have extensive experience in participatory
> learning? I know that I am implying a more didactic philosophy as the
> main default in health education, and it may be way off, but from what I
> see and hear, there is a strong perception of that.
> 
> This seems to parallel another change. Patients are now being asked to
> engage in health decisions in a much more interactive way than they were
> years ago. This must change the way health education needs to be
> delivered, wouldn't you think?
> 
> I'd love to hear more from those of you in both (or other) fields!
> 
> Thanks,
> Julie
> 
> Julie McKinney
> Health Literacy List Moderator
> World Education
> jmckinney at worlded.org
> >>> christina <zarcac01 at imail.mssm.edu> 11/25/08 10:27 AM >>>
> Julie, Susan, ...
> 
> I think of photonovellas the way I do about any 
> text.  And as Susan so rightly put it - is is one 
> of many texts - verbal, visual, print,   that 
> contribute to advancing a person's engagement and 
> understanding.
> Therefore "evidence based" is so medical and 
> narrow a standard - in some ways setting the bar 
> too low.
> If a text has meaning for someone it will give 
> voice, empower, and democratize what is too often 
> the rarified, closed codes of science ( or other 
> technology). Not all of these powerful things can 
> be accomodated in our "evidence based" tool kit.
> 
> What tempers my enthusiasim for novellas ( or any 
> one kind of text) is that I see too often that 
> "it" becomes the default.  Therefore instead of 
> struggling with the messiness of true 
> collaboration to see what the text is/might need 
> to be, we decide it will be a novella for X 
> community, for y subset of the population. We can 
> become wooed into thinking that is the one true 
> answer.
> 
> Another concern with text formats that "work" is 
> that we have to learn more about what they work 
> at.  Can they convey more than the information 
> given.  The gold standard for me is, can the text 
> convey the information in a way that is 
> productive - allows the user to use something of 
> the information in a new way, in a new context.
> 
> What prompted me to post today is there is some 
> breaking news on the all the morning
> Study: Do breast tumors go away on their own?
> http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34
> 
> Perhaps not totally on the topic of novellas - 
> but a text  question in its own right?.
> 
> What do the texts we create ( alone or with our 
> collaborates) do to promote an active engagement 
> with concepts as much as the literal facts or 
> information?
> 
> Thanks for a stimulating discussion this past week.
> 
> Happy Thanksgiving to you all,
> Chris
> 
> Christina Zarcadoolas, PhD.
> Health and Environmental Literacy Initiative
> Dept. of Community and Preventive Medicine
> Mount Sinai School of Medicine
> One Gustave L. Lev>Hi Julie-
> >It's nice to finally be back on-line!
> >
> >The question are photonovellas an 
> >"evidence-based" strategy made me pause. 
> >Empirical studies could help us arrive at a 
> >'yes' or 'no' answer. However, given the level 
> >of variability in design, development, 
> >populations, objectives, and usage, the 
> >generalizability of the findings would be quite 
> >limited (which I think is what you were getting 
> >at when you suggested it's not an easy yes or 
> >no). This makes me wonder if it would be more 
> >helpful to ask how empirical research and 
> >different cultures of inquiry can help inform 
> >our development and use of photonovellas to 
> >achieve our stated objectives. An 
> >interdisciplinary approach seems ideal, drawing 
> >from fields such as medicine, public health, 
> >education, communications, and social psychology 
> >(I'm sure there are others).
> >
> >As I reflected on the question, 'evidence of 
> >what?' my thinking came full circle, back to Dr. 
> >Chris Zarcadoolas's comments last year about the 
> >problems that can stem from defining health 
> >literacy in terms too narrow, or from not 
> >incorporating our powerful creative abilities as 
> >human beings to use language to make meaning and 
> >change in our worlds. Evaluating the 
> >photonovella challenges us in this regard 
> >because, as many of the shared experiences 
> >reflect, we must consider not only the results 
> >of the creative process but also the mystery of 
> >creation, the intuitive, spontaneous elements. 
> >As Laura Nimmon's mentioned in her most recent 
> >post, that she trusts the creative potential of 
> >the participants and that in and of itself is a 
> >means to restore human agency. The experiences 
> >of John Comings, Rima Rudd and others suggest 
> >that it is possible to help a community in this 
> >way also.
> >
> >Thanks to the pioneering efforts of many members 
> >on this discussion list, the health literacy 
> >movement is growing and evolving. Evaluation of 
> >programs and approaches to improve the health 
> >literacy of individuals and communities is a 
> >critical part of that proces. I appreciate and 
> >am encouraged by the interest expressed in 
> >developing, using, and evaluating photonovellas. 
> >I look forward to continuing the dialog as we 
> >move forward!
> >
> >To clarify the difference between using a 
> >photonovella and using the Teach-With-Stories 
> >(TWS) Method:
> >
> >You can use a photonovella in different ways:
> >    --develop a photonovella as the intervention 
> >(like Laura and John discussed) and then, for 
> >example, the group can use it to teach others in 
> >their community
> >    --use it for information dissemination 
> >(distribute at health fairs, clinics, home 
> >visits, etc.),
> >    --use it to reinforce health information 
> >provided in a different format (e.g., we 
> >provided radio health program then had same info 
> >in a novela available in local businesses)
> >    --use to spark group dialog and provide 
> >education. The photonovella provides the 
> >'curriculum' structure for both health and 
> >participatory literacy instruction.
> >
> >The Teach-With-Stories Method is a 6 step 
> >participatory group facilitation process. This 
> >method of facilitation can be used with 
> >any 'spark' (e.g. photonovella, video, plays, 
> >article, current event)
> >
> >We developed the method to assist educators in 
> >making the shift from a traditional, didactic 
> >approach (that typically relies heavily on 
> >written communication) to a culturally 
> >appropriate, participatory approach that builds 
> >on oral traditions (like creating a play and 
> >keeping the focus on dialog).
> >
> >Our website is currently being renovated but 
> >should be up in the next couple of weeks. We 
> >will have additional details about the TWS 
> >facilitation training and training materials for 
> >the De Madre A Madre prenatal program. Also, we 
> >will be posting the findings from our TWS study 
> >re: Lay Educator Prenatal Outreach Program for 
> >Latinas. I will let you know when it's up and 
> >running.
> >
> >Susan
> >
> >-----Original Message-----
> >From: >[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov]
> 
> >On Behalf Of Julie McKinney
> >Sent: Thursday, November 20, 2008 2:30 PM
> >To: healthliteracy at nifl.gov
> >Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
> >
> >I'm glad that Marty brought up evaluation! 
> >So...John, Susan and others, can we call 
> >phonovellas an "evidence-based" strategy? For 
> >public health?
> >How about for literacy teaching?  (My guess is it's not an easy yes or
> >no!)
> >
> >We have not heard from many adult literacy 
> >teachers: for you all, what benefits do you see 
> >in literacy gains using photonovellas vs. other 
> >authentic materials?
> >
> >And one question for Susan: what is the 
> >difference between using a phonotovella and 
> >using the TWS (teach with stories)method?
> >
> >Thanks to all for great questions and answers!
> >
> >Julie
> >
> >Julie McKinney
> >Health Literacy List Moderator
> >World Education
> >jmckinney at worlded.org
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov
> >To unsubscribe or change your subscription 
> >settings, please go to 
> ><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy
> >Email delivered to sauger at mindspring.com
> >
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov
> >To unsubscribe or change your subscription 
> >settings, please go to 
> >http://www.nifl.gov/mailman/listinfo/healthliteracy
> >Email delivered to christina.zarcadoolas at mssm.edu
> 
> 
> --
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca



From alcdgg at langate.gsu.edu  Tue Nov 25 17:35:22 2008
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 25 Nov 2008 17:35:22 -0500
Subject: [HealthLiteracy 2513]  Discussion on Diversity and Literacy List
Message-ID: <492C375A020000310006D913@mailsrv4.gsu.edu>

Starting December 1st a discussion will be held on the Diversity and Literacy list. Those of you are who are interested in women's issues as they pertain to health literacy may be interested in joining. The focus of the discussion will be on creating networks to support women's literacy, and we definitely want and need to hear your voices and perspectives as they relate to health literacy issues. Scroll down to see how to subscribe to the list (and don't forget-if you wish, you can always unsubscribe after the discussion is over).

Here are the specifics:
>From Monday Dec. 1-  Friday December 12, Dr. Mev Miller will be facilitating a guest discussion on: Creating Networks to Support Women's Literacy.

Mev Miller, Ed.D is an educator and consultant on issues of women and literacy. She is the founder and Director of WE LEARN (Women Expanding - Literacy, Education, Action, Resource, Network)  http://www.litwomen.org/welearn.html
WE LEARN also sponsors: Women Leading Through Reading http://www.litwomen.org/wltr.html and Women's Perspectives http://www.litwomen.org/perspectives.html

The focus of this discussion will be on further developing a women and literacy hub/clearinghouse for the nation. The specific focus of this discussion will be on  how can local and regional efforts gain visibility and support  through such a network/clearinghouse?

In preparation for this discussion, please start thinking about the following:

1) What are individuals and programs doing locally to address women's literacy issues? For this discussion, locally means in your  classroom, program, neighborhood, community, city, state. What you are doing might be a curriculum, a specific type of program, or any kind of organizing....and  more.

2) What do you need to support the work you are doing?

3) Would you find regional (state or area of country) events or  conferences useful? Be specific - how and what would you need or desire? How might a national organization facilitate regional  supports?

4) How can a national clearinghouse of information specifically  focused on women's literacy issues, curriculum, and research  support your work? What do you need it to do?

It would be great if you can share the health literacy perspective to the above questions!

To join the list for this discussion, go to:
http://nifl.gov/lincs/discussions/discussions.html
in the middle, if you scroll down you will see:
Diversity and Literacy
you should click on that and fill in the information to subscribe.
This is the critical part:
you will get an email requesting confirmation of your subscription. You MUST respond or else, you will not be subscribed.
At the end of the discussion you can unsubscribe, by going to the
same page as mentioned above ( http://nifl.gov/lincs/discussions/
discussions.html ) and if you scroll down you will see Unsubscribe and you should complete the information that is requested.

Daphne Greenberg
Facilitator of Diversity and Literacy List


From sauger at mindspring.com  Tue Nov 25 19:26:20 2008
From: sauger at mindspring.com (Susan Auger)
Date: Tue, 25 Nov 2008 19:26:20 -0500
Subject: [HealthLiteracy 2514] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <d55.3e66ff80.365da261@aol.com>
References: <d55.3e66ff80.365da261@aol.com>
Message-ID: <67B69BD05A104D92823084EA3382479B@ACIncPC>

Hi Len and CeCi-
When we first created our photonovelas on prenatal care, we had that
possibility in mind (using photonovelas to teach and lead discussions with),
however, health professionals didn't seem interested or didn't know where to
start. The questions you posed are what prompted our exploration and
development of a method of teaching with stories. We wanted to make sure
that our method would work in practice so all the development work was done
in conditions as close to 'real-life' as possible. 
 
We used a community-based participatory approach and Deming's
(plan-do-study-act) PDSA methodology. With everyone's input and experience,
we slowly refined and improved the process. It all started out quite
intuitively. We had the women in the groups, myself, 2 intutive health
educators, the photonovelas, and Rick Arnold's 'Spiral Model' concept of an
empowerment-based process. We did 7 series (4-8 classes/groups per series)
in a 4 phase period, with a convenience sample of Latinas (n=122). We varied
settings (rural/urban, community health center/health department),
facilitators (a total of 10 with different skill sets and backgrounds),
frequency of classes (e.g. weekly and biweekly), and types of 'extra'
activities too. Using a PDSA methodology, we evolved our process for
training facilitators also. 
 
We boiled the process down to 6 steps which are outlined in an
easy-to-follow facilitator guide that goes with each photonovela. Each guide
contains specific suggestions on how to implement for that particular
photonovela. The guide also contains possible questions to ask, along with
space for the facilitator to record his/her own questions/ideas. The 6 steps
are:
1) Welcome, create a safe place
2) Review previous actions (e.g., practiced at home if this is a series)
3) Introduce new topic
4) Read and discuss story, foster critical thinking (as you suggest, we
recommend stopping at each page to 'chunk' the story)
5) Add depth, practice actions, review
6) Set stage- for next week or next steps - how will use or practice info,
etc.?
 
 It's simple, flexible and provides enough structure so that even educators
who have no training in participatory approaches can facilitate groups
effectively. (If they make the mental switch to a faciliator mindset. As I
mentioned, if they don't get that, even if they follow the steps, their
energy, tone of voice, and nonverbals can conflict and undermine the
process.)  The details of our study can be found in: 
Auger, S., DeCoster, M., & Colindres, M. (2008). Teach-With-Stories Method
for Prenatal Education: Using Photonovels and a Participatory Approach with
Latinos. In M. Dutta & H. Mohan (Eds.), Emerging perspectives in health
communication: Meaning, culture, and power (pp. 155-181).  New York, NY:
Routledge.

 
As Julie pointed out in a recent post, although more common in education, a
participatory, empowerment-based approach is a distinct skill set that is
not the norm in health education (that I am aware of). I would be very
curious to know how many schools of public health, nursing, medicine, etc,
actually offer this type of training. For instance, I know of only one
course offering at UNC in Chapel Hill (it's offered across discplines) that
is dedicated to teaching these types of approaches and skills. Many of my
friends and collegues who do use these types of approaches have often
developed and refined their skills and training through work or informal
educational opportunties (e.g. international work, workshops), not through
traditional academic programs.  Given our current healthcare challenges and
the movement towards a patient-centered model of care, I agree with Julie,
this is a critical gap. 
 
Since it is Thanksgiving, let me say thank you for all your work in this
area! I so appreciate the clarity and practical guidelines you have provided
in your book, Teaching Patients with Low Literacy Skills. I can only imagine
how many lives you have touched through all of us putting them into
practice.
 
Hope everyone has a wonderful Thanksgiving!
 
Susan
 

 
  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com
Sent: Tuesday, November 25, 2008 1:48 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2510] Re: Evidence-based? ... Literacy benefits?


Re/ Teaching with stories (TWS) and photonovela,
 
An important step in the health education process we've not seen addressed
is, "How do you teach using stories and photonovelas?"  What process do you
use to employ these media with other than those groups who created them?
 
Reason for the questions:  Some years ago, Marjorie Scharf, RD, and the
Philadelphia Health Dept. created the successful story booklets (and later
videos) of Healthy Food Healthy Baby,  and also, for weight loss, Your Best
Body. Clients, especially pregnant teens, participated in the designs.  But
other RNs and RDs were not sure of the best way to actually use these
wonderful, illustrated stories to teach their clients. Should they ,1) just
hand out the booklets?, 2) Should they read these to each client?, 3) Should
they assemble discussion groups, 4)how do you introduce this instruction?
Marjorie and others finally put out a supplemental instruction on ways to
best teach with these stories.  Is something like that also needed to teach
with photonovellas?  What has been users' experience?
 
People need time to adapt to new or "different than usual" media.  Some
years ago we had a Spanish language audio tape on hypertension made for a
doctor friend. She tried playing it while patients were waiting to see her
or while they were waiting in the examining room.  She found that, to get
the message, patients needed to hear the tape twice.  The first time to get
over the strangeness of an audio tape in the waiting room, and the second
time to get the message. Does this need for "adjustment" occur with TWS and
photonovelas?
 
Ceci and Len Doak
Palm Desert, CA.
 
 
 
 
 
In a message dated 11/25/2008 9:16:58 A.M. Pacific Standard Time,
julie_mcKinney at worlded.org writes:

Cristina, Susan and others,

Thanks for your thoughtful responses. You both touched on the element
that I find so exciting about photonovellas as a bridge between the
worlds of adult education and health care. 

Christina asked: "What do the texts we create...do to promote an active
engagement with concepts as much as the literal facts or 
information?" 

This shows a change in philosophy of teaching that adult educators have
been working with for years, and one that would do well to be adapted
for greater use in the health care world: a participatory approach that
allows a patient to engage with the concepts instead of simply absorbing
the facts. Adult educators (often) have the luxury of a classroom-based,
regular meeting time with the same group of students, a venue that is
rare in the health care world. This has allowed them to develop valuable
skills and experience in teaching with an engaging and participatory
approach.

Yet we see that health educators like Julie Smithwick-Leone and Mary
DeCosta do have this venue and have been using this approach with good
results. 

I wonder how much you all think this is a switch in philosophy for
health education strategies, and how much value you see in partnering
with adult educators who have extensive experience in participatory
learning? I know that I am implying a more didactic philosophy as the
main default in health education, and it may be way off, but from what I
see and hear, there is a strong perception of that.

This seems to parallel another change. Patients are now being asked to
engage in health decisions in a much more interactive way than they were
years ago. This must change the way health education needs to be
delivered, wouldn't you think?

I'd love to hear more from those of you in both (or other) fields!

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> christina <zarcac01 at imail.mssm.edu> 11/25/08 10:27 AM >>>
Julie, Susan, ...

I think of photonovellas the way I do about any 
text.  And as Susan so rightly put it - is is one 
of many texts - verbal, visual, print,   that 
contribute to advancing a person's engagement and 
understanding.
Therefore "evidence based" is so medical and 
narrow a standard - in some ways setting the bar 
too low.
If a text has meaning for someone it will give 
voice, empower, and democratize what is too often 
the rarified, closed codes of science ( or other 
technology). Not all of these powerful things can 
be accomodated in our "evidence based" tool kit.

What tempers my enthusiasim for novellas ( or any 
one kind of text) is that I see too often that 
"it" becomes the default.  Therefore instead of 
struggling with the messiness of true 
collaboration to see what the text is/might need 
to be, we decide it will be a novella for X 
community, for y subset of the population. We can 
become wooed into thinking that is the one true 
answer.

Another concern with text formats that "work" is 
that we have to learn more about what they work 
at.  Can they convey more than the information 
given.  The gold standard for me is, can the text 
convey the information in a way that is 
productive - allows the user to use something of 
the information in a new way, in a new context.

What prompted me to post today is there is some 
breaking news on the all the morning
Study: Do breast tumors go away on their own?
http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34

Perhaps not totally on the topic of novellas - 
but a text  question in its own right?.

What do the texts we create ( alone or with our 
collaborates) do to promote an active engagement 
with concepts as much as the literal facts or 
information?

Thanks for a stimulating discussion this past week.

Happy Thanksgiving to you all,
Chris

Christina Zarcadoolas, PhD.
Health and Environmental Literacy Initiative
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
One Gustave L. Lev>Hi Julie-
>It's nice to finally be back on-line!
>
>The question are photonovellas an 
>"evidence-based" strategy made me pause. 
>Empirical studies could help us arrive at a 
>'yes' or 'no' answer. However, given the level 
>of variability in design, development, 
>populations, objectives, and usage, the 
>generalizability of the findings would be quite 
>limited (which I think is what you were getting 
>at when you suggested it's not an easy yes or 
>no). This makes me wonder if it would be more 
>helpful to ask how empirical research and 
>different cultures of inquiry can help inform 
>our development and use of photonovellas to 
>achieve our stated objectives. An 
>interdisciplinary approach seems ideal, drawing 
>from fields such as medicine, public health, 
>education, communications, and social psychology 
>(I'm sure there are others).
>
>As I reflected on the question, 'evidence of 
>what?' my thinking came full circle, back to Dr. 
>Chris Zarcadoolas's comments last year about the 
>problems that can stem from defining health 
>literacy in terms too narrow, or from not 
>incorporating our powerful creative abilities as 
>human beings to use language to make meaning and 
>change in our worlds. Evaluating the 
>photonovella challenges us in this regard 
>because, as many of the shared experiences 
>reflect, we must consider not only the results 
>of the creative process but also the mystery of 
>creation, the intuitive, spontaneous elements. 
>As Laura Nimmon's mentioned in her most recent 
>post, that she trusts the creative potential of 
>the participants and that in and of itself is a 
>means to restore human agency. The experiences 
>of John Comings, Rima Rudd and others suggest 
>that it is possible to help a community in this 
>way also.
>
>Thanks to the pioneering efforts of many members 
>on this discussion list, the health literacy 
>movement is growing and evolving. Evaluation of 
>programs and approaches to improve the health 
>literacy of individuals and communities is a 
>critical part of that proces. I appreciate and 
>am encouraged by the interest expressed in 
>developing, using, and evaluating photonovellas. 
>I look forward to continuing the dialog as we 
>move forward!
>
>To clarify the difference between using a 
>photonovella and using the Teach-With-Stories 
>(TWS) Method:
>
>You can use a photonovella in different ways:
>    --develop a photonovella as the intervention 
>(like Laura and John discussed) and then, for 
>example, the group can use it to teach others in 
>their community
>    --use it for information dissemination 
>(distribute at health fairs, clinics, home 
>visits, etc.),
>    --use it to reinforce health information 
>provided in a different format (e.g., we 
>provided radio health program then had same info 
>in a novela available in local businesses)
>    --use to spark group dialog and provide 
>education. The photonovella provides the 
>'curriculum' structure for both health and 
>participatory literacy instruction.
>
>The Teach-With-Stories Method is a 6 step 
>participatory group facilitation process. This 
>method of facilitation can be used with 
>any 'spark' (e.g. photonovella, video, plays, 
>article, current event)
>
>We developed the method to assist educators in 
>making the shift from a traditional, didactic 
>approach (that typically relies heavily on 
>written communication) to a culturally 
>appropriate, participatory approach that builds 
>on oral traditions (like creating a play and 
>keeping the focus on dialog).
>
>Our website is currently being renovated but 
>should be up in the next couple of weeks. We 
>will have additional details about the TWS 
>facilitation training and training materials for 
>the De Madre A Madre prenatal program. Also, we 
>will be posting the findings from our TWS study 
>re: Lay Educator Prenatal Outreach Program for 
>Latinas. I will let you know when it's up and 
>running.
>
>Susan
>
>-----Original Message-----
>From:
>[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl
.gov]

>On Behalf Of Julie McKinney
>Sent: Thursday, November 20, 2008 2:30 PM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
>
>I'm glad that Marty brought up evaluation! 
>So...John, Susan and others, can we call 
>phonovellas an "evidence-based" strategy? For 
>public health?
>How about for literacy teaching?  (My guess is it's not an easy yes or
>no!)
>
>We have not heard from many adult literacy 
>teachers: for you all, what benefits do you see 
>in literacy gains using photonovellas vs. other 
>authentic materials?
>
>And one question for Susan: what is the 
>difference between using a phonotovella and 
>using the TWS (teach with stories)method?
>
>Thanks to all for great questions and answers!
>
>Julie
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/ma
ilman/listinfo/healthliteracy
>Email delivered to sauger at mindspring.com
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to christina.zarcadoolas at mssm.edu


--

----------------------------------------------------
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From mromney at comcast.net  Tue Nov 25 20:36:41 2008
From: mromney at comcast.net (Marty Romney)
Date: Tue, 25 Nov 2008 20:36:41 -0500
Subject: [HealthLiteracy 2515] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <31957780.30131227639168078.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <C5521259.DC6F%mromney@comcast.net>

Laura,

I will look forward to purchasing a copy of your book once published.
Congratulations on your book and your well-deserve research awards.  Your
are an inspiration!

I'd like to stay in touch and hear about upcoming projects of yours.

Thanks again for sharing.

Marty


On 11/25/08 1:52 PM, "Laura Nimmon" <nimmon at interchange.ubc.ca> wrote:

> Dear Marty,
> For my research I conduced a qualitative critical ethnographic case study.
> Data was collected with pre and post individual and focus group interviews and
> observational notes.  My study found that the photonovel functioned as an
> effective health literacy tool due to the use of visuals and simplified
> language.  My results also showed the the participatory photonovel process
> formed community and increased the women's feelings of self importance.
> Most interestingly, there was a subtle, yet notable shift in the women's
> consciousness around nutrition.  Before the study, the women felt seemingly
> helpless about their changes in diets upon migration.  After the study, there
> was a shift in their focus and they talked about what they could do to change
> their diets and get more exercise.  This movement from disempowered to
> empowered was profoundly powerful, and was very meaningful to me as the
> researcher.
> 
> This study can be found at:
> Nimmon L. (2007). Within the eyes of the people: Using a photonovel as a
> consciousness-raising health literacy tool with ESL-speaking immigrant women.
> Canadian Journal of Public Health, 98(4), 337-340.
> 
> On behalf of the Institute of Population and Public Health (IPPH), the
> Canadian Public Health Association (CPHA), the Canadian Public Health
> Initiative (CPHI) and the Public Health Agency of Canada (PHAC), I won a
> Canadian Population and Public Health Masters Research Award for my research
> with photonovels and immigrant women.  It was also shortlisted for the
> Language and Literacy Researchers of Canada Masters Research Award.
> 
> This study is being published into a book, but I cant decide the title yet.
> Something like: 
> Breaking Out With Photonovels: A Consciousness Raising Health Literacy Project
> With ESL Speaking Immigrant Women.
> Should be out this spring on amazon.com
> 
> Have a great day,
> 
> Laura
> 
> -
> Laura Nimmon 
> Ph.D Student
> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
> Michael Smith Foundation for Health Research Senior Graduate Trainee
> www.photonovel.ca
> 
> Language and Literacy Education
> University of British Columbia
> 2125 Main Mall
> Vancouver, BC
> Canada V6T 1Z4
> 
> 
> -----Original Message-----
> 
>> Date: Mon Nov 24 19:29:46 PST 2008
>> From: "Marty Romney" <mromney at comcast.net>
>> Subject: [HealthLiteracy 2508] Re: Evidence-based? ... Literacy benefits?
>> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>> 
>> Dear Laura,
>> 
>> Thank you so very much!  The information you have provided is exceedingly
>> helpful and I will look for the article.  I am finding it a challenge to
>> find validated qualitative instruments used with photonovellas. How else can
>> you demonstrate that your interventions have had a positive impact?
>> 
>> I am actually reading some qualitative research texts but see no references
>> to photonovellas.
>> 
>> Thanks again - have a wonderful Thanksgiving holiday and good luck with your
>> doctoral work.
>> 
>> marty
>> 
>> 
>> On 11/24/08 12:08 AM, "Laura Nimmon" <nimmon at interchange.ubc.ca> wrote:
>> 
>>> Dear Marty,
>>> 
>>> I thought you might find this South African study interesting:
>>> 
>>> James, et al. (2005), used a pre-post test follow up design to study the
>>> effects of a systematically developed photonovel on knowledge, attitudes,
>>> communication, and behavioral intentions with respect to sexually
>>> transmitted
>>> infections after a single reading by 1,168 secondary school students in
>>> South
>>> Africa. James, et al. found that reading the photonovel contributed to a
>>> more
>>> positive attitude to condom use in male and female learners six weeks after
>>> the intervention. The study shows that an effect was also found on future
>>> intentions to use condoms in the next year. The authors noted that these
>>> positive attitudes are important in influencing intentions to use condoms;
>>> however, they suggested that there needs to be further educational
>>> strategies
>>> that encourage open communication about AIDS because awareness, positive
>>> attitudes, and knowledge about the problem may not be sufficient to create
>>> actual behavioural change. Therefore, while the authors found photonovels to
>>> be an ef
>>>  fective strategy to access youth and prepare them for adequate preventive
>>> behaviours, the study also identified the need to combine print media with
>>> other planned theory-based interventions that build confidence and skills to
>>> initiate the preventive behaviour.
>>> 
>>> James, S., Reddy, P., Ruiter, R., Taylor, M., Jinabhai, C., Van Empelen, P.,
>>> et al. (2005). The effects of a systematically developed photo-novella on
>>> knowledge, attitudes, communication and behavioural intentions with respect
>>> to
>>> sexually transmitted infections among secondary school learners in South
>>> Africa. Health Promotion International, 20(2), 157-165
>>> 
>>> Laura
>>> 
>>> -
>>> Laura Nimmon 
>>> Ph.D Student
>>> Social Sciences & Humanities Research Council of Canada Doctoral Fellow
>>> Michael Smith Foundation for Health Research Senior Graduate Trainee
>>> www.photonovel.ca
>>> 
>>> Language and Literacy Education
>>> University of British Columbia
>>> 2125 Main Mall
>>> Vancouver, BC
>>> Canada V6T 1Z4
>>> 
>>> 
>>> 
>>> 
>>> -----Original Message-----
>>> 
>>>> Date: Sat Nov 22 03:38:37 PST 2008
>>>> From: "Marty Romney" <mromney at comcast.net>
>>>> Subject: [HealthLiteracy 2504] Re: Evidence-based? ... Literacy benefits?
>>>> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>>>> 
>>>> I welcome everyone's thoughts on the evaluation piece.
>>>> 
>>>> Thanks,
>>>> 
>>>> Marty
>>>> 
>>>> 
>>>> On 11/20/08 2:30 PM, "Julie McKinney" <julie_mcKinney at worlded.org> wrote:
>>>> 
>>>>> I'm glad that Marty brought up evaluation! So...John, Susan and others,
>>>>> can we call phonovellas an "evidence-based" strategy? For public health?
>>>>> How about for literacy teaching?  (My guess is it's not an easy yes or
>>>>> no!)
>>>>> 
>>>>> We have not heard from many adult literacy teachers: for you all, what
>>>>> benefits do you see in literacy gains using photonovellas vs. other
>>>>> authentic materials?
>>>>> 
>>>>> And one question for Susan: what is the difference between using a
>>>>> phonotovella and using the TWS (teach with stories)method?
>>>>> 
>>>>> Thanks to all for great questions and answers!
>>>>> 
>>>>> Julie
>>>>> 
>>>>> Julie McKinney
>>>>> Health Literacy List Moderator
>>>>> World Education
>>>>> jmckinney at worlded.org
>>>>> ----------------------------------------------------
>>>>> National Institute for Literacy
>>>>> Health and Literacy mailing list
>>>>> HealthLiteracy at nifl.gov
>>>>> To unsubscribe or change your subscription settings, please go to
>>>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>>>> Email delivered to mromney at comcast.net
>>>> 
>>>> 
>>>> ----------------------------------------------------
>>>> National Institute for Literacy
>>>> Health and Literacy mailing list
>>>> HealthLiteracy at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>>> Email delivered to nimmon at interchange.ubc.ca
>>> -
>>> 
>>> ----------------------------------------------------
>>> National Institute for Literacy
>>> Health and Literacy mailing list
>>> HealthLiteracy at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>>> Email delivered to mromney at comcast.net
>> 
>> 
>> ----------------------------------------------------
>> National Institute for Literacy
>> Health and Literacy mailing list
>> HealthLiteracy at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/healthliteracy
>> Email delivered to nimmon at interchange.ubc.ca
> -
> 
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to mromney at comcast.net



From rrudd at hsph.harvard.edu  Wed Nov 26 09:13:04 2008
From: rrudd at hsph.harvard.edu (Rima Rudd)
Date: Wed, 26 Nov 2008 09:13:04 -0500
Subject: [HealthLiteracy 2516]   Re: Evidence-based? ... Literacy	benefits?
In-Reply-To: <a06240808c551ba836344@[192.168.1.100]>
References: <E1L4kOH-0006q7-00@pop04.mail.atl.earthlink.net>
	<a06240808c551ba836344@[192.168.1.100]>
Message-ID: <492D1319.C34B.00AF.0@hsph.harvard.edu>

Hello [and Happy Thanksgiving]
I write, as a fan of Cris Zarcadoolas who always manages to cut to the chase. There are indeed two dangers hidden in our enthusiasm. The first is the easy temptation to reach into our pocket for our favorite tool with the intent to use it for all situations. The second is to forget that materials [even exciting materials such as the photonovels] serve only as a support for a well designed program -- they do not and should not constitute the program as a whole.
The participatory processes underlying the focus on photonovels in  public health/education efforts should be at the center. The photonovel serves as an example. We need to look at other participatory processes [e.g. photovoice] and be sure that our attention is on the process and not the product.  
Rima


Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

>>> christina <zarcac01 at imail.mssm.edu> 11/25/2008 9:37 AM >>>
Julie, Susan, ...

I think of photonovellas the way I do about any 
text.  And as Susan so rightly put it - is is one 
of many texts - verbal, visual, print,   that 
contribute to advancing a person's engagement and 
understanding.
Therefore "evidence based" is so medical and 
narrow a standard - in some ways setting the bar 
too low.
If a text has meaning for someone it will give 
voice, empower, and democratize what is too often 
the rarified, closed codes of science ( or other 
technology). Not all of these powerful things can 
be accomodated in our "evidence based" tool kit.

What tempers my enthusiasim for novellas ( or any 
one kind of text) is that I see too often that 
"it" becomes the default.  Therefore instead of 
struggling with the messiness of true 
collaboration to see what the text is/might need 
to be, we decide it will be a novella for X 
community, for y subset of the population. We can 
become wooed into thinking that is the one true 
answer.

Another concern with text formats that "work" is 
that we have to learn more about what they work 
at.  Can they convey more than the information 
given.  The gold standard for me is, can the text 
convey the information in a way that is 
productive - allows the user to use something of 
the information in a new way, in a new context.

What prompted me to post today is there is some 
breaking news on the all the morning
Study: Do breast tumors go away on their own?
http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34 

Perhaps not totally on the topic of novellas - 
but a text  question in its own right?.

What do the texts we create ( alone or with our 
collaborates) do to promote an active engagement 
with concepts as much as the literal facts or 
information?

Thanks for a stimulating discussion this past week.

Happy Thanksgiving to you all,
Chris

Christina Zarcadoolas, PhD.
Health and Environmental Literacy Initiative
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
One Gustave L. Levy Place
Box 1057
New York, NY 10029
212-824-7061

Visit my blog     www.zarcbark.blogspot.com 



>Hi Julie-
>It's nice to finally be back on-line!
>
>The question are photonovellas an 
>"evidence-based" strategy made me pause. 
>Empirical studies could help us arrive at a 
>'yes' or 'no' answer. However, given the level 
>of variability in design, development, 
>populations, objectives, and usage, the 
>generalizability of the findings would be quite 
>limited (which I think is what you were getting 
>at when you suggested it's not an easy yes or 
>no). This makes me wonder if it would be more 
>helpful to ask how empirical research and 
>different cultures of inquiry can help inform 
>our development and use of photonovellas to 
>achieve our stated objectives. An 
>interdisciplinary approach seems ideal, drawing 
>from fields such as medicine, public health, 
>education, communications, and social psychology 
>(I'm sure there are others).
>
>As I reflected on the question, 'evidence of 
>what?' my thinking came full circle, back to Dr. 
>Chris Zarcadoolas's comments last year about the 
>problems that can stem from defining health 
>literacy in terms too narrow, or from not 
>incorporating our powerful creative abilities as 
>human beings to use language to make meaning and 
>change in our worlds. Evaluating the 
>photonovella challenges us in this regard 
>because, as many of the shared experiences 
>reflect, we must consider not only the results 
>of the creative process but also the mystery of 
>creation, the intuitive, spontaneous elements. 
>As Laura Nimmon's mentioned in her most recent 
>post, that she trusts the creative potential of 
>the participants and that in and of itself is a 
>means to restore human agency. The experiences 
>of John Comings, Rima Rudd and others suggest 
>that it is possible to help a community in this 
>way also.
>
>Thanks to the pioneering efforts of many members 
>on this discussion list, the health literacy 
>movement is growing and evolving. Evaluation of 
>programs and approaches to improve the health 
>literacy of individuals and communities is a 
>critical part of that proces. I appreciate and 
>am encouraged by the interest expressed in 
>developing, using, and evaluating photonovellas. 
>I look forward to continuing the dialog as we 
>move forward!
>
>To clarify the difference between using a 
>photonovella and using the Teach-With-Stories 
>(TWS) Method:
>
>You can use a photonovella in different ways:
>    --develop a photonovella as the intervention 
>(like Laura and John discussed) and then, for 
>example, the group can use it to teach others in 
>their community
>    --use it for information dissemination 
>(distribute at health fairs, clinics, home 
>visits, etc.),
>    --use it to reinforce health information 
>provided in a different format (e.g., we 
>provided radio health program then had same info 
>in a novela available in local businesses)
>    --use to spark group dialog and provide 
>education. The photonovella provides the 
>'curriculum' structure for both health and 
>participatory literacy instruction.
>
>The Teach-With-Stories Method is a 6 step 
>participatory group facilitation process. This 
>method of facilitation can be used with 
>any 'spark' (e.g. photonovella, video, plays, 
>article, current event)
>
>We developed the method to assist educators in 
>making the shift from a traditional, didactic 
>approach (that typically relies heavily on 
>written communication) to a culturally 
>appropriate, participatory approach that builds 
>on oral traditions (like creating a play and 
>keeping the focus on dialog).
>
>Our website is currently being renovated but 
>should be up in the next couple of weeks. We 
>will have additional details about the TWS 
>facilitation training and training materials for 
>the De Madre A Madre prenatal program. Also, we 
>will be posting the findings from our TWS study 
>re: Lay Educator Prenatal Outreach Program for 
>Latinas. I will let you know when it's up and 
>running.
>
>Susan
>
>-----Original Message-----
>From: healthliteracy-bounces at nifl.gov 
>[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov] 
>On Behalf Of Julie McKinney
>Sent: Thursday, November 20, 2008 2:30 PM
>To: healthliteracy at nifl.gov 
>Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
>
>I'm glad that Marty brought up evaluation! 
>So...John, Susan and others, can we call 
>phonovellas an "evidence-based" strategy? For 
>public health?
>How about for literacy teaching?  (My guess is it's not an easy yes or
>no!)
>
>We have not heard from many adult literacy 
>teachers: for you all, what benefits do you see 
>in literacy gains using photonovellas vs. other 
>authentic materials?
>
>And one question for Susan: what is the 
>difference between using a phonotovella and 
>using the TWS (teach with stories)method?
>
>Thanks to all for great questions and answers!
>
>Julie
>
>Julie McKinney
>Health Literacy List Moderator
>World Education
>jmckinney at worlded.org 
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov 
>To unsubscribe or change your subscription 
>settings, please go to 
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy 
>Email delivered to sauger at mindspring.com 
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov 
>To unsubscribe or change your subscription 
>settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy 
>Email delivered to christina.zarcadoolas at mssm.edu 


--

From mjjerdems at yahoo.com  Wed Nov 26 13:17:13 2008
From: mjjerdems at yahoo.com (Mary Jane Jerde)
Date: Wed, 26 Nov 2008 10:17:13 -0800 (PST)
Subject: [HealthLiteracy 2517] Re: Treatment refusal and verbal abilities
References: <cb1.33000043.36547b96@aol.com>
Message-ID: <391931.12449.qm@web54001.mail.re2.yahoo.com>

Hi,

I hope that this is not too late. 

The points you make are excellent. 

It also pays to remember that the medical professionals are also going through similar processes in their decision making and conversations with a patient. 

Mary Jane Jerde
NEDP Assessor
Howard Community College




________________________________
From: "MarkH38514 at aol.com" <MarkH38514 at aol.com>
To: healthliteracy at nifl.gov
Sent: Tuesday, November 18, 2008 3:12:06 PM
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal abilities

Mary: 
 
Much of the research on informed consent philosophically 
assumes that the decision to be treated or not be treated is a logical one. But 
there is much emerging research on the brain's role in decision making and the 
importance of emotion, logic, and even intuition.  
 
For example, psychologist George Lowenstein and his colleagues 
published a paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as 
feelings. Psychological Bulletin, 2001, 127: 267-286). Because 
decisions aren't just logical thoughts, but emotional reactions, it's not 
surprising that patients may find it difficult to articulate why they don't want 
treatment. 
 
Malcolm Gladwell's 2005 book "blink. The Power of Thinking 
without Thinking" described how people use "thin slicing" to extract relevant 
information from all the information around them. David Myers, in his book 
"Intuition" (2002) describes "knowing without awareness"--how people can know 
things automatically (unconsciously) or cognitively (consciously). He summarized 
Seymour Epstein's description of experiential knowing (intuitive, 
automatic and nonverbal) or rational knowing (rational, analytic, 
verbal).  Consent decisions based on experiential knowing may not be easy 
for patients to explain verbally. 
 
I've done a few articles that touch on the issue, but may not 
be specific enough for your needs. One is available online:  
 
Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials, March 2005, 82. 
http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/149967
 
I can send you pdf versions of: 
 
Hochhauser, M. Emotion and logic in the informed consent 
process. Research Practitioner, 2005, 5(4), 138-141. 
 
Hochhauser, M. Informed consent or intuitive consent? SoCRA Source, February 2006, (Publication of the Society of 
Clinical Research Associates, #47, 32-33. 
 
Mark
 
Mark Hochhauser, Ph.D.
Readability Consultant
3344 Scott Avenue North
Golden Valley, MN  55422
Phone: 763-521-4672
Fax: 763-521-5069    
Cell: 612-281-1517
email: MarkH38514 at aol.com
 
 
 
 
 




________________________________
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From nimmon at interchange.ubc.ca  Wed Nov 26 14:23:21 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Wed, 26 Nov 2008 11:23:21 -0800 (PST)
Subject: [HealthLiteracy 2518] Re: Evidence-based? ... Literacy	benefits?
Message-ID: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>

I second this.  It is more about the participatory process, not the product.  
Again, this is reiterated in the findings of James et al. (2005) who found that photonovels proved to be an effective strategy to prepare South African youth for adequate preventive behaviours. The study, however,  identified the need to combine photonovels with other planned theory-based interventions to initiate preventive behaviour with respect to sexually transmitted infections.
Laura

--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


-----Original Message-----

> Date: Wed Nov 26 06:13:04 PST 2008
> From: "Rima Rudd" <rrudd at hsph.harvard.edu>
> Subject: [HealthLiteracy 2516]   Re: Evidence-based? ... Literacy	benefits?
> To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>
> Hello [and Happy Thanksgiving]
> I write, as a fan of Cris Zarcadoolas who always manages to cut to the chase. There are indeed two dangers hidden in our enthusiasm. The first is the easy temptation to reach into our pocket for our favorite tool with the intent to use it for all situations. The second is to forget that materials [even exciting materials such as the photonovels] serve only as a support for a well designed program -- they do not and should not constitute the program as a whole.
> The participatory processes underlying the focus on photonovels in  public health/education efforts should be at the center. The photonovel serves as an example. We need to look at other participatory processes [e.g. photovoice] and be sure that our attention is on the process and not the product.  
> Rima
> 
> 
> Rima E. Rudd, ScD, MSPH
> Department of Society, Human Development & Health
> Harvard School of Public Health
> 677 Huntington Avenue
> Boston MA 02115
> Phone: 617 432 1135
> fax:     617 432 3123
> web:    www.hsph.harvard.edu/healthliteracy
> www.hsph.harvard.edu/sisterstogether
> 
> >>> christina <zarcac01 at imail.mssm.edu> 11/25/2008 9:37 AM >>>
> Julie, Susan, ...
> 
> I think of photonovellas the way I do about any 
> text.  And as Susan so rightly put it - is is one 
> of many texts - verbal, visual, print,   that 
> contribute to advancing a person's engagement and 
> understanding.
> Therefore "evidence based" is so medical and 
> narrow a standard - in some ways setting the bar 
> too low.
> If a text has meaning for someone it will give 
> voice, empower, and democratize what is too often 
> the rarified, closed codes of science ( or other 
> technology). Not all of these powerful things can 
> be accomodated in our "evidence based" tool kit.
> 
> What tempers my enthusiasim for novellas ( or any 
> one kind of text) is that I see too often that 
> "it" becomes the default.  Therefore instead of 
> struggling with the messiness of true 
> collaboration to see what the text is/might need 
> to be, we decide it will be a novella for X 
> community, for y subset of the population. We can 
> become wooed into thinking that is the one true 
> answer.
> 
> Another concern with text formats that "work" is 
> that we have to learn more about what they work 
> at.  Can they convey more than the information 
> given.  The gold standard for me is, can the text 
> convey the information in a way that is 
> productive - allows the user to use something of 
> the information in a new way, in a new context.
> 
> What prompted me to post today is there is some 
> breaking news on the all the morning
> Study: Do breast tumors go away on their own?
> http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp=34 
> 
> Perhaps not totally on the topic of novellas - 
> but a text  question in its own right?.
> 
> What do the texts we create ( alone or with our 
> collaborates) do to promote an active engagement 
> with concepts as much as the literal facts or 
> information?
> 
> Thanks for a stimulating discussion this past week.
> 
> Happy Thanksgiving to you all,
> Chris
> 
> Christina Zarcadoolas, PhD.
> Health and Environmental Literacy Initiative
> Dept. of Community and Preventive Medicine
> Mount Sinai School of Medicine
> One Gustave L. Levy Place
> Box 1057
> New York, NY 10029
> 212-824-7061
> 
> Visit my blog     www.zarcbark.blogspot.com 
> 
> 
> 
> >Hi Julie-
> >It's nice to finally be back on-line!
> >
> >The question are photonovellas an 
> >"evidence-based" strategy made me pause. 
> >Empirical studies could help us arrive at a 
> >'yes' or 'no' answer. However, given the level 
> >of variability in design, development, 
> >populations, objectives, and usage, the 
> >generalizability of the findings would be quite 
> >limited (which I think is what you were getting 
> >at when you suggested it's not an easy yes or 
> >no). This makes me wonder if it would be more 
> >helpful to ask how empirical research and 
> >different cultures of inquiry can help inform 
> >our development and use of photonovellas to 
> >achieve our stated objectives. An 
> >interdisciplinary approach seems ideal, drawing 
> >from fields such as medicine, public health, 
> >education, communications, and social psychology 
> >(I'm sure there are others).
> >
> >As I reflected on the question, 'evidence of 
> >what?' my thinking came full circle, back to Dr. 
> >Chris Zarcadoolas's comments last year about the 
> >problems that can stem from defining health 
> >literacy in terms too narrow, or from not 
> >incorporating our powerful creative abilities as 
> >human beings to use language to make meaning and 
> >change in our worlds. Evaluating the 
> >photonovella challenges us in this regard 
> >because, as many of the shared experiences 
> >reflect, we must consider not only the results 
> >of the creative process but also the mystery of 
> >creation, the intuitive, spontaneous elements. 
> >As Laura Nimmon's mentioned in her most recent 
> >post, that she trusts the creative potential of 
> >the participants and that in and of itself is a 
> >means to restore human agency. The experiences 
> >of John Comings, Rima Rudd and others suggest 
> >that it is possible to help a community in this 
> >way also.
> >
> >Thanks to the pioneering efforts of many members 
> >on this discussion list, the health literacy 
> >movement is growing and evolving. Evaluation of 
> >programs and approaches to improve the health 
> >literacy of individuals and communities is a 
> >critical part of that proces. I appreciate and 
> >am encouraged by the interest expressed in 
> >developing, using, and evaluating photonovellas. 
> >I look forward to continuing the dialog as we 
> >move forward!
> >
> >To clarify the difference between using a 
> >photonovella and using the Teach-With-Stories 
> >(TWS) Method:
> >
> >You can use a photonovella in different ways:
> >    --develop a photonovella as the intervention 
> >(like Laura and John discussed) and then, for 
> >example, the group can use it to teach others in 
> >their community
> >    --use it for information dissemination 
> >(distribute at health fairs, clinics, home 
> >visits, etc.),
> >    --use it to reinforce health information 
> >provided in a different format (e.g., we 
> >provided radio health program then had same info 
> >in a novela available in local businesses)
> >    --use to spark group dialog and provide 
> >education. The photonovella provides the 
> >'curriculum' structure for both health and 
> >participatory literacy instruction.
> >
> >The Teach-With-Stories Method is a 6 step 
> >participatory group facilitation process. This 
> >method of facilitation can be used with 
> >any 'spark' (e.g. photonovella, video, plays, 
> >article, current event)
> >
> >We developed the method to assist educators in 
> >making the shift from a traditional, didactic 
> >approach (that typically relies heavily on 
> >written communication) to a culturally 
> >appropriate, participatory approach that builds 
> >on oral traditions (like creating a play and 
> >keeping the focus on dialog).
> >
> >Our website is currently being renovated but 
> >should be up in the next couple of weeks. We 
> >will have additional details about the TWS 
> >facilitation training and training materials for 
> >the De Madre A Madre prenatal program. Also, we 
> >will be posting the findings from our TWS study 
> >re: Lay Educator Prenatal Outreach Program for 
> >Latinas. I will let you know when it's up and 
> >running.
> >
> >Susan
> >
> >-----Original Message-----
> >From: healthliteracy-bounces at nifl.gov 
> >[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl.gov] 
> >On Behalf Of Julie McKinney
> >Sent: Thursday, November 20, 2008 2:30 PM
> >To: healthliteracy at nifl.gov 
> >Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
> >
> >I'm glad that Marty brought up evaluation! 
> >So...John, Susan and others, can we call 
> >phonovellas an "evidence-based" strategy? For 
> >public health?
> >How about for literacy teaching?  (My guess is it's not an easy yes or
> >no!)
> >
> >We have not heard from many adult literacy 
> >teachers: for you all, what benefits do you see 
> >in literacy gains using photonovellas vs. other 
> >authentic materials?
> >
> >And one question for Susan: what is the 
> >difference between using a phonotovella and 
> >using the TWS (teach with stories)method?
> >
> >Thanks to all for great questions and answers!
> >
> >Julie
> >
> >Julie McKinney
> >Health Literacy List Moderator
> >World Education
> >jmckinney at worlded.org 
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov 
> >To unsubscribe or change your subscription 
> >settings, please go to 
> ><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/mailman/listinfo/healthliteracy 
> >Email delivered to sauger at mindspring.com 
> >
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov 
> >To unsubscribe or change your subscription 
> >settings, please go to 
> >http://www.nifl.gov/mailman/listinfo/healthliteracy 
> >Email delivered to christina.zarcadoolas at mssm.edu 
> 
> 
> --
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


From DJRosen at theworld.com  Wed Nov 26 21:48:22 2008
From: DJRosen at theworld.com (David Rosen)
Date: Wed, 26 Nov 2008 21:48:22 -0500
Subject: [HealthLiteracy 2519]  Online Library of Photo novels?
In-Reply-To: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>
References: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <134820B8-58E7-4107-81CE-2C21CCB15770@theworld.com>

Health Literacy Colleagues,

Perhaps this has already been asked and answered, and if so, someone  
just point me to the message. If not, however: is there a web site  
that lists and categorizes photo novels suitable for adults, so that  
a teacher or health educator who wants to integrate them into her/his  
work with adult learners can easily find and order them?  I have no  
idea how many or what kinds there may be, or if there are too few to  
even bother.

If this does not exist, and is needed, would someone be interested in  
making such a web site?

David J. Rosen
DJRosen at theworld.com





From a.rathbun at morehead-st.edu  Sat Nov 29 11:57:33 2008
From: a.rathbun at morehead-st.edu (Ann Rathbun, Ph.D.)
Date: Sat, 29 Nov 2008 11:57:33 -0500
Subject: [HealthLiteracy 2520]  Writing for the masses
Message-ID: <20081129115733.xkx8skrosgw4sosc@webmail.moreheadstate.edu>

Hi all,

I am writing to get some practical advice/opinion on the issue of  
writing for a wide audience.  I am currently assisting someone who is  
writing a manual for training community volunteers who will be helping  
with health promotion for those living with Diabetes. (Sort of like  
"promatores" or Community Health Workers).  Her target audience is  
those living in the Appalachian region of the U.S.  Both of us  
recognize that she may get volunteers who have high literacy skills.  
My concern is this: some of the synthetic estimates I have calculated  
show that literacy/health literacy rates in some parts of Appalachia  
are extraordinarily low (significantly lower than reported in the  
KY-SAAL for example).

My advice to the writer is to write at an 8th grade level and make it  
LOOK easy to read.

Any help would be much appreciated.

Ann


Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.



From AboutDiabetes at aol.com  Sat Nov 29 16:29:02 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Sat, 29 Nov 2008 16:29:02 EST
Subject: [HealthLiteracy 2521] Re: Writing for the masses
Message-ID: <c64.38b4eb44.36630e1e@aol.com>

 
Hello Ann:
 
My suggestion is you direct your writer to shoot for the 6th- rather  than 
the 8th-grade reading level. If your writer has limited  experience writing at 
this level with design considerations in mind, he or she  will probably end up 
giving you something between the 6th- and 8th-grade  level anyway.  You can 
then edit each item based on the feedback you  receive from diabetes support 
group participants in the areas the programs will  be used in prior to finalizing 
the text and design. 
 
This is a relatively inexpensive way to reach a majority of your  intended 
audience. This said, as you mention, there will be a large number  of people 
with reading skills below the 6th-grade reading level in the  areas you wish to 
serve that will require other learning tools, such  as simple, interactive 
videos and audiotape programs, but few  are available.  
 
For more specific suggestions for this worthwhile project, you may want to  
contact Leonard Doak (aka the "Godfather of Health Literacy") at the above  
address.   
 
Best of luck with your project,  
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org/)  

**************Life should be easier. So should your homepage. Try the NEW 
AOL.com. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000002)
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From boydhdavis at yahoo.com  Sun Nov 30 08:08:02 2008
From: boydhdavis at yahoo.com (boyd davis)
Date: Sun, 30 Nov 2008 05:08:02 -0800 (PST)
Subject: [HealthLiteracy 2522] Re: Writing for the masses
In-Reply-To: <20081129115733.xkx8skrosgw4sosc@webmail.moreheadstate.edu>
Message-ID: <991505.54962.qm@web50508.mail.re2.yahoo.com>

Speaking as "a mass" --
Make it as simple as you can, and then revise to make it even plainer. That does not mean 'dumbing down' - check Zarcadoolas's book.

I don't care how high the literacy is, there is something about being told you have a condition or disease like diabetes that freezes the brain. I have a PhD and I write all the time, and I'm usually reasonably competent, but it took WEEKS for me to find anything comprehensible, simple and sensible about diabetes management after I was diagnosed with Type 2 last year. I finally found usable, readable, applicable information in a website for parents and children with Type 1. Forget "eighth grade": write for an intelligent 5th grader who would rather be doing almost anything else 

Boyd Davis

--- On Sat, 11/29/08, Ann Rathbun, Ph.D. <a.rathbun at morehead-st.edu> wrote:
From: Ann Rathbun, Ph.D. <a.rathbun at morehead-st.edu>
Subject: [HealthLiteracy 2520]  Writing for the masses
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Date: Saturday, November 29, 2008, 11:57 AM

Hi all,

I am writing to get some practical advice/opinion on the issue of  
writing for a wide audience.  I am currently assisting someone who is  
writing a manual for training community volunteers who will be helping  
with health promotion for those living with Diabetes. (Sort of like  
"promatores" or Community Health Workers).  Her target audience is  
those living in the Appalachian region of the U.S.  Both of us  
recognize that she may get volunteers who have high literacy skills.  
My concern is this: some of the synthetic estimates I have calculated  
show that literacy/health literacy rates in some parts of Appalachia  
are extraordinarily low (significantly lower than reported in the  
KY-SAAL for example).

My advice to the writer is to write at an 8th grade level and make it  
LOOK easy to read.

Any help would be much appreciated.

Ann


Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
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From mjjerdems at yahoo.com  Mon Dec  1 09:07:37 2008
From: mjjerdems at yahoo.com (Mary Jane Jerde)
Date: Mon, 1 Dec 2008 06:07:37 -0800 (PST)
Subject: [HealthLiteracy 2523] Re: Writing for the masses
References: <c64.38b4eb44.36630e1e@aol.com>
Message-ID: <220465.80779.qm@web54012.mail.re2.yahoo.com>

Hello All,

I've been researching health and safety for the National External Diploma Program. Going through the NIH site, I was struck with the differences between the general audience pages ("Eating a diet low in cholesterol may decrease the LDL.") and the for minority pages ("John starting eating less cholesterol by cooking with canola oil instead of butter. Now his LDL is in the healthy range"). Those are not direct quotes, but I see several brain based differences.

Tell stories of real people. That's who we are and who we identify with. My father-in-law, an MD, was pretty low after his quadruple bypass surgery, but then he thought of my dad who was a 15 year heart attack survivor. Both lived many more years. One good example can really help.

Let the students/clients be the teachers or explainers as much as possible. And start with where they are, current understanding. 

These points may not be exactly where your focused. They can help with some strategizing. 

Enjoy the adventure,


Mary Jane Jerde
NEDP Assessor 
Howard Community College



________________________________
From: "AboutDiabetes at aol.com" <AboutDiabetes at aol.com>
To: healthliteracy at nifl.gov
Cc: Lendoak at aol.com
Sent: Saturday, November 29, 2008 4:29:02 PM
Subject: [HealthLiteracy 2521] Re: Writing for the masses

Hello Ann:
 
My suggestion is you direct your writer to shoot for the 6th- rather  than the 8th-grade reading level. If your writer has limited  experience writing at this level with design considerations in mind, he or she  will probably end up giving you something between the 6th- and 8th-grade  level anyway.  You can then edit each item based on the feedback you  receive from diabetes support group participants in the areas the programs will  be used in prior to finalizing the text and design. 
 
This is a relatively inexpensive way to reach a majority of your  intended audience. This said, as you mention, there will be a large number  of people with reading skills below the 6th-grade reading level in the  areas you wish to serve that will require other learning tools, such  as simple, interactive videos and audiotape programs, but few  are available.  
 
For more specific suggestions for this worthwhile project, you may want to  contact Leonard Doak (aka the "Godfather of Health Literacy") at the above  address.   
 
Best of luck with your project,  
 
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org 




________________________________
Life should be easier. So should your homepage. Try the NEW AOL.com.


      
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From Susan.Shelly at bannerhealth.com  Mon Dec  1 10:44:25 2008
From: Susan.Shelly at bannerhealth.com (Shelly, Susan)
Date: Mon, 1 Dec 2008 08:44:25 -0700
Subject: [HealthLiteracy 2524] Re: Writing for the masses
In-Reply-To: <991505.54962.qm@web50508.mail.re2.yahoo.com>
References: <20081129115733.xkx8skrosgw4sosc@webmail.moreheadstate.edu>
	<991505.54962.qm@web50508.mail.re2.yahoo.com>
Message-ID: <60DE8F950C456F478505CB0AC291BEA203161742@PHX01106.bhs.bannerhealth.com>

Mr. Davis:

Thank you thank you thank you.  Do I have your permission to quote your
paragraph on an as-needed basis at meetings with administrative, nursing
and medical professionals who just don't "get it"?

 

Sue Shelly, BSN, MLS

Medical Librarian, Patient & Family Library

Banner Thunderbird Medical Center

602.865.2010

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis
Sent: Sunday, November 30, 2008 6:08 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2522] Re: Writing for the masses

 

Speaking as "a mass" --
Make it as simple as you can, and then revise to make it even plainer.
That does not mean 'dumbing down' - check Zarcadoolas's book.

I don't care how high the literacy is, there is something about being
told you have a condition or disease like diabetes that freezes the
brain. I have a PhD and I write all the time, and I'm usually reasonably
competent, but it took WEEKS for me to find anything comprehensible,
simple and sensible about diabetes management after I was diagnosed with
Type 2 last year. I finally found usable, readable, applicable
information in a website for parents and children with Type 1. Forget
"eighth grade": write for an intelligent 5th grader who would rather be
doing almost anything else 

Boyd Davis

--- On Sat, 11/29/08, Ann Rathbun, Ph.D. <a.rathbun at morehead-st.edu>
wrote:

From: Ann Rathbun, Ph.D. <a.rathbun at morehead-st.edu>
Subject: [HealthLiteracy 2520] Writing for the masses
To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
Date: Saturday, November 29, 2008, 11:57 AM

Hi all,

  

I am writing to get some practical advice/opinion on the issue of  

writing for a wide audience.  I am currently assisting someone who is  

writing a manual for training community volunteers who will be helping  

with health promotion for those living with Diabetes. (Sort of like  

"promatores" or Community Health Workers).  Her target audience is  

those living in the Appalachian region of the U.S.  Both of us  

recognize that she may get volunteers who have high literacy skills.  

My concern is this: some of the synthetic estimates I have calculated 
 

show that literacy/health literacy rates in some parts of Appalachia  

are extraordinarily low (significantly lower than reported in the  

KY-SAAL for example).

  

My advice to the writer is to write at an 8th grade level and make it  

LOOK easy to read.

  

Any help would be much appreciated.

  

Ann

  

  

Ann Rathbun, Ph.D.

Department of HPES

200C Laughlin Health Bld.

Morehead State University

606-783-2464

  

  

----------------------------------------------------------------

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----------------------------------------------------

National Institute for Literacy

Health and Literacy mailing list

HealthLiteracy at nifl.gov

To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/healthliteracy

Email delivered to boydhdavis at yahoo.com

 

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From smiths at bayvista.com  Mon Dec  1 12:04:46 2008
From: smiths at bayvista.com (Sandra Smith)
Date: Mon, 1 Dec 2008 09:04:46 -0800
Subject: [HealthLiteracy 2525] Re: Writing for the masses
In-Reply-To: <20081129115733.xkx8skrosgw4sosc@webmail.moreheadstate.edu>
References: <20081129115733.xkx8skrosgw4sosc@webmail.moreheadstate.edu>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAAEqqTSHMbo5Fozyd1K5JEdcBAAAAAA==@bayvista.com>

Everyone wants their info easy to read. College educated readers learn more
faster from simpler materials.  8th grade is about the average reading level
for the country. Consider diabetes an unfamiliar, complex, unpleasant topic
with new concepts and vocabulary. You can go to a 4th grade reading level
and still not " talk down". A key is short -- short (local) words, short
sentences, short paragraphs. A danger is removing too much context.   Design
matters. Material must first be attractive and compelling enough to get the
intended readers to pick it up and then want to keep it and refer to it.
Design that is simple, predictable and follows reading gravity does not just
look easier to read, it is easier to read. Involve the audience directly in
developing content and testing format.  The real question is not Can they
read it? Or Do they understand it? The question is Does it enable them to do
what they need to do?

Here's a Reviewer's Checklist - a  good starting place for choosing
materials and quick way to narrow down the choices  or to evaluate your own
materials under development.
http://www.guidesforbeginnings.com/pdfs/articles/Reviewers-Guide.pdf 

Reader Verification Interviews are a do-able way to involve readers. See
Doak C, Doak L, and Root J. Teaching Patients with Low Literacy Skills, 2nd
Edition, Philadelphia: Lippincott 1996.

Sandra Smith, MPH CHES
800-444-8806  206 -441-7046
www.BeginningsGuides.net
sandras at u.washington.edu

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ann Rathbun, Ph.D.
Sent: Saturday, November 29, 2008 8:58 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2520] Writing for the masses

Hi all,

I am writing to get some practical advice/opinion on the issue of  
writing for a wide audience.  I am currently assisting someone who is  
writing a manual for training community volunteers who will be helping  
with health promotion for those living with Diabetes. (Sort of like  
"promatores" or Community Health Workers).  Her target audience is  
those living in the Appalachian region of the U.S.  Both of us  
recognize that she may get volunteers who have high literacy skills.  
My concern is this: some of the synthetic estimates I have calculated  
show that literacy/health literacy rates in some parts of Appalachia  
are extraordinarily low (significantly lower than reported in the  
KY-SAAL for example).

My advice to the writer is to write at an 8th grade level and make it  
LOOK easy to read.

Any help would be much appreciated.

Ann


Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sandras at u.washington.edu
No virus found in this incoming message.
Checked by AVG - http://www.avg.com 
Version: 8.0.176 / Virus Database: 270.9.12/1822 - Release Date: 12/1/2008
8:23 AM


From Tammy.Pilisuk at cdph.ca.gov  Mon Dec  1 12:54:02 2008
From: Tammy.Pilisuk at cdph.ca.gov (Pilisuk, Tammy (CDPH-CID-DCDC-IMM))
Date: Mon, 1 Dec 2008 09:54:02 -0800
Subject: [HealthLiteracy 2526] Re: Treatment refusal and verbal abilities
In-Reply-To: <391931.12449.qm@web54001.mail.re2.yahoo.com>
References: <cb1.33000043.36547b96@aol.com>
	<391931.12449.qm@web54001.mail.re2.yahoo.com>
Message-ID: <B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>

Hi all, 

 

I joined this ListServ recently. I'm impressed by the wisdom and
exchange of valuable information by so many knowledgeable professionals.
The resources noted by Mark Hochhauser are of particular interest to me
working in immunization health education. We've seen a surge of parents
who question or refuse immunizations for their kids. 

 

We have been working at both the emotional level (sharing of personal
stories) and factual information (fact sheets, expert speakers). The
audience is typically highly educated and claim to want to do lots of
research, but defining scientific credibility of "credible" sources can
also be construed as some sort of a government/big Pharma/western
medical model conspiracy.   

 

I'd be curious to learn of any application of the resources Mark noted.

 

Tammy Pilisuk, MPH

CDPH Immunization Branch

Richmond CA

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mary Jane Jerde
Sent: Wednesday, November 26, 2008 10:17 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2517] Re: Treatment refusal and verbal
abilities

 

Hi,

I hope that this is not too late. 

The points you make are excellent. 

It also pays to remember that the medical professionals are also going
through similar processes in their decision making and conversations
with a patient. 

Mary Jane Jerde
NEDP Assessor
Howard Community College

 

________________________________

From: "MarkH38514 at aol.com" <MarkH38514 at aol.com>
To: healthliteracy at nifl.gov
Sent: Tuesday, November 18, 2008 3:12:06 PM
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal
abilities




Mary: 

 

Much of the research on informed consent philosophically assumes that
the decision to be treated or not be treated is a logical one. But there
is much emerging research on the brain's role in decision making and the
importance of emotion, logic, and even intuition.  

 

For example, psychologist George Lowenstein and his colleagues published
a paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as
feelings. Psychological Bulletin, 2001, 127: 267-286). Because decisions
aren't just logical thoughts, but emotional reactions, it's not
surprising that patients may find it difficult to articulate why they
don't want treatment. 

 

Malcolm Gladwell's 2005 book "blink. The Power of Thinking without
Thinking" described how people use "thin slicing" to extract relevant
information from all the information around them. David Myers, in his
book "Intuition" (2002) describes "knowing without awareness"--how
people can know things automatically (unconsciously) or cognitively
(consciously). He summarized Seymour Epstein's description of
experiential knowing (intuitive, automatic and nonverbal) or rational
knowing (rational, analytic, verbal).  Consent decisions based on
experiential knowing may not be easy for patients to explain verbally. 

 

I've done a few articles that touch on the issue, but may not be
specific enough for your needs. One is available online:  

 

Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials,
March 2005, 82. 

http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/
Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/d
etail/149967

 

I can send you pdf versions of: 

 

Hochhauser, M. Emotion and logic in the informed consent process.
Research Practitioner, 2005, 5(4), 138-141. 

 

Hochhauser, M. Informed consent or intuitive consent? SoCRA Source,
February 2006, (Publication of the Society of Clinical Research
Associates, #47, 32-33. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 

 

 

 





________________________________

Get the Moviefone Toolbar
<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir
=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown0000000
1> . Showtimes, theaters, movie news & more!

 

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From sauger at mindspring.com  Mon Dec  1 13:29:34 2008
From: sauger at mindspring.com (Susan Auger)
Date: Mon, 1 Dec 2008 13:29:34 -0500
Subject: [HealthLiteracy 2527] Re: Evidence-based? ... Literacy	benefits?
In-Reply-To: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>
References: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>
Message-ID: <B553815748C34D5BBF292AB2E2A316FF@ACIncPC>

I appreciate the emphasis on the importance of the participatory process. I
think this is central to health literacy's objectives related to being able
use and apply health information in a person's daily life as suggested by
Chris Zarcadoolas' 'gold standard.'  

What's also important is a person's readiness for change. According to the
'stages of change' theory (aka transtheoretical model) developed by
Prochaska, DiClemente and others, behavior change is not an event, it is a
process with distinct stages (i.e. precontemplation, contemplation, action,
maintenance).  The information a person seeks and finds relevant is often
influenced by what 'stage of change' a person is. This theory informs my
work developing photonovels and is an intergral part of the TWS method.

For example, when we began the development of the gestational diabetes
photonovel, there were many possible 'action steps' to focus on. When we
studied the flow in a high-risk clinic system, we found that one of the
problems was that the women were getting identified in local clinics and
referred to the regional high-risk clinics, however, many women never
followed through. We looked into this situation in more depth. We found a
variety reasons, however, one stood out that seemed particularly suited for
a photonovel story- the overwhelming emotions many women felt when first
learned they had gestational diabetes. Their fear, misconceptions and sense
of hopelessness were further compounded by misinformation in their families,
community, etc. As one reviewer (a diabetes educator) put it, 'Thank you for
addressing this issue. I have so many things to teach the women about what
to do to manage their diabetes except they are so distraught, some almost
paralyzed by the news, that I have to put all that aside. I just sit and
talk with them about their feelings. Until they are emotionally ready, they
just can't take in anything else.'

In groups, you will naturally have a mix of people in various stages of
change. We found that the TWS method with the photonovels is an effective
way to tap into the power of group dynamics and turn that diversity into a
strength. By asking questions and through the natural flow of dialog, women
support each other through the stages of change. For example, you can ask
the women who are ready for change about what motivates them (this can give
those in precontemplation or contemplation mode things to think about). You
can ask about hesitations or challenges and let the group members respond
re: how they overcame them and/or how they think about those issues, e.g.
for possible ways to reframe. With the group members actively participating,
the information is much more likely to be relevant and culturally
appropriate. Members can also help 'translate' what a health professional
shares if needed. 

If resources and time are limited, participatory groups offer an intriguing
and powerful complement to the traditional one-on-one visit. On a related
note, there is a growing body of research on the efficacy and cost
effectiveness of group models of care (with education and medical
components).  To further health literacy aims, I think group care &
education ought to be on our radar too.

Susan


-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon
Sent: Wednesday, November 26, 2008 2:23 PM
To: The Health and Literacy Discussion List; The Health and Literacy
Discussion List
Subject: [HealthLiteracy 2518] Re: Evidence-based? ... Literacy benefits?

I second this.  It is more about the participatory process, not the product.

Again, this is reiterated in the findings of James et al. (2005) who found
that photonovels proved to be an effective strategy to prepare South African
youth for adequate preventive behaviours. The study, however,  identified
the need to combine photonovels with other planned theory-based
interventions to initiate preventive behaviour with respect to sexually
transmitted infections.
Laura

--
Laura Nimmon
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4


-----Original Message-----

> Date: Wed Nov 26 06:13:04 PST 2008
> From: "Rima Rudd" <rrudd at hsph.harvard.edu>
> Subject: [HealthLiteracy 2516]   Re: Evidence-based? ... Literacy
benefits?
> To: "The Health and Literacy Discussion List" 
> <healthliteracy at nifl.gov>
>
> Hello [and Happy Thanksgiving]
> I write, as a fan of Cris Zarcadoolas who always manages to cut to the
chase. There are indeed two dangers hidden in our enthusiasm. The first is
the easy temptation to reach into our pocket for our favorite tool with the
intent to use it for all situations. The second is to forget that materials
[even exciting materials such as the photonovels] serve only as a support
for a well designed program -- they do not and should not constitute the
program as a whole.
> The participatory processes underlying the focus on photonovels in  public
health/education efforts should be at the center. The photonovel serves as
an example. We need to look at other participatory processes [e.g.
photovoice] and be sure that our attention is on the process and not the
product.  
> Rima
> 
> 
> Rima E. Rudd, ScD, MSPH
> Department of Society, Human Development & Health Harvard School of 
> Public Health
> 677 Huntington Avenue
> Boston MA 02115
> Phone: 617 432 1135
> fax:     617 432 3123
> web:    www.hsph.harvard.edu/healthliteracy
> www.hsph.harvard.edu/sisterstogether
> 
> >>> christina <zarcac01 at imail.mssm.edu> 11/25/2008 9:37 AM >>>
> Julie, Susan, ...
> 
> I think of photonovellas the way I do about any text.  And as Susan so 
> rightly put it - is is one
> of many texts - verbal, visual, print,   that 
> contribute to advancing a person's engagement and understanding.
> Therefore "evidence based" is so medical and narrow a standard - in 
> some ways setting the bar too low.
> If a text has meaning for someone it will give voice, empower, and 
> democratize what is too often the rarified, closed codes of science ( 
> or other technology). Not all of these powerful things can be 
> accomodated in our "evidence based" tool kit.
> 
> What tempers my enthusiasim for novellas ( or any one kind of text) is 
> that I see too often that "it" becomes the default.  Therefore instead 
> of struggling with the messiness of true collaboration to see what the 
> text is/might need to be, we decide it will be a novella for X 
> community, for y subset of the population. We can become wooed into 
> thinking that is the one true answer.
> 
> Another concern with text formats that "work" is that we have to learn 
> more about what they work at.  Can they convey more than the 
> information given.  The gold standard for me is, can the text convey 
> the information in a way that is productive - allows the user to use 
> something of the information in a new way, in a new context.
> 
> What prompted me to post today is there is some breaking news on the 
> all the morning
> Study: Do breast tumors go away on their own?
> http://www.usatoday.com/news/health/2008-11-24-breast-cancer_N.htm?csp
> =34
> 
> Perhaps not totally on the topic of novellas - but a text  question in 
> its own right?.
> 
> What do the texts we create ( alone or with our
> collaborates) do to promote an active engagement with concepts as much 
> as the literal facts or information?
> 
> Thanks for a stimulating discussion this past week.
> 
> Happy Thanksgiving to you all,
> Chris
> 
> Christina Zarcadoolas, PhD.
> Health and Environmental Literacy Initiative Dept. of Community and 
> Preventive Medicine Mount Sinai School of Medicine One Gustave L. Levy 
> Place Box 1057 New York, NY 10029
> 212-824-7061
> 
> Visit my blog     www.zarcbark.blogspot.com 
> 
> 
> 
> >Hi Julie-
> >It's nice to finally be back on-line!
> >
> >The question are photonovellas an
> >"evidence-based" strategy made me pause. 
> >Empirical studies could help us arrive at a 'yes' or 'no' answer. 
> >However, given the level of variability in design, development, 
> >populations, objectives, and usage, the generalizability of the 
> >findings would be quite limited (which I think is what you were 
> >getting at when you suggested it's not an easy yes or no). This makes 
> >me wonder if it would be more helpful to ask how empirical research 
> >and different cultures of inquiry can help inform our development and 
> >use of photonovellas to achieve our stated objectives. An 
> >interdisciplinary approach seems ideal, drawing from fields such as 
> >medicine, public health, education, communications, and social 
> >psychology (I'm sure there are others).
> >
> >As I reflected on the question, 'evidence of what?' my thinking came 
> >full circle, back to Dr.
> >Chris Zarcadoolas's comments last year about the problems that can 
> >stem from defining health literacy in terms too narrow, or from not 
> >incorporating our powerful creative abilities as human beings to use 
> >language to make meaning and change in our worlds. Evaluating the 
> >photonovella challenges us in this regard because, as many of the 
> >shared experiences reflect, we must consider not only the results of 
> >the creative process but also the mystery of creation, the intuitive, 
> >spontaneous elements.
> >As Laura Nimmon's mentioned in her most recent post, that she trusts 
> >the creative potential of the participants and that in and of itself 
> >is a means to restore human agency. The experiences of John Comings, 
> >Rima Rudd and others suggest that it is possible to help a community 
> >in this way also.
> >
> >Thanks to the pioneering efforts of many members on this discussion 
> >list, the health literacy movement is growing and evolving. 
> >Evaluation of programs and approaches to improve the health literacy 
> >of individuals and communities is a critical part of that proces. I 
> >appreciate and am encouraged by the interest expressed in developing, 
> >using, and evaluating photonovellas.
> >I look forward to continuing the dialog as we move forward!
> >
> >To clarify the difference between using a photonovella and using the 
> >Teach-With-Stories
> >(TWS) Method:
> >
> >You can use a photonovella in different ways:
> >    --develop a photonovella as the intervention (like Laura and John 
> >discussed) and then, for example, the group can use it to teach 
> >others in their community
> >    --use it for information dissemination (distribute at health 
> >fairs, clinics, home visits, etc.),
> >    --use it to reinforce health information provided in a different 
> >format (e.g., we provided radio health program then had same info in 
> >a novela available in local businesses)
> >    --use to spark group dialog and provide education. The 
> >photonovella provides the 'curriculum' structure for both health and 
> >participatory literacy instruction.
> >
> >The Teach-With-Stories Method is a 6 step participatory group 
> >facilitation process. This method of facilitation can be used with 
> >any 'spark' (e.g. photonovella, video, plays, article, current event)
> >
> >We developed the method to assist educators in making the shift from 
> >a traditional, didactic approach (that typically relies heavily on 
> >written communication) to a culturally appropriate, participatory 
> >approach that builds on oral traditions (like creating a play and 
> >keeping the focus on dialog).
> >
> >Our website is currently being renovated but should be up in the next 
> >couple of weeks. We will have additional details about the TWS 
> >facilitation training and training materials for the De Madre A Madre 
> >prenatal program. Also, we will be posting the findings from our TWS 
> >study
> >re: Lay Educator Prenatal Outreach Program for Latinas. I will let 
> >you know when it's up and running.
> >
> >Susan
> >
> >-----Original Message-----
> >From: healthliteracy-bounces at nifl.gov 
>
>[<mailto:healthliteracy-bounces at nifl.gov>mailto:healthliteracy-bounces at nifl
.gov] 
> >On Behalf Of Julie McKinney
> >Sent: Thursday, November 20, 2008 2:30 PM
> >To: healthliteracy at nifl.gov 
> >Subject: [HealthLiteracy 2494] Evidence-based? ... Literacy benefits?
> >
> >I'm glad that Marty brought up evaluation! 
> >So...John, Susan and others, can we call 
> >phonovellas an "evidence-based" strategy? For 
> >public health?
> >How about for literacy teaching?  (My guess is it's not an easy yes or
> >no!)
> >
> >We have not heard from many adult literacy 
> >teachers: for you all, what benefits do you see 
> >in literacy gains using photonovellas vs. other 
> >authentic materials?
> >
> >And one question for Susan: what is the 
> >difference between using a phonotovella and 
> >using the TWS (teach with stories)method?
> >
> >Thanks to all for great questions and answers!
> >
> >Julie
> >
> >Julie McKinney
> >Health Literacy List Moderator
> >World Education
> >jmckinney at worlded.org 
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov 
> >To unsubscribe or change your subscription 
> >settings, please go to 
>
><http://www.nifl.gov/mailman/listinfo/healthliteracy>http://www.nifl.gov/ma
ilman/listinfo/healthliteracy 
> >Email delivered to sauger at mindspring.com 
> >
> >
> >----------------------------------------------------
> >National Institute for Literacy
> >Health and Literacy mailing list
> >HealthLiteracy at nifl.gov 
> >To unsubscribe or change your subscription 
> >settings, please go to 
> >http://www.nifl.gov/mailman/listinfo/healthliteracy 
> >Email delivered to christina.zarcadoolas at mssm.edu 
> 
> 
> --
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to nimmon at interchange.ubc.ca
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 
www.photonovel.ca

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com



From AboutDiabetes at aol.com  Mon Dec  1 15:10:03 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Mon, 1 Dec 2008 15:10:03 EST
Subject: [HealthLiteracy 2528] Re: Evidence-based? ... Literacy benefits?
Message-ID: <c91.31ddd441.36659e9b@aol.com>

Dear Ceci and Leonard:
 
You raise a very important point. Photonovelas that are just handed-out are  
a relatively ineffective and expensive waste of resources. They are much more  
effective as interactive tools where the subject reads the photonovela  and 
then discusses the content through open-ended questions in one-on-one  
interviews or in group settings. 
 
Fortunately, the 'users' experience' with photonovelas among many  lower 
socioeconomic Latinos, and especially Mexicans, as a source  of adult 
entertainment at least, is fairly good. These  experiences create a receptive audience for 
the delivery of important  health care messages. 
 
How you deliver the message is just as important as the message  itself. For 
example, in countries other than the US, photonovelas and adult  comics are 
often printed on very inexpensive paper and the quality of the  color 
photography or illustrations is poor at best. 
 
So, what is one to do if they want to increase the effectiveness of their  
programs by reaching as many of their target audience as possible at 'their'  
comfort level? For one thing, I would suggest using a decent 80# matte  paper 
versus a high-gloss expensive paper for printing.  
 
The characters and backgrounds should also reflect the real world  
environment of the recipients. The aspirational images often used in  programs by Big 
Pharma and large agencies that can afford these  projects work with some, but 
where is the evidence that they work as well  or better than real life 
representations? In my experience, they  don't. However, this can be hard to prove when 
you are dealing  with audiences whose cultural orientation is to be highly 
respectful  of health professionals and researchers. An example of this is the  
problem interviewers often face as they watch Hispanic interviewees  struggle 
to find the words they think the interviewer wants to hear (so  they can show 
the proper degree of respect).  
 
The size, colors, and length of the program are only some of the other  
considerations. A standard US 20-page comic or photonovela may contain  far too 
much information for a limited literacy reader who grew up reading  similar 
materials that contained only a few words per page or panel. 
 
None of this is news to either of you, but it may be to the  reader.
 
Best regards,
 
Paul Tracey
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)        
            
 
 
 
 
**************Life should be easier. So should your homepage. Try the NEW 
AOL.com. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000002)
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From lisab at whattoexpect.org  Mon Dec  1 15:19:55 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Mon, 1 Dec 2008 15:19:55 -0500
Subject: [HealthLiteracy 2529] Re: Treatment refusal and verbal abilities
In-Reply-To: <B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
References: <cb1.33000043.36547b96@aol.com>
	<391931.12449.qm@web54001.mail.re2.yahoo.com>
	<B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
Message-ID: <da4079490812011219k5224b422v7d1e26054ed6df1@mail.gmail.com>

Hi Tammy,
What a nice post-thanksgiving treat.  First Chris and Rima reinforce my
favorite health literacy topic -- you can make the most gorgeous written
materials in the world, but if providers don't use them, and our audience
doesn't read them - you haven't created real change.  And now, my second
favorite topic: KNOW YOUR AUDIENCE..

The immunization scare is being perpetuated amongst sophisticated, highly
literate parents.  A question: is it fair to say that people with extremely
high functional literacy may at times have low heath literacy?

For those unaware of the issue, rates of vaccinations are falling for the
first time in decades because parents are nervous that immunizations may be
the cause of a host of diseases - mostly autism.  These claims were based on
a faulty, unscientific article - and though countless research has proven
them false the claims are being perpetuated by some very commited parents,
with very frightening consequences.   Parents who do not immunize their
children are misreading statistics, and reading unscientific information.
Is this a health literacy issue or a communication issue?

By the way,
The What To Expect Foundation has created an immunization campaign - that
includes a 16 page guide called "The What To Expect Guide To Immunizations"
and a video webcast that will launch in January.  As many of you on this
list know, the Foundation's Baby Basics program is focussed on helping
underserved families.  But you may not know about the other work we do for
"What To Expect" families.

 The What To Expect Guide to Immunization is written to a much higher
reading level (the same level as the What To Expect When You''re Expecting
and What To Expect The First Year Guides)  Why? Because in our research we
found (as have others) that it is actually moms and dads with higher
literacy levels that are the most concerned about immunizing their children
- these are parents that are more likely to purchase  pregnancy and early
education information and more likely to go on-line to research
information.  They wanted and needed comprehensive answers to their
questions - and some of their questions are very detailed in nature.  So our
audience was not the Baby Basics audience.

Wait...before you say all good writing should be in plain language - this is
not complicated language, it is complicated science written and parsed very
clearly --but it is not something that a parent in a literacy class would or
could read.

So we've employed tactics out of Social marketing 101
1. A brand name that parents trust "What To Expect"
2. We've provided complete information, well organized and spelled out
without falling in to the twin pitfalls of condescencion or medicalese with
confusing statistics,
3. We've created a tool that providers can use and refer to so that correct
information is standardized (pediatricians have been telling us that
they are "freaked out" about how to talk to a parent about immunizing their
children.) and we've created a short training for doctors on how to address
the issue.


Unfortunately... the media has done a pretty good job of stirring up fear
about vaccinations - so underserved families are starting to hear that
there's "something to worry about" with immunizations.  We will address
those issues - in our Family's First Year Basics program to launch this
spring.

For anyone who is interested in the What To Expect Guide To Immunizations, a
downloadable PDF is on our website www.whattoexpect.org.

Lisa
-- 
BABY BASICS IN THE NEWS:

Watch the story on WB 11:
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics_for_queens_familie.html#more

Read the article in USA TODAY:
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basics_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
211 W. 80th Street, Lower Level
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
On Mon, Dec 1, 2008 at 12:54 PM, Pilisuk, Tammy (CDPH-CID-DCDC-IMM) <
Tammy.Pilisuk at cdph.ca.gov> wrote:

>  Hi all,
>
>
>
> I joined this ListServ recently. I'm impressed by the wisdom and exchange
> of valuable information by so many knowledgeable professionals. The
> resources noted by Mark Hochhauser are of particular interest to me working
> in immunization health education. We've seen a surge of parents who question
> or refuse immunizations for their kids.
>
>
>
> We have been working at both the emotional level (sharing of personal
> stories) and factual information (fact sheets, expert speakers). The
> audience is typically highly educated and claim to want to do lots of
> research, but defining scientific credibility of "credible" sources can also
> be construed as some sort of a government/big Pharma/western medical model
> conspiracy.
>
>
>
> I'd be curious to learn of any application of the resources Mark noted.
>
>
>
> Tammy Pilisuk, MPH
>
> CDPH Immunization Branch
>
> Richmond CA
>
>
>  ------------------------------
>
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *Mary Jane Jerde
> *Sent:* Wednesday, November 26, 2008 10:17 AM
> *To:* The Health and Literacy Discussion List
> *Subject:* [HealthLiteracy 2517] Re: Treatment refusal and verbal
> abilities
>
>
>
> Hi,
>
> I hope that this is not too late.
>
> The points you make are excellent.
>
> It also pays to remember that the medical professionals are also going
> through similar processes in their decision making and conversations with a
> patient.
>
> Mary Jane Jerde
> NEDP Assessor
> Howard Community College
>
>
>  ------------------------------
>
> *From:* "MarkH38514 at aol.com" <MarkH38514 at aol.com>
> *To:* healthliteracy at nifl.gov
> *Sent:* Tuesday, November 18, 2008 3:12:06 PM
> *Subject:* [HealthLiteracy 2474] Re: Treatment refusal and verbal
> abilities
>
>
>  Mary:
>
>
>
> Much of the research on informed consent philosophically assumes that the
> decision to be treated or not be treated is a logical one. But there is much
> emerging research on the brain's role in decision making and the importance
> of emotion, logic, and even intuition.
>
>
>
> For example, psychologist George Lowenstein and his colleagues published a
> paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as feelings. *Psychological
> Bulletin*, 2001, 127: 267-286). Because decisions aren't just logical
> thoughts, but emotional reactions, it's not surprising that patients may
> find it difficult to articulate why they don't want treatment.
>
>
>
> Malcolm Gladwell's 2005 book "blink. The Power of Thinking without
> Thinking" described how people use "thin slicing" to extract relevant
> information from all the information around them. David Myers, in his book
> "Intuition" (2002) describes "knowing without awareness"--how people can
> know things automatically (unconsciously) or cognitively (consciously). He
> summarized Seymour Epstein's description of *experiential knowing*(intuitive, automatic and nonverbal) or
> *rational knowing* (rational, analytic, verbal).  Consent decisions based
> on experiential knowing may not be easy for patients to explain verbally.
>
>
>
> I've done a few articles that touch on the issue, but may not be specific
> enough for your needs. One is available online:
>
>
>
> Hochhauser, M. The anatomy of informed consent. *Applied Clinical Trials*,
> March 2005, 82.
>
>
> http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/149967
>
>
>
> I can send you pdf versions of:
>
>
>
> Hochhauser, M. Emotion and logic in the informed consent process. *Research
> Practitioner*, 2005, 5(4), 138-141.
>
>
>
> Hochhauser, M. Informed consent or intuitive consent? *SoCRA Source, *February
> 2006, (Publication of the Society of Clinical Research Associates, #47,
> 32-33.
>
>
>
> Mark
>
>
>
> Mark Hochhauser, Ph.D.
>
> Readability Consultant
>
> 3344 Scott Avenue North
>
> Golden Valley, MN  55422
>
> Phone: 763-521-4672
>
> Fax: 763-521-5069
>
> Cell: 612-281-1517
>
> email: MarkH38514 at aol.com
>
>
>
>
>
>
>
>
>
>
>
>
>
>  ------------------------------
>
> Get the Moviefone Toolbar<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown00000001>.
> Showtimes, theaters, movie news & more!
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>
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From wmettger at mindspring.com  Mon Dec  1 17:20:38 2008
From: wmettger at mindspring.com (Wendy Mettger)
Date: Mon, 01 Dec 2008 17:20:38 -0500
Subject: [HealthLiteracy 2530] Re: Writing for the Masses
In-Reply-To: <B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
References: <cb1.33000043.36547b96@aol.com>	<391931.12449.qm@web54001.mail.re2.yahoo.com>
	<B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
Message-ID: <49346336.5050306@mindspring.com>



Ann,

I'd also suggest trying to write the information at the 5th to 6th grade 
reading level. One approach that I find very helpful is to conduct 
one-on-one interviews with members of the target audience to measure 
appeal, comprehension, and usability. The other approach is to conduct 
interviews with adult learners in adult literacy programs. These 
individuals already have been tested using one of several measures to 
assess adult literacy. I work with program administrators to identify 
individuals reading at the level of the materials that I've written. If 
I've written a piece at the 6th grade reading level, I'll interview 
adult learners who have a reading level of 6th grade. This certainly 
isn't a guarantee that everyone reading at a 6th grade level will 
understand the material, but it gives me an indication that there may be 
certain concepts and/or words that are difficult or problematic for the 
readers.

Wendy

Wendy Mettger, M.A.
President, Mettger Communications
129 Grant Avenue
Takoma Park, MD 20912
Phone: (301)270-2774   Fax: (301)270-5267
E-mail: wmettger at mindspring.com <mailto:wmettger at mindspring.com>

Principal and Founding Member, The Clear Language Group
www.clearlanguagegroup.com <http://www.clearlanguagegroup.com/>

>
>  
>
>  
>
>  
>
>  
>
>
>
> ------------------------------------------------------------------------
>
>  
>
>------------------------------------------------------------------------
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to wmettger at mindspring.com
>
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From Tammy.Pilisuk at cdph.ca.gov  Mon Dec  1 20:01:32 2008
From: Tammy.Pilisuk at cdph.ca.gov (Pilisuk, Tammy (CDPH-CID-DCDC-IMM))
Date: Mon, 1 Dec 2008 17:01:32 -0800
Subject: [HealthLiteracy 2531] Re: Treatment refusal and verbal abilities
In-Reply-To: <da4079490812011219k5224b422v7d1e26054ed6df1@mail.gmail.com>
References: <cb1.33000043.36547b96@aol.com><391931.12449.qm@web54001.mail.re2.yahoo.com><B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
	<da4079490812011219k5224b422v7d1e26054ed6df1@mail.gmail.com>
Message-ID: <B799FC80CFE97C4E9E49ED82D948E76CFE13CB@dhsexcmsg13.intra.dhs.ca.gov>

Lisa, 

 

Thanks for responding! And I actually have a copy of the "What to
Expect" guide on my desk. It's nicely done. But one minor unfortunate
aspect is that it bears the GSK logo on the back. Suspicious parents may
dismiss information they feel is tied to the pharmaceutical industry. 

 

My constant quandary is how to balance science and emotional impact. The
audience tends to be highly educated, but the issues are complex and not
everyone worries about the same thing. Some worry about thimerosal, some
about government intrusion, some about the medical establishment, some
that vaccine-preventable diseases aren't really that dangerous. We're
trying to approach the issue at different levels. But I'd welcome any
feedback from this group about how to use the psychology to get at what
influences parents' decision-making.

 

We've recently completed some fact sheets in cooperation with the
California Immunization Coalition. If you or others would like to check
them out, they're online on the coalitions' homepage at:
www.immunizeca.org <http://www.immunizeca.org/>  

 

Tammy

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein
Sent: Monday, December 01, 2008 12:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2529] Re: Treatment refusal and verbal
abilities

 

Hi Tammy,

What a nice post-thanksgiving treat.  First Chris and Rima reinforce my
favorite health literacy topic -- you can make the most gorgeous written
materials in the world, but if providers don't use them, and our
audience doesn't read them - you haven't created real change.  And now,
my second favorite topic: KNOW YOUR AUDIENCE..

 

The immunization scare is being perpetuated amongst sophisticated,
highly literate parents.  A question: is it fair to say that people with
extremely high functional literacy may at times have low heath literacy?


 

For those unaware of the issue, rates of vaccinations are falling for
the first time in decades because parents are nervous that immunizations
may be the cause of a host of diseases - mostly autism.  These claims
were based on a faulty, unscientific article - and though countless
research has proven them false the claims are being perpetuated by some
very commited parents, with very frightening consequences.   Parents who
do not immunize their children are misreading statistics, and reading
unscientific information.  Is this a health literacy issue or a
communication issue? 


By the way, 

The What To Expect Foundation has created an immunization campaign -
that includes a 16 page guide called "The What To Expect Guide To
Immunizations" and a video webcast that will launch in January.  As many
of you on this list know, the Foundation's Baby Basics program is
focussed on helping underserved families.  But you may not know about
the other work we do for "What To Expect" families.

 

 The What To Expect Guide to Immunization is written to a much higher
reading level (the same level as the What To Expect When You''re
Expecting and What To Expect The First Year Guides)  Why? Because in our
research we found (as have others) that it is actually moms and dads
with higher literacy levels that are the most concerned about immunizing
their children - these are parents that are more likely to purchase
pregnancy and early education information and more likely to go on-line
to research information.  They wanted and needed comprehensive answers
to their questions - and some of their questions are very detailed in
nature.  So our audience was not the Baby Basics audience.  

 

Wait...before you say all good writing should be in plain language -
this is not complicated language, it is complicated science written and
parsed very clearly --but it is not something that a parent in a
literacy class would or could read. 

 

So we've employed tactics out of Social marketing 101

1. A brand name that parents trust "What To Expect" 

2. We've provided complete information, well organized and spelled out
without falling in to the twin pitfalls of condescencion or medicalese
with confusing statistics,

3. We've created a tool that providers can use and refer to so that
correct information is standardized (pediatricians have been telling us
that they are "freaked out" about how to talk to a parent about
immunizing their children.) and we've created a short training for
doctors on how to address the issue.  

 

 

Unfortunately... the media has done a pretty good job of stirring up
fear about vaccinations - so underserved families are starting to hear
that there's "something to worry about" with immunizations.  We will
address those issues - in our Family's First Year Basics program to
launch this spring.

 

For anyone who is interested in the What To Expect Guide To
Immunizations, a downloadable PDF is on our website www.whattoexpect.org
<http://www.whattoexpect.org/> .  


Lisa
-- 
BABY BASICS IN THE NEWS: 

Watch the story on WB 11: 
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics
_for_queens_familie.html#more

Read the article in USA TODAY: 
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basic
s_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
211 W. 80th Street, Lower Level
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need
know what to expect when expecting.

On Mon, Dec 1, 2008 at 12:54 PM, Pilisuk, Tammy (CDPH-CID-DCDC-IMM)
<Tammy.Pilisuk at cdph.ca.gov> wrote:

Hi all, 

 

I joined this ListServ recently. I'm impressed by the wisdom and
exchange of valuable information by so many knowledgeable professionals.
The resources noted by Mark Hochhauser are of particular interest to me
working in immunization health education. We've seen a surge of parents
who question or refuse immunizations for their kids. 

 

We have been working at both the emotional level (sharing of personal
stories) and factual information (fact sheets, expert speakers). The
audience is typically highly educated and claim to want to do lots of
research, but defining scientific credibility of "credible" sources can
also be construed as some sort of a government/big Pharma/western
medical model conspiracy.   

 

I'd be curious to learn of any application of the resources Mark noted.

 

Tammy Pilisuk, MPH

CDPH Immunization Branch

Richmond CA

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mary Jane Jerde
Sent: Wednesday, November 26, 2008 10:17 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2517] Re: Treatment refusal and verbal
abilities

 

Hi,

I hope that this is not too late. 

The points you make are excellent. 

It also pays to remember that the medical professionals are also going
through similar processes in their decision making and conversations
with a patient. 

Mary Jane Jerde
NEDP Assessor
Howard Community College

 

________________________________

From: "MarkH38514 at aol.com" <MarkH38514 at aol.com>
To: healthliteracy at nifl.gov
Sent: Tuesday, November 18, 2008 3:12:06 PM
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal
abilities



Mary: 

 

Much of the research on informed consent philosophically assumes that
the decision to be treated or not be treated is a logical one. But there
is much emerging research on the brain's role in decision making and the
importance of emotion, logic, and even intuition.  

 

For example, psychologist George Lowenstein and his colleagues published
a paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as
feelings. Psychological Bulletin, 2001, 127: 267-286). Because decisions
aren't just logical thoughts, but emotional reactions, it's not
surprising that patients may find it difficult to articulate why they
don't want treatment. 

 

Malcolm Gladwell's 2005 book "blink. The Power of Thinking without
Thinking" described how people use "thin slicing" to extract relevant
information from all the information around them. David Myers, in his
book "Intuition" (2002) describes "knowing without awareness"--how
people can know things automatically (unconsciously) or cognitively
(consciously). He summarized Seymour Epstein's description of
experiential knowing (intuitive, automatic and nonverbal) or rational
knowing (rational, analytic, verbal).  Consent decisions based on
experiential knowing may not be easy for patients to explain verbally. 

 

I've done a few articles that touch on the issue, but may not be
specific enough for your needs. One is available online:  

 

Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials,
March 2005, 82. 

http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/
Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/d
etail/149967

 

I can send you pdf versions of: 

 

Hochhauser, M. Emotion and logic in the informed consent process.
Research Practitioner, 2005, 5(4), 138-141. 

 

Hochhauser, M. Informed consent or intuitive consent? SoCRA Source,
February 2006, (Publication of the Society of Clinical Research
Associates, #47, 32-33. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 

 

 

 

 

________________________________

Get the Moviefone Toolbar
<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir
=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown0000000
1> . Showtimes, theaters, movie news & more!

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lisab at whattoexpect.org





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From tsticht at znet.com  Mon Nov 17 18:35:51 2008
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 17 Nov 2008 15:35:51 -0800
Subject: [HealthLiteracy 2532]  Thinking about the NIFL
Message-ID: <1226964951.4921ffd7a78d4@webmail.znet.net>

Colleagues:

In July 1991, the President of the United States signed Public Law 102-73
which, among other things, established the National Institute for Literacy
(NIFL). The law called on the NIFL to conduct basic and applied research
and demonstrations. Though the actual agenda for the NIFL was not
specified, examples of questions to be addressed were given. These
included:

1.	How do adults learn to read and write and acquire other skills
(listening, speaking, reasoning, etc.)?
2.	How does the literacy level of the parents affect the skills development
and schooling of the parent?s children?
3.	What are better ways to assess literacy skills?
4.	How can better instructional programs be developed?
5.	What are good methods for assisting adults and families to acquire
literacy skills, including the use of technology; methods for adults with
special learning needs (learning disabilities), and limited English
proficient (LEP) adults?
6.	How can the most disadvantaged be effectively reached and taught literacy
skills?
7.	How can technology be used to instruct and to increase the knowledge
base?
8.	How can research effort of others be built on?
9.	How can the field attract, train and retrain professional and volunteer
teachers?

 We are now nearing the end of 2008, some 18 years after the NIFL was
established, and I am wondering what adult literacy professionals think of
these questions: were they appropriate for the work of the NIFL, if so, how
well have they been addressed, and if there were other questions that took
priority and were addressed by the NIFL, and how any one or all of these
activities have improved the field of adult literacy education up to now.

Some adult literacy advocates have called for changing the present NIFL?s
focus on lifelong learning of literacy from birth through adulthood, and
returning it to its original focus on adult literacy education. Is this a
good idea?

What do you think the NIFL should be doing to advance the field of adult
literacy education that it is not doing now?

Tom Sticht


From Jennifer.Staple at aya.yale.edu  Wed Nov 19 10:59:31 2008
From: Jennifer.Staple at aya.yale.edu (Jennifer Staple)
Date: Wed, 19 Nov 2008 15:59:31 +0000
Subject: [HealthLiteracy 2533] Entrepreneurial Volunteering Abroad: High
	Impact Opportunities
Message-ID: <a5436d7218a54b0ca23b9ab32751bd3b@slate.technolutions.com.technolutions.net>

Please forward widely.

Volunteer Abroad, Be Part of Global Problem Solving
Unite For Sight: Recruiting and Training New Leaders in Global Health
http://www.uniteforsight.org/volunteer-abroad

Unite For Sight has been featured weekly on CNN International and in The New York Times

Unite For Sight engages, inspires, and trains volunteers to support and assist eye clinics globally.  Volunteers receive hands-on training in international community-based eye care, public health, and international development, and while immersed in effective Unite For Sight programs, they gain skills to become new leaders in global health dedicated to creating lasting solutions.

With the assistance of volunteers like you, Unite For Sight has restored sight to 18,500 patients and provided eye care to more than 600,000. Unite For Sight supports eye clinics by investing human and financial resources in their social ventures to eliminate patient barriers to eye care.  Unite For Sight programs are sustainable, apply best practice principles in global health and development, and achieve effective change. Unite For Sight's programs also demonstrate the highest standards in social entrepreneurship.

	? Experience the thrill of contributing to change on the highest level
	? Be part of global problem solving
	? Receive training in community-based program delivery
	? Be immersed in effective global health and eye care programs
	? Be inspired  to become a leader in global health
	? Join a movement of social innovators committed to global health and sustainable development
	? Be engaged in ethical, high quality and high impact volunteerism

Contact: volunteers at uniteforsight.org <mailto:volunteers at uniteforsight.org>, http://www.uniteforsight.org/volunteer-abroad

-------------- next part --------------
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From lisab at whattoexpect.org  Tue Dec  2 08:47:18 2008
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Tue, 2 Dec 2008 08:47:18 -0500
Subject: [HealthLiteracy 2534] Re: Treatment refusal and verbal abilities
In-Reply-To: <B799FC80CFE97C4E9E49ED82D948E76CFE13CB@dhsexcmsg13.intra.dhs.ca.gov>
References: <cb1.33000043.36547b96@aol.com>
	<391931.12449.qm@web54001.mail.re2.yahoo.com>
	<B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov>
	<da4079490812011219k5224b422v7d1e26054ed6df1@mail.gmail.com>
	<B799FC80CFE97C4E9E49ED82D948E76CFE13CB@dhsexcmsg13.intra.dhs.ca.gov>
Message-ID: <da4079490812020547v3d93fc55r29a5e2d593e0f86e@mail.gmail.com>

We are doing a version for the CDC to distribute that will not bear the GSK
logo. For the record GSK underwrote the cost of the campaign but did not
have any approval rights on the manuscript. In fact it was the FDA that made
it the most difficult to write the giude clearly without legal
equivocation.  In my experience however, most parents are happy to receive
it, and are not as concerned by who underwrote it.
Thanks,
Lisa


On Mon, Dec 1, 2008 at 8:01 PM, Pilisuk, Tammy (CDPH-CID-DCDC-IMM) <
Tammy.Pilisuk at cdph.ca.gov> wrote:

>  Lisa,
>
>
>
> Thanks for responding! And I actually have a copy of the "What to Expect"
> guide on my desk. It's nicely done. But one minor unfortunate aspect is that
> it bears the GSK logo on the back. Suspicious parents may dismiss
> information they feel is tied to the pharmaceutical industry.
>
>
>


>   My constant quandary is how to balance science and emotional impact. The
> audience tends to be highly educated, but the issues are complex and not
> everyone worries about the same thing. Some worry about thimerosal, some
> about government intrusion, some about the medical establishment, some that
> vaccine-preventable diseases aren't really that dangerous. We're trying to
> approach the issue at different levels. But I'd welcome any feedback from
> this group about how to use the psychology to get at what influences
> parents' decision-making.
>
>
>
> We've recently completed some fact sheets in cooperation with the
> California Immunization Coalition. If you or others would like to check them
> out, they're online on the coalitions' homepage at: www.immunizeca.org
>
>
>
> Tammy
>
>
>  ------------------------------
>
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *Lisa Bernstein
> *Sent:* Monday, December 01, 2008 12:20 PM
> *To:* The Health and Literacy Discussion List
> *Subject:* [HealthLiteracy 2529] Re: Treatment refusal and verbal
> abilities
>
>
>
> Hi Tammy,
>
> What a nice post-thanksgiving treat.  First Chris and Rima reinforce my
> favorite health literacy topic -- you can make the most gorgeous written
> materials in the world, but if providers don't use them, and our audience
> doesn't read them - you haven't created real change.  And now, my second
> favorite topic: KNOW YOUR AUDIENCE..
>
>
>
> The immunization scare is being perpetuated amongst sophisticated, highly
> literate parents.  A question: is it fair to say that people with extremely
> high functional literacy may at times have low heath literacy?
>
>
>
> For those unaware of the issue, rates of vaccinations are falling for the
> first time in decades because parents are nervous that immunizations may be
> the cause of a host of diseases - mostly autism.  These claims were based on
> a faulty, unscientific article - and though countless research has proven
> them false the claims are being perpetuated by some very commited parents,
> with very frightening consequences.   Parents who do not immunize their
> children are misreading statistics, and reading unscientific information.
> Is this a health literacy issue or a communication issue?
>
>
> By the way,
>
> The What To Expect Foundation has created an immunization campaign - that
> includes a 16 page guide called "The What To Expect Guide To Immunizations"
> and a video webcast that will launch in January.  As many of you on this
> list know, the Foundation's Baby Basics program is focussed on helping
> underserved families.  But you may not know about the other work we do for
> "What To Expect" families.
>
>
>
>  The What To Expect Guide to Immunization is written to a much higher
> reading level (the same level as the What To Expect When You''re Expecting
> and What To Expect The First Year Guides)  Why? Because in our research we
> found (as have others) that it is actually moms and dads with higher
> literacy levels that are the most concerned about immunizing their children
> - these are parents that are more likely to purchase  pregnancy and early
> education information and more likely to go on-line to research
> information.  They wanted and needed comprehensive answers to their
> questions - and some of their questions are very detailed in nature.  So our
> audience was not the Baby Basics audience.
>
>
>
> Wait...before you say all good writing should be in plain language - this
> is not complicated language, it is complicated science written and parsed
> very clearly --but it is not something that a parent in a literacy class
> would or could read.
>
>
>
> So we've employed tactics out of Social marketing 101
>
> 1. A brand name that parents trust "What To Expect"
>
> 2. We've provided complete information, well organized and spelled out
> without falling in to the twin pitfalls of condescencion or medicalese with
> confusing statistics,
>
> 3. We've created a tool that providers can use and refer to so that correct
> information is standardized (pediatricians have been telling us that
> they are "freaked out" about how to talk to a parent about immunizing their
> children.) and we've created a short training for doctors on how to address
> the issue.
>
>
>
>
>
> Unfortunately... the media has done a pretty good job of stirring up fear
> about vaccinations - so underserved families are starting to hear that
> there's "something to worry about" with immunizations.  We will address
> those issues - in our Family's First Year Basics program to launch this
> spring.
>
>
>
> For anyone who is interested in the What To Expect Guide To Immunizations,
> a downloadable PDF is on our website www.whattoexpect.org.
>
>
> Lisa
> --
> BABY BASICS IN THE NEWS:
>
> Watch the story on WB 11:
>
> http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics_for_queens_familie.html#more
>
> Read the article in USA TODAY:
>
> http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basics_N.htm
>
>
> Lisa Bernstein
> Executive Director
> The What To Expect Foundation
> 211 W. 80th Street, Lower Level
> New York, NY 10024
> 212-712-9764
> www.whattoexpect.org
>
> Providing prenatal health and literacy support so that women in need know
> what to expect when expecting.
>
> On Mon, Dec 1, 2008 at 12:54 PM, Pilisuk, Tammy (CDPH-CID-DCDC-IMM) <
> Tammy.Pilisuk at cdph.ca.gov> wrote:
>
> Hi all,
>
>
>
> I joined this ListServ recently. I'm impressed by the wisdom and exchange
> of valuable information by so many knowledgeable professionals. The
> resources noted by Mark Hochhauser are of particular interest to me working
> in immunization health education. We've seen a surge of parents who question
> or refuse immunizations for their kids.
>
>
>
> We have been working at both the emotional level (sharing of personal
> stories) and factual information (fact sheets, expert speakers). The
> audience is typically highly educated and claim to want to do lots of
> research, but defining scientific credibility of "credible" sources can also
> be construed as some sort of a government/big Pharma/western medical model
> conspiracy.
>
>
>
> I'd be curious to learn of any application of the resources Mark noted.
>
>
>
> Tammy Pilisuk, MPH
>
> CDPH Immunization Branch
>
> Richmond CA
>
>
>  ------------------------------
>
> *From:* healthliteracy-bounces at nifl.gov [mailto:
> healthliteracy-bounces at nifl.gov] *On Behalf Of *Mary Jane Jerde
> *Sent:* Wednesday, November 26, 2008 10:17 AM
> *To:* The Health and Literacy Discussion List
> *Subject:* [HealthLiteracy 2517] Re: Treatment refusal and verbal
> abilities
>
>
>
> Hi,
>
> I hope that this is not too late.
>
> The points you make are excellent.
>
> It also pays to remember that the medical professionals are also going
> through similar processes in their decision making and conversations with a
> patient.
>
> Mary Jane Jerde
> NEDP Assessor
> Howard Community College
>
>
>  ------------------------------
>
> *From:* "MarkH38514 at aol.com" <MarkH38514 at aol.com>
> *To:* healthliteracy at nifl.gov
> *Sent:* Tuesday, November 18, 2008 3:12:06 PM
> *Subject:* [HealthLiteracy 2474] Re: Treatment refusal and verbal
> abilities
>
>  Mary:
>
>
>
> Much of the research on informed consent philosophically assumes that the
> decision to be treated or not be treated is a logical one. But there is much
> emerging research on the brain's role in decision making and the importance
> of emotion, logic, and even intuition.
>
>
>
> For example, psychologist George Lowenstein and his colleagues published a
> paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as feelings. *Psychological
> Bulletin*, 2001, 127: 267-286). Because decisions aren't just logical
> thoughts, but emotional reactions, it's not surprising that patients may
> find it difficult to articulate why they don't want treatment.
>
>
>
> Malcolm Gladwell's 2005 book "blink. The Power of Thinking without
> Thinking" described how people use "thin slicing" to extract relevant
> information from all the information around them. David Myers, in his book
> "Intuition" (2002) describes "knowing without awareness"--how people can
> know things automatically (unconsciously) or cognitively (consciously). He
> summarized Seymour Epstein's description of *experiential knowing*(intuitive, automatic and nonverbal) or
> *rational knowing* (rational, analytic, verbal).  Consent decisions based
> on experiential knowing may not be easy for patients to explain verbally.
>
>
>
> I've done a few articles that touch on the issue, but may not be specific
> enough for your needs. One is available online:
>
>
>
> Hochhauser, M. The anatomy of informed consent. *Applied Clinical Trials*,
> March 2005, 82.
>
>
> http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/detail/149967
>
>
>
> I can send you pdf versions of:
>
>
>
> Hochhauser, M. Emotion and logic in the informed consent process. *Research
> Practitioner*, 2005, 5(4), 138-141.
>
>
>
> Hochhauser, M. Informed consent or intuitive consent? *SoCRA Source, *February
> 2006, (Publication of the Society of Clinical Research Associates, #47,
> 32-33.
>
>
>
> Mark
>
>
>
> Mark Hochhauser, Ph.D.
>
> Readability Consultant
>
> 3344 Scott Avenue North
>
> Golden Valley, MN  55422
>
> Phone: 763-521-4672
>
> Fax: 763-521-5069
>
> Cell: 612-281-1517
>
> email: MarkH38514 at aol.com
>
>
>
>
>
>
>
>
>
>
>
>
>   ------------------------------
>
> Get the Moviefone Toolbar<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown00000001>.
> Showtimes, theaters, movie news & more!
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to lisab at whattoexpect.org
>
>
>
>


-- 
BABY BASICS IN THE NEWS:

Watch the story on WB 11:
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics_for_queens_familie.html#more

Read the article in USA TODAY:
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basics_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
211 W. 80th Street, Lower Level
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From elyse at lacnyc.org  Tue Dec  2 10:28:32 2008
From: elyse at lacnyc.org (Elyse Barbell)
Date: Tue, 2 Dec 2008 10:28:32 -0500
Subject: [HealthLiteracy 2535] Re: Treatment refusal and verbal abilities
In-Reply-To: <B799FC80CFE97C4E9E49ED82D948E76CFE13CB@dhsexcmsg13.intra.dhs.ca.gov>
References: <cb1.33000043.36547b96@aol.com><391931.12449.qm@web54001.mail.re2.yahoo.com><B799FC80CFE97C4E9E49ED82D948E76C7163B2@dhsexcmsg13.intra.dhs.ca.gov><da4079490812011219k5224b422v7d1e26054ed6df1@mail.gmail.com>
	<B799FC80CFE97C4E9E49ED82D948E76CFE13CB@dhsexcmsg13.intra.dhs.ca.gov>
Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB801D6C343@lac-exch.lacnyc.local>

Hi Tammy,

 

I hear you loud and clear about the compromise of working with
pharmaceuticals, but I am not sure if you have any idea how difficult it
is to find funding to produce high quality patient education materials
for people with limited health literacy. Everyone now knows it is a good
idea but it is still extremely difficult to find funds for decent
materials, let alone those of the quality of Baby Basics. I would gladly
tattoo GSK on my forehead if they would help make sure that all
education materials were readily available, actionable and easy to
understand and properly translated into the necessary languages. 

 

E

 

Elyse Barbell 

Executive Director

Literacy Assistance Center

212.803.3302

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Pilisuk, Tammy
(CDPH-CID-DCDC-IMM)
Sent: Monday, December 01, 2008 8:02 PM
To: lisab at whattoexpect.org; The Health and Literacy Discussion List
Subject: [HealthLiteracy 2531] Re: Treatment refusal and verbal
abilities

 

Lisa, 

 

Thanks for responding! And I actually have a copy of the "What to
Expect" guide on my desk. It's nicely done. But one minor unfortunate
aspect is that it bears the GSK logo on the back. Suspicious parents may
dismiss information they feel is tied to the pharmaceutical industry. 

 

My constant quandary is how to balance science and emotional impact. The
audience tends to be highly educated, but the issues are complex and not
everyone worries about the same thing. Some worry about thimerosal, some
about government intrusion, some about the medical establishment, some
that vaccine-preventable diseases aren't really that dangerous. We're
trying to approach the issue at different levels. But I'd welcome any
feedback from this group about how to use the psychology to get at what
influences parents' decision-making.

 

We've recently completed some fact sheets in cooperation with the
California Immunization Coalition. If you or others would like to check
them out, they're online on the coalitions' homepage at:
www.immunizeca.org <http://www.immunizeca.org/>  

 

Tammy

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein
Sent: Monday, December 01, 2008 12:20 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2529] Re: Treatment refusal and verbal
abilities

 

Hi Tammy,

What a nice post-thanksgiving treat.  First Chris and Rima reinforce my
favorite health literacy topic -- you can make the most gorgeous written
materials in the world, but if providers don't use them, and our
audience doesn't read them - you haven't created real change.  And now,
my second favorite topic: KNOW YOUR AUDIENCE..

 

The immunization scare is being perpetuated amongst sophisticated,
highly literate parents.  A question: is it fair to say that people with
extremely high functional literacy may at times have low heath literacy?


 

For those unaware of the issue, rates of vaccinations are falling for
the first time in decades because parents are nervous that immunizations
may be the cause of a host of diseases - mostly autism.  These claims
were based on a faulty, unscientific article - and though countless
research has proven them false the claims are being perpetuated by some
very commited parents, with very frightening consequences.   Parents who
do not immunize their children are misreading statistics, and reading
unscientific information.  Is this a health literacy issue or a
communication issue? 


By the way, 

The What To Expect Foundation has created an immunization campaign -
that includes a 16 page guide called "The What To Expect Guide To
Immunizations" and a video webcast that will launch in January.  As many
of you on this list know, the Foundation's Baby Basics program is
focussed on helping underserved families.  But you may not know about
the other work we do for "What To Expect" families.

 

 The What To Expect Guide to Immunization is written to a much higher
reading level (the same level as the What To Expect When You''re
Expecting and What To Expect The First Year Guides)  Why? Because in our
research we found (as have others) that it is actually moms and dads
with higher literacy levels that are the most concerned about immunizing
their children - these are parents that are more likely to purchase
pregnancy and early education information and more likely to go on-line
to research information.  They wanted and needed comprehensive answers
to their questions - and some of their questions are very detailed in
nature.  So our audience was not the Baby Basics audience.  

 

Wait...before you say all good writing should be in plain language -
this is not complicated language, it is complicated science written and
parsed very clearly --but it is not something that a parent in a
literacy class would or could read. 

 

So we've employed tactics out of Social marketing 101

1. A brand name that parents trust "What To Expect" 

2. We've provided complete information, well organized and spelled out
without falling in to the twin pitfalls of condescencion or medicalese
with confusing statistics,

3. We've created a tool that providers can use and refer to so that
correct information is standardized (pediatricians have been telling us
that they are "freaked out" about how to talk to a parent about
immunizing their children.) and we've created a short training for
doctors on how to address the issue.  

 

 

Unfortunately... the media has done a pretty good job of stirring up
fear about vaccinations - so underserved families are starting to hear
that there's "something to worry about" with immunizations.  We will
address those issues - in our Family's First Year Basics program to
launch this spring.

 

For anyone who is interested in the What To Expect Guide To
Immunizations, a downloadable PDF is on our website www.whattoexpect.org
<http://www.whattoexpect.org/> .  


Lisa
-- 
BABY BASICS IN THE NEWS: 

Watch the story on WB 11: 
http://weblogs.cw11.com/news/local/morningnews/blogs/2008/07/baby_basics
_for_queens_familie.html#more

Read the article in USA TODAY: 
http://www.usatoday.com/news/health/2008-07-01-what-to-expect-baby-basic
s_N.htm


Lisa Bernstein
Executive Director
The What To Expect Foundation
211 W. 80th Street, Lower Level
New York, NY 10024
212-712-9764
www.whattoexpect.org

Providing prenatal health and literacy support so that women in need
know what to expect when expecting.

On Mon, Dec 1, 2008 at 12:54 PM, Pilisuk, Tammy (CDPH-CID-DCDC-IMM)
<Tammy.Pilisuk at cdph.ca.gov> wrote:

Hi all, 

 

I joined this ListServ recently. I'm impressed by the wisdom and
exchange of valuable information by so many knowledgeable professionals.
The resources noted by Mark Hochhauser are of particular interest to me
working in immunization health education. We've seen a surge of parents
who question or refuse immunizations for their kids. 

 

We have been working at both the emotional level (sharing of personal
stories) and factual information (fact sheets, expert speakers). The
audience is typically highly educated and claim to want to do lots of
research, but defining scientific credibility of "credible" sources can
also be construed as some sort of a government/big Pharma/western
medical model conspiracy.   

 

I'd be curious to learn of any application of the resources Mark noted.

 

Tammy Pilisuk, MPH

CDPH Immunization Branch

Richmond CA

 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mary Jane Jerde
Sent: Wednesday, November 26, 2008 10:17 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2517] Re: Treatment refusal and verbal
abilities

 

Hi,

I hope that this is not too late. 

The points you make are excellent. 

It also pays to remember that the medical professionals are also going
through similar processes in their decision making and conversations
with a patient. 

Mary Jane Jerde
NEDP Assessor
Howard Community College

 

________________________________

From: "MarkH38514 at aol.com" <MarkH38514 at aol.com>
To: healthliteracy at nifl.gov
Sent: Tuesday, November 18, 2008 3:12:06 PM
Subject: [HealthLiteracy 2474] Re: Treatment refusal and verbal
abilities

Mary: 

 

Much of the research on informed consent philosophically assumes that
the decision to be treated or not be treated is a logical one. But there
is much emerging research on the brain's role in decision making and the
importance of emotion, logic, and even intuition.  

 

For example, psychologist George Lowenstein and his colleagues published
a paper on "Risk as Feelings." (Lowenstein, G.F., et al. Risk as
feelings. Psychological Bulletin, 2001, 127: 267-286). Because decisions
aren't just logical thoughts, but emotional reactions, it's not
surprising that patients may find it difficult to articulate why they
don't want treatment. 

 

Malcolm Gladwell's 2005 book "blink. The Power of Thinking without
Thinking" described how people use "thin slicing" to extract relevant
information from all the information around them. David Myers, in his
book "Intuition" (2002) describes "knowing without awareness"--how
people can know things automatically (unconsciously) or cognitively
(consciously). He summarized Seymour Epstein's description of
experiential knowing (intuitive, automatic and nonverbal) or rational
knowing (rational, analytic, verbal).  Consent decisions based on
experiential knowing may not be easy for patients to explain verbally. 

 

I've done a few articles that touch on the issue, but may not be
specific enough for your needs. One is available online:  

 

Hochhauser, M. The anatomy of informed consent. Applied Clinical Trials,
March 2005, 82. 

http://appliedclinicaltrialsonline.findpharma.com/appliedclinicaltrials/
Sites+Articles/The-Anatomy-of-Informed-Consent/ArticleStandard/Article/d
etail/149967

 

I can send you pdf versions of: 

 

Hochhauser, M. Emotion and logic in the informed consent process.
Research Practitioner, 2005, 5(4), 138-141. 

 

Hochhauser, M. Informed consent or intuitive consent? SoCRA Source,
February 2006, (Publication of the Society of Clinical Research
Associates, #47, 32-33. 

 

Mark

 

Mark Hochhauser, Ph.D.

Readability Consultant

3344 Scott Avenue North

Golden Valley, MN  55422

Phone: 763-521-4672

Fax: 763-521-5069    

Cell: 612-281-1517

email: MarkH38514 at aol.com

 

 

 

 

 

 

________________________________

Get the Moviefone Toolbar
<http://pr.atwola.com/promoclk/100000075x1212774565x1200812037/aol?redir
=http://toolbar.aol.com/moviefone/download.html?ncid=emlcntusdown0000000
1> . Showtimes, theaters, movie news & more!

 


----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to lisab at whattoexpect.org





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From stacey.downey at dc.gov  Tue Dec  2 10:55:24 2008
From: stacey.downey at dc.gov (Downey, Stacey (OSSE))
Date: Tue, 2 Dec 2008 10:55:24 -0500
Subject: [HealthLiteracy 2536] E-Health and Online Health Information
	Discussed on Radio Today
Message-ID: <9297128BF469784A9E4B428FB1D2ABEF466BC8@emo-exch2k3-s33.dcgov.priv>

Dear Colleagues:

 

E-Health and health informatics will be discussed on the Diane Rehm show
on public radio WAMU at 11 AM.  

Listen live at http://wamu.org/programs/dr/  or pull up the archived
discussion later at the same url.

 

Diane Rehm Show 

Tuesday, DEC 2          11 AM

Advances in information technology are leading to major changes in our
health care system. A look at some of the trends, 

including health-related web searches, on-line prescriptions, digitized
medical records, and doctor's appointments via webcam.

 

Guests

Eric Horvitz, principal researcher, Microsoft Research

Jonathan Weiner, professor of health policy and management and of health
informatics at Johns Hopkins University

Dr. Don Detmer, President and CEO, American Medical Informatics
Association

 

 

Stacey Downey 

Literacy Resource Center Coordinator 

Division of Education Excellence, Adult and Family Education 

Office of the State Superintendent of Education (OSSE)

Government of the District of Columbia

51 N Street NE, 7th Floor

Washington, DC 20002

Direct:  202-741-5530

Fax:  202-741-0229

stacey.downey at dc.gov

www.osse.dc.gov

 

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From julie_mcKinney at worlded.org  Tue Dec  2 14:20:04 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 02 Dec 2008 14:20:04 -0500
Subject: [HealthLiteracy 2537] Presentations from Calgary's Health Literacy
	Curriclum	Institute available on Web
Message-ID: <493544140200002D000096F2@dcgw.jsi.com>

Hi Everyone,

This past October in Calgary, the Centre for Literacy, Bow Valley
College and the Health and Learning Knowledge Centre hosted a Learning
Institute on health literacy curricula. They have now posted the
background papers and presentations from the Institute on their web site
at:

http://www.centreforliteracy.qc.ca/whatsnew/Healthlitinst/HLinstIndex.htm#


You can also find Andrew Pleasant's research brief: 

Measuring Health Literacy: A Challenge to Curriculum Design and
Evaluation 
http://www.centreforliteracy.qc.ca/publications/briefs/measuring/1.htm

Please take a look, and share comments or ideas with us all!

Julie



Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Tue Dec  2 18:54:17 2008
From: sauger at mindspring.com (Susan Auger)
Date: Tue, 2 Dec 2008 18:54:17 -0500
Subject: [HealthLiteracy 2538] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <c91.31ddd441.36659e9b@aol.com>
References: <c91.31ddd441.36659e9b@aol.com>
Message-ID: <AB66FD8DACE24AF683614BE37D288242@ACIncPC>

Hi Paul-
I appreciate your perspective and I've had similar experiences to you that
suggest that expensive and 'slick' looking materials are not necessarily
better- it depends so much on the audience and context.
 
I was wondering if you could elaborate a bit more on your comment about
photonovelas just being handed-out are relatively ineffective. From your
experience, is this, for example, with particular groups, topics, or
settings?
 
Last week we spoke quite a bit on the value and importance of participatory
processes in developing and using photonovelas to address health literacy
needs. However, from the Doak's work, I've understood photonovelas as
containing quite a few elements that can make them a valuable written 'tool'
to address literacy needs in their own right (e.g., realism through visuals,
captures and holds attention, health message woven into relevant life
situations, easy to read language and short conversational sentences). 
 
Although further study is needed, ancedotal feedback I've gotten from health
professionals who distribute the photonovelas at events like health fairs,
etc. say that they are always the first to go. For those distributed in
clinic settings, they tell me clients report keeping them and sharing them
with others (like a magazine). I work with primarily Latino families, which
as you note tend to be a receptive audience since photonovelas are
culturally familiar, so your comment peaked my curiosity. 
 
Any additional information or insight would be great. Thanks!
Susan
.

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of AboutDiabetes at aol.com
Sent: Monday, December 01, 2008 3:10 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2528] Re: Evidence-based? ... Literacy benefits?


Dear Ceci and Leonard:
 
You raise a very important point. Photonovelas that are just handed-out are
a relatively ineffective and expensive waste of resources. They are much
more effective as interactive tools where the subject reads the photonovela
and then discusses the content through open-ended questions in one-on-one
interviews or in group settings. 
 
Fortunately, the 'users' experience' with photonovelas among many lower
socioeconomic Latinos, and especially Mexicans, as a source of adult
entertainment at least, is fairly good. These experiences create a receptive
audience for the delivery of important health care messages. 
 
How you deliver the message is just as important as the message itself. For
example, in countries other than the US, photonovelas and adult comics are
often printed on very inexpensive paper and the quality of the color
photography or illustrations is poor at best. 
 
So, what is one to do if they want to increase the effectiveness of their
programs by reaching as many of their target audience as possible at 'their'
comfort level? For one thing, I would suggest using a decent 80# matte paper
versus a high-gloss expensive paper for printing.  
 
The characters and backgrounds should also reflect the real world
environment of the recipients. The aspirational images often used in
programs by Big Pharma and large agencies that can afford these projects
work with some, but where is the evidence that they work as well or better
than real life representations? In my experience, they don't. However, this
can be hard to prove when you are dealing with audiences whose cultural
orientation is to be highly respectful of health professionals and
researchers. An example of this is the problem interviewers often face as
they watch Hispanic interviewees struggle to find the words they think the
interviewer wants to hear (so they can show the proper degree of respect).  
 
The size, colors, and length of the program are only some of the other
considerations. A standard US 20-page comic or photonovela may contain far
too much information for a limited literacy reader who grew up reading
similar materials that contained only a few words per page or panel. 
 
None of this is news to either of you, but it may be to the reader.
 
Best regards,
 
Paul Tracey
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org                   
 
 
 
 



  _____  

Life should be easier. So should your homepage. Try
<http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000
002> the NEW AOL.com.
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From AboutDiabetes at aol.com  Wed Dec  3 09:56:39 2008
From: AboutDiabetes at aol.com (AboutDiabetes at aol.com)
Date: Wed, 3 Dec 2008 09:56:39 EST
Subject: [HealthLiteracy 2539] Re: Evidence-based? ... Literacy benefits?
Message-ID: <d48.43d8b830.3667f827@aol.com>

Susan:
 
All your points are valid. It would have been better if I had said, "we  have 
no idea of the relative value of photonovelas if they are just handout out"  
rather than saying they are relatively ineffective if they are just handed 
out.  One just doesn't know if they are effective or not.  
 
The comment was based on my experience developing comics and a few  
photonovelas for Big Pharma in one of my prior lives. They  always handed them out 
without assessing their effectiveness.  
 
"Passing around" photonovelas is definitely a common practice among  Latinos, 
which implies some degree of effectiveness, but with no learned  behavior or 
outcome measures, we continue to have no information (that I  know of) of 
their value vs their cost in the overall learning  process. 
 
This said, although I have not read all of the postings on  this subject due 
to other commitments, I am glad to see the high interest  in photonovelas. We 
just need more Facts. 
 
Paul 
Learning About Diabetes, Inc.
_www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org)  
 
 
 
**************Make your life easier with all your friends, email, and 
favorite sites in one place.  Try it now. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000010)
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From cjackson at humana.com  Wed Dec  3 10:30:09 2008
From: cjackson at humana.com (Charles Jackson)
Date: Wed, 3 Dec 2008 10:30:09 -0500
Subject: [HealthLiteracy 2540]  Spanish websites w/drug information
Message-ID: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>

Hello, everyone.

I'm looking for free Spanish websites with information on drugs, ideally 
at a low-literacy level.  I do not find these sites in Spanish: Drug 
Digest, AARP:  Prescription Drugs, Merck Manual, NIH Office of Dietary 
Supplements, Mayo Clinic:  Drug Watch.  I am trying to identify links for 
a Spanish version of wellzone.orgwhich is basic information in everyday 
language.  I welcome any suggestions for drug information sites in 
Spanish. Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.
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From Caroline.Marshall at danhosp.org  Wed Dec  3 10:58:15 2008
From: Caroline.Marshall at danhosp.org (Marshall, Caroline)
Date: Wed, 3 Dec 2008 10:58:15 -0500
Subject: [HealthLiteracy 2541] Re: Spanish websites w/drug information
References: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>
Message-ID: <7F494F504B42654BAC1F03DCB824BEE8133D0BEC@dhsiexch01.danhosp.priv>

How about Medline Plus in Spanish. There is quite  a large section on
drugs and supplements organized alphabetically.  Go to medlineplus.gov
and click on the espanol tab

 

 

 

______________________________
Caroline Marshall  MLS, CHIP
Health Sciences Librarian 

Horblit Health Sciences Library

 

 

Danbury Hospital, 24 Hospital Avenue, Danbury, CT 06810
V: (203) 739-7419 | F: (203) 739-7568 | caroline.marshall at danhosp.org
http://www.danburyhospital.org

This transmittal is intended for a particular addressee(s). If it is not
clear that you are the intended recipient, you are hereby notified that
you have received this transmittal in error; any review, copying or
distribution or dissemination is strictly prohibited. If you suspect
that you have received this transmittal in error, please notify Danbury
Health Systems immediately by email reply to the sender, and delete the
transmittal and any attachments.
READER BEWARE: Internet e-mail is inherently insecure and occasionally
unreliable. Please contact the sender if you wish to arrange for secure
communication or to verify the contents of this message.

 

 

 

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Wednesday, December 03, 2008 10:30 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2540] Spanish websites w/drug information

 


Hello, everyone. 

I'm looking for free Spanish websites with information on drugs, ideally
at a low-literacy level.  I do not find these sites in Spanish: Drug
Digest, AARP:  Prescription Drugs, Merck Manual, NIH Office of Dietary
Supplements, Mayo Clinic:  Drug Watch.  I am trying to identify links
for a Spanish version of wellzone.orgwhich is basic information in
everyday language.  I welcome any suggestions for drug information sites
in Spanish. Thank you. 

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

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From Coleen.Christian at ci.austin.tx.us  Wed Dec  3 11:00:23 2008
From: Coleen.Christian at ci.austin.tx.us (Christian, Coleen)
Date: Wed, 3 Dec 2008 10:00:23 -0600
Subject: [HealthLiteracy 2542] Re: Spanish websites w/drug information
In-Reply-To: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>
References: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>
Message-ID: <2AB68509DB91994B8B05665CB98127A9EE2BD1@COAEVS3.coacd.org>

The Texas Medical Association has a detailed list of Spanish language
medical sites.  Maybe this will be helpful,
http://www.texmed.org/Template.aspx?id=3367

 

The National Center for Farmworkers Health also has some resources on
their website, http://www.ncfh.org/index.php?plugin=404&content=404

 

Coleen Christian

ATCHHSD, Immunization Program

1000 Toyath Street

Austin, TX 78703

512-972-5524

512-972-5534 (fax)

http://www.ci.austin.tx.us/health/immunization.htm

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson
Sent: Wednesday, December 03, 2008 9:30 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2540] Spanish websites w/drug information

 


Hello, everyone. 

I'm looking for free Spanish websites with information on drugs, ideally
at a low-literacy level.  I do not find these sites in Spanish: Drug
Digest, AARP:  Prescription Drugs, Merck Manual, NIH Office of Dietary
Supplements, Mayo Clinic:  Drug Watch.  I am trying to identify links
for a Spanish version of wellzone.orgwhich is basic information in
everyday language.  I welcome any suggestions for drug information sites
in Spanish. Thank you. 

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax 
The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material. If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information. 

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From Mhrsemh at omh.state.ny.us  Wed Dec  3 11:35:33 2008
From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath)
Date: Wed, 03 Dec 2008 11:35:33 -0500
Subject: [HealthLiteracy 2543] Re: Spanish websites w/drug information
In-Reply-To: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>
References: <OF40E7ED44.A936A0D5-ON85257514.0054905B-85257514.0055283B@humana.com>
Message-ID: <49366F09.43A9.0076.0@omh.state.ny.us>

Not a low literacy site, but you may find useful:

Medicinas, hierbas y suplementos

http://www.nlm.nih.gov/medlineplus/spanish/druginformation.html

Beti Horvath, MLS
Library Services
Mid-Hudson Forensic Psychiatric Center
New Hampton NY 10958
mhrsemh at omh.state.ny.us
845-374-8700x3625
Fax 845-374-8853


>>> Charles Jackson <cjackson at humana.com> 12/3/2008 10:30 am >>>
Hello, everyone.

I'm looking for free Spanish websites with information on drugs, ideally 
at a low-literacy level.  I do not find these sites in Spanish: Drug 
Digest, AARP:  Prescription Drugs, Merck Manual, NIH Office of Dietary 
Supplements, Mayo Clinic:  Drug Watch.  I am trying to identify links for 
a Spanish version of wellzone.orgwhich is basic information in everyday 
language.  I welcome any suggestions for drug information sites in 
Spanish. Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material.  If you receive this material/information in error, please contact the sender and delete or destroy the material/information.



IMPORTANT NOTICE:  This e-mail is meant only for the use of the intended
recipient.  It may contain confidential information which is legally
privileged or otherwise protected by law.  If you received this e-mail
in error or from someone who was not authorized to send it to you, you
are strictly prohibited from reviewing, using, disseminating,
distributing or copying the e-mail.  PLEASE NOTIFY US IMMEDIATELY OF THE
ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM.  Thank
you for your cooperation.

From sauger at mindspring.com  Wed Dec  3 11:38:01 2008
From: sauger at mindspring.com (Susan Auger)
Date: Wed, 3 Dec 2008 11:38:01 -0500
Subject: [HealthLiteracy 2544] Re: Evidence-based? ... Literacy benefits?
In-Reply-To: <d48.43d8b830.3667f827@aol.com>
References: <d48.43d8b830.3667f827@aol.com>
Message-ID: <372269E208004704A45653D14D16F7B1@ACIncPC>

Thanks for the clarification Paul. I am in agreement with you regarding the
need for additional research- I might add, on all our modes of
communicating!
Susan

  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of AboutDiabetes at aol.com
Sent: Wednesday, December 03, 2008 9:57 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2539] Re: Evidence-based? ... Literacy benefits?


Susan:
 
All your points are valid. It would have been better if I had said, "we have
no idea of the relative value of photonovelas if they are just handout out"
rather than saying they are relatively ineffective if they are just handed
out. One just doesn't know if they are effective or not.  
 
The comment was based on my experience developing comics and a few
photonovelas for Big Pharma in one of my prior lives. They always handed
them out without assessing their effectiveness.  
 
"Passing around" photonovelas is definitely a common practice among Latinos,
which implies some degree of effectiveness, but with no learned behavior or
outcome measures, we continue to have no information (that I know of) of
their value vs their cost in the overall learning process. 
 
This said, although I have not read all of the postings on this subject due
to other commitments, I am glad to see the high interest in photonovelas. We
just need more Facts. 
 
Paul 
Learning About Diabetes, Inc.
www.learningaboutdiabetes.org 
 
 
 



  _____  

Make your life easier with all your friends, email, and favorite sites in
one place. Try
<http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom00000
010> it now.
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From HCNtwk at aol.com  Wed Dec  3 12:17:49 2008
From: HCNtwk at aol.com (HCNtwk at aol.com)
Date: Wed, 3 Dec 2008 12:17:49 EST
Subject: [HealthLiteracy 2545] Re:
 =?iso-8859-1?q?=A0_Spanish_websites_w/drug_information?=
Message-ID: <cf5.420664ed.3668193d@aol.com>

You may find what you're looking for at www.noah-health.org

"NOAH provides access to high quality consumer health information in English 
and Spanish. The NOAH volunteer editors do not write this information. 
Instead, librarians and health professionals in New York and beyond find, select, and 
organize full-text consumer health information that is current, relevant, 
accurate and unbiased."



Mary

Mary Hodorowski
Healthcare Communications Network
340 East 80th Street
New York, NY 10075

T: 212-988-7107
F: 212-988-9889
E: HCNtwk at aol.com
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From julie_mcKinney at worlded.org  Wed Dec  3 12:38:17 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 03 Dec 2008 12:38:17 -0500
Subject: [HealthLiteracy 2546] Wednesday Question: Looking for Compelling
	Health Literacy	Facts
Message-ID: <49367DB90200002D00009758@dcgw.jsi.com>

Hi Everyone,

I was recently looking for a good Health Literacy Fact Sheet, and did
not find any that were very up-to-date. So I am working on a new one,
and as usual, am asking for your help! I want to compile a short list of
compelling health literacy facts that would provide justification for
the importance of the work we are doing. 

This would be the kind of thing we could show to funders, legislators,
policy makers, program administrators, etc. and would encourage them to
say "Wow! Health Literacy IS an important issue for us to support!"

So please send on your favorite, most compelling and eye-opening health
literacy facts, and I will put them together. Please include references
(at least partial ones that I can look up and complete.)

Thanks so much! Here are two of my favorites:

#1:
88% of American adults have health literacy skill below the "proficient"
level. This means that they cannot?
?	Find the information needed to define a medical term in a
complex document.
?	Judge information to decide which legal document applies to a
certain health care situation.
?	Calculate a person?s share of health insurance costs for a year
using a table based on income and family size.
(Source: The Health Literacy of America?s Adults: Results from the 2003
National Assessment of Adult Literacy)

#2:
The estimated added annual cost to the health care system due to low
health literacy: $106-238 Billion

(Source: Low Health Literacy: Implications for National Health Policy
Vernon, J. Trujillo, A. Rosenbaum, S. DeBuono, B.   October 2007)

All the best,
Julie


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Wed Dec  3 12:44:46 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 03 Dec 2008 12:44:46 -0500
Subject: [HealthLiteracy 2547] Re: Spanish websites w/drug information
Message-ID: <49367F3E0200002D0000975C@dcgw.jsi.com>

Hi Charles,

Try this, although I cannot speak for its literacy level:

GobiernoUSA.gov

http://www.usa.gov/gobiernousa/Temas/Salud-Nutricion-Seguridad.shtml 

Best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> Charles Jackson <cjackson at humana.com> 12/03/08 10:53 AM >>>
Hello, everyone.

I'm looking for free Spanish websites with information on drugs, ideally

at a low-literacy level.  I do not find these sites in Spanish: Drug 
Digest, AARP:  Prescription Drugs, Merck Manual, NIH Office of Dietary 
Supplements, Mayo Clinic:  Drug Watch.  I am trying to identify links
for 
a Spanish version of wellzone.orgwhich is basic information in everyday 
language.  I welcome any suggestions for drug information sites in 
Spanish. Thank you.

Charles Jackson
Project Manager
Humana Foundation, 500 W. Main St., Louisville, KY 40202
502-580-1245 telephone\voice-mail
502-580-1256 fax

The information transmitted is intended only for the person or entity to
which it is addressed and may contain CONFIDENTIAL material.  If you
receive this material/information in error, please contact the sender
and delete or destroy the material/information.


From RRUDD at hsph.harvard.edu  Wed Dec  3 15:59:57 2008
From: RRUDD at hsph.harvard.edu (Rima Rudd)
Date: Wed, 03 Dec 2008 15:59:57 -0500
Subject: [HealthLiteracy 2548] Re: Wednesday Question: Looking
	for	CompellingHealth Literacy	Facts
In-Reply-To: <49367DB90200002D00009758@dcgw.jsi.com>
References: <49367DB90200002D00009758@dcgw.jsi.com>
Message-ID: <4936ACFC.960B.00AF.0@hsph.harvard.edu>

Hello... 
I will certainly think of my 'favorite' fact but I cannot resist commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted. A more appropriate way to say this is "people below level X have difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an important insight] is the critical finding from over 800 published studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors. page 4
or
Health literacy is a shared function of cultural, social, and individual factors. Both the causes and the remedies for limited health literacy rest with our cultural and social framework, the health and education system that serve it, and the interactions between these factors. page 32


in addition: 
The cost research is not firmly established nor uniformly accepted. It is not possible, for example, to differentiate between costs due to medical errors [errors made by professionals] and costs due to literacy related errors [errors made by patients]. I am very disquieted by the assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether

From Jsorensen at afmc.org  Wed Dec  3 17:47:52 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Wed, 3 Dec 2008 16:47:52 -0600
Subject: [HealthLiteracy 2549] Re: Wednesday Question:
	Lookingfor	CompellingHealth Literacy	Facts
In-Reply-To: <4936ACFC.960B.00AF.0@hsph.harvard.edu>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302DC5CDC@AFMCFS6.NT_AFMC.local>

Amen. Rewriting a patient handout for readability and clarity can
prevent so-called "patient errors" and even save lives.

Rewriting and testing with the target audience costs very little,
compared to the potential financial and other costs of such "errors."
Maybe we need more studies to prove it.

Janet Sorensen, Writer
Arkansas Foundation for Medical Care
-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rima Rudd
Sent: Wednesday, December 03, 2008 3:00 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2548] Re: Wednesday Question: Lookingfor
CompellingHealth Literacy Facts

Hello... 
I will certainly think of my 'favorite' fact but I cannot resist
commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted.
A more appropriate way to say this is "people below level X have
difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published
studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors.
page 4 or Health literacy is a shared function of cultural, social, and
individual factors. Both the causes and the remedies for limited health
literacy rest with our cultural and social framework, the health and
education system that serve it, and the interactions between these
factors. page 32


in addition: 
The cost research is not firmly established nor uniformly accepted. It
is not possible, for example, to differentiate between costs due to
medical errors [errors made by professionals] and costs due to literacy
related errors [errors made by patients]. I am very disquieted by the
assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health Harvard School of
Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to jsorensen at afmc.org
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From pleasant at AESOP.Rutgers.edu  Wed Dec  3 22:53:32 2008
From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant)
Date: Wed, 03 Dec 2008 22:53:32 -0500
Subject: [HealthLiteracy 2550] Re: Wednesday Question: Looking	for
 CompellingHealth Literacy	Facts
In-Reply-To: <4936ACFC.960B.00AF.0@hsph.harvard.edu>
References: <49367DB90200002D00009758@dcgw.jsi.com>
	<4936ACFC.960B.00AF.0@hsph.harvard.edu>
Message-ID: <p06230902c55cf535a2b2@[10.0.1.200]>

Hi,

But would you feel it at least partially fair to say that errors made 
by professionals are a function of their  health literacy?  I am 
equally disquieted by the assumption that health literacy is 
something that only the public has or does not have. (i.e. that only 
patients make 'literacy related errors' while professionals make 
'medical errors'.... and what about when medical professionals become 
patients .. do they suddenly have heath literacy?)

Consider the growing awareness of the valuable role checklists can 
play in preventing errors by medical professionals (surgeons in 
particular). Is a checklist not health literacy? (For example .. see 
http://www.who.int/bulletin/volumes/86/7/08-010708/en/index.html)

And why are all those materials so poorly written ... is that not 
caused by poor health literacy skills on the part of the creators?

To the extent people agree those examples are also health literacy, 
then health literacy quickly accounts for a bulk of the cost estimate 
Julie shared ... even as we agree the cause in each individual 
instance is difficult to parse out methodologically.

The field has often asserted health literacy is two-sided, but as 
often makes an unequal distinction between the sides. I think this 
also extends to the recent discussion of treatment refusal. Embedded 
into that exchange was an assumption that science was infallible and 
unchanging. I would not want to be the health educator who was so 
adamant about - for example - hormone replacement therapy only to 
wake up one day and find that the science had radically changed.

In my view, health literacy should not be about gaining compliance 
but should be about giving people the tools to navigate science - 
including when science changes - to make an informed decision. I can 
think of at least one study that found people with the highest levels 
of education (Ph.D.s and similar) are among those more skeptical of 
science. An informed decision does not necessary mean compliance with 
science. An informed decision evaluates and balances the science 
along with the cultural, civic, and fundamental skills, abilities, 
and beliefs that are relevant and important to each individual.  (See 
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787984337.html)

Best as always  ...

Andrew Pleasant



>Hello...
>I will certainly think of my 'favorite' fact but I cannot resist 
>commenting on the one just posted.
>
>It is not correct to state that people cannot do any of the tasks 
>noted. A more appropriate way to say this is "people below level X 
>have difficulty completing this task with accuracy and consistency" .
>
>What is missing from this insight [and it is valuable measure and an 
>important insight] is the critical finding from over 800 published 
>studies that health materials are generally poorly written and 
>designed.
>
>so... this does lead to my favorite assertion taken from the IOM report:
>
>Health literacy is a shared function of social and individual factors. page 4
>or
>Health literacy is a shared function of cultural, social, and 
>individual factors. Both the causes and the remedies for limited 
>health literacy rest with our cultural and social framework, the 
>health and education system that serve it, and the interactions 
>between these factors. page 32
>
>
>in addition:
>The cost research is not firmly established nor uniformly accepted. 
>It is not possible, for example, to differentiate between costs due 
>to medical errors [errors made by professionals] and costs due to 
>literacy related errors [errors made by patients]. I am very 
>disquieted by the assumption that costs are due to patient error or 
>to patient deficits.
>
>Rima
>
>Rima E. Rudd, ScD, MSPH
>Department of Society, Human Development & Health
>Harvard School of Public Health
>677 Huntington Avenue
>Boston MA 02115
>Phone: 617 432 1135
>fax:     617 432 3123
>web:    www.hsph.harvard.edu/healthliteracy
>www.hsph.harvard.edu/sisterstogether
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pleasant at aesop.rutgers.edu
>


-- 

Save the Date for the First New Jersey Health Literacy Summit on 
April 3, 2009.  See: 
http://www.advancinghealthliteracy.org/healthliteracysummit2009.swf
or
http://www.advancinghealthliteracy.org/NJhealthliteracysummit2009.pdf

----------

From BSMITH at aed.org  Thu Dec  4 07:05:42 2008
From: BSMITH at aed.org (William Smith)
Date: Thu, 04 Dec 2008 07:05:42 -0500
Subject: [HealthLiteracy 2551] Re: Wednesday
	Question:	Lookingfor	CompellingHealth Literacy	Facts
In-Reply-To: <4936ACFC.960B.00AF.0@hsph.harvard.edu>
References: <49367DB90200002D00009758@dcgw.jsi.com>
	<4936ACFC.960B.00AF.0@hsph.harvard.edu>
Message-ID: <49378144.F39A.0028.0@aed.org>

Having been on the IOM committee with Rima I want to emphasis the
importance of this finding from the report.  Health literacy is not a
function of an individual in our minds - but of individuals,
organizations, and communities.  I wish many times now that we had found
a way to put that in the definition and not in an explanatory note. 
 
The definition as it stands, as all of you know is: 
 
Health literacy is the degree to which individuals have the capacity to
obtain,process, and understand health information and services needed to
make appropriate health decisions.
 
It is just as important to ask-  Do I work in a health literate
organization?    Is my community health literate?  Is my program health
literate?  Rima and I, at least the two of us perhaps others, have been
working on measurement tools to measure an organization/community's
health literacy. Despite the rhetoric we continue to rely on
measurements that focus only on the individual. 
 
In the definition we used the word "individuals"  and everyone
interprets that to be patients.  Again we failed to clarify that a
physician is an individual. Nurses, pharmacists, family members,
pharmaceutical executives are also "individuals" who require "the
capacity to obtain, process, and understand basic health
information....."  A physician who does not have the capacity to illicit
useful information from a patient, to understand what impact information
he gives a patient will have on that patient's compliance, is not health
literate.  This is equally true for those us working in prevention - we
too are individuals who require the capacity to obtain, process and
understand health information about our audiences if we are ever to have
a health literate America.  
 
There is a second aspect of the definition which is often overlooked. 
It is the word "services".  Too much of our energy is going into making
written materials clear and in  training disadvantaged groups to
understand the stupid things we tell them.  The services word places
emphasis not on what we say, but on what we do to help people make
appropriate health decisions.  I would love to see a marketing study of
the service aspect of health literacy as well as the information
aspect.
 
We should have done a better job of making this clear in the definition
itself.  For me today, after speaking to dozens of groups, health
literacy is the: 
 
"capacity of individuals, organizations and communities to obtain,
process, understand and share basic health information and services
needed to make appropriate health decisions. "
 
Discussion of photonovels is interesting, but the real pay-off is the
re-structuring of our health care system so people can protect
themselves from disease and it consequences. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org 

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
Hello... 
I will certainly think of my 'favorite' fact but I cannot resist
commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks
noted. A more appropriate way to say this is "people below level X have
difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published
studies that health materials are generally poorly written and
designed.

so... this does lead to my favorite assertion taken from the IOM
report:

Health literacy is a shared function of social and individual factors.
page 4
or
Health literacy is a shared function of cultural, social, and
individual factors. Both the causes and the remedies for limited health
literacy rest with our cultural and social framework, the health and
education system that serve it, and the interactions between these
factors. page 32


in addition: 
The cost research is not firmly established nor uniformly accepted. It
is not possible, for example, to differentiate between costs due to
medical errors [errors made by professionals] and costs due to literacy
related errors [errors made by patients]. I am very disquieted by the
assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy 
www.hsph.harvard.edu/sisterstogether 
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy 
Email delivered to bsmith at aed.org
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From MSkewes at ria.buffalo.edu  Wed Dec  3 14:39:00 2008
From: MSkewes at ria.buffalo.edu (MSkewes at ria.buffalo.edu)
Date: Wed, 3 Dec 2008 14:39:00 -0500
Subject: [HealthLiteracy 2552] Re: Wednesday Question: Looking for
 Compelling	Health Literacy	Facts
In-Reply-To: <49367DB90200002D00009758@dcgw.jsi.com>
Message-ID: <OF4D04EB3B.350704F4-ON85257514.006BCB35-85257514.006C09A7@ria.buffalo.edu>

Hi Julie (and list),

Here is my favorite:

Poor health literacy is a stronger predictor of a person?s health than his 
or her age, socioeconomic status, education, or ethnicity (American 
Medical Association, Report of the Council on Scientific Affairs, 1999). 

Take care,
Monica


Monica C. Skewes, Ph.D.
Postdoctoral Associate
Research Institute on Addictions
University at Buffalo
The State University of New York
1021 Main Street
Buffalo, New York 14203
716-887-2242 (phone)
716-887-2510 (fax)




"Julie McKinney" <julie_mcKinney at worlded.org> 
Sent by: healthliteracy-bounces at nifl.gov
12/03/2008 12:38 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2546] Wednesday Question: Looking for Compelling Health 
Literacy        Facts






Hi Everyone,

I was recently looking for a good Health Literacy Fact Sheet, and did
not find any that were very up-to-date. So I am working on a new one,
and as usual, am asking for your help! I want to compile a short list of
compelling health literacy facts that would provide justification for
the importance of the work we are doing. 

This would be the kind of thing we could show to funders, legislators,
policy makers, program administrators, etc. and would encourage them to
say "Wow! Health Literacy IS an important issue for us to support!"

So please send on your favorite, most compelling and eye-opening health
literacy facts, and I will put them together. Please include references
(at least partial ones that I can look up and complete.)

Thanks so much! Here are two of my favorites:

#1:
88% of American adults have health literacy skill below the "proficient"
level. This means that they cannot?
?                Find the information needed to define a medical term in a
complex document.
?                Judge information to decide which legal document applies 
to a
certain health care situation.
?                Calculate a person?s share of health insurance costs for 
a year
using a table based on income and family size.
(Source: The Health Literacy of America?s Adults: Results from the 2003
National Assessment of Adult Literacy)

#2:
The estimated added annual cost to the health care system due to low
health literacy: $106-238 Billion

(Source: Low Health Literacy: Implications for National Health Policy
Vernon, J. Trujillo, A. Rosenbaum, S. DeBuono, B.   October 2007)

All the best,
Julie


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to mskewes at ria.buffalo.edu

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From julie_mcKinney at worlded.org  Thu Dec  4 10:37:35 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 04 Dec 2008 10:37:35 -0500
Subject: [HealthLiteracy 2553] Re: Writing for the masses
Message-ID: <4937B2EF0200002D000097A4@dcgw.jsi.com>

I'm passing this on from Ceci and Len Doak...
Julie
***********************
Dear Ann Rathbun,    Dec. 3, 2008
 
Re/ your question on writing for wide audiences......   May we offer a
few practical suggestions on a process that seems to work well:
 
For Easier Comprehension:
 
1) Start  with an outline of the key content; consider a focus on
desired behaviors.
 
2) Select pictures that may be used to illustrate the key content and
behaviors. Research shows that simple line drawings are usually best -
even stick figures!
 
3) Write in a conversational style, with varying sentence lengths. One
approach to overcoming our tendency to write formally (and at high
readability levels) is to talk it out first. Talk extemporaneously into
a tape recorder about each key point; refer to the pictures.  Then
transcribe and edit the text.  Be sure to include captions that indicate
the purpose or what to look at in the pictures. 
 
For  Motivation:
 
 - Make it appear easy to read.  For the page layout, use wide margins
and short line lengths. Use at least 12 point font.  Number the pages.
 
- Include testimonials.  These verbatim quotes are almost always easy to
read.  The fact that others have successfully done this will increase
the self efficacy of the readers.
 
- For  prevention and other behavior changes,  Consider an information
sequence based on the Health Belief Model.   1- Create the perception
that ?You are at risk?, 2- But there is something you can do about it,
3- It won?t cost you a lot (time or money) to do it, 4- Here?s how you
will benefit (ex.: You?ll feel better and have a better chance to live
to see your grandchildren grow up)
 
 Ann, this is our a ?short list? of what we?ve found helpful to get the
?at your desk? writing job done so that it really works with patients
and the public.  For the longer list, see the SAM model in Chapter 4 of
Teaching Patients With Low Literacy Skills, available free on-line.  Be
sure to test your draft with a few members of your intended audience.
 
Best wishes,
 
Len and Ceci Doak
Patient Learning Assoc.
 
 


Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
>>> "Ann Rathbun, Ph.D." <a.rathbun at morehead-st.edu> 11/29/08 2:18 PM
>>>
Hi all,

I am writing to get some practical advice/opinion on the issue of  
writing for a wide audience.  I am currently assisting someone who is  
writing a manual for training community volunteers who will be helping  
with health promotion for those living with Diabetes. (Sort of like  
"promatores" or Community Health Workers).  Her target audience is  
those living in the Appalachian region of the U.S.  Both of us  
recognize that she may get volunteers who have high literacy skills.  
My concern is this: some of the synthetic estimates I have calculated  
show that literacy/health literacy rates in some parts of Appalachia  
are extraordinarily low (significantly lower than reported in the  
KY-SAAL for example).

My advice to the writer is to write at an 8th grade level and make it  
LOOK easy to read.

Any help would be much appreciated.

Ann


Ann Rathbun, Ph.D.
Department of HPES
200C Laughlin Health Bld.
Morehead State University
606-783-2464


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Email delivered to julie_mckinney at worlded.org


From Jsorensen at afmc.org  Thu Dec  4 11:00:15 2008
From: Jsorensen at afmc.org (Janet Sorensen)
Date: Thu, 4 Dec 2008 10:00:15 -0600
Subject: [HealthLiteracy 2554] Re:
	WednesdayQuestion:	Lookingfor	CompellingHealth Literacy	Facts
In-Reply-To: <49378144.F39A.0028.0@aed.org>
Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302DC5CE1@AFMCFS6.NT_AFMC.local>

I'd like to forward this, as well as Ms. Rudd's last comment, to our
clinical quality improvement staff here at AFMC.
 
I've said this before, and may have irritated some folks, but I'm saying
it again.
 
Our health care system has a lot going for it, and a lot of room for
improvement. It needs to be more user-friendly. Fewer forms to fill out,
more plain language on paper and in person, better communication
internally and between providers and health care settings. Maybe some of
these things don't fall under "health literacy." I'm still trying to
wrap my little brain around the full definition. But it is all
communication.
 
We need to listen to the people who have to use our health care system.
They often know better than professionals what needs to be changed. But
for so long, the focus of health care communication has been
professionals teaching patients. Instead of just teaching patients how
to "navigate the system," we also need to learn from patients and the
public, and change the system. It isn't going to change on its own. It
will take pressure from many different directions.
 
Janet Sorensen, Writer
Arkansas Foundation for Medical Care

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Thursday, December 04, 2008 6:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
CompellingHealth Literacy Facts


Having been on the IOM committee with Rima I want to emphasis the
importance of this finding from the report.  Health literacy is not a
function of an individual in our minds - but of individuals,
organizations, and communities.  I wish many times now that we had found
a way to put that in the definition and not in an explanatory note. 
 
The definition as it stands, as all of you know is: 
 
Health literacy is the degree to which individuals have the capacity to
obtain,process, and understand health information and services needed to
make appropriate health decisions.
 
It is just as important to ask-  Do I work in a health literate
organization?    Is my community health literate?  Is my program health
literate?  Rima and I, at least the two of us perhaps others, have been
working on measurement tools to measure an organization/community's
health literacy. Despite the rhetoric we continue to rely on
measurements that focus only on the individual. 
 
In the definition we used the word "individuals"  and everyone
interprets that to be patients.  Again we failed to clarify that a
physician is an individual. Nurses, pharmacists, family members,
pharmaceutical executives are also "individuals" who require "the
capacity to obtain, process, and understand basic health
information....."  A physician who does not have the capacity to illicit
useful information from a patient, to understand what impact information
he gives a patient will have on that patient's compliance, is not health
literate.  This is equally true for those us working in prevention - we
too are individuals who require the capacity to obtain, process and
understand health information about our audiences if we are ever to have
a health literate America.  
 
There is a second aspect of the definition which is often overlooked.
It is the word "services".  Too much of our energy is going into making
written materials clear and in  training disadvantaged groups to
understand the stupid things we tell them.  The services word places
emphasis not on what we say, but on what we do to help people make
appropriate health decisions.  I would love to see a marketing study of
the service aspect of health literacy as well as the information aspect.
 
We should have done a better job of making this clear in the definition
itself.  For me today, after speaking to dozens of groups, health
literacy is the: 
 
"capacity of individuals, organizations and communities to obtain,
process, understand and share basic health information and services
needed to make appropriate health decisions. "
 
Discussion of photonovels is interesting, but the real pay-off is the
re-structuring of our health care system so people can protect
themselves from disease and it consequences. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
Hello... 
I will certainly think of my 'favorite' fact but I cannot resist
commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted.
A more appropriate way to say this is "people below level X have
difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published
studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors.
page 4
or
Health literacy is a shared function of cultural, social, and individual
factors. Both the causes and the remedies for limited health literacy
rest with our cultural and social framework, the health and education
system that serve it, and the interactions between these factors. page
32


in addition: 
The cost research is not firmly established nor uniformly accepted. It
is not possible, for example, to differentiate between costs due to
medical errors [errors made by professionals] and costs due to literacy
related errors [errors made by patients]. I am very disquieted by the
assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org

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From britigan at fuse.net  Thu Dec  4 12:40:17 2008
From: britigan at fuse.net (Denise Britigan)
Date: Thu, 4 Dec 2008 12:40:17 -0500
Subject: [HealthLiteracy 2555] Re: WednesdayQuestion
In-Reply-To: <49378144.F39A.0028.0@aed.org>
References: <49367DB90200002D00009758@dcgw.jsi.com><4936ACFC.960B.00AF.0@hsph.harvard.edu>
	<49378144.F39A.0028.0@aed.org>
Message-ID: <35054FD78847413EB878473912623A00@Main2004>

Greetings, Dr. Smith!
Thank you very much for the clarification and additional background
information on that specific definition.  Asking as a third year grad
student working on her dissertation , may I  please quote you for your
"revised" definition of health literacy?
~~~ Denise
 
Denise H. Britigan, MA, CHES

Doctoral candidate, Health Promotion & Education  

College of Education, Criminal Justice, and Human Services (CECH)

Division of Human Services 

ML #0068

University of Cincinnati

Cincinnati, OH 45221-0068

FAX: 513-556-3898

britigdh at email.uc.edu


  _____  

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Thursday, December 04, 2008 7:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
CompellingHealth Literacy Facts


Having been on the IOM committee with Rima I want to emphasis the importance
of this finding from the report.  Health literacy is not a function of an
individual in our minds - but of individuals, organizations, and
communities.  I wish many times now that we had found a way to put that in
the definition and not in an explanatory note. 
 
The definition as it stands, as all of you know is: 
 
Health literacy is the degree to which individuals have the capacity to
obtain,process, and understand health information and services needed to
make appropriate health decisions.
 
It is just as important to ask-  Do I work in a health literate
organization?    Is my community health literate?  Is my program health
literate?  Rima and I, at least the two of us perhaps others, have been
working on measurement tools to measure an organization/community's health
literacy. Despite the rhetoric we continue to rely on measurements that
focus only on the individual. 
 
In the definition we used the word "individuals"  and everyone interprets
that to be patients.  Again we failed to clarify that a physician is an
individual. Nurses, pharmacists, family members, pharmaceutical executives
are also "individuals" who require "the capacity to obtain, process, and
understand basic health information....."  A physician who does not have the
capacity to illicit useful information from a patient, to understand what
impact information he gives a patient will have on that patient's
compliance, is not health literate.  This is equally true for those us
working in prevention - we too are individuals who require the capacity to
obtain, process and understand health information about our audiences if we
are ever to have a health literate America.  
 
There is a second aspect of the definition which is often overlooked.  It is
the word "services".  Too much of our energy is going into making written
materials clear and in  training disadvantaged groups to understand the
stupid things we tell them.  The services word places emphasis not on what
we say, but on what we do to help people make appropriate health decisions.
I would love to see a marketing study of the service aspect of health
literacy as well as the information aspect.
 
We should have done a better job of making this clear in the definition
itself.  For me today, after speaking to dozens of groups, health literacy
is the: 
 
"capacity of individuals, organizations and communities to obtain, process,
understand and share basic health information and services needed to make
appropriate health decisions. "
 
Discussion of photonovels is interesting, but the real pay-off is the
re-structuring of our health care system so people can protect themselves
from disease and it consequences. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
Hello... 
I will certainly think of my 'favorite' fact but I cannot resist commenting
on the one just posted.

It is not correct to state that people cannot do any of the tasks noted. A
more appropriate way to say this is "people below level X have difficulty
completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published studies
that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors. page
4
or
Health literacy is a shared function of cultural, social, and individual
factors. Both the causes and the remedies for limited health literacy rest
with our cultural and social framework, the health and education system that
serve it, and the interactions between these factors. page 32


in addition: 
The cost research is not firmly established nor uniformly accepted. It is
not possible, for example, to differentiate between costs due to medical
errors [errors made by professionals] and costs due to literacy related
errors [errors made by patients]. I am very disquieted by the assumption
that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org

-------------- next part --------------
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From Joanne.Schwartzberg at ama-assn.org  Thu Dec  4 12:57:15 2008
From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg)
Date: Thu, 4 Dec 2008 11:57:15 -0600
Subject: [HealthLiteracy 2556] Re:
	WednesdayQuestion:	Lookingfor	CompellingHealth Literacy	Facts
In-Reply-To: <49378144.F39A.0028.0@aed.org>
References: <49367DB90200002D00009758@dcgw.jsi.com><4936ACFC.960B.00AF.0@hsph.harvard.edu>
	<49378144.F39A.0028.0@aed.org>
Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE7804584A7C@EXV1.ad.ama-assn.org>

I would like to broaden the definition to include the concept of the
ability to act on the medical decisions made. It is not enough to
understand the information and make an appropriate decision; patients,
professionals and institutions need to be able to know how to actually
carry out that decision successfully. Part of the concept of literacy in
the 1991 definitions was to enable the person to function in society and
obtain their full potential. That concept did not get into the health
literacy definition (except for the early AMA "read, understand and act
on health care information"..) but it is crucial.
 
Joanne
 
Joanne G. Schwartzberg, MD
Director, Aging and Community Health
American Medical Association
515 N. State St.
Chicago, IL  60610
312-464-5355
fax: 312-464-5841
Joanne.Schwartzberg at ama-assn.org
 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Thursday, December 04, 2008 6:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
CompellingHealth Literacy Facts


Having been on the IOM committee with Rima I want to emphasis the
importance of this finding from the report.  Health literacy is not a
function of an individual in our minds - but of individuals,
organizations, and communities.  I wish many times now that we had found
a way to put that in the definition and not in an explanatory note. 
 
The definition as it stands, as all of you know is: 
 
Health literacy is the degree to which individuals have the capacity to
obtain,process, and understand health information and services needed to
make appropriate health decisions.
 
It is just as important to ask-  Do I work in a health literate
organization?    Is my community health literate?  Is my program health
literate?  Rima and I, at least the two of us perhaps others, have been
working on measurement tools to measure an organization/community's
health literacy. Despite the rhetoric we continue to rely on
measurements that focus only on the individual. 
 
In the definition we used the word "individuals"  and everyone
interprets that to be patients.  Again we failed to clarify that a
physician is an individual. Nurses, pharmacists, family members,
pharmaceutical executives are also "individuals" who require "the
capacity to obtain, process, and understand basic health
information....."  A physician who does not have the capacity to illicit
useful information from a patient, to understand what impact information
he gives a patient will have on that patient's compliance, is not health
literate.  This is equally true for those us working in prevention - we
too are individuals who require the capacity to obtain, process and
understand health information about our audiences if we are ever to have
a health literate America.  
 
There is a second aspect of the definition which is often overlooked.
It is the word "services".  Too much of our energy is going into making
written materials clear and in  training disadvantaged groups to
understand the stupid things we tell them.  The services word places
emphasis not on what we say, but on what we do to help people make
appropriate health decisions.  I would love to see a marketing study of
the service aspect of health literacy as well as the information aspect.
 
We should have done a better job of making this clear in the definition
itself.  For me today, after speaking to dozens of groups, health
literacy is the: 
 
"capacity of individuals, organizations and communities to obtain,
process, understand and share basic health information and services
needed to make appropriate health decisions. "
 
Discussion of photonovels is interesting, but the real pay-off is the
re-structuring of our health care system so people can protect
themselves from disease and it consequences. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
Hello... 
I will certainly think of my 'favorite' fact but I cannot resist
commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted.
A more appropriate way to say this is "people below level X have
difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published
studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors.
page 4
or
Health literacy is a shared function of cultural, social, and individual
factors. Both the causes and the remedies for limited health literacy
rest with our cultural and social framework, the health and education
system that serve it, and the interactions between these factors. page
32


in addition: 
The cost research is not firmly established nor uniformly accepted. It
is not possible, for example, to differentiate between costs due to
medical errors [errors made by professionals] and costs due to literacy
related errors [errors made by patients]. I am very disquieted by the
assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org

-------------- next part --------------
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From greene.sm at ghc.org  Thu Dec  4 13:07:25 2008
From: greene.sm at ghc.org (Greene, Sarah)
Date: Thu, 4 Dec 2008 10:07:25 -0800
Subject: [HealthLiteracy 2557] Re: Wednesday Question:
	Looking	for	CompellingHealth Literacy	Facts
In-Reply-To: <4936ACFC.960B.00AF.0@hsph.harvard.edu>
References: <49367DB90200002D00009758@dcgw.jsi.com>
	<4936ACFC.960B.00AF.0@hsph.harvard.edu>
Message-ID: <587F57B26FAA8246A81D10D251EB8AB40FE5F890@EXCH07.GHCMASTER.GHC.ORG>

I will also give more thought to whether there is a succinct factoid that could be distilled for your updated Fact Sheet.  One possible consideration is the dearth of research on orally-delivered health information, which is of concern since television (and radio and other spoken communication) is a major source of health information for many people.  I'm involved in a study that is developing a test of oral health literacy, though it's a few years from completion.  When we wrote the grant, it was clear that this territory has been under-explored. 

Regards,
Sarah Greene 

Sarah M. Greene, MPH 
Research Associate III 
Group Health Center for Health Studies 
greene.sm at ghc.org 
206.287.2989 

This message and any attached files might contain confidential information protected by federal and state law. The information is intended only for the use of the individual(s) or entities originally named as addressees. The improper disclosure of such information may be subject to civil or criminal penalties. If this message reached you in error, please contact the sender and destroy this message. Disclosing, copying, forwarding, or distributing the information by unauthorized individuals or entities is strictly prohibited by law.



-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rima Rudd
Sent: Wednesday, December 03, 2008 1:00 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2548] Re: Wednesday Question: Looking for CompellingHealth Literacy Facts

Hello...
I will certainly think of my 'favorite' fact but I cannot resist commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted. A more appropriate way to say this is "people below level X have difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an important insight] is the critical finding from over 800 published studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors. page 4
or
Health literacy is a shared function of cultural, social, and individual factors. Both the causes and the remedies for limited health literacy rest with our cultural and social framework, the health and education system that serve it, and the interactions between these factors. page 32


in addition:
The cost research is not firmly established nor uniformly accepted. It is not possible, for example, to differentiate between costs due to medical errors [errors made by professionals] and costs due to literacy related errors [errors made by patients]. I am very disquieted by the assumption that costs are due to patient error or to patient deficits.

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to greene.sm at ghc.org

From HudsonST at health.missouri.edu  Thu Dec  4 14:06:35 2008
From: HudsonST at health.missouri.edu (Hudson, Stanton)
Date: Thu, 4 Dec 2008 13:06:35 -0600
Subject: [HealthLiteracy 2558] Re:
	WednesdayQuestion:	Lookingfor	CompellingHealth Literacy	Facts
In-Reply-To: <1FD42CA1E25E9D4FB9FC95A0136AFE7804584A7C@EXV1.ad.ama-assn.org>
References: <49367DB90200002D00009758@dcgw.jsi.com><4936ACFC.960B.00AF.0@hsph.harvard.edu><49378144.F39A.0028.0@aed.org>
	<1FD42CA1E25E9D4FB9FC95A0136AFE7804584A7C@EXV1.ad.ama-assn.org>
Message-ID: <002C76CE90154E4EAD095153F371D71D07DA6B67@UM-XMAIL03.um.umsystem.edu>

I think Dr. Schwartzberg addressed a very important part of health
literacy, as empowerment is a key to success with both the public and
professionals.
Stan
 
Stan Hudson, M.A.
Project Director
Center for Health Policy
DC 375.10
CE540 Clinical Support & Education Building
University of Missouri
Columbia, Missouri  65212
phone: (573) 884-7549
fax: (573) 884-0474

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joanne
Schwartzberg
Sent: Thursday, December 04, 2008 11:57 AM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2556] Re:WednesdayQuestion: Lookingfor
CompellingHealth Literacy Facts


I would like to broaden the definition to include the concept of the
ability to act on the medical decisions made. It is not enough to
understand the information and make an appropriate decision; patients,
professionals and institutions need to be able to know how to actually
carry out that decision successfully. Part of the concept of literacy in
the 1991 definitions was to enable the person to function in society and
obtain their full potential. That concept did not get into the health
literacy definition (except for the early AMA "read, understand and act
on health care information"..) but it is crucial.
 
Joanne
 
Joanne G. Schwartzberg, MD
Director, Aging and Community Health
American Medical Association
515 N. State St.
Chicago, IL  60610
312-464-5355
fax: 312-464-5841
Joanne.Schwartzberg at ama-assn.org
 

________________________________

From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
Sent: Thursday, December 04, 2008 6:06 AM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
CompellingHealth Literacy Facts


Having been on the IOM committee with Rima I want to emphasis the
importance of this finding from the report.  Health literacy is not a
function of an individual in our minds - but of individuals,
organizations, and communities.  I wish many times now that we had found
a way to put that in the definition and not in an explanatory note. 
 
The definition as it stands, as all of you know is: 
 
Health literacy is the degree to which individuals have the capacity to
obtain,process, and understand health information and services needed to
make appropriate health decisions.
 
It is just as important to ask-  Do I work in a health literate
organization?    Is my community health literate?  Is my program health
literate?  Rima and I, at least the two of us perhaps others, have been
working on measurement tools to measure an organization/community's
health literacy. Despite the rhetoric we continue to rely on
measurements that focus only on the individual. 
 
In the definition we used the word "individuals"  and everyone
interprets that to be patients.  Again we failed to clarify that a
physician is an individual. Nurses, pharmacists, family members,
pharmaceutical executives are also "individuals" who require "the
capacity to obtain, process, and understand basic health
information....."  A physician who does not have the capacity to illicit
useful information from a patient, to understand what impact information
he gives a patient will have on that patient's compliance, is not health
literate.  This is equally true for those us working in prevention - we
too are individuals who require the capacity to obtain, process and
understand health information about our audiences if we are ever to have
a health literate America.  
 
There is a second aspect of the definition which is often overlooked.
It is the word "services".  Too much of our energy is going into making
written materials clear and in  training disadvantaged groups to
understand the stupid things we tell them.  The services word places
emphasis not on what we say, but on what we do to help people make
appropriate health decisions.  I would love to see a marketing study of
the service aspect of health literacy as well as the information aspect.
 
We should have done a better job of making this clear in the definition
itself.  For me today, after speaking to dozens of groups, health
literacy is the: 
 
"capacity of individuals, organizations and communities to obtain,
process, understand and share basic health information and services
needed to make appropriate health decisions. "
 
Discussion of photonovels is interesting, but the real pay-off is the
re-structuring of our health care system so people can protect
themselves from disease and it consequences. 
 
 
Wm. Smith
Executive Vice President
Academy for Educational Development
1825 Connecticut Ave., NW
Washington, D.C. 20009

Organize policy until self-interest
does what justice requires.
Phone: 202-884-8750
Fax: 202-884-8752
e-mail: bsmith at aed.org

>>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
Hello... 
I will certainly think of my 'favorite' fact but I cannot resist
commenting on the one just posted.

It is not correct to state that people cannot do any of the tasks noted.
A more appropriate way to say this is "people below level X have
difficulty completing this task with accuracy and consistency" .

What is missing from this insight [and it is valuable measure and an
important insight] is the critical finding from over 800 published
studies that health materials are generally poorly written and designed.

so... this does lead to my favorite assertion taken from the IOM report:

Health literacy is a shared function of social and individual factors.
page 4
or
Health literacy is a shared function of cultural, social, and individual
factors. Both the causes and the remedies for limited health literacy
rest with our cultural and social framework, the health and education
system that serve it, and the interactions between these factors. page
32


in addition: 
The cost research is not firmly established nor uniformly accepted. It
is not possible, for example, to differentiate between costs due to
medical errors [errors made by professionals] and costs due to literacy
related errors [errors made by patients]. I am very disquieted by the
assumption that costs are due to patient error or to patient deficits. 

Rima

Rima E. Rudd, ScD, MSPH
Department of Society, Human Development & Health
Harvard School of Public Health
677 Huntington Avenue
Boston MA 02115
Phone: 617 432 1135
fax:     617 432 3123
web:    www.hsph.harvard.edu/healthliteracy
www.hsph.harvard.edu/sisterstogether
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to bsmith at aed.org

-------------- next part --------------
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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20081204/f2a58162/attachment.html 

From tscott at willread.org  Thu Dec  4 15:00:27 2008
From: tscott at willread.org (tscott)
Date: Thu, 4 Dec 2008 14:00:27 -0600
Subject: [HealthLiteracy 2559] Re: Spanish websites w/drug information
Message-ID: <20081204195947.M18883@willread.org>


Try these: http://www.nlm.nih.gov/medlineplus/spanish/druginformation.html
http://www.aarpsegundajuventud.org/spanish/drugs/oldindex.htm
http://www.fda.gov/oc/Spanish/#drugs
http://www.fda.gov/opacom/lowlit/medicina.html
http://nccam.nih.gov/espanol/medicinacam/
The Farmacos section: http://www.msd.es/publicaciones/mmerck_hogar/index.html
http://www.nchealthinfo.org/es/health_topics/medications/DrugsPharmaceuticals.cfm
http://www.tuotromedico.com/indice3.htm
http://www.medicinainformacion.com/
http://www.salud.com/medicamentos.asp

--
Toi Scott
Health Literacy Specialist
Literacy Coalition of Central Texas
"Literacy and Justice for All"


From jill_raufman at hotmail.com  Thu Dec  4 16:06:21 2008
From: jill_raufman at hotmail.com (Jill Raufman)
Date: Thu, 04 Dec 2008 16:06:21 -0500
Subject: [HealthLiteracy 2560] Re: WednesdayQuestion: Lookingfor
 CompellingHealth Literacy Facts
In-Reply-To: <002C76CE90154E4EAD095153F371D71D07DA6B67@UM-XMAIL03.um.umsystem.edu>
Message-ID: <COL0-F81F95A712D8399B0FD220F1020@phx.gbl>

I'd like to mention that health literacy as defined by the NYC Mayor's 
Office (one of my favorite definitions) is as follows:

Health literacy is the ability of individuals to read, understand, and act 
upon health-related information.  Health literacy also refers to the 
capacity of professionals and institutions to communicate effectively so 
that community members can make informed decisions and take appropriate 
actions to protect and promote their health.



>From: "Hudson, Stanton" <HudsonST at health.missouri.edu>
>Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>Subject: [HealthLiteracy 2558] 
>Re:WednesdayQuestion:	Lookingfor	CompellingHealth Literacy	Facts
>Date: Thu, 4 Dec 2008 13:06:35 -0600
>
>I think Dr. Schwartzberg addressed a very important part of health
>literacy, as empowerment is a key to success with both the public and
>professionals.
>Stan
>
>Stan Hudson, M.A.
>Project Director
>Center for Health Policy
>DC 375.10
>CE540 Clinical Support & Education Building
>University of Missouri
>Columbia, Missouri  65212
>phone: (573) 884-7549
>fax: (573) 884-0474
>
>________________________________
>
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joanne
>Schwartzberg
>Sent: Thursday, December 04, 2008 11:57 AM
>To: The Health and Literacy Discussion List
>Subject: [HealthLiteracy 2556] Re:WednesdayQuestion: Lookingfor
>CompellingHealth Literacy Facts
>
>
>I would like to broaden the definition to include the concept of the
>ability to act on the medical decisions made. It is not enough to
>understand the information and make an appropriate decision; patients,
>professionals and institutions need to be able to know how to actually
>carry out that decision successfully. Part of the concept of literacy in
>the 1991 definitions was to enable the person to function in society and
>obtain their full potential. That concept did not get into the health
>literacy definition (except for the early AMA "read, understand and act
>on health care information"..) but it is crucial.
>
>Joanne
>
>Joanne G. Schwartzberg, MD
>Director, Aging and Community Health
>American Medical Association
>515 N. State St.
>Chicago, IL  60610
>312-464-5355
>fax: 312-464-5841
>Joanne.Schwartzberg at ama-assn.org
>
>
>________________________________
>
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
>Sent: Thursday, December 04, 2008 6:06 AM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
>CompellingHealth Literacy Facts
>
>
>Having been on the IOM committee with Rima I want to emphasis the
>importance of this finding from the report.  Health literacy is not a
>function of an individual in our minds - but of individuals,
>organizations, and communities.  I wish many times now that we had found
>a way to put that in the definition and not in an explanatory note.
>
>The definition as it stands, as all of you know is:
>
>Health literacy is the degree to which individuals have the capacity to
>obtain,process, and understand health information and services needed to
>make appropriate health decisions.
>
>It is just as important to ask-  Do I work in a health literate
>organization?    Is my community health literate?  Is my program health
>literate?  Rima and I, at least the two of us perhaps others, have been
>working on measurement tools to measure an organization/community's
>health literacy. Despite the rhetoric we continue to rely on
>measurements that focus only on the individual.
>
>In the definition we used the word "individuals"  and everyone
>interprets that to be patients.  Again we failed to clarify that a
>physician is an individual. Nurses, pharmacists, family members,
>pharmaceutical executives are also "individuals" who require "the
>capacity to obtain, process, and understand basic health
>information....."  A physician who does not have the capacity to illicit
>useful information from a patient, to understand what impact information
>he gives a patient will have on that patient's compliance, is not health
>literate.  This is equally true for those us working in prevention - we
>too are individuals who require the capacity to obtain, process and
>understand health information about our audiences if we are ever to have
>a health literate America.
>
>There is a second aspect of the definition which is often overlooked.
>It is the word "services".  Too much of our energy is going into making
>written materials clear and in  training disadvantaged groups to
>understand the stupid things we tell them.  The services word places
>emphasis not on what we say, but on what we do to help people make
>appropriate health decisions.  I would love to see a marketing study of
>the service aspect of health literacy as well as the information aspect.
>
>We should have done a better job of making this clear in the definition
>itself.  For me today, after speaking to dozens of groups, health
>literacy is the:
>
>"capacity of individuals, organizations and communities to obtain,
>process, understand and share basic health information and services
>needed to make appropriate health decisions. "
>
>Discussion of photonovels is interesting, but the real pay-off is the
>re-structuring of our health care system so people can protect
>themselves from disease and it consequences.
>
>
>Wm. Smith
>Executive Vice President
>Academy for Educational Development
>1825 Connecticut Ave., NW
>Washington, D.C. 20009
>
>Organize policy until self-interest
>does what justice requires.
>Phone: 202-884-8750
>Fax: 202-884-8752
>e-mail: bsmith at aed.org
>
> >>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
>Hello...
>I will certainly think of my 'favorite' fact but I cannot resist
>commenting on the one just posted.
>
>It is not correct to state that people cannot do any of the tasks noted.
>A more appropriate way to say this is "people below level X have
>difficulty completing this task with accuracy and consistency" .
>
>What is missing from this insight [and it is valuable measure and an
>important insight] is the critical finding from over 800 published
>studies that health materials are generally poorly written and designed.
>
>so... this does lead to my favorite assertion taken from the IOM report:
>
>Health literacy is a shared function of social and individual factors.
>page 4
>or
>Health literacy is a shared function of cultural, social, and individual
>factors. Both the causes and the remedies for limited health literacy
>rest with our cultural and social framework, the health and education
>system that serve it, and the interactions between these factors. page
>32
>
>
>in addition:
>The cost research is not firmly established nor uniformly accepted. It
>is not possible, for example, to differentiate between costs due to
>medical errors [errors made by professionals] and costs due to literacy
>related errors [errors made by patients]. I am very disquieted by the
>assumption that costs are due to patient error or to patient deficits.
>
>Rima
>
>Rima E. Rudd, ScD, MSPH
>Department of Society, Human Development & Health
>Harvard School of Public Health
>677 Huntington Avenue
>Boston MA 02115
>Phone: 617 432 1135
>fax:     617 432 3123
>web:    www.hsph.harvard.edu/healthliteracy
>www.hsph.harvard.edu/sisterstogether
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to bsmith at aed.org
>


>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to jill_raufman at hotmail.com



From cmatis at optonline.net  Thu Dec  4 21:06:28 2008
From: cmatis at optonline.net (Chris Matis)
Date: Thu, 04 Dec 2008 21:06:28 -0500
Subject: [HealthLiteracy 2561] Re: WednesdayQuestion:	Lookingfor
 CompellingHealth Literacy	Facts
In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD302DC5CE1@AFMCFS6.NT_AFMC.local>
References: <6EE40CD48836434BBF299E57FBBB2AD302DC5CE1@AFMCFS6.NT_AFMC.local>
Message-ID: <9C79242D-0FF0-4950-AF64-9FE5970F4BF2@optonline.net>

To all:

I agree health literacy is about communication but I also believe  
interpretation (the processing of information) is  necessary.  One  
cannot understand the information if one cannot communicate it or  
process what is being said. The biggest issue regarding health and  
social systems is that individuals and organizations believe they are  
communicating when actually they are not. The problem is the  
assumption of information being presented will be interpreted a  
particular way to one group or individual while to another group or  
individual it may be interpreted differently. One has to remember the  
visual, verbal and kinetic learner in the way one communicates  
information.  Also, cultural beliefs and values often dictates how  
one interprets.  In more homogeneous societies it is easier to  
communicate information while in  heterogeneous societies it becomes  
more complicated.   This is why one has to look at the population  
groups one is serving and gear health literacy to that group or  
individual.

I do agree with Janet, that we have totally gone over the top with  
health care forms in order to protect ourselves.  Do you think a  
individual can process or understand information if we give them more  
forms, ask more of the same questions, show them more pictures?   At  
what point do individuals become saturated and are on  overload by  
this,  resulting in individuals stopping to listen and a negative  
outcome?  Sometimes less is more.

Navigating the health care system is extremely difficult.  Technology  
was suppose to make it easier but I disagree.  Look at yourself when  
you have a problem and have to make a telephone call.  First you have  
to listen to the long winded message, wait to see what number  to  
press, gosh  missed the correct number start all over again, finally  
push 2, then get another message, finally get someone on the  
telephone and get disconnected.   I think we all feel this.  In  
health care systems we have become overly sophisticated in the way we  
communicate ideas, thoughts etc., that sometimes the message is missed.

I remember when Powerpoint came out.  I did my lectures on  
Powerpoint.  Had a few pictures, lots of words etc.  I thought I was  
being so progressive while I was boring my students to tears.  How  
many individuals have taken continuing education, seminar courses and  
this has happened?

So when one thinks of making the health care system better it is  
important to remember simplicity is better and involve all in the  
process of change.


Christine Matis, RDH, MPA
Farmingdale State University of New York



On Dec 4, 2008, at 11:00 AM, Janet Sorensen wrote:

> I'd like to forward this, as well as Ms. Rudd's last comment, to  
> our clinical quality improvement staff here at AFMC.
>
> I've said this before, and may have irritated some folks, but I'm  
> saying it again.
>
> Our health care system has a lot going for it, and a lot of room  
> for improvement. It needs to be more user-friendly. Fewer forms to  
> fill out, more plain language on paper and in person, better  
> communication internally and between providers and health care  
> settings. Maybe some of these things don't fall under "health  
> literacy." I'm still trying to wrap my little brain around the full  
> definition. But it is all communication.
>
> We need to listen to the people who have to use our health care  
> system. They often know better than professionals what needs to be  
> changed. But for so long, the focus of health care communication  
> has been professionals teaching patients. Instead of just teaching  
> patients how to "navigate the system," we also need to learn from  
> patients and the public, and change the system. It isn't going to  
> change on its own. It will take pressure from many different  
> directions.
>
> Janet Sorensen, Writer
> Arkansas Foundation for Medical Care
>
> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy- 
> bounces at nifl.gov] On Behalf Of William Smith
> Sent: Thursday, December 04, 2008 6:06 AM
> To: healthliteracy at nifl.gov
> Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor  
> CompellingHealth Literacy Facts
>
> Having been on the IOM committee with Rima I want to emphasis the  
> importance of this finding from the report.  Health literacy is not  
> a function of an individual in our minds - but of individuals,  
> organizations, and communities.  I wish many times now that we had  
> found a way to put that in the definition and not in an explanatory  
> note.
>
> The definition as it stands, as all of you know is:
>
> Health literacy is the degree to which individuals have the  
> capacity to obtain,process, and understand health information and  
> services needed to make appropriate health decisions.
>
> It is just as important to ask-  Do I work in a health literate  
> organization?    Is my community health literate?  Is my program  
> health literate?  Rima and I, at least the two of us perhaps  
> others, have been working on measurement tools to measure an  
> organization/community's health literacy. Despite the rhetoric we  
> continue to rely on measurements that focus only on the individual.
>
> In the definition we used the word "individuals"  and everyone  
> interprets that to be patients.  Again we failed to clarify that a  
> physician is an individual. Nurses, pharmacists, family members,  
> pharmaceutical executives are also "individuals" who require "the  
> capacity to obtain, process, and understand basic health  
> information....."  A physician who does not have the capacity to  
> illicit useful information from a patient, to understand what  
> impact information he gives a patient will have on that patient's  
> compliance, is not health literate.  This is equally true for those  
> us working in prevention - we too are individuals who require the  
> capacity to obtain, process and understand health information about  
> our audiences if we are ever to have a health literate America.
>
> There is a second aspect of the definition which is often  
> overlooked.  It is the word "services".  Too much of our energy is  
> going into making written materials clear and in  training  
> disadvantaged groups to understand the stupid things we tell them.   
> The services word places emphasis not on what we say, but on what  
> we do to help people make appropriate health decisions.  I would  
> love to see a marketing study of the service aspect of health  
> literacy as well as the information aspect.
>
> We should have done a better job of making this clear in the  
> definition itself.  For me today, after speaking to dozens of  
> groups, health literacy is the:
>
> "capacity of individuals, organizations and communities to obtain,  
> process, understand and share basic health information and services  
> needed to make appropriate health decisions. "
>
> Discussion of photonovels is interesting, but the real pay-off is  
> the re-structuring of our health care system so people can protect  
> themselves from disease and it consequences.
>
>
> Wm. Smith
> Executive Vice President
> Academy for Educational Development
> 1825 Connecticut Ave., NW
> Washington, D.C. 20009
>
> Organize policy until self-interest
> does what justice requires.
> Phone: 202-884-8750
> Fax: 202-884-8752
> e-mail: bsmith at aed.org
>
> >>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
> Hello...
> I will certainly think of my 'favorite' fact but I cannot resist  
> commenting on the one just posted.
>
> It is not correct to state that people cannot do any of the tasks  
> noted. A more appropriate way to say this is "people below level X  
> have difficulty completing this task with accuracy and consistency" .
>
> What is missing from this insight [and it is valuable measure and  
> an important insight] is the critical finding from over 800  
> published studies that health materials are generally poorly  
> written and designed.
>
> so... this does lead to my favorite assertion taken from the IOM  
> report:
>
> Health literacy is a shared function of social and individual  
> factors. page 4
> or
> Health literacy is a shared function of cultural, social, and  
> individual factors. Both the causes and the remedies for limited  
> health literacy rest with our cultural and social framework, the  
> health and education system that serve it, and the interactions  
> between these factors. page 32
>
>
> in addition:
> The cost research is not firmly established nor uniformly accepted.  
> It is not possible, for example, to differentiate between costs due  
> to medical errors [errors made by professionals] and costs due to  
> literacy related errors [errors made by patients]. I am very  
> disquieted by the assumption that costs are due to patient error or  
> to patient deficits.
>
> Rima
>
> Rima E. Rudd, ScD, MSPH
> Department of Society, Human Development & Health
> Harvard School of Public Health
> 677 Huntington Avenue
> Boston MA 02115
> Phone: 617 432 1135
> fax:     617 432 3123
> web:    www.hsph.harvard.edu/healthliteracy
> www.hsph.harvard.edu/sisterstogether
> ----------------------------------------------------
> National Institute for Literacy
> Health and Literacy mailing list
> HealthLiteracy at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/healthliteracy
> Email delivered to bsmith at aed.org
> ********************************************************************** 
> *****
> CONFIDENTIALITY NOTICE: The information in this E-mail is
> confidential and may be privileged. This E-mail is intended solely
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> Email delivered to cmatis at optonline.net

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From julie_mcKinney at worlded.org  Fri Dec  5 09:42:06 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 05 Dec 2008 09:42:06 -0500
Subject: [HealthLiteracy 2562]  Back to the definition...
Message-ID: <4938F76E0200002D00009855@dcgw.jsi.com>

Hi Everyone,

First of all, let me say that you all are one neat community! Look at
what's going on here in the space of two days: the definition of HL,
emotional implications of treatment refusal, compelling research-based
facts to support our work, how to write effectively for "the masses",
plain language Spanish drug information... I feel very lucky to be part
of this!

Now to my point. The recent posts from Rima, Andrew and Bill all had
good points that I agree with and lead me to more questions about the
definition of health literacy (HL). Rima and Andrew talked about how
"disquieting" it is that we blame the patients. We all agree with this.
And when we talk about costs associated with health literacy, I agree
with Rima that we cannot differentiate between costs due to medical
errors and costs due to literacy-related issues. But as Andrew points
out, these are all health literacy issues. (...in my mind, anyway.)

When I use the term "health literacy" these days, I use it in the way
Andrew described: it refers not only to the patients' HL skills, but
also to the providers' and health systems' HL skills. The accountability
to improve HL should absolutely rest on the shoulders of providers and
health systems at least as much (if not more) than on the shoulders of
the patients. 

Bill's expanded definition of HL includes services and communities, and
the word "share" in addition to "obtain, process, understand..." I like
the way this includes health providers as having some responsibility in
the HL burden.

This is a shift in the definition. So far, it has mostly referred to
skills that patients have or don't have ("obtain, undertand, process
information..."). Even though providers need to do these things as well,
the definition was rarely interpreted this way, so it appeared to refer
only to patients' skills. Now we are talking more about a definition
that includes the providers' and systems' skills to "share" and
"communicate" in ways that allow patients to do their part more
effectively. Now many of us want to be able to refer to, evaluate and
improve the HL of providers, systems and communities as well as the HL
of patients.

What do you all think about this shift? 
Should the definition of HL refer to health professionals as well as
patients? 
     (i.e. Should we be able to use the term "The health literacy of the
provider/clinic/hospital/ect."?) 
Does the word "literacy" in the definition confuse this new expanded
meaning, or are we far enough along that we can all get our minds around
it?
When referring to providers, how does HL differ from "communication"?
Should the definition focus on an effective "interaction" rather than
skills of various participants?

Ok, I'll stop now.

Thanks for bearing with my long message... :^)

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From rmcknight at vcu.edu  Fri Dec  5 10:54:35 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Fri, 5 Dec 2008 10:54:35 -0500
Subject: [HealthLiteracy 2563] Re: Back to the definition...
In-Reply-To: <4938F76E0200002D00009855@dcgw.jsi.com>
Message-ID: <OF5D5078FE.C2B5B9B7-ON85257516.00533E67-85257516.005764BA@vcu.edu>

The 2006 report from Rima Rudd & Jennie Anderson, The Health Literacy 
Environment of Hospitals and Health Centers, Partners For Action 
http://www.ncsall.net/?id=1167 notes that: 
although the HHS and IOM reports defined HL as  "The degree to which 
individuals have the capacity to obtain, process and understand basic 
health information and services needed to make appropriate 
healthdecisions,"  both reports "propose an expanded understanding of the 
term so that both the skills of individuals and the demands of health 
systems are considered." (p. 1) In this report, Rudd & Anderson offer 
pragmatic suggestions, examples, needs assessment tools, and activities to 
make the healthcare environment more user friendly to foster health 
literacy. The report is devoted to conveying the concept of shared 
responsibility.

Now ... to get to your questions Julie :)
Should the definition of HL refer to health professionals as well as 
patients? YES
Should we be able to use the term "The health literacy of the 
provider/clinic/hospital/ect."? YES
Does the word "literacy" in the definition confuse this new expanded 
meaning, or are we far enough along that we can all get our minds around 
it? HL is a shared responsibility.
When referring to providers, how does HL differ from "communication"? YES: 
HL is purposeful communication.
Should the definition focus on an effective "interaction" rather than 
skills of various participants? YES

While the work of Rudd & Anderson provide a valuable guide for 
implementing these changes, the provision of a more inclusive definition 
from the IOM/HHS will draw greater attention to the importance of these 
changes.

Best to all, 
Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine, Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 Email: rmcknight at vcu.edu

"As we express our gratitude, we must never forget that the highest 
appreciation is not to utter words, but to live by them."  John Fitzgerald 
Kennedy




"Julie McKinney" <julie_mcKinney at worlded.org> 
Sent by: healthliteracy-bounces at nifl.gov
12/05/2008 09:52 AM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2562]  Back to the definition...






Hi Everyone,

First of all, let me say that you all are one neat community! Look at
what's going on here in the space of two days: the definition of HL,
emotional implications of treatment refusal, compelling research-based
facts to support our work, how to write effectively for "the masses",
plain language Spanish drug information... I feel very lucky to be part
of this!

Now to my point. The recent posts from Rima, Andrew and Bill all had
good points that I agree with and lead me to more questions about the
definition of health literacy (HL). Rima and Andrew talked about how
"disquieting" it is that we blame the patients. We all agree with this.
And when we talk about costs associated with health literacy, I agree
with Rima that we cannot differentiate between costs due to medical
errors and costs due to literacy-related issues. But as Andrew points
out, these are all health literacy issues. (...in my mind, anyway.)

When I use the term "health literacy" these days, I use it in the way
Andrew described: it refers not only to the patients' HL skills, but
also to the providers' and health systems' HL skills. The accountability
to improve HL should absolutely rest on the shoulders of providers and
health systems at least as much (if not more) than on the shoulders of
the patients. 

Bill's expanded definition of HL includes services and communities, and
the word "share" in addition to "obtain, process, understand..." I like
the way this includes health providers as having some responsibility in
the HL burden.

This is a shift in the definition. So far, it has mostly referred to
skills that patients have or don't have ("obtain, undertand, process
information..."). Even though providers need to do these things as well,
the definition was rarely interpreted this way, so it appeared to refer
only to patients' skills. Now we are talking more about a definition
that includes the providers' and systems' skills to "share" and
"communicate" in ways that allow patients to do their part more
effectively. Now many of us want to be able to refer to, evaluate and
improve the HL of providers, systems and communities as well as the HL
of patients.

What do you all think about this shift? 
Should the definition of HL refer to health professionals as well as
patients? 
     (i.e. Should we be able to use the term "The health literacy of the
provider/clinic/hospital/ect."?) 
Does the word "literacy" in the definition confuse this new expanded
meaning, or are we far enough along that we can all get our minds around
it?
When referring to providers, how does HL differ from "communication"?
Should the definition focus on an effective "interaction" rather than
skills of various participants?

Ok, I'll stop now.

Thanks for bearing with my long message... :^)

Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu

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From zarcac01 at imail.mssm.edu  Fri Dec  5 11:19:25 2008
From: zarcac01 at imail.mssm.edu (christina)
Date: Fri, 5 Dec 2008 11:19:25 -0500
Subject: [HealthLiteracy 2564] Re: Back to the definition...
In-Reply-To: <4938F76E0200002D00009855@dcgw.jsi.com>
References: <4938F76E0200002D00009855@dcgw.jsi.com>
Message-ID: <a0624080dc55f04119a79@[192.168.1.100]>

Julie, Andrew,
To the discussion of provider/institution inadequate health literacy:

Many physicians and nurses and even hospital administrators readily 
admit they have a kind of "low health literacy."   And here's  one 
way I hear this:

Over the last two years I've been working with a team of talented 
people at the NYC Dept. of Health and Mental Hygiene to infuse health 
literacy principles into their Medical Detailing Kits.  The Public 
Health Detailing Program works with primary health care providers to 
improve patient care around key public health challenges. The 
Detailing Kits contain clinical tools, resources for providers and 
patient education materials to promote evidence-based best practices.
http://www.nyc.gov/html/doh/html/csi/csi-obesity.shtml

One of the goals of the kits is to advance the health literacy of 
providers and patients.

As part of each kits development my team conducts broad ethnographic 
health literacy investigations - interviews countless providers and 
experts, as well as talking to consumers/patients about the topic at 
hand.
The most recent kits - Adult Obesity - Intimate Partner Violence - 
demonstrated aspects of inadequate provider health literacy 
-something they readily discuss:

Here are some examples:

    Providers report that they don't have effective verbal skills to 
communicate importance of weight loss to their obese patients - "I've 
simply run out of words."    (Fundamental/Verbal Literacy)

    They often don't know how to translate complex science into 
relevant action that they can take to educate their.  "All I can do 
at this point is treat her diabetes, and I'm not doing that very 
well." (Science literacy)

    They lack confidence in their ability as physicians to be 
effective in talking to their patients about nutrition - " I wasn't 
trained in this.   I don't know much about it."(Cultural Literacy)

    They know how to work with numbers but they are stymied by some of 
the epi data relative to on-the-ground realities of what they see 
with their patients. (Numeracy/Fundamental Literacy)

      They have a hard time judging some of the contradictory 
scientific evidence  - "I'm not convinced that collecting BMI on the 
kids is going to do much.  Is anyone?"  (Science Literacy)

      They haven't found ways to compensate ( and they don't' think 
they will) for an inadequate health care system.  "Educating the 
patient and really making a difference takes more time than my 
practice would ever have. (Civic Literacy)

So, just what part of this isn't low health literacy?

Chris


-- 
Christina Zarcadoolas, PhD.
Assistant Professor
Health and Environmental Literacy Initiative
Dept. of Community and Preventive Medicine
Mount Sinai School of Medicine
One Gustave L. Levy Place
Box 1057
New York, NY 10029
212-824-7061

Visit my blog     www.zarcbark.blogspot.com
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From julie_mcKinney at worlded.org  Tue Dec  9 13:28:06 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Tue, 09 Dec 2008 13:28:06 -0500
Subject: [HealthLiteracy 2565] Plain Language Thesaurus - Simplified Medical
	Terms
Message-ID: <493E72660200002D00009948@dcgw.jsi.com>

Hi Everyone,

Recently someone asked about lists of medical terminology and the plain
language alternatives. We all shared a bunch of resources, but I did not
see this one that I just found. Check it out:

The Plain Language Thesaurus fo Health Communication
http://www.nphic.org/files/editor/file/thesaurus_1007.pdf 

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From julie_mcKinney at worlded.org  Wed Dec 10 12:09:27 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 10 Dec 2008 12:09:27 -0500
Subject: [HealthLiteracy 2566] Wisconsin Literacy's Health Literacy Summit:
	March 31 & April	1 2009
Message-ID: <493FB1770200002D000099C7@dcgw.jsi.com>

Hi Everyone,

I'm passing on information about an upcoming health literacy summit
organized by Wisconsin Literacy. They have done some great collaborative
work over the past few years, and this summit should be another good
one!

Check out their website, where you can read about what they've done, and
see the webcast from their last health literacy summit:

http://www.wisconsinliteracy.org/

Also, read an article that describes their health literacy partnership
in the latest issue of Focus on Basics:

PDF of Focus on Basics:
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf

Partnerships in North Carolina, wisconsin and New York
page 26

See below for the summit information.

Best,
Julie
***********************
 
Wisconsin Literacy, Inc. announced the dates of its 2009 Health Literacy
Summit, sponsored by Verizon and Anthem Blue Cross and Blue Shield, to
be held in Madison on March 31 and April 1 in Exhibition Hall at the
Alliant Energy Center. The keynote speaker for the event will be Andrew
Pleasant, co-author of the book Advancing Health Literacy: A Framework
for Understanding and Action.  Other plenary speakers include Dr. Marin
Allen of the National Institute for Health, who will speak on the
National Agenda for Health Literacy from the Center for Disease
Control?s Health Literacy Workgroup. Executive staff from the
Missouri Foundation for Health, including Arthur Culbert, Senior
Advisor, will speak about their plans to open the doors of Health
Literacy Missouri and collaborative health literacy efforts with other
Midwestern states.

The summit will also include workshops and presentations on:

?                         The Joint Commission?s New Health Literacy
Standards

?                         Health Literacy Initiatives from Wisconsin and
Other States

?                         Refugee Health Literacy

?                         Health Literacy Curricula

?                         Health Literacy Interventions in Health Care
Settings

Registration information to follow.

Wisconsin Literacy works to raise awareness of the impact of low
literacy on the state?s economy and the benefits to businesses, families
and communities of adult literacy services. The non-profit organization
also provides support and training to 58 adult and family literacy
programs statewide.

Michele Erikson
Executive Director
Wisconsin Literacy, Inc.
211 South Paterson Street
Suite 310
Madison, WI  53703
608-257-1655
608-661-0208 (Fax)
michele at wisconsinliteracy.org
www.wisconsinliteracy.org 

 




Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sienchec at mail.nih.gov  Wed Dec 10 14:35:26 2008
From: sienchec at mail.nih.gov (Sienche, Carol (NIH/NCI) [E])
Date: Wed, 10 Dec 2008 14:35:26 -0500
Subject: [HealthLiteracy 2567]  NEW NCI Chemotherapy Educational Resources
Message-ID: <97C395C4B86EDD46A43EEC8F33FE843906B74BFF@nihcesmlbx10.nih.gov>

Here are some NEW educational tools for limited literacy patients and
the providers who serve them that we thought would be valuable to share
with this group.

 

 

New NCI Educational Resources Help Patients 

Understand Chemotherapy and Manage Side Effects

 

NCI is excited to announce a new series of educational resources
designed to help patients understand chemotherapy and manage its side
effects.  Written for patients and health care providers, this series
includes: 

 

*        Understanding Chemotherapy
<http://www.cancer.gov/cancertopics/chemo-side-effects/understandingchem
o.pdf> 

http://www.cancer.gov/cancertopics/chemo-side-effects/understandingchemo

 

*        Chemotherapy Side Effects Fact Sheets
<http://www.cancer.gov/cancertopics/chemo-side-effects>  (18) 

http://www.cancer.gov/cancertopics/chemo-side-effects

 

*        Helping Providers Help Their Patients
<http://www.cancer.gov/cancertopics/chemo-side-effects/using.pdf> 

http://www.cancer.gov/cancertopics/chemo-side-effects/using

 

The easy-to-read fact sheets are research-based and have been
pilot-tested in cancer centers across the U.S.  They provide clear steps
to help patients prevent or manage side effects, understand what
chemotherapy is, and how it is given.  Check out the booklet for
providers to see tips on how to use these fact sheets to increase
patient comprehension and adherence.  

 

The attached flyer has more information for you, and for you to share
with interested colleagues.

 

For FREE Copies of These Resources: 

Call NCI's Cancer Information Service at 1-800-422-6237 (1-800-4-CANCER)

or

Order from NCI's Publications Locator
<https://cissecure.nci.nih.gov/ncipubs> 

 

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From pleasant at AESOP.Rutgers.edu  Wed Dec 10 14:40:59 2008
From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant)
Date: Wed, 10 Dec 2008 14:40:59 -0500
Subject: [HealthLiteracy 2568] Re: Online Library of Photo novels?
In-Reply-To: <134820B8-58E7-4107-81CE-2C21CCB15770@theworld.com>
References: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>
	<134820B8-58E7-4107-81CE-2C21CCB15770@theworld.com>
Message-ID: <p06230906c555dfac9978@[10.0.1.200]>

Hi - albeit a bit delayed ...

David Rosen some time ago asked a simple and very useful question (as 
always) which is below. In reply, I don't think there is currently an 
online collection of fotonovellas  - and no one seemed to respond to 
the question - so maybe there is not .. yet.

As I happen to have server space that is currently under-utilized, I 
am happy to post whatever fotonovellas (and related forms) that folks 
send me. This would be posted much like the current health literacy 
curricula collection at 
www.advancinghealthliteracy.com/curricula.html.  (anyone can always 
add to that just by sending me the info)

Along these lines, I also receive questions about tools for 
evaluation of health literacy projects - so this is a third area that 
I think may be useful to collect examples of and post online.  So, I 
am also willing to do the same for any evaluation tools that people 
are willing to share.

As (or IF ..) I receive them, it is likely that a 'best' or 'most 
manageable' way to post this will emerge .. so it may take a bit of 
time to sort it out especially if there is a deluge .. but then again 
it is free. :)

Best,

Andrew Pleasant



>Health Literacy Colleagues,
>
>Perhaps this has already been asked and answered, and if so, someone 
>just point me to the message. If not, however: is there a web site 
>that lists and categorizes photo novels suitable for adults, so that 
>a teacher or health educator who wants to integrate them into her/his 
>work with adult learners can easily find and order them?  I have no 
>idea how many or what kinds there may be, or if there are too few to 
>even bother.
>
>If this does not exist, and is needed, would someone be interested in 
>making such a web site?
>
>David J. Rosen
>DJRosen at theworld.com
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pleasant at aesop.rutgers.edu


-- 

Save the Date for the First New Jersey Health Literacy Summit on 
April 3, 2009.  See: 
http://www.advancinghealthliteracy.org/NJhealthliteracysummit2009.pdf
----------

From julie_mcKinney at worlded.org  Wed Dec 10 15:08:55 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 10 Dec 2008 15:08:55 -0500
Subject: [HealthLiteracy 2569]  Photonovela site
Message-ID: <493FDB870200002D00009A1B@dcgw.jsi.com>

Andrew, Thanks for answering David's question! Laura Nimmons had just
mentioned the following site during our discussion, that I had meant to
point out to David:

http://www.photonovela.com/

This is one where anyone can add their own. 

Laura, is this known and used in the Photonovela community? Would it
help or be redundant to have Andrew start another?

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From sauger at mindspring.com  Wed Dec 10 15:29:00 2008
From: sauger at mindspring.com (Susan Auger)
Date: Wed, 10 Dec 2008 15:29:00 -0500
Subject: [HealthLiteracy 2570] Re: Photonovela site
In-Reply-To: <493FDB870200002D00009A1B@dcgw.jsi.com>
References: <493FDB870200002D00009A1B@dcgw.jsi.com>
Message-ID: <055F1F41D95C4A218903D338D018C788@ACIncPC>

Hi Julie, Laura & Andrew-
I was going to provide a link to Laura's site for photonovelas, along with a
few other sources, on our website. For right now, since anyone can add their
own it might be best to direct foks there. Laura- you've got a great site
name :)

Andew- I really appreciate your idea and willingness to create a central
place for examples of tools and strategies for evaluating health literacy
projects. I think that would be great for researchers and practitioners.

Susan

-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Wednesday, December 10, 2008 3:09 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2569] Photonovela site

Andrew, Thanks for answering David's question! Laura Nimmons had just
mentioned the following site during our discussion, that I had meant to
point out to David:

http://www.photonovela.com/

This is one where anyone can add their own. 

Laura, is this known and used in the Photonovela community? Would it help or
be redundant to have Andrew start another?

Thanks,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to sauger at mindspring.com



From sienchec at mail.nih.gov  Thu Dec 11 08:33:03 2008
From: sienchec at mail.nih.gov (Sienche, Carol (NIH/NCI) [E])
Date: Thu, 11 Dec 2008 08:33:03 -0500
Subject: [HealthLiteracy 2571] Re: HealthLiteracy Digest, Vol 39, Issue 10
In-Reply-To: <mailman.3259.1228939343.14671.healthliteracy@nifl.gov>
References: <mailman.3259.1228939343.14671.healthliteracy@nifl.gov>
Message-ID: <97C395C4B86EDD46A43EEC8F33FE843906B74C0B@nihcesmlbx10.nih.gov>

Good morning.  The links don't all work on the forwarded document that
was posted on this site, like they did in the original.  Also, the
attachment (which is the most important part) doesn't show up.  Is there
a way to help?  Please let me know.  Thanks.

Carol

-----Original Message-----
From: healthliteracy-request at nifl.gov
[mailto:healthliteracy-request at nifl.gov] 
Sent: Wednesday, December 10, 2008 3:02 PM
To: healthliteracy at nifl.gov
Subject: HealthLiteracy Digest, Vol 39, Issue 10

When replying, please edit your Subject line so it is more specific
than "Re: Contents of HealthLiteracy digest..."




Today's Topics:

   1. [HealthLiteracy 2566] Wisconsin Literacy's Health Literacy
      Summit:	March 31 & April	1 2009 (Julie McKinney)
   2. [HealthLiteracy 2567]  NEW NCI Chemotherapy Educational
      Resources (Sienche, Carol (NIH/NCI) [E])


----------------------------------------------------------------------

Message: 1
Date: Wed, 10 Dec 2008 12:09:27 -0500
From: "Julie McKinney" <julie_mcKinney at worlded.org>
Subject: [HealthLiteracy 2566] Wisconsin Literacy's Health Literacy
	Summit:	March 31 & April	1 2009
To: <healthliteracy at nifl.gov>
Message-ID: <493FB1770200002D000099C7 at dcgw.jsi.com>
Content-Type: text/plain; charset=UTF-8

Hi Everyone,

I'm passing on information about an upcoming health literacy summit
organized by Wisconsin Literacy. They have done some great collaborative
work over the past few years, and this summit should be another good
one!

Check out their website, where you can read about what they've done, and
see the webcast from their last health literacy summit:

http://www.wisconsinliteracy.org/

Also, read an article that describes their health literacy partnership
in the latest issue of Focus on Basics:

PDF of Focus on Basics:
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9b.pdf

Partnerships in North Carolina, wisconsin and New York
page 26

See below for the summit information.

Best,
Julie
***********************
 
Wisconsin Literacy, Inc. announced the dates of its 2009 Health Literacy
Summit, sponsored by Verizon and Anthem Blue Cross and Blue Shield, to
be held in Madison on March 31 and April 1 in Exhibition Hall at the
Alliant Energy Center. The keynote speaker for the event will be Andrew
Pleasant, co-author of the book Advancing Health Literacy: A Framework
for Understanding and Action.  Other plenary speakers include Dr. Marin
Allen of the National Institute for Health, who will speak on the
National Agenda for Health Literacy from the Center for Disease
Control?s Health Literacy Workgroup. Executive staff from the
Missouri Foundation for Health, including Arthur Culbert, Senior
Advisor, will speak about their plans to open the doors of Health
Literacy Missouri and collaborative health literacy efforts with other
Midwestern states.

The summit will also include workshops and presentations on:

?                         The Joint Commission?s New Health Literacy
Standards

?                         Health Literacy Initiatives from Wisconsin and
Other States

?                         Refugee Health Literacy

?                         Health Literacy Curricula

?                         Health Literacy Interventions in Health Care
Settings

Registration information to follow.

Wisconsin Literacy works to raise awareness of the impact of low
literacy on the state?s economy and the benefits to businesses, families
and communities of adult literacy services. The non-profit organization
also provides support and training to 58 adult and family literacy
programs statewide.

Michele Erikson
Executive Director
Wisconsin Literacy, Inc.
211 South Paterson Street
Suite 310
Madison, WI  53703
608-257-1655
608-661-0208 (Fax)
michele at wisconsinliteracy.org
www.wisconsinliteracy.org 

 




Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org


------------------------------

Message: 2
Date: Wed, 10 Dec 2008 14:35:26 -0500
From: "Sienche, Carol (NIH/NCI) [E]" <sienchec at mail.nih.gov>
Subject: [HealthLiteracy 2567]  NEW NCI Chemotherapy Educational
	Resources
To: <healthliteracy at nifl.gov>
Cc: "Sienche, Carol \(NIH/NCI\) \[E\]" <sienchec at mail.nih.gov>
Message-ID:
	<97C395C4B86EDD46A43EEC8F33FE843906B74BFF at nihcesmlbx10.nih.gov>
Content-Type: text/plain; charset="us-ascii"

Here are some NEW educational tools for limited literacy patients and
the providers who serve them that we thought would be valuable to share
with this group.

 

 

New NCI Educational Resources Help Patients 

Understand Chemotherapy and Manage Side Effects

 

NCI is excited to announce a new series of educational resources
designed to help patients understand chemotherapy and manage its side
effects.  Written for patients and health care providers, this series
includes: 

 

*        Understanding Chemotherapy
<http://www.cancer.gov/cancertopics/chemo-side-effects/understandingchem
o.pdf> 

http://www.cancer.gov/cancertopics/chemo-side-effects/understandingchemo

 

*        Chemotherapy Side Effects Fact Sheets
<http://www.cancer.gov/cancertopics/chemo-side-effects>  (18) 

http://www.cancer.gov/cancertopics/chemo-side-effects

 

*        Helping Providers Help Their Patients
<http://www.cancer.gov/cancertopics/chemo-side-effects/using.pdf> 

http://www.cancer.gov/cancertopics/chemo-side-effects/using

 

The easy-to-read fact sheets are research-based and have been
pilot-tested in cancer centers across the U.S.  They provide clear steps
to help patients prevent or manage side effects, understand what
chemotherapy is, and how it is given.  Check out the booklet for
providers to see tips on how to use these fact sheets to increase
patient comprehension and adherence.  

 

The attached flyer has more information for you, and for you to share
with interested colleagues.

 

For FREE Copies of These Resources: 

Call NCI's Cancer Information Service at 1-800-422-6237 (1-800-4-CANCER)

or

Order from NCI's Publications Locator
<https://cissecure.nci.nih.gov/ncipubs> 

 

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------------------------------

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/healthliteracy

End of HealthLiteracy Digest, Vol 39, Issue 10
**********************************************

From vgigliotti at proliteracy.org  Thu Dec 11 15:26:12 2008
From: vgigliotti at proliteracy.org (Val Gigliotti)
Date: Thu, 11 Dec 2008 15:26:12 -0500
Subject: [HealthLiteracy 2572] Grants for Instructional Materials Available
Message-ID: <DBF40CF21F685B45B1D163F82E43A221A4D5D0@miller.proliteracy.org>

> Applications are now being accepted for grants from
> the Charles Evans Book Fund!
> The Charles Evans Book Fund is a special program of ProLiteracy> '> s National Book Fund,? a program that supplies local programs with adult literacy and basic education curricula and materials. The Charles Evans Book Fund, dedicated to improving the lives of people who are homeless, was established with a generous grant from the Charles Evans Foundation in honor of the life and philanthropy of the late Charles Evans.
> Non-profit organizations that provide adult literacy or basic education services for people who are homeless are eligible to apply for a Charles Evans Book Fund grant from ProLiteracy. Grants typically range between $3,000 and $8,000, but may be smaller or larger depending on the needs of the applicant organization. Grants are in the form of vouchers for teaching materials and products from ProLiteracy> '> s publishing division, New Readers Press. 
> In addition to literacy instructional and reading materials, New Readers Press also produces many materials to help individuals with life skills such as applying for a job, parenting, obtaining a driver> '> s license, and others. 
> Applications are now being accepted by mail and must be postmarked no later than January 23, 2009 to be considered. For grant guidelines, applications, and additional information, go to http://www.proliteracy.org/NetCommunity/Page.aspx?pid=484&srcid=191
> 
> 
> Valerie Gigliotti
> ProLiteracy
> 1320 Jamesville Ave.
> Syracuse, NY  13210
> 315 422 9121 x225
> http://www.proliteracy.org
> 
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From scentner at rollanet.org  Thu Dec 11 16:01:33 2008
From: scentner at rollanet.org (Susan Centner)
Date: Thu, 11 Dec 2008 15:01:33 -0600
Subject: [HealthLiteracy 2573] Re: Online Library of Photo novels?
In-Reply-To: <p06230906c555dfac9978@[10.0.1.200]>
References: <28480572.5411227727401442.JavaMail.myubc2@handel.my.ubc.ca>	<134820B8-58E7-4107-81CE-2C21CCB15770@theworld.com>
	<p06230906c555dfac9978@[10.0.1.200]>
Message-ID: <016f01c95bd3$a6926990$f3b73cb0$@org>

Dear Andrew,

I have been reading this list serv for a few months now but haven't felt
compelled to post until I saw Andrew's post today. 

I just want to let you know about one aspect of our Health Literacy Missouri
initiative. Our group of librarians and researchers have been working on
putting together a resource inventory of all materials relating to health
literacy including those mentioned in your response below. We are working
diligently to locate, evaluate, catalog and make available complete holdings
linked to either the actual item or the closest library to request it from.
We even have a team which will be evaluating materials on a variety of
criteria such as evidence base, effectiveness and applicability. 

2008 has been filled with planning sessions on exactly the most manageable
or "best way" to make these items available to everyone. We have finally put
our plan into action, our database is set up, and resource collection is
ongoing. We expect to have our front end web presence available in 2009. We
are fortunate enough to have support from the Missouri Foundation for Health
and expect that we will continue to have the team members and manpower for
this undertaking. 

We would be pleased to work with you or to have individuals submit materials
directly to us.   

Susan Centner, Chair - Librarian Expert Group 
Resource Inventory Committee
Health Literacy Missouri


Susan Centner, Project Director
MAHEC Digital Library
1101 Duane Avenue
Rolla, Missouri 65401
(573) 368-6350 - cell
(573) 458-7282 - office
(573) 364-8972 - fax
www.maheclibrary.org


 





-----Original Message-----
From: healthliteracy-bounces at nifl.gov
[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant
Sent: Wednesday, December 10, 2008 1:41 PM
To: The Health and Literacy Discussion List
Subject: [HealthLiteracy 2568] Re: Online Library of Photo novels?

Hi - albeit a bit delayed ...

David Rosen some time ago asked a simple and very useful question (as 
always) which is below. In reply, I don't think there is currently an 
online collection of fotonovellas  - and no one seemed to respond to 
the question - so maybe there is not .. yet.

As I happen to have server space that is currently under-utilized, I 
am happy to post whatever fotonovellas (and related forms) that folks 
send me. This would be posted much like the current health literacy 
curricula collection at 
www.advancinghealthliteracy.com/curricula.html.  (anyone can always 
add to that just by sending me the info)

Along these lines, I also receive questions about tools for 
evaluation of health literacy projects - so this is a third area that 
I think may be useful to collect examples of and post online.  So, I 
am also willing to do the same for any evaluation tools that people 
are willing to share.

As (or IF ..) I receive them, it is likely that a 'best' or 'most 
manageable' way to post this will emerge .. so it may take a bit of 
time to sort it out especially if there is a deluge .. but then again 
it is free. :)

Best,

Andrew Pleasant



>Health Literacy Colleagues,
>
>Perhaps this has already been asked and answered, and if so, someone 
>just point me to the message. If not, however: is there a web site 
>that lists and categorizes photo novels suitable for adults, so that 
>a teacher or health educator who wants to integrate them into her/his 
>work with adult learners can easily find and order them?  I have no 
>idea how many or what kinds there may be, or if there are too few to 
>even bother.
>
>If this does not exist, and is needed, would someone be interested in 
>making such a web site?
>
>David J. Rosen
>DJRosen at theworld.com
>
>
>
>
>----------------------------------------------------
>National Institute for Literacy
>Health and Literacy mailing list
>HealthLiteracy at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/healthliteracy
>Email delivered to pleasant at aesop.rutgers.edu


-- 

Save the Date for the First New Jersey Health Literacy Summit on 
April 3, 2009.  See: 
http://www.advancinghealthliteracy.org/NJhealthliteracysummit2009.pdf
----------
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
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Email delivered to scentner at rollanet.org


From stacers at yahoo.com  Fri Dec 12 09:55:03 2008
From: stacers at yahoo.com (Stacy Robison)
Date: Fri, 12 Dec 2008 06:55:03 -0800 (PST)
Subject: [HealthLiteracy 2574]  picture-based materials for refugee groups
Message-ID: <34530.39801.qm@web56305.mail.re3.yahoo.com>

I'm looking for examples of picture-based materials for recent immigrant and refugee communities.? I'm working on a project to create education materials on health and housing issues for this population.? The materials will be national in scope - which means opportunities (at least for now) for tailoring are limited.

I'm envisioning picture-based materials that could be initially introduced/reviewed by a resettlement worker, but that would also have meaning as stand-alone "leave behind" pieces.? The idea is to have as little text as possible.

Any existing resources, suggestions, or thoughts from the group are much appreciated.

Stacy Robison
www.communicatehealth.com



      
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From nimmon at interchange.ubc.ca  Sun Dec 14 15:09:34 2008
From: nimmon at interchange.ubc.ca (Laura Nimmon)
Date: Sun, 14 Dec 2008 12:09:34 -0800 (PST)
Subject: [HealthLiteracy 2574]  Photonovela.com
Message-ID: <3750547.17781229285374255.JavaMail.myubc2@handel.my.ubc.ca>

 Hi Susan, Julie, Andrew and Susan,

I have created a website www.photonovela.com where people can post their photonovels for free.  After they upload, they can then just send the URL link to anyone (i.e. http://www.photonovela.com/display.php?id=37).

Photonovels are expensive to print and so I wanted to create a website where they could be shared easily.  As noted before, during our photonovel discussion, is essential to engage learners in the participatory process in order for them to be able to name their experience in the world.   This is because it is the act of naming that helps to establish the structure of this world, and this occurs the more the more widely it is recognized (Bourdieu, 1991). 

It is essential to share the realities of those which are often silenced, as widely and as globally as possible; this is the reason I have created the site.  It seemed counterintuitive to me that after all the effort to codify one's subjective experience into a photonovel, it then sits on a book shelf where its only exposure is in that immediate context.

I hope photonovela.com gets used soon!  Let me know how I can make it more user friendly or how to get the word out more.  Please try it and let me know if you need any guidance.  I am looking forward to seeing new photonovels on the site.

Laura
--
Laura Nimmon 
Ph.D Student
Social Sciences & Humanities Research Council of Canada Doctoral Fellow
Michael Smith Foundation for Health Research Senior Graduate Trainee 

Language and Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC
Canada V6T 1Z4
www.photonovel.ca
www.photonovela.com


From julie_mcKinney at worlded.org  Wed Dec 17 12:10:23 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 17 Dec 2008 12:10:23 -0500
Subject: [HealthLiteracy 2575] Wednesday Question: Navigating Resource Sites
Message-ID: <4948EC2F0200002D00009B85@dcgw.jsi.com>

Hi Everyone,

My question today is about using websites that list resources. There are
a lot of them out there and we use them to find information, research,
curricula, best practices, etc. I would like to know what you think
helps make these sites easy to navigate and most helpful to you.

For example: 

Annotations: 
Do they help? Long ones/short ones? Do you read them or just click on
the links?

Categorizing: 
What works best? Do you differentiate between curricula and single
lesson plans? Or between research reports and articles? Should resources
be cross-referenced?

Links to Other Resource Lists:
How far do you want to go?

I'm sure there are other issues, so please answer whatever you feel is
relevant to helping each other create resource sites that are easy and
useful.

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org

From rmcknight at vcu.edu  Wed Dec 17 12:51:49 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Wed, 17 Dec 2008 12:51:49 -0500
Subject: [HealthLiteracy 2575] Re: Wednesday Question: Navigating Resource
	Sites
In-Reply-To: <4948EC2F0200002D00009B85@dcgw.jsi.com>
Message-ID: <OF102BB5CA.6A1CDD1C-ON85257522.0060A992-85257522.00621708@vcu.edu>

Thanks for this quesiton Julie,

I find having resources arranged/categorized in some intuitive 
cluster/grouping to be helpful. 

For example, the following clickable menus at the top of the following NIH 
& CDC Resource pages facilitate navigation

http://www.nih.gov/icd/od/ocpl/resources/index.html

http://www.cdc.gov/healthmarketing/resources.htm

You can find an overview of online design principles at
http://www.fgcu.edu/onlinedesign/

and Jakob Nielsen's useit.com
http://www.useit.com/

Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine, Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 Email: rmcknight at vcu.edu

Ring the bells that still can ring
Forget your perfect offering.
There is a crack in everything,
That's how the light gets in.
~Leonard Cohen




"Julie McKinney" <julie_mcKinney at worlded.org> 
Sent by: healthliteracy-bounces at nifl.gov
12/17/2008 12:16 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
<healthliteracy at nifl.gov>
cc

Subject
[HealthLiteracy 2575] Wednesday Question: Navigating Resource Sites






Hi Everyone,

My question today is about using websites that list resources. There are
a lot of them out there and we use them to find information, research,
curricula, best practices, etc. I would like to know what you think
helps make these sites easy to navigate and most helpful to you.

For example: 

Annotations: 
Do they help? Long ones/short ones? Do you read them or just click on
the links?

Categorizing: 
What works best? Do you differentiate between curricula and single
lesson plans? Or between research reports and articles? Should resources
be cross-referenced?

Links to Other Resource Lists:
How far do you want to go?

I'm sure there are other issues, so please answer whatever you feel is
relevant to helping each other create resource sites that are easy and
useful.

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org
----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu

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From dyoung at montana.edu  Wed Dec 17 14:00:35 2008
From: dyoung at montana.edu (David M. Young)
Date: Wed, 17 Dec 2008 12:00:35 -0700
Subject: [HealthLiteracy 2576]  Health Literacy Survey for Elderly
Message-ID: <MOONSTONEvOwAECSxHq000006c9@GEMSTONES.msu.montana.edu>

Greetings,

I am a new member to the listserv.  My name is David Young and I am a 
Health Educator/Researcher at Montana State University.  I am a 
member of a research team working on a grant designed to enhance the 
health and well-being of rural elderly so that they can stay in their 
homes and local communities as long as possible.  A major component 
our grant is to improve the level of health literacy of rural 
elderly.  We have searched the literature for possible survey 
instruments to use and are familiar with the TOFHLA and S-TOFHLA 
which measures primarily reading fluency and we are more interested 
in measuring and individual's ability to obtain, process, understand 
and use basic health information and services.

Thanks in advance - my e-mail address is dyoung at montana.edu

Dave


David M. Young, Professor
Community Resource Specialist
Extension Service & College of Nursing

"Cultivating Healthier Rural Communities and Reducing Poverty"


From seubert.douglas at marshfieldclinic.org  Wed Dec 17 17:39:28 2008
From: seubert.douglas at marshfieldclinic.org (Seubert, Douglas)
Date: Wed, 17 Dec 2008 16:39:28 -0600
Subject: [HealthLiteracy 2577] Re: Health Literacy Survey for Elderly
Message-ID: <200812172239.mBHMdUxB006656@mailhost2.mfldclin.edu>

Dave:

There are many assessments for literacy and/or health literacy: WRAT-R3, REALM, LAD, MART, SORT-R3 TOFHLA, PIAT-R, Cloze, and NVS. And there are two good resources that compare and contrast and summarize them:

 "Understanding health literacy : implications for medicine and public health" by Joanne G Schwartzberg;  Jonathan VanGeest;  Claire Wang; et al [Chicago, Ill.] : American Medical Association, 2005. https://catalog.ama-assn.org/Catalog/product/product_detail.jsp?productId=prod240170?checkXwho=done (see Chapter 10: Literacy Testing in Health Care Research)

"Health Literacy in Primary Care: A Clinician's Guide" by Gloria G. Mayer and Michael Villaire. Springer Publishing Company, 2007. http://www.iha4health.org/index.cfm/act/Catalog.cfm/catalogid/44/category/Bookstore/browse/null/MenuGroup/IHA%20Books/desc/Health%20Literacy%20in%20Primary%20Care.htm  (see Chapter 3: Assessing Patients' Literacy Levels).

*** Both of these are excellent books and I highly recommend getting a copy for your personal library.

NVS (Newest Vital Sign) is quick (takes 3-5 minutes) and evaluates how patients understand, process, and use basic information (in this case, using a food label to answer questions and make decisions). If you search the listserv archive you'll find previous discussion about it.

Here are some links to the tool:

Newest Vital Sign nutrition label http://www.clearhealthcommunication.com/pdf/FH_vitalsigns_040605.pdf 
Newest Vital Sign scoring sheet http://www.clearhealthcommunication.com/pdf/FH_vitals_quest8x10_040605.pdf

The Newest Vital Sign is available to medical and public health providers and researchers at no cost. Email: nvs at qualitycustomercare.com

I've never used the tool myself and cannot vouch for it. But it seems like it might work for your project.

Osborn CY, Weiss BD, Davis TC, Skripkauskas S, Rodrigue C, Bass PF, Wolf MS. Measuring adult literacy in health care: performance of the newest vital sign. Am J Health Behav. 2007 Sep-Oct;31 Suppl 1:S36-46. http://www.ncbi.nlm.nih.gov/pubmed/17931135

Weiss BD, Mays MZ, Martz W, Castro KM, DeWalt DA, Pignone MP, Mockbee J, Hale FA. Quick assessment of literacy in primary care: the newest vital sign. Ann Fam Med. 2005 Nov-Dec;3(6):514-22. http://www.ncbi.nlm.nih.gov/pubmed/16338915


Doug Seubert
Quality Improvement & Care Management
Family Health Center/Community Health Access

Marshfield Clinic
1000 N Oak Avenue
Marshfield, WI 54449
www.marshfieldclinic.org/quality

(715) 387-5096 (1-800-782-8581 ext. 75096)
seubert.douglas at marshfieldclinic.org

------Original Message------
From:	"David M. Young" <dyoung at montana.edu>
Date:	Wed Dec 17, 2008 -- 02:05:16 PM
To:	healthliteracy at nifl.gov
Subject:	[HealthLiteracy 2576]  Health Literacy Survey for Elderly

Greetings,

I am a new member to the listserv.  My name is David Young and I am a 
Health Educator/Researcher at Montana State University.  I am a 
member of a research team working on a grant designed to enhance the 
health and well-being of rural elderly so that they can stay in their 
homes and local communities as long as possible.  A major component 
our grant is to improve the level of health literacy of rural 
elderly.  We have searched the literature for possible survey 
instruments to use and are familiar with the TOFHLA and S-TOFHLA 
which measures primarily reading fluency and we are more interested 
in measuring and individual's ability to obtain, process, understand 
and use basic health information and services.

Thanks in advance - my e-mail address is dyoung at montana.edu

Dave


David M. Young, Professor
Community Resource Specialist
Extension Service & College of Nursing

"Cultivating Healthier Rural Communities and Reducing Poverty"

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to seubert.douglas at marshfieldclinic.org





From rmcknight at vcu.edu  Wed Dec 17 20:39:32 2008
From: rmcknight at vcu.edu (Roberta K McKnight/FS/VCU)
Date: Wed, 17 Dec 2008 20:39:32 -0500
Subject: [HealthLiteracy 2578] Re: Health Literacy Survey for Elderly
In-Reply-To: <MOONSTONEvOwAECSxHq000006c9@GEMSTONES.msu.montana.edu>
Message-ID: <OF483F3A5D.7A8E9E9E-ON85257523.0008EDD7-85257523.00091246@vcu.edu>

David, check out the Newest Vital Sign, a numeracy and literacy measure
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1466931

Roberta McKnight, PhD, RN 
Continuing Professional Development & Evaluation Studies (CPDE)
School of Medicine, Virginia Commonwealth University
Theater Row: 730 East Broad, Suite. 430
POB 980048, Richmond, VA  23298
Phone:  +804.828.5413 Email: rmcknight at vcu.edu

Ring the bells that still can ring
Forget your perfect offering.
There is a crack in everything,
That's how the light gets in.
~Leonard Cohen




"David M. Young" <dyoung at montana.edu> 
Sent by: healthliteracy-bounces at nifl.gov
12/17/08 03:06 PM
Please respond to
The Health and Literacy Discussion List <healthliteracy at nifl.gov>


To
healthliteracy at nifl.gov
cc

Subject
[HealthLiteracy 2576]  Health Literacy Survey for Elderly






Greetings,

I am a new member to the listserv.  My name is David Young and I am a 
Health Educator/Researcher at Montana State University.  I am a 
member of a research team working on a grant designed to enhance the 
health and well-being of rural elderly so that they can stay in their 
homes and local communities as long as possible.  A major component 
our grant is to improve the level of health literacy of rural 
elderly.  We have searched the literature for possible survey 
instruments to use and are familiar with the TOFHLA and S-TOFHLA 
which measures primarily reading fluency and we are more interested 
in measuring and individual's ability to obtain, process, understand 
and use basic health information and services.

Thanks in advance - my e-mail address is dyoung at montana.edu

Dave


David M. Young, Professor
Community Resource Specialist
Extension Service & College of Nursing

"Cultivating Healthier Rural Communities and Reducing Poverty"

----------------------------------------------------
National Institute for Literacy
Health and Literacy mailing list
HealthLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/healthliteracy
Email delivered to rmcknight at vcu.edu

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From colemanc at ohsu.edu  Fri Dec 19 17:07:09 2008
From: colemanc at ohsu.edu (Clifford Coleman)
Date: Fri, 19 Dec 2008 14:07:09 -0800
Subject: [HealthLiteracy 2579] Re: WednesdayQuestion: Lookingfor
 CompellingHealth Literacy Facts
In-Reply-To: <COL0-F81F95A712D8399B0FD220F1020@phx.gbl>
References: <002C76CE90154E4EAD095153F371D71D07DA6B67@UM-XMAIL03.um.umsystem.edu>
	<COL0-F81F95A712D8399B0FD220F1020@phx.gbl>
Message-ID: <769F4697B7ACD644B4D332F89614D55698F13B@EX-BE02.ohsu.edu>

Great discussion!

A two-part definition, such as this, really helps keep the related but (as I see them) distinct skills of patients and health professionals separate. This is useful for a number of reasons:

First, if we are ever going to be able to operationalize health literacy in a meaningfully measurable way, keeping the patient and provider domains separate will be helpful. For example, to design a tool to measure what HL really is (as opposed to current tools, which provide proxy measures), one will want to apply the tool either to patients or providers, but likely not both simultaneously. Using a definition which entangles patients and providers will make the design of such a tool more difficult, and ultimately less useful in many settings. 

Second, applying the term "literacy" to the skills and activities of health care professionals is fraught with problems, as I'm sure any linguists on the list will agree.

I would argue that patients can have "health literacy", but that the corollary set of skills possessed by health care professionals is better described as "clear communication".

The NYC Mayor's office definition below could be nicely modified to state that: 

"Health literacy is the ability of individuals to read, understand, and act 
upon health-related information.  Health literacy is INTIMATELY LINKED to the 
capacity of professionals and institutions to communicate effectively so 
that community members can make informed decisions and take appropriate 
actions to protect and promote their health."

The down-side to such a two-part definition is that some people may choose to omit the second part, thus diminishing the emphasis on the role of the health professional. 

Keep up the great work!

Cliff
Cliff Coleman, MD, MPH
Assistant Professor
Department of Family Medicine
Oregon Health & Science University
Richmond Family Health Center
3930 SE Division St
Portland, OR  97202




-----Original Message-----
From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jill Raufman
Sent: Thursday, December 04, 2008 1:06 PM
To: healthliteracy at nifl.gov
Subject: [HealthLiteracy 2560] Re: WednesdayQuestion: Lookingfor CompellingHealth Literacy Facts

I'd like to mention that health literacy as defined by the NYC Mayor's 
Office (one of my favorite definitions) is as follows:

Health literacy is the ability of individuals to read, understand, and act 
upon health-related information.  Health literacy also refers to the 
capacity of professionals and institutions to communicate effectively so 
that community members can make informed decisions and take appropriate 
actions to protect and promote their health.



>From: "Hudson, Stanton" <HudsonST at health.missouri.edu>
>Reply-To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>
>To: "The Health and Literacy Discussion List" <healthliteracy at nifl.gov>
>Subject: [HealthLiteracy 2558] 
>Re:WednesdayQuestion:	Lookingfor	CompellingHealth Literacy	Facts
>Date: Thu, 4 Dec 2008 13:06:35 -0600
>
>I think Dr. Schwartzberg addressed a very important part of health
>literacy, as empowerment is a key to success with both the public and
>professionals.
>Stan
>
>Stan Hudson, M.A.
>Project Director
>Center for Health Policy
>DC 375.10
>CE540 Clinical Support & Education Building
>University of Missouri
>Columbia, Missouri  65212
>phone: (573) 884-7549
>fax: (573) 884-0474
>
>________________________________
>
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joanne
>Schwartzberg
>Sent: Thursday, December 04, 2008 11:57 AM
>To: The Health and Literacy Discussion List
>Subject: [HealthLiteracy 2556] Re:WednesdayQuestion: Lookingfor
>CompellingHealth Literacy Facts
>
>
>I would like to broaden the definition to include the concept of the
>ability to act on the medical decisions made. It is not enough to
>understand the information and make an appropriate decision; patients,
>professionals and institutions need to be able to know how to actually
>carry out that decision successfully. Part of the concept of literacy in
>the 1991 definitions was to enable the person to function in society and
>obtain their full potential. That concept did not get into the health
>literacy definition (except for the early AMA "read, understand and act
>on health care information"..) but it is crucial.
>
>Joanne
>
>Joanne G. Schwartzberg, MD
>Director, Aging and Community Health
>American Medical Association
>515 N. State St.
>Chicago, IL  60610
>312-464-5355
>fax: 312-464-5841
>Joanne.Schwartzberg at ama-assn.org
>
>
>________________________________
>
>From: healthliteracy-bounces at nifl.gov
>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of William Smith
>Sent: Thursday, December 04, 2008 6:06 AM
>To: healthliteracy at nifl.gov
>Subject: [HealthLiteracy 2551] Re: WednesdayQuestion: Lookingfor
>CompellingHealth Literacy Facts
>
>
>Having been on the IOM committee with Rima I want to emphasis the
>importance of this finding from the report.  Health literacy is not a
>function of an individual in our minds - but of individuals,
>organizations, and communities.  I wish many times now that we had found
>a way to put that in the definition and not in an explanatory note.
>
>The definition as it stands, as all of you know is:
>
>Health literacy is the degree to which individuals have the capacity to
>obtain,process, and understand health information and services needed to
>make appropriate health decisions.
>
>It is just as important to ask-  Do I work in a health literate
>organization?    Is my community health literate?  Is my program health
>literate?  Rima and I, at least the two of us perhaps others, have been
>working on measurement tools to measure an organization/community's
>health literacy. Despite the rhetoric we continue to rely on
>measurements that focus only on the individual.
>
>In the definition we used the word "individuals"  and everyone
>interprets that to be patients.  Again we failed to clarify that a
>physician is an individual. Nurses, pharmacists, family members,
>pharmaceutical executives are also "individuals" who require "the
>capacity to obtain, process, and understand basic health
>information....."  A physician who does not have the capacity to illicit
>useful information from a patient, to understand what impact information
>he gives a patient will have on that patient's compliance, is not health
>literate.  This is equally true for those us working in prevention - we
>too are individuals who require the capacity to obtain, process and
>understand health information about our audiences if we are ever to have
>a health literate America.
>
>There is a second aspect of the definition which is often overlooked.
>It is the word "services".  Too much of our energy is going into making
>written materials clear and in  training disadvantaged groups to
>understand the stupid things we tell them.  The services word places
>emphasis not on what we say, but on what we do to help people make
>appropriate health decisions.  I would love to see a marketing study of
>the service aspect of health literacy as well as the information aspect.
>
>We should have done a better job of making this clear in the definition
>itself.  For me today, after speaking to dozens of groups, health
>literacy is the:
>
>"capacity of individuals, organizations and communities to obtain,
>process, understand and share basic health information and services
>needed to make appropriate health decisions. "
>
>Discussion of photonovels is interesting, but the real pay-off is the
>re-structuring of our health care system so people can protect
>themselves from disease and it consequences.
>
>
>Wm. Smith
>Executive Vice President
>Academy for Educational Development
>1825 Connecticut Ave., NW
>Washington, D.C. 20009
>
>Organize policy until self-interest
>does what justice requires.
>Phone: 202-884-8750
>Fax: 202-884-8752
>e-mail: bsmith at aed.org
>
> >>> "Rima Rudd" <RRUDD at hsph.harvard.edu> 12/3/2008 3:59 PM >>>
>Hello...
>I will certainly think of my 'favorite' fact but I cannot resist
>commenting on the one just posted.
>
>It is not correct to state that people cannot do any of the tasks noted.
>A more appropriate way to say this is "people below level X have
>difficulty completing this task with accuracy and consistency" .
>
>What is missing from this insight [and it is valuable measure and an
>important insight] is the critical finding from over 800 published
>studies that health materials are generally poorly written and designed.
>
>so... this does lead to my favorite assertion taken from the IOM report:
>
>Health literacy is a shared function of social and individual factors.
>page 4
>or
>Health literacy is a shared function of cultural, social, and individual
>factors. Both the causes and the remedies for limited health literacy
>rest with our cultural and social framework, the health and education
>system that serve it, and the interactions between these factors. page
>32
>
>
>in addition:
>The cost research is not firmly established nor uniformly accepted. It
>is not possible, for example, to differentiate between costs due to
>medical errors [errors made by professionals] and costs due to literacy
>related errors [errors made by patients]. I am very disquieted by the
>assumption that costs are due to patient error or to patient deficits.
>
>Rima
>
>Rima E. Rudd, ScD, MSPH
>Department of Society, Human Development & Health
>Harvard School of Public Health
>677 Huntington Avenue
>Boston MA 02115
>Phone: 617 432 1135
>fax:     617 432 3123
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Email delivered to colemanc at ohsu.edu



From DJRosen at theworld.com  Tue Dec 23 07:56:47 2008
From: DJRosen at theworld.com (David Rosen)
Date: Tue, 23 Dec 2008 07:56:47 -0500
Subject: [HealthLiteracy 2580] Study of Limited Literacy and Mental Health
	Outcomes
Message-ID: <93F96D16-68B6-4441-8BE7-617E6F0DC840@theworld.com>

Health and Literacy Colleagues,

This new study might be of interest to some here:

Alisa Lincoln, Ph.D., M.P.H., associate professor of health sciences  
and sociology at Northeastern, recently completed one of the first  
studies of its kind on the role of literacy and mental health.

http://www.newswise.com/articles/view/546962/

David J. Rosen
DJRosen at theworld.com




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From julie_mcKinney at worlded.org  Wed Dec 31 11:59:15 2008
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 31 Dec 2008 11:59:15 -0500
Subject: [HealthLiteracy 2581]  Happy New Year to All!
Message-ID: <495B5E930200002D00009D73@dcgw.jsi.com>

Hi Everyone,

No Wednesday Question, but I just want to wish you all a very happy new
year! May it be fillled with progress, good work, good fun and community
spirit!

Thanks for being such a valuable community!

All the best,
Julie

Julie McKinney
Health Literacy List Moderator
World Education
jmckinney at worlded.org