The OPtimising HEalth LIterAcy (Ophelia) process: study protocol for using health literacy profiling and community engagement to create and implement health reform

Health literacy is a multi-dimensional concept comprising a range of cognitive, affective, social, and personal skills and attributes. This paper describes the research and development protocol for a large communities-based collaborative project in Victoria, Australia that aims to identify and respond to health literacy issues for people with chronic conditions. The project, called Ophelia (OPtimising HEalth LIterAcy) Victoria, is a partnership between two universities, eight service organisations and the Victorian Government. Based on the identified issues, it will develop and pilot health literacy interventions across eight disparate health services to inform the creation of a health literacy response framework to improve health outcomes and reduce health inequalities.

Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: a one-year follow-up study

Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7-12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed.

Nudity in kids' books is nothing to worry about

Explores the role of cultural gatekeepers in policing children's sexuality, particularly the issue of nudity in children's books

National indicators of health literacy: ability to understand health information and to engage actively with healthcare providers - a population-based survey among Danish adults

Health literacy is a multidimensional concept covering a range of cognitive and social skills necessary for participation in health care. Knowledge of health literacy levels in general populations and how health literacy levels impacts on social health inequity is lacking. The primary aim of this study was to perform a population-based assessment of dimensions of health literacy related to understanding health information and to engaging with healthcare providers. Secondly, the aim was to examine associations between socio-economic characteristics with these dimensions of health literacy.

Development and implementation of Taiwan's child health literacy test

Objectives: The aims of this study were to develop Taiwan's Child Health Literacy Test and to undertake a nation-wide survey in order to determine the current status of Taiwanese sixth graders' health literacy, and to understand the association between health literacy, healthy behavior, and health status. absp Methods: Taiwan's Child Health Literacy Test was developed through the process of concept clarification, a qualitative pilot, a development pilot, and a field test. In the field test, 162,609 sixth graders (56.9%) from 2,235 schools (83.3%) nationwide completed the questionnaire. We also collected the students' dates of birth, BMIs, self-reported health and healthy behaviors. absp Results: The final test consisted of 32 questions with item discrimination of 0.55-1.89 and item difficulty of-1.7-0.41 according to IRT; Cronbach's a was 0.87. Based on this information, the test was deemed appropriate for basic health literacy screening among children. Nation-wide, the average score for sixth graders' health literacy was 23.97 points (total score 32 points), with a correct rate of 74.9%. Those who were "good" in self-reported health scored highest in health literacy (M = 24.29). Health literacy was significantly positively related to healthy behavior (r = .25, p< .05), and negatively to risky behavior (r =-.28, p< .05). absp Conclusions: This study was the first curriculum-based child health literacy test developed from the viewpoints of both teachers and pupils in Taiwan through a rigorous procedure. The nationwide survey results may serve as a reference for decision-makers at the national health education level.

Towards an understanding of ‘Digital Literacy(ies)’

This report is concerned with the conceptualisation and definition of digital literacy in the context of Australian higher education. It draws on a diverse literature in proposing a working definition of digital literacy to inform the Deakin University Library in its work with the University’s faculties.

This report forms the first of a two-stage review. The second stage of the review is focused on identifying good practice in digital literacy. The findings of the second stage of the review are encompassed in a companion report titled: What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?

The literature reviewed for the current report was conducted in late 2012 and draws on internal university policy documents, various national and international documents and literacy frameworks, previous reviews of the topic, and journal articles that are concerned with conceptualising information on digital literacy for higher education.

The report concludes by identifying the various factors and stakeholders that influence how digital literacy is conceptualised at Deakin University and proposes a working definition of digital literacy as a graduate learning outcome.

What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?

This report seeks to identify the features of good practice in the development, assessment and evaluation of digital literacy for graduate employability.

The report forms Stage 2 of a two-stage literature review. The results of the first stage of the review are reported in: Towards an understanding of ‘Digital Literacy(ies)’. The current report draws on some of the same literature to that of the Stage 1 report and covers the same time period – up to the end of 2012. In addition, the current report covers literature that provides discussion and accounts of good practice in digital literacy – particularly practice that is embedded in course curricula.

The literature provides numerous examples of standalone digital literacy practices. While such practices may be effective for some purposes, they may be less effective than course-integrated practices in contributing to graduate employability. However, there are few accounts of course-integrated practices in the literature and fewer still that provide a compelling case for their positive contribution to graduate outcomes. Accordingly, the report identifies eight criteria of good practice in digital literacy for the assurance of graduate learning outcomes. It then identifies types of broad teaching and learning practices that appear to best encompass these criteria and which provide meaningful contexts in which to develop the digital literacy competencies of students.

'Just dance' with digital literacy

In a rapidly changing higher education environment, Deakin University’s promise is to offer “brilliant education where the students are ‐ and where they want to go”. Targets set for learning, teaching and research, have significant implications across the University. Collaboration at all levels of the organization is core to achieving goals that deliver value to the student community.

The Library is charged with delivering one of the University's eight graduate learning outcomes, Digital Literacy, with initiatives required to build staff capability and contribute to student learning. Deakin University defines Digital Literacy as using technologies to find, use and disseminate information.

This paper provides an analysis of a case study in which liaison librarians collaborated with science academics to develop innovative digital literacy activities and assessment tasks for undergraduate units related to ‘Judging Reliability and Accuracy of Information’.

The case study reveals that engaging students in meaningful learning activities and assessment tasks creates dynamic and powerful learning experiences for first and second year students. In addition, the leadership that the liaison librarians demonstrate in activities that capitalise on problem based learning, elements of gaming, peer assessment, and new ways of communicating has prompted open conversations and collaborations with academics about further opportunities.