Is there an app for that? Looking at possibilities and challenges of digital tools for literacy education

 Portable electronic devices such as the iPad are increasingly taking a place in contemporary childhood experiences including those of schooling (O'Mara & Laidlaw, 2011). As digital media theorists suggest, such new tools invite both "hope and fear" (Gee and Hayes, 2011, p.4), consistent with literacy innovations across history. In both Canada and Australia, educational stakeholders are looking to touch screen devices as having much promise, particularly within literacy education. This paper presentation examines the possibilities as well as the challenges and imagines the future of such digital tools within literacy education, looking at experiences and perspectives in Canada and Australia.
We take a qualitative ecological mode of inquiry approach to our data collection and analysis, drawing on complexity thinking (Davis & Sumara, 2006) to bring our multiple points of view together as diversely positioned educators. Within our individual sites, each author has collected data as a part of longer-term research projects. In this paper presentation we compare and contrast these data sets, attending to significant intersections and juxtaposing issues of culture and globalization. Within this mode of inquiry we value the particularity of the individual contexts, and locate them alongside one another in a larger bricolage (Johnson, 2010).
We examined observational data, documents and artifacts using Freebody and Luke's (1990) four resources model and the further adaptions of this model (see e.g. Luke & Freebody, 1999) to understand how touch screen devices are being used and positioned as literacy tools. We have engaged in collaborative data analysis, often working 'together' using digital tools ourselves to enable collective conversations. For example, we have used Facetime on iPads and laptops, Skype and email to facilitate collective analyses. We applied iterative and recursive analyses to uncover reoccurring themes both within and across sites and artifacts.
As our paper will elaborate, mobile touch screen devices such as iPads are widely being taken up in educational settings, and regarded as having the possibility to shift teaching and learning in new directions, as "paradigm breakers" (p. 4, Gov't of AB, 2011). As personal, mobile devices, these tools present challenges that require educators to think differently about learning and teaching. Our paper also addresses the opportunities and affordances that iPads might offer to learners, as having the potential for students to engage in playful exploration, and in the role of designers, creators, and producers, rather than as passive recipients.

Focus group discussions of literacy assessment and world wide web-based reading intervention

Focus groups provide a means for participants in research to take on a greater role in the evaluation of the research and planning of its various stages. The role and outcomes of focus groups conducted with participants in a World Wide Web Project in literacy assessment and intervention are reported. Thirteen individuals with severe communication impairments participated in one of three focus groups. The groups were held after an assesment of reading skills and a trial period of intervention as part of the Web Project. The aim of the focus groups was to obtain feedback from participants about their involvement in the project and to discuss strategies for the next stage of the intervention. The focus groups offered a forum for participants to talk about what they did and did not like about the assessment and trial intervention. The discussions provided information about issues of both a practical and emotional nature that might have otherwise been unavailable to the researchers. Brainstorming of strategies provided valuable input for the next stage of the project and involved both the researchers and participants in a form of participatory action research.

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.

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.