Moving From the Margins to the Mainstream of Education
Authors: Thomas G. Sticht
Describes several ways in which increased literacy in adults can impact positively at work, at home, and in the community, including improvement in children's schooling and health. Argues that the adult education and literacy system in the U. S. should no longer be marginalized.
Series: Adult Working Group
In June 2005, the Canadian Council on Learning (CCL) held a Health and Learning Knowledge Centre (HLKC) consultation in Vancouver, British Columbia. At the consultation, participants agreed to establish various working groups to address the work of the HLKC. These working groups address life stages in health and learning and concentrate on settings, places, and communities where health and learning takes place. The Adult Working Group (AWG) is now one of 15 working groups addressing learning across the life span.
In 2006-2007, the AWG focused its research on adults with low literacy skills and immigrants and refugees. The AWG's work involves direct discussion with marginalized adults in the identified groups who could be directly helped through an effective knowledge exchange and translation with respect to health and learning. In this report, the AWG summarizes the outcomes of its consultations with immigrants, refugees and adults with literacy challenges and presents participants’ recommendations for strategies to address identified barriers. The working group also offers its recommendations for setting a knowledge agenda.
Series: Adult Working Group
The Adult Working Group is one of fifteen working groups within the Health and Learning Knowledge Centre (HLKC). The mandate of each working group is to build a knowledge agenda for the Canadian Council on Learning (CCL) under whose auspices the HLKC was established. The Adult Working Group has focused its research on the health and learning of several different adult groups. This report addresses the health and learning of adults living in rural and remote areas. In its discussions with adults living in these areas, the Working Group sought to identify themes, gaps, and needs related to health and learning as experienced by these adults.
This report is organized into the following chapters:
- Consultation methodology
- Consultation outcomes
- Participants’ recommendations for strategies to address identified barriers
- Adult working group recommendations for setting a knowledge agenda
- Summary statement
Series: The Monograph Series
More and more research demonstrates that social, demographic and economic factors and practices affect the health of a population. However, much less is known about literacy skills and practices among those with higher health risks. Understanding these relationships is important, since weak literacy skills may impede good health care practices and healthy lifestyle decisions. Literacy can therefore be considered an important policy issue for health promotion: enhancing literacy can help to achieve health promotion goals, and understanding literacy practices and patterns can assist in more effectively directing health messages to target populations.
Using Canadian data from the International Adult Literacy Survey (IALS), this research paper compares the health-related characteristics of seniors with their literacy skills and practices. The findings support the view that literacy skills and practices may serve as "barriers" in the attainment of good health.
This highlights paper is a summary from the fifth in a series of monographs using data from the IALS. For more information, contact : Nancy Darcovich, Statistics Canada, at (613) 951-4585. The document is also available on the National Literacy Secretariat Website at : http://www.nald.ca/fulltext/nls/ials/atrisk/cover.htm (98.12.29)
The health-literacy connection
Authors: Doris E. Gillis
Have you ever left your doctor's office confused by the advice you were just given? At some time or other, most of us have felt limited in our knowledge and understanding of information related to our health.
Health literacy is a new concept that links our level of literacy with our ability to act upon health information and, ultimately, take control of our health. It builds upon the idea that both health and literacy are critical resources for everyday living.
Addressing health literacy means breaking down the barriers to health that low literacy creates
Authors: Peter Calamai
Peter Calamai addressed the Second Canadian Conference on Literacy and Health on October 19, 2004 in Ottawa. In his address, he discussed adult literacy, including literacy levels Canada, literacy and health relationships and the importance of forging partnerships between the public health field and the literacy movement.
This is a report on a national workshop that took place before the Second National Literacy and Health Conference in Ottawa. Canadian graduate students were invited to apply to attend the workshop and conference and 22 graduate students from across Canada were accepted.
Authors: Thomas G. Sticht
In the context of International Literacy Day, this article discusses the positive effects of education on mothers, which in turn affects the cognitive development and educational attainment of their children. The author makes specific reference to an organization in Washington DC called Wider Opportunities for Women (WOW), which conducts related research and provides training to women.
Authors: Marcia Drew Hohn
Recent studies have established connections between low literacy, poor health, and early death. In today's health care system, health education and promotion are mainly carried out through print materials written at a tenth grade or higher reading level. Therefore, the group that needs health education and promotion the most is the group least likely to be able to access it.
This report explores one idea for health education and promotion with low literacy audiences -- including health education in adult literacy programs. The research team identified and investigated the problems around health education for low literacy groups, designed and took action to address these problems, and assessed what was learned and what needed to be shared with others.