A health literacy analysis of the consumer-oriented COVID-19 information produced by ten state health departments     

Nandita S. Mani  Terri Ottosen  Megan Fratta  Fei Yu 《Journal of the Medical Library Association》2021,109(3):422

Objective:The COVID-19 pandemic highlights the public''s need for quality health information that is understandable. This study aimed to identify (1) the extent to which COVID-19 messaging by state public health departments is understandable, actionable, and clear; (2) whether materials produced by public health departments are easily readable; (3) relationships between material type and understandability, actionability, clarity, and reading grade level; and (4) potential strategies to improve public health messaging around COVID-19.Methods:Based on US Centers for Disease Control and Prevention statistics from June 30, 2020, we identified the ten states with the most COVID-19 cases and selected forty-two materials (i.e., webpages, infographics, and videos) related to COVID-19 prevention according to predefined eligibility criteria. We applied three validated health literacy tools (i.e., Patient Education Materials Assessment Tool, CDC Clear Communication Index, and Flesch-Kincaid Grade Level) to assess material understandability, actionability, clarity, and readability. We also analyzed correlations between scores on the three health literacy tools and material types.Results:Overall, COVID-19 materials had high understandability and actionability but could be improved in terms of clarity and readability. Material type was significantly correlated with understandability, actionability, and clarity. Infographics and videos received higher scores on all tools.Conclusions:Based on our findings, we recommend public health entities apply a combination of these tools when developing health information materials to improve their understandability, actionability, and clarity. We also recommend using infographics and videos when possible, taking a human-centered approach to information design, and providing multiple modes and platforms for information delivery.  相似文献   

Making a Difference in the Lives of Youth: Mapping Success with the “Six Cs”     

Jessica J. Luke  Jill Stein  Cheryl Kessler  Lynn D. Dierking 《Curator: The Museum Journal》2007,50(4):417-434

Many museums offer specialized programs for young people during out‐of‐school time, yet the consequences of such programs are not well documented. This article explores the potential utility of borrowing a conceptual framework from the youth development literature as a tool for assessment. The authors map findings from three studies of museum youth programs onto the youth development framework as an exercise in understanding the extent to which this model may be useful in developing museum youth programs. Results from this preliminary analysis demonstrate that the framework could serve as a viable tool for program design, and could offer a clear, grounded framework with common language for articulating program impacts often known intuitively and/or anecdotally but not formalized.  相似文献   

Using a Behavior Change Model to Document the Impact of Visits to Disney's Animal Kingdom: A Study Investigating Intended Conservation Action     

Lynn D. Dierking  Leslie M. Adelman  Jackie Ogden  Kathy Lehnhardt  Lance Miller  Jill D. Mellen 《Curator: The Museum Journal》2004,47(3):322-343

Abstract Over the last 10 to 15 years, zoos and aquariums have set out to influence visitors' conservation‐related knowledge, attitudes, affect, and behavior. In 2000, the Institute for Learning Innovation collaborated with Disney's Animal Kingdom (DAK) on a comprehensive baseline study conducted to assess the outcomes of a DAK experience on visitors in four areas: knowledge, attitudes, affect, and behavior. This article describes one aspect of the comprehensive study: an investigation of the long‐term (two‐to‐three‐month) impact of a visit to Conservation Station at Disney's Animal Kingdom on visitors' intended conservation action. The study used a behavior change model from the health arena: the Prochaska Model of Behavioral Change. The model proved helpful but had some drawbacks, suggesting the need to develop a more sensitive change model. The implications of this study could assist institutions in thinking about what audiences or messages to emphasize in order to influence behavior.  相似文献   

A GUEST EDITORIAL     

Lynn D. Dierking  Carol D. Saunders 《Curator: The Museum Journal》2004,47(3):233-236

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A proposed model for the acquisition of social knowledge and social competence     

Lynn Bye  Lee Jussim 《Psychology in the schools》1993,30(2):143-161

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Teacher Education for Sustainability. I. Global Change Education: The Scientific Foundation for Sustainability     

Mortensen  Lynn L. 《Journal of Science Education and Technology》2000,9(1):27-36

Our schools and educators face a compelling responsibility to serve society by fostering the transformations needed to set us on a path to sustainable development in the 21st century. Education for Sustainability is a new paradigm, that is based on a life long learning process that leads to an informed and involved citizenry having the creative problem solving skills, scientific, technological, and social literacy, and a commitment to engage in responsible actions that will help ensure an environmentally sound and economically prosperous future for all. This paper and the following paper, from a soon to be published book, Education for a Sustainable Future: A Paradigm of Hope, edited by Keith A. Wheeler, focus on the need to have science imbedded at the core of the Education for Sustainability paradigm and the need to increase and enhance teacher education to better be able to create the necessary interdisciplinary thinking critical to transform learners for the next millennium.  相似文献   

Reviews     

Kim Sterelny  John Forge  Ivan Crozier  Sverre Myhra  Randall Albury  Steve Clarke  Yvonne Luxford  David Philip Miller  Lynn K. Nyhart  Mary Chan  Richard McDonough  Peter J. Riggs  Allan Franklin  Robert Nola  David Bloor  Mark Cortiula  Thomas Nickles  David Oldroyd  Nicolas Rasmussen  John Forge  William A. S. Sarjeant 《Metascience》1998,7(2):331-418

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Addressing Sexism With Children: Young Adults’ Beliefs About Bias Socialization     

Lacey J. Hilliard  Lynn S. Liben 《Child development》2020,91(2):488-507

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Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency     

Tuire Koponen  Kenneth Eklund  Riikka Heikkilä  Jonna Salminen  Lynn Fuchs  Douglas Fuchs  Mikko Aro 《Child development》2020,91(4):1063-1080

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

SPARK,与健康有关的体育课程   总被引：3，自引：1，他引：2  

茅菲璐 《体育教学》2009,(8):49-49

现如今,肥胖已经发展成为美国新一代的流行性疾病。为了应对这一危机,与健康有关的体育课程（以下简称健康体育课程）应运而生（McCullick,2007）,其中发展得最好的可以说是SPARK课程（sport,Play,and Active Recreation for Kids,即儿童运动,游戏和娱乐活动）。SPARK课程最初是为“防止儿童的身体活动和体能发展水平降低”这一社会需求而设计的课程（McKenzie,2009 pp115）。1989年,圣地亚哥州立大学的一个研究团队获得美国国立卫生研究院一项为期7年、拥有数百万元拨款的研究项目,旨在设计、实施和评价小学健康体育课程的有效性。  相似文献