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[HealthLiteracy 967] Re: HealthLiteracy Digest, Vol 20, Issue 19Andrew Pleasant pleasant at AESOP.Rutgers.eduFri Jun 1 12:50:20 EDT 2007
I did not write what you allege. We are talking about a specific circumstance, not the universe. andrew >Andrew - > >I respectfully disagree. There is a place for higher literacy level >materials. > >There should ALWAYS be materials available that everyone can >understand. Having these materials as a base of information is >essential for all of our patients. > >However, I don't believe that means that only materials written at a >certain level should be produced. A wide range of materials would >be more appropriate. > >Lisa Jones, MD > > > > > > > > > >From: healthliteracy-request at nifl.gov >Reply-To: healthliteracy at nifl.gov >To: healthliteracy at nifl.gov >Subject: HealthLiteracy Digest, Vol 20, Issue 19 >Date: Thu, 31 May 2007 14:27:04 -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 953] Re: respectful terms question >> (Julie McKinney) >> 2. [HealthLiteracy 954] Re: respectful terms question >> (Andrew Pleasant) >> 3. [HealthLiteracy 955] Wednesday Question: The NAAL Report >> (Julie McKinney) >> 4. [HealthLiteracy 956] Re: respectful terms question >> (Davies, Nicola) >> 5. [HealthLiteracy 957] Re: respectful terms question >> (Locke, Joanne N (HHS/OPHS)) >> 6. [HealthLiteracy 958] Re: respectful terms question >> (Davies, Nicola) >> 7. [HealthLiteracy 959] Re: respectful terms question >> (Andrew Pleasant) >> 8. [HealthLiteracy 960] Re: respectful terms question >> (Julie McKinney) >> 9. [HealthLiteracy 961] Re: respectful terms question (Kerry Harwood) >> >> >>---------------------------------------------------------------------- >> >>Message: 1 >>Date: Thu, 31 May 2007 12:09:55 -0400 >>From: "Julie McKinney" <julie_mcKinney at worlded.org> >>Subject: [HealthLiteracy 953] Re: respectful terms question >>To: <healthliteracy at nifl.gov> >>Message-ID: <465EBB130200002D000027A5 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Hi Trudy, >> >>"Plain Language" is very common, as is "Clear Language." You would >>proably know better what is more common in Canada, but I have seen both >>used in Canadian resources. There used to be a "Plain language" health >>communication database, which I cannot find at it's old URL, but there >>are "Clear Language" tools available on the National Adult Literacy >>Database at: >> >>http://www.nald.ca/tools/practitioner/practitioner.htm >> >>I think it also depends on who is going to be using your website. If it >>will be the libraians, then they can be trained to search for any term. >>If consumers are going to be using the website to search for >>information, I still belive in the term "Easy-to-read" as the most >>self-explanatory! >> >>Good luck with this great project, and keep us informed how it goes! >> >>All the best, >>Julie >> >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >>> "Health Connections" <healthconnections at ns.sympatico.ca> 05/31/07 >>8:42 AM >>> >>I am working with a community based health resource centre called Health >>Connections which has a mandate to help people to access health >>information, programs and services. Health Connections is a service of >>the health authority and delivered in partnership with the public >>library. We are compiling resources with health literacy and cultural >>competency in mind. Web resources will also be identified. I would like >>to see the plain language items clearly identified on the our website, >>currently in development. >> >>My question is - What words, phrases and/or common symbols are used to > >identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >> >> >>------------------------------ >> >>Message: 2 >>Date: Thu, 31 May 2007 12:33:27 -0400 >>From: Andrew Pleasant <pleasant at aesop.rutgers.edu> >>Subject: [HealthLiteracy 954] Re: respectful terms question >>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov> >>Message-ID: <p06230904c28485ec00f6@[192.168.1.101]> >>Content-Type: text/plain; charset=us-ascii; format=flowed >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? >> > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 >> >> >>------------------------------ >> >>Message: 3 >>Date: Thu, 31 May 2007 12:46:10 -0400 >>From: "Julie McKinney" <julie_mcKinney at worlded.org> >>Subject: [HealthLiteracy 955] Wednesday Question: The NAAL Report >>To: <healthliteracy at nifl.gov> >>Message-ID: <465EC3920200002D000027A9 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Hi Everyone, >> >>Last week there was a discussion on the Poverty, Race, Women and >>Literacy Discussion List about the results of the 2003 National >>Assessment of Adult Literacy (NAAL). There was some discussion of the >>Health Literacy Data, which was collected for the first time in this >>report, and some of you may be interested in reading through the >>discussion. You can do so at: >> >>http://www.nifl.gov/pipermail/povertyracewomen/2007/date.html >> >>The moderator, Daphne Greenberg, asked some questions about how useful >>the report is and how it is used by people in the adult literacy field. >>I would like to pose a modified version of these questions for this > >week's Wednesday question. (I know, it's Thursday...can I blame it on >>the long weekend...?) >> >>These questions are for researchers, policy makers, health care >>providers and educators, adult literacy practitioners and adult >>learners. Of course, add "If so, how?" to each question! >> >>1. Are researchers using the report in their research studies? >>2. Are policy makers in the health field using the report to make >>decisions regarding allocation of resources? >>3. Are policy makers in the adult literacy field using the report to >>make decisions regarding allocation of resources? >>4. Are teachers/administrators using the report to make decisions about >>their classrooms? >>5. Are health care providers and health educators using the report to >>make decisions about their service delivery? >>6. Do learners relate to the findings in the report? >> >>You can find the report at: >> >>http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 >> >>See below for a summary of the key Health Literacy findings that Andres >>Muro sent to this list last year. I am planning a discussion of these >>results on this list in the next few months, so stay tuned. But in the >>meantime, it would be nice to know what you all think of these >>questions. >> >>All the best, >>Julie >> >>********************************* >> >>National Assessment of Adult Literacy (NAAL) Health Literacy of >>America's Adults >> >>Four levels: >> >>1. Below Basic: indicates no more than the most basic and concrete >>literacy skills. >>2. Basic: indicates skills to perform simple and everyday literacy >>activities. >>3. Intermediate: indicate skills to perform moderately challenging >>literacy activities >>4. Proficient: indicates skills to perform more challenging and >>complex literacy activities >> >>I equate "Below Basic" level to reading skills and math skills of >>someone in the >>third grade. "Basic" would be someone with reading and math skills below >> >>seventh grade. "Intermediate" would be someone with the skills of a high >> >>school student. "Proficient" would define the skills of a high school >>graduate. Note that this in not a scientific comparison but my own >>estimation based on my years in the education field. [From Andres] >> >>Result of the health NAAL: >> >>Percentage of adults in each literacy level >> Below basic: 14% >> Basic: 22% >> Intermediate: 53% >> Proficient: 12% >> >>Percentage of males in each literacy level >> Below basic: 16% >> Basic: 22% >> Intermediate: 51% >> Proficient: 11% >> >>Percentage of females in each literacy level >> Below basic: 12% >> Basic: 21% >> Intermediate: 55% >> Proficient: 12% >> >>Note that women scored higher than males. This is not surprising since >>women are usually the health providers of the entire family. >> >> >>Percentage of Whites in each literacy level >> Below basic: 9% >> Basic: 19% >> Intermediate: 58% >> Proficient: 14% >> >>Percentage of Blacks in each literacy level >> Below basic: 24% >> Basic: 34% >> Intermediate: 41% >> Proficient: 2% >> >>Percentage of Hispanics each literacy level >> Below basic: 41% >> Basic: 25% >> Intermediate: 31% >> Proficient: 4% >> >>Note the very high numbers of Hispanics below basic. This is likely >>because they are not native English speakers. >> >>Based on this assessment, one third to one half of all adults does not >>understand written information related to health well or at all. There >>is a third that understands information better. Only 14% of all adults >>can understand health related information well. >> >>For more info go to: http://nces.ed.gov/naal/ >> >>**************************************** >> >> >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >> >>------------------------------ >> >>Message: 4 >>Date: Thu, 31 May 2007 08:30:27 -0600 >>From: "Davies, Nicola" <NDavies at dthr.ab.ca> >>Subject: [HealthLiteracy 956] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> <healthliteracy at nifl.gov> >>Message-ID: >> <521441A4F164E1418DCAC093C9EE6D95026EDD06 at DTHREXCL1.dthr.ab.ca> >>Content-Type: text/plain; charset="iso-8859-1" >> >>Hi Trudy, >>I would love to learn more about your project. I will consult my >>colleagues about the symbol and get back to you. > >Thanks, >> >>Nicola Davies, BA<?xml:namespace prefix = o ns = >>"urn:schemas-microsoft-com:office:office" /> >> >> >>Health Literacy Specialist >> >>Wellness Centre Coordinator >> >>Media Services Publications Clerk >> >>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 Health >>Connections >>Sent: Thursday, May 31, 2007 6:43 AM >>To: healthliteracy at nifl.gov >>Subject: [HealthLiteracy 950] respectful terms question >> >> >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >>-------------- next part -------------- >>An HTML attachment was scrubbed... >>URL: >>http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/dbc68ea0/attachment-0001.html >> >>------------------------------ >> >>Message: 5 >>Date: Thu, 31 May 2007 13:01:50 -0400 >>From: "Locke, Joanne N (HHS/OPHS)" <Joanne.Locke at hhs.gov> >>Subject: [HealthLiteracy 957] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> <healthliteracy at nifl.gov> >>Message-ID: >> <A861DAB9B4748E4FBDEFF27C2F78676820C3CB at AVN3VS004.ees.hhs.gov> >>Content-Type: text/plain; charset=us-ascii >> >>Andrew - I could not have said it better. Everyone deserves plain, >>clear writing all the time - especially when it comes to information >>about their health. >> >>Joanne Locke >>Plain Language Advisor >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >>Sent: Thursday, May 31, 2007 12:33 PM >>To: The Health and Literacy Discussion List >>Subject: [HealthLiteracy 954] Re: respectful terms question >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? > > > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 jlocke at osophs.dhhs.gov >> >> >> >> >>------------------------------ >> >>Message: 6 >>Date: Thu, 31 May 2007 11:10:27 -0600 >>From: "Davies, Nicola" <NDavies at dthr.ab.ca> >>Subject: [HealthLiteracy 958] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> <healthliteracy at nifl.gov> >>Message-ID: >> <521441A4F164E1418DCAC093C9EE6D95026EDD0C at DTHREXCL1.dthr.ab.ca> >>Content-Type: text/plain; charset="iso-8859-1" >> >>It's a nice idea, Andrew, but a lot of the materials shipped out by >>health organisations are written at at least grade 12 level. A >>Vancouver-based GI charity has wonderful patient teaching >>resources, but a lot of their health information is very difficult >>to understand (even my volunteers have trouble). >> >>Also, there is a question of the norm. When does a piece of health >>information become easy or difficult to read? Two pieces of health >>information could be at a Grade 6 level, but not everybody would >>understand them both equally. The symbol, if one exists, should be >>simply a guide. >> >> >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >>Sent: Thursday, May 31, 2007 10:33 AM >>To: The Health and Literacy Discussion List >>Subject: [HealthLiteracy 954] Re: respectful terms question >> >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? > > > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 >> >> >> >>------------------------------ >> >>Message: 7 >>Date: Thu, 31 May 2007 13:37:16 -0400 >>From: Andrew Pleasant <pleasant at aesop.rutgers.edu> >>Subject: [HealthLiteracy 959] Re: respectful terms question >>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov> >>Message-ID: <p06230919c284b7699608@[192.168.1.101]> >>Content-Type: text/plain; charset=us-ascii; format=flowed >> >>Sure, but my point is .. if it is at 12th grade level - don't list it >>and don't use it - look farther, create new. Thinking you have to >>simply perpetuates the myth that complex information can't be clearly >>presented. After all, if it is very difficult to understand - is it >>really so wonderful? >> >>ap >> >> >> >> >It's a nice idea, Andrew, but a lot of the materials shipped out by >> >health organisations are written at at least grade 12 level. A >> >Vancouver-based GI charity has wonderful patient teaching resources, >> >but a lot of their health information is very difficult to >> >understand (even my volunteers have trouble). >> > >> >Also, there is a question of the norm. When does a piece of health >> >information become easy or difficult to read? Two pieces of health >> >information could be at a Grade 6 level, but not everybody would >> >understand them both equally. The symbol, if one exists, should be >> >simply a guide. >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >> >Sent: Thursday, May 31, 2007 10:33 AM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 954] Re: respectful terms question >> > >> > >> >Hello everyone, >> > >> >The question prompted a question ... >> > >> >Does this indicate that the organization will also be posting >> >materials that are difficult to read? Why? Will you flag those also >> >somehow? >> > >> >I suppose the point being, if the mandate is to help people access >> >information then I'd suggest only using materials that are accessible >> >... thereby making that the norm instead of something needing flagged >> >as somehow special or different which perhaps implies (with stigma >> >attached?) less capable audiences. >> > >> >If we collectively reduce the listing of, referencing to, and (by >> >extension) perceived demand for poorly conceived and written >> >materials, perhaps (far, far away I admit) the world will slowly >> >become less awash with reports and journal articles and books and >> >guides to health literacy that lack audiences and effectiveness. The >> >internet and Microsoft products make it easy to compile many long >> >lists of resources - but we don't have to. >> > >> >For what its worth ... (keeping in mind that it is free) >> > >> >ap >> > >> > >> > >> >>I am working with a community based health resource centre called >> >>Health Connections which has a mandate to help people to access >> >>health information, programs and services. Health Connections is a >> >>service of the health authority and delivered in partnership with > > >>the public library. We are compiling resources with health literacy >> >>and cultural competency in mind. Web resources will also be >> >>identified. I would like to see the plain language items clearly >> >>identified on the our website, currently in development. >> >> >> >>My question is - What words, phrases and/or common symbols are used >> >>to identify plain language resources? >> >> >> >>Many thanks for this very helpful list serve. >> >> >> >>Trudy Watts >> >>Resource Development Co-ordinator >> >>Health Connections >> >>Antigonish, Nova Scotia, Canada >> >> >> >>---------------------------------------------------- >> >>National Institute for Literacy >> >>Health and Literacy mailing list >> >>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 >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 >> >> >>------------------------------ >> >>Message: 8 >>Date: Thu, 31 May 2007 13:43:20 -0400 >>From: "Julie McKinney" <julie_mcKinney at worlded.org> >>Subject: [HealthLiteracy 960] Re: respectful terms question >>To: <healthliteracy at nifl.gov> >>Message-ID: <465ED0F90200002D000027B5 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Andrew, >> >>Good thought--I had the same impulse but, having worked on a health >>literacy resource website myself, I have to admit that the reality is >>not that simple. It depends on the scope of the intended audience. If >>the audience is solely health consumers, then you are right, we should >>include only plain language information. But most websites of this kind >>are also for others, such as health care providers, educators, and >>others who work with health consumers. For example, Trudy says that part >>of the compilation will be cultural competency resources. Presumably, >>these are written for health care professionals, and are bound to be at >>a higher reading level, which is probably appropriate for that audience. >> >>When I worked on the Health & Literacy Special Collection, we tried to >>deal with this by revising the design to include a section for "New >>Readers", which consists only of plain language materials. We also >>compiled a section called "e-for-easy" which includes only materials >>that do not require the ability to read text (instead they use pictures, >>audio, video or experience-based lessons.) See >>http://healthliteracy.worlded.org >> >>I know you have studied health websites quite a bit--do you have any >>resources to share about appropriate navigational design and other >>factors that make these sites accessible for lower level readers? >> >>Thanks for your comments--I agree that we have to keep going in that >>direction! >> >>All the best, >>Julie >> >>Julie McKinney > >Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >>> Andrew Pleasant <pleasant at aesop.rutgers.edu> 05/31/07 12:33 PM >>> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? >> > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 julie_mckinney at worlded.org >> >> >> >>------------------------------ >> >>Message: 9 >>Date: Thu, 31 May 2007 13:51:27 -0400 >>From: Kerry Harwood <harwo001 at mc.duke.edu> >>Subject: [HealthLiteracy 961] Re: respectful terms question >>To: The Health and Literacy Discussion List <healthliteracy at nifl.gov> >>Cc: The Health and Literacy Discussion List <healthliteracy at nifl.gov>, >> healthliteracy-bounces at nifl.gov >>Message-ID: >> <OFCD069364.277596BC-ON852572EC.0061B7FD-852572EC.006217B5 at notes.duke.edu> >> >>Content-Type: text/plain; charset="us-ascii" >> >>The challenge of using grade level assessments is that they depend so much >>on word length (syllables). When you have to use medical terms, it jacks >>up your reading level. For example, we have a patient education document >>'Understanding Your Breast Cancer Pathology Report'. We worked very hard >>to get this down to an 11th grade reading level. However, we also used all >>the principles from the Suitability Assessment of Materials, including >>headers, white space, active voice, etc. to improve readability. >> >>I would not present an essential education piece like taking care of >>yourself after surgery at an 11th grade level. However, I also would not > >refuse to provide elective information that information-seeking patients >>have requested just because the required words place it at a higher >>reading level. >> >>Kerry Harwood, RN, MSN >>Director, Cancer Patient Education Program >>Team Leader, Dept. of Advanced Clinical Practice >>Duke University Medical Center Box 3677 >>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. >> >> >> >>Andrew Pleasant <pleasant at aesop.rutgers.edu> >>Sent by: healthliteracy-bounces at nifl.gov >>05/31/2007 01:37 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 959] Re: respectful terms question >> >> >> >> >> >> >>Sure, but my point is .. if it is at 12th grade level - don't list it >>and don't use it - look farther, create new. Thinking you have to >>simply perpetuates the myth that complex information can't be clearly >>presented. After all, if it is very difficult to understand - is it >>really so wonderful? >> >>ap >> >> >> >> >It's a nice idea, Andrew, but a lot of the materials shipped out by >> >health organisations are written at at least grade 12 level. A >> >Vancouver-based GI charity has wonderful patient teaching resources, >> >but a lot of their health information is very difficult to >> >understand (even my volunteers have trouble). >> > >> >Also, there is a question of the norm. When does a piece of health >> >information become easy or difficult to read? Two pieces of health >> >information could be at a Grade 6 level, but not everybody would >> >understand them both equally. The symbol, if one exists, should be >> >simply a guide. >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >> >Sent: Thursday, May 31, 2007 10:33 AM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 954] Re: respectful terms question >> > >> > >> >Hello everyone, >> > >> >The question prompted a question ... >> > >> >Does this indicate that the organization will also be posting >> >materials that are difficult to read? Why? Will you flag those also >> >somehow? >> > >> >I suppose the point being, if the mandate is to help people access >> >information then I'd suggest only using materials that are accessible >> >... thereby making that the norm instead of something needing flagged >> >as somehow special or different which perhaps implies (with stigma >> >attached?) less capable audiences. >> > >> >If we collectively reduce the listing of, referencing to, and (by >> >extension) perceived demand for poorly conceived and written >> >materials, perhaps (far, far away I admit) the world will slowly >> >become less awash with reports and journal articles and books and >> >guides to health literacy that lack audiences and effectiveness. The >> >internet and Microsoft products make it easy to compile many long >> >lists of resources - but we don't have to. >> > >> >For what its worth ... (keeping in mind that it is free) >> > >> >ap >> > >> > >> > >> >>I am working with a community based health resource centre called >> >>Health Connections which has a mandate to help people to access >> >>health information, programs and services. Health Connections is a >> >>service of the health authority and delivered in partnership with >> >>the public library. We are compiling resources with health literacy >> >>and cultural competency in mind. Web resources will also be >> >>identified. I would like to see the plain language items clearly >> >>identified on the our website, currently in development. >> >> >> >>My question is - What words, phrases and/or common symbols are used >> >>to identify plain language resources? >> >> >> >>Many thanks for this very helpful list serve. >> >> >> >>Trudy Watts >> >>Resource Development Co-ordinator >> >>Health Connections >> >>Antigonish, Nova Scotia, Canada > > >> >> >>---------------------------------------------------- >> >>National Institute for Literacy >> >>Health and Literacy mailing list >> >>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 >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >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 harwo001 at mc.duke.edu >> >>-------------- next part -------------- >>An HTML attachment was scrubbed... >>URL: >>http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/c9865174/attachment.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 20, Issue 19 >>********************************************** > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >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
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