Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3MDL0G11159; Fri, 22 Apr 2005 09:21:00 -0400 (EDT) Date: Fri, 22 Apr 2005 09:21:00 -0400 (EDT) Message-Id: <Pine.GSO.4.33.0504220916030.10349-100000@acad1> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Karyn Pomerantz <kpomeran@gwu.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2087] Health Information Partners X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/PLAIN; charset=US-ASCII Status: O Content-Length: 4003 Lines: 89 Greetings. I am one of the organizers of the Health Information Partners coalition that brings health information to communities in the Washington, DC area. Thanks to the DC State Education Agency, Adult Education, we have forged collaborations with the adult education teachers and learners, and the public library system. Health Information Partners includes librarians, health advocates, public health faculty, adult educators, health science student and others to conduct outreach and training to bring health and literacy together. I would urge adult educators to contact their schools of public health and/or health librarians in their areas to partner together. karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Prevention Res. Ctr. GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran@gwu.edu On Wed, 20 Apr 2005, Melva Abdullah wrote: > David, > > UDC State Education Agency (Washington, DC) is in a partnership with George > Washington University, Public Health Administration and other Partners for > Health Information. We provide on-line access to health topics that > learners are interested in researching via internet thus prompting health > discussions amongst teachers and learners. This also relieves the burden of > teachers needing prior medical knowledge. > > I am forwarding this email to Karyn L. Pomerantz with GWU/HIPS who can give > you more information about the partnership and other adult literacy leaders > who are involved in this wonderful partnership. > > Melva Abdullah > Technical Specialist/Grant Writer > UDC State Education Agency, AE > 4200 Connecticut Avenue, NW > Washington, DC 20008 > (202) 274-6680 > (202) 274-7188 (fax) > email: mabdullah@dcadultliteracy.org > > > -----Original Message----- > From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov] On Behalf Of David J. > Rosen > Sent: Wednesday, April 20, 2005 11:26 AM > To: Multiple recipients of list > Subject: [NIFL-AALPD:2067] Students' roles in health literacy > > NIFL-AALPD colleagues, > > One challenging area of adult literacy education professional > development is health. Many teachers are uncomfortable incorporating > health issues in their ESOL/ESL, ABE or GED/EDP classes. Health > literacy may require medical knowledge, or it may involve talking about > parts of the body (as in the case of HIV/AIDS; breast, cervical or > prostate cancer) or behaviors such as drug or alcohol abuse, topics with > which teachers often are not comfortable, or which they feel they are > not qualified to teach. > > In many cases, however, students are comfortable talking about health > issues such as these, and in some cases they are experts. For example, > they may be health workers or health professionals. In Boston we > sometimes have people in ESOL classes who have been medical or health > education practitioners in their countries: nurses, doctors....and some > have also been teachers. In ABE and GED classes we often have students > who are experienced healthcare paraprofessionals, home health care > aides, for example. > > So, here's my question -- for adult learner leaders and for others on > the panel: how could a teacher who wants to introduce health literacy > issues into the classroom take advantage of students' health knowledge > and expertise? Does anyone have some examples of this being done? Or > does anyone have other examples of student leadership in health that you > would like to mention? (Of course I want to hear from Massachusetts > people, who probably have a lot to say about this, but I am equally > interested to hear from those of you in Delaware, Texas, Vermont, > Florida, and other states. I believe that one of the founders, and Board > Members of VALUE in her working life is a nurse in Indiana. If she has > joined this discussion, it would be great to hear from her about this, too. > > David J. Rosen > djrosen@comcast.net > > >
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