Title of Workshop: HealthLIt4Kids: Building health literacy from the schoolyard Objectives 1. Develop a shared understanding of health literacy. 2. Consider the impact of health literacy on health, education and health equity. 2. Define a Health Literate school. 3. Explore and classify HealthLit4Kids Artefacts using Nutbeam’s Health Literacy Framework (Functional, Interactive and Critical Health Literacy, 2000). 4. Identify barriers and enablers to the transferability of HealthLit4Kids Program Workshop Format Interspersed with didactic presentation of information, the workshop participants will engage in the following activities: 1. WARMUP (Think-Pair-Share): Workshop facilitators invite participants to explore their own definitions of health literacy and record this on sticky notes. In pairs or small groups the definitions are shared and discussed. Small groups then share their definition with all participants. 2. BINGO (team work): Five HealthLit4Kids primary schools in Tasmania have brainstormed and defined their notion of a health literate school. In small groups, the participants will be provided with these definitions and invited to use them to identify 5 commonalities and 5 differences across the 5 schools. The first group to identify 5 commonalities and 5 differences wins! The groups will then combine the 5 definitions. 3. Small Group Learning: Each small group will be assigned an area of the Australian Curriculum for Health and Physical Education and asked to classify the HealthLit4Kids artefacts within each area according to Nutbeam’s (2000) framework. 4. Facilitated Discussion or Debate: The participants will be divided into two teams to debate the following statement: “HealthLit4Kids can be readily incorporated into our primary school”. Each team will prepare either an affirmative or negative argument for a facilitated debate. Learning goals Workshop participants will learn: 1. Health literacy development in childhood can lead to better health outcomes and reduce the risk of non-communicable disease 2. Schools play a key role in breaking the cycle of health inequalities by promoting health literacy through education that provides students with the literacy skills to understand health information, solve health problems and make critical health decisions 3. How HealthLit4kids can be transferred into other school settings. Contact Details workshop facilitators: Dr Rosie Nash rmcshane@utas.edu.au Dr Shandell Elmer shandell.elmer@utas.edu.au or slelmer@swin.edu.au

1. utas.edu.au
HealthLit4Kids:
Building health literacy
from the ground up.
IUHPE, New Zealand
Dr Rosie Nash, Dr Shandell Elmer
8th April 2019 5:30-6:30

2. 1. Develop a shared understanding of health literacy.
2. Consider the impact of health literacy on health, education and
health equity.
3. Define the characteristics of a Health Literate school.
4. Explore and classify HealthLit4Kids Artefacts using Nutbeam’s
(Functional, Interactive and Critical) Health Literacy Framework
5. Identify barriers and enablers to implementing HealthLit4Kids
Program in your school, daily practice.
Session Objectives

3. Time Activity
5:30 -5:35pm Introductions
5:35 -5:40pm WARMUP
5:40-5:50pm What is HealthLit4Kids?
5:50-6:00pm BINGO
6:00-6:10pm MIX & MATCH
6:10-6:20pm DEBATE
6:20-6:30pm Close
Session Overview

4. (Think-Pair-Share): What is Health Literacy?
WARM UP

5. “Health literacy is the ability to make sound health
decisions in the context of everyday life; at home, in
the community, at the workplace, the health care
system, the market place and the political arena. It is a
critical empowerment strategy to increase people’s
control over their health, their ability to seek out
information and their ability to take responsibility.”
Kickbusch, Wait and Maag (2005)
Definition

6. What is HealthLit4Kids?
https://youtu.be/oZwK5RSXs8g
Based on:
• Health Promoting Schools
• OpHeLiA Principles
HealthLit4Kids in Action:
https://www.youtube.com/watch?v=If5y-Wve5WI
What is HealthLit4Kids?

8. Principles Description
1. Outcomes focused Improved health and reduced health inequalities
2. Equity driven All activities at all stages prioritise disadvantaged groups and
those experiencing inequity in access and outcome
3. Co-design approach In all activities at all stages, relevant stakeholders engage
collaboratively to design solutions
4. Needs- diagnostic
approach
Participatory assessment of local needs using local data
5. Driven by local wisdom Intervention development and implementation is grounded in
local experience and expertise
6. Sustainable Optimal health literacy practice becomes normal practice and
policy
7. Responsiveness Recognise that health literacy needs and the appropriate
responses vary across individuals, contexts, countries, cultures
and time
8. Systematically applied A multilevel approach in which resources, interventions,
research and policy are organised to optimise health literacy
OpHeLiA

9. Common
Characteristics
Different/Unique
Characteristics
1
2
3
4
5
The first group to identify 5 commonalities and 5 differences
wins!
BINGO

10. Each small group will be assigned 5 Lesson Plans and asked to identify which
area of the ACHPE they address and to classify the HealthLit4Kids artefacts within
each area according to Nutbeam’s (2000) framework.
• Which area of the ACHPE does the lesson plan relate to?
• Which dimension of health literacy is addressed?
Open Education Resource:
http://www.utas.edu.au/health/community-programs/healthlit4kid
MIX “n” MATCH

11. MIX “n” MATCH
Functional Interactive Critical
Researching and applying
information relating to
knowledge and services to
respond to a health-related
question
Requires more advanced
knowledge, understanding
and skills to actively and
independently engage with
a health issue and to apply
new information to
changing circumstances
Ability to selectively access
and critically analyse health
information from a variety of
sources (which might include
scientific information, health
brochures or messages in the
media) to take action to
promote personal health and
wellbeing or that of others.
Factual information about
risks, medications, health
services
Searching for online health
information
Self-confidence to act on
advice
Community action event
(social determinants)
ACHPE, Nutbeam (2000)
Which area of the ACHPE does the lesson plan relate to?
Which dimension of health literacy is addressed?

12. Consider the statement:
“HealthLit4Kids can be readily incorporated into our primary schools”.
DEBATE

13. Where to from here?
• You can start discussions about HealthLit4Kids in your school
• HealthLit4Kids Summary
• Registration of Interest
CLOSE