Background: Our objective was to assess adults' knowledge, risk behaviors, and preference for information about human papillomavirus (HPV).Methods: A cross-sectional study using a self-administered questionnaire given in 3 locations (a university health service and 2 community family practice offices); 289 people completed the questionnaire. The primary outcome measure was a knowledge score calculated from the responses on specific items in the questionnaire. This knowledge score was developed by other investigators and has acceptable psychometric properties.Results: Knowledge about HPV was low, with an average knowledge score of 5.50 (possible scores ranged from 0 to 14) and a mode of 0. Knowledge scores were significantly higher in women (P ‫؍‬ .001) and married adults (P ‫؍‬ .001). Knowledge scores were inversely related to age (P ‫؍‬ .004) and positively correlated with years of education (P ‫؍‬ .001) and self-assessment of knowledge (P < .001). Knowledge scores were positively correlated with condom use (P ‫؍‬ .05) but not significantly associated with other risk behaviors. The most frequently desired time to receive information about HPV was before becoming sexually active.Conclusions

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In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom setting. The authors present how this practice evolved from traditional interactive journals pre-COVID to an innovative and engaging learning experience post-COVID. Interactive journals provide students with opportunities to explore and apply content and methods, while also learning a teaching strategy that pre-service teachers can implement in their own elementary classrooms. The authors describe the design and development of digital interactive journals along with student work samples and instructional steps to transfer and implement this strategy across disciplines.