Health Literacy: A Necessary Element for Achieving Health Equity

Logan, Robert A.; Wong, Winston; Villaire, Michael; Daus, Gem P.; Parnell, Terri Ann; Willis, Earnestine

doi:10.31478/201507a

Cited by 48 publications

(52 citation statements)

References 11 publications

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“…While a National Academy of Medicine perspective recently identified the combined RWJ interventions as an example of applied, comprehensive health disparities research, the NAM perspective added the RWJ initiative additionally illustrates the missing opportunities for collaboration between health disparities and health literacy researchers [67]. The NAM perspective reports the RWJ interventions do not include health literacy initiatives despite evidence that health literacy interventions have an intermediate impact on health outcomes and the utilization of the health care delivery system (or represent an evidence-based social determinant of health) [67].…”

Section: Health Disparitiesmentioning

confidence: 99%

“…The NAM perspective reports the RWJ interventions do not include health literacy initiatives despite evidence that health literacy interventions have an intermediate impact on health outcomes and the utilization of the health care delivery system (or represent an evidence-based social determinant of health) [67].…”

Section: Health Disparitiesmentioning

confidence: 99%

“…On the other hand, the NAM perspective acknowledges the disciplinary gap is reciprocal -health literacy research often fails to include health disparities research in creating health literacy conceptual frameworks, methodological approaches, and initiatives [67].…”

Section: Health Disparitiesmentioning

confidence: 99%

“…While the NAM perspective notes more research collaboration should be a priority, the perspective adds the lack of cooperation probably is derived from different research funding streams as well as some comparative differences in health literacy's genesis and development [67].…”

Section: Health Disparitiesmentioning

confidence: 99%

“…This chapter attempts to provide a broader conceptual framework within an ongoing discussion about the integration of health literacy and health disparities research in the U.S. [67]. The chapter attempts to demonstrate there is nothing more practical than good theory, or clear conceptual foundations.…”

Section: Introductionmentioning

confidence: 99%

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Seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research

Logan

2017

ISU

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Abstract. This chapter compares the conceptual foundations of health literacy and health disparities. It details some of the conceptual differences between health literacy and health disparities and explains some similarities that suggest the need for increased research collaboration. The chapter is among the first to address the structural and social determinants of health together and explain that future research needs to assess their interaction.Overall, the chapter creates a conceptual foundation as well as challenges future scholars/practitioners to take more multidimensional approaches to assess health's determinants. The chapter also attempts to demonstrate there is nothing more practical than good theory, or clear conceptual foundations.The chapter is divided into four sections that address the following topics: three conceptual frameworks about the determinants of health; opportunities in health disparities and health literacy research; seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research; as well as a conclusion. The chapter suggests there are vacuums in current research knowledge that need future attention -especially regarding the integration of health literacy and health disparities research.

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Section: Health Disparitiesmentioning

confidence: 99%

Section: Health Disparitiesmentioning

confidence: 99%

Section: Health Disparitiesmentioning

confidence: 99%

Section: Health Disparitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research

Logan

2017

ISU

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Equity and Evaluation in Informal STEM Education

Garibay

Teasdale

2019

New Drctns Evaluation

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Informal STEM education institutions seek to engage broader cross sections of their communities to address inequities in STEM participation and remain relevant in a multicultural society. In this chapter, we advance the role that evaluation can play in helping the field adopt more inclusive practices and achieve greater equity than at present through evaluation that addresses sociopolitical contexts and reflects the perspectives and values of non‐dominant communities. To do this for specific projects, we argue that evaluation should privilege the voices and lived experiences of non‐dominant communities, engage communities in identifying desired outcomes, and ensure multicultural validity of instruments, measures, and inferences. At the field‐wide level, we urge evaluators to examine conceptualizations of “broadening participation in STEM,” evaluate community‐based partnerships, and address replication and scaling. Ultimately, these actions can lead to greater equity in evaluation and in informal STEM education.

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Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory

Smith

Merlino

Christie

et al. 2020

Health Prom J of Aust

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This brief report describes three key lessons learned during a health literacy research project with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory (NT), Australia. More specifically, it is a methodologically focused paper that discusses processes associated with using a combination of yarning sessions and social media content as tools to unpack conceptualisations of health and well-being among this marginalised population. The lessons discussed include (a) the utility of using social media in providing an authentic window into the lives of a hard-to-reach populations; (b) the need to carefully consider ethical implications; and (c) the benefits of using social media content to triangulate data and enhance methodological rigour. To understand the methodological contribution social media can make to equity-focused health literacy research, it is first useful to understand what is meant by health literacy.Globally, the term 'health literacy' has been adopted widely, and defined broadly, in a range of health promotion policy, practice and research contexts. [1][2][3][4][5][6][7] This has extended to concepts such as health literacy responsiveness and distributed health literacy. 6-7 A focus on health literacy measurement has been a significant part of the emerging health literacy discourse. [8][9][10][11] This has focused on ways to measure health literacy at both individual and population level. 5 For example, popular and well tested tools developed by Australian researchers have included the Health Literacy Questionnaire (HLQ), Information and Support for Health Action -Questionnaire (ISHA-Q) and the Conversational Health Literacy Assessment Tool (CHAT). 12-14 These tools, and others, have increasingly been used in contexts with vulnerable populations where health inequities are well documented, 13,[15][16][17] including Aboriginal and Torres Strait Islander people. 17-18 However, multiple scholars have also pointed toward the importance of adopting qualitative approaches to better understand the health literacy needs of vulnerable and marginalised populations, including Aboriginal and Torres Strait Islander populations. [18][19] This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Health Literacy: A Necessary Element for Achieving Health Equity

Cited by 48 publications

References 11 publications

Seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research

Seeking an expanded, multidimensional conceptual approach to health literacy and health disparities research

Equity and Evaluation in Informal STEM Education

Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory

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