October 19th -Workshop: Public health literacy: what does it mean and how can we measure it?

Public health literacy widens the health literacy focus from skills to promote individual health, to skills to promote public health. Often what is good for individual health is also good for public health, but at times these two aspects of health literacy may be in conflict. This workshop will use presentations and plenary group work to better understand the concept of public health literacy and its constituent components: conceptual foundations, critical skills, and civic orientation. We will use the exemplar of actions required from individuals to reduce the community transmission of the SARS-CoV-2 virus, which causes Covid-19. Specifically, we will identify areas where individual health literacy and public health literacy are concordant, and areas where there is dissonance.

We will then break out into small groups, one for each of the three constituent components of public health literacy, and start to explore potential items to measure in each area. We will then reconvene in plenary to hear the outcomes of each group.

Diane Levin-Zamir, PhD, MPH, MCHES, EuHP

National Director, Department of Health Promotion of Clalit

Professor Diane Levin-Zamir is the National Director of the Department of Health Promotion of Clalit, Israel's largest non-profit healthcare organization. She is Professor at the University of Haifa School of Public Health in Israel, and teaches in the Tel Aviv University Faculty of Medicine’s School of Public Health. She is one of the founders and leaders of the Global Working Group on Health Literacy of the International Union Health Promotion and Education, and of the Israel Health Promoters and Health Educators Association. She chairs the National Council of Health Promotion of the Israel Ministry of Health. Diane has published extensively scientific articles, book chapters and co-edited two books. She specializes in health promotion action, research and policy and among children/adolescents, people with chronic conditions, in community, hospital and media settings cultural appropriateness, media/digital and population health literacy. She was principal investigator for the National Survey on Health Literacy in Israel and is a scientific advisor for the Asian Health Literacy Association, and for the Health Literacy for Children and Adolescents project in Germany. She serves on the WHO Expert Advisory Group for the European Action Plan on Health Literacy, on the editorial board of the Global Health Promotion Journal. and on the executive board of the International Health Literacy Association.

Gillian Rowlands

Professor of Primary Care (Family Medicine), Newcastle University, UK

Gill Rowlands is a Professor of Primary Care (Family Medicine) at Newcastle University, UK. Her research interests are the role of health literacy in health, the role of Family Physicians in addressing the problems faced by patients with lower health literacy, and the development of policy. She founded the Health Literacy UK group, and chairs the IUHPE Global Working Group on Health Literacy and is an Executive Board Member of the International Health Literacy Association. She has over 70 peer-reviewed publications and six book chapters, and has co-edited two books.

Lettie Cardoso (Moderator)

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October 19th: Workshop: Public health literacy: what does it mean and how can we measure it?
Recorded 10/19/2020
Recorded 10/19/2020 Gillian Rowlands Newcastle University Diane Levin-Zamir University of Haifa Israel Description: Public health literacy widens the health literacy focus from skills to promote individual health, to skills to promote public health. Often what is good for individual health is also good for public health, but at times these two aspects of health literacy may be in conflict. This workshop will use presentations and plenary group work to better understand the concept of public health literacy and its constituent components: conceptual foundations, critical skills, and civic orientation. We will use the exemplar of actions required from individuals to reduce the community transmission of the SARS-CoV-2 virus, which causes Covid-19. Specifically, we will identify areas where individual health literacy and public health literacy are concordant, and areas where there is dissonance. We will then break out into small groups, one for each of the three constituent components of public health literacy, and start to explore potential items to measure in each area. We will then reconvene in plenary to hear the outcomes of each group.
Session Evaluation
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