lis 560 ditigal na(t)ives
DESCRIPTION
Presentation for LIS 560: Instructional and Training Strategies for Information Professionals at the UW iSchool. Health information literacy workshop design for adolescent girls.TRANSCRIPT
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Mind the Gap: Digital Na(t)ïves and Health Information Literacy
Meredith SlotaJune 5th, 2012 | LIS 560
UW iSchool
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What?Why?Who?How?
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What?Why?Who?How?
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+Pop Quiz!
[source: http://www.chow.com/food-news/79610/make-your-own-ice-cream-bars/][source: http://www.pfizerhealthliteracy.com/physicians-providers/NewestVitalSign.aspx]
+Newest Vital Sign
PROSE LITERACY: Clinical example: The patient has scheduled some blood tests and is instructed in writing to
fast the night before the tests. The skill needed to follow this instruction is Prose Literacy. Ice cream label example: The patient needs this skill to read the label and determine if he can
eat the ice cream if he is allergic to peanuts.
NUMERACY: Clinical example: A patient is given a prescription for a new medication that needs to be taken
at a certain dosage twice a day. The skill needed to take the medication properly is Numeracy.
Ice cream label example: The patient needs this same skill to calculate how many calories are in a serving of ice cream.
DOCUMENT LITERACY: Clinical example: The patient is told to buy a glucose meter and use it 30 minutes before each
meal and before going to bed. If the number is higher than 200, he should call the office. The skill needed to follow this instruction is Document Literacy.
Ice cream label example: The patient needs this skill to identify the amount of saturated fat in a serving of ice cream and how it will affect his daily diet if he doesn’t eat it.
+Health Information Literacy = ???
Health Information
Literacy
Prose & Oral
Critical Thinking
Numeracy
Documents
Science & Culture
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What?Why?Who?How?
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+Why does Health IL matter?
[source: http://ciesin.columbia.edu/docs/001-233/001-233.html]
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What?Why?Who?How?
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+User group!
They are: 12-18 years old, digital
natives Varied backgrounds, life
situations, education Social animals Zipf’s case-in-point
They are not: Digital experts Information experts Particularly discerning* about
research
*Chloe’s niece notwithstanding
[source: http://www.imdb.com/title/tt0112697/]
+ Different Backgrounds
[source: http://fabricofmylife.co.uk/2010/01/10/get-ready-for-your-close-up/]
+Information Needs
Need: To identify and phrase questions regarding health information effectively Skill: Familiarity with basic medical and anatomical terminology Skill: Familiarity with search engines and search functionality (AND/OR, NOT queries)
Need: To identify and evaluate credible sources for health information Skill: Critical thinking with respect to authority and accuracy of sources Skill: Using the Internet to find local resources Skill: Cross-cultural communication to seek sources outside their social comfort zone Skill: Verifying information using more than one source, getting a second opinion
Need: To interpret and apply new health information in a meaningful way Skill: Print/oral literacy, reading comprehension Skill: Numeracy, quantitative analysis Skill: Critical thinking and problem-solving
Need: Use information to make appropriate decisions regarding health care Skill: Critical thinking with respect to identifying available options, choices
+Information Needs
Need: To identify and phrase questions regarding health information effectively Skill: Familiarity with basic medical and anatomical terminology Skill: Familiarity with search engines and search functionality (AND/OR, NOT queries)
Need: To identify and evaluate credible sources for health information Skill: Critical thinking with respect to authority and accuracy of sources Skill: Using the Internet to find local resources Skill: Cross-cultural communication to seek sources outside their social comfort zone Skill: Verifying information using more than one source, getting a second opinion
Need: To interpret and apply new health information in a meaningful way Skill: Print/oral literacy, reading comprehension Skill: Numeracy, quantitative analysis Skill: Critical thinking and problem-solving
Need: Use information to make appropriate decisions regarding health care Skill: Critical thinking with respect to identifying available options, choices
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What?Why?Who?How?✓
+Program Design
Pre-survey
Informal setting (after-school programs, Boys and Girls club, YMCA, etc.) Moveable desks Internet access + laptops/screen
Four workshops 90 minute sessions 10-12 participants, same throughout
Each workshop follows (loosely) the information literacy cycle Question Source Find Evaluate Combine Share Apply (Reflect) Question
[source: http://luciaravieduc8464.wikispaces.com/Home+-+Project+Overview]
Get their attention by making it relevant!
+Workshop 2: Authoritative Sources
+Weigh the Evidence…
[source: http://www.malepregnancy.com/][source: http://www.definenormal.com/PregnantMan/Home.html]
+Don’t Always Trust Google…
+Don’t Always Trust Google…
+Check Your Sources… (Hint: Not Yahoo! Answers)
[source: http://www.slate.com/articles/technology/technology/2007/12/a_librarians_worst_nightmare.html][source: http://www.kevinmd.com/blog/2011/02/teenage-patients-answering-medical-questions-yahoo-answers.html]
+Assessment: Program and Participants
