ERIC EJ897366: Health-Literate Youth: Evolving Challenges for Health Educators

2010·0.12 MB·English

by  ERIC

2010 AAHE Scholar Address
Health-Literate Youth:
Evolving Challenges for Health Educators
Joyce V. Fetro
Dr. Fetro’s AAHE Scholar presentation was given at the 2010 annual meeting in Indianapolis, IN.
Fetro JV. Health-literate youth: Evolving challenges for health educators. Am J Health Educ. 2010;41(5):258-264.
Across the country for the last several health-related decisions for themselves and is complex; it is much broader than mere
years, health literacy has become a “buzz the parents/guardians for whom they likely knowledge. Moreover, there are many dif-
word”—a major topic of discussion. In 2008, will become primary caregivers. In my dis- ferent ways of understanding. Like a die,
the American Association for Health Educa- cussion, I will address what I see to be some understanding is multi-faceted.3 When one
tion approved a position statement on health evolving challenges for health educators truly understands an idea or concept, he/she
literacy.1 As a health educator since 1971 working with youth as well as some possible can explain it, can interpret it and can apply
and after reading article after article about strategies for addressing them. it; he/she has perspective, can empathize
math literacy, reading literacy and science and has self-knowledge.3 So, let us examine
literacy, I think it’s about time! before de- EvoLving CHaLLEngE #1: health literacy in each of its facets.
livering my AAHE Scholar Address in April UndErstanding HEaLtH LitEraCY Understanding Facet #1: Explanation.
2010, a Google search for the words “health “To begin with an end in mind means This first facet is basic—what is health lit-
literacy” identified 5,120,000 and 988 videos. to start with a clear understanding of your eracy and what is it not? Initially, we must
On June 30, 2010, a new Google search for destination.”2(p.98) Moreover, as Eleanor define health. On more than one occasion,
“health literacy” identified 20,800,000 and Roosevelt said, “Understanding is a two-way when sharing my profession (i.e., health
1,300 videos. Clearly, health literacy con- street.” before we, as health educators, can educator) with a person I did not know, the
tinues to be an important concern across facilitate understanding of health literacy, we first question I was asked (focusing on the
the country. And, health educators in all must truly understand it ourselves. physical) is “Oh, what sport do you play?”
settings acknowledge that health literacy is So, what is health literacy? Does the Most professionally-prepared health educa-
a key determinant of health outcomes, has meaning of health literacy vary from person tors agree that health is a dynamic process
a major impact on health disparities, and to person, organization to organization of achieving one’s potential in several inter-
most important, should be a fundamental and location to location? Why is health related dimensions. In the literature and in
part of general education. literacy important? What is implied when multiple textbooks, health has been por-
Although it is important that all indi- we say someone is health-literate? How does trayed as a continuum, a star, a wheel, or one
viduals become health-literate, my com- health literacy work? What are the potential of many other geometric shapes. Regardless
ments are focused on youth because most benefits of health literacy and the potential of the model used, when we talk about health
of my professional work has centered within consequences of not being health literate? literacy, we must not limit our discussions to
school settings working with children and To what other concepts are health literacy physical health and accessing the (physical)
youth from ages 6-18 years. More important, connected? How do we see health literacy health care system; we must remember to
I believe that is where we must begin, and the in relation to our work in health education, address all dimensions of health—physical,
earlier, the better. Hopefully by beginning on health promotion, risk reduction, disease emotional, mental, social, and spiritual.
the first day of kindergarten and continuing prevention and health care reform? Finally,
through high school graduation, we can how do we measure health literacy? What Joyce V. Fetro is professor and chair in the
make a difference. I believe health-literate does a health-literate person know and what Department of Health Education and Recre-
youth will grow up to be health-literate is a health-literate person able to do? ation, Southern Illinois University, Carbondale;
adults who will be able to make positive Clearly, understanding (as a concept) E-mail: [email protected].
258 American Journal of Health Education — September/October 2010, Volume 41, No. 5
Joyce V. Fetro
Then, we must define literacy—the foun-
dation of health literacy. About one-third of table 1. types of Literacy defined4
the adult population in the United States has
limited literacy.4 Typically literacy is thought Prose literacy: The knowledge and skills needed to perform prose tasks (i.e., to
of as one’s being able to read and write, but search, comprehend and use information from continuous texts). Prose examples:
again, it is more complex than we think. Two editorials, news stories, brochures and instructional materials.
generally accepted definitions literacy are: “A Document literacy: The knowledge and skills needed to perform document tasks
person’s ability to read, write, speak, and com- (i.e., to search, comprehend and use information from non-continuous texts in vari-
pute and solve problems at levels necessary to ous formats). Document examples: job applications, payroll forms, maps, tables and
function on the job and in society, achieve drug/food labels.
one’s goals, and develop one’s knowledge Quantitative literacy: The knowledge and skills needed to perform quantitative
and potential”5 and “The ability to identify, tasks (i.e., to identify and perform computations, either alone or sequentially, us-
understand, interpret, create, communicate, ing numbers embedded in printed materials). Quantitative examples: balancing a
compute and use printed and written ma- checkbook, completing an order form, calculating interest on a loan.
terials associated with various contexts…a
continuum of learning”6 We need to keep
these basic definitions in mind as begin our understanding and acting upon health in- lated to understanding health insurance and
discussion about health literacy. formation.10 And, as is well documented, public assistance programs).4 Finally, if we
In Healthy People 2010,7,8 health literacy low health literacy is correlated with poor are true to our definition of health, it relates
was defined as the degree to which individ- health, less ability to care for self and others to all health dimensions—physical, mental,
uals have the capacity to obtain, process and and increased use of health care services... emotional, social and spiritual health.
understand basic health information and leading to economic consequences to soci- A health-literate person is a self-directed
services needed to make appropriate health ety.4 We must work with our youth now, so learner, a critical thinker and problem solver,
decisions. We, as health educators actually that when they become health-literate adults an effective communicator and a responsible
led the way with our National Health Edu- in the future. and productive citizen. A health-literate per-
cation Standards9 definition—the capac- Understanding Facet #2: Interpreta- son9 has functional knowledge and essential
ity of individuals to obtain, interpret and tion. This facet has to do with “meaning.” skills related to key health areas11 (Table 2).
understand basic health information and What does it mean to be literate? There are Do we, as health educators, truly understand
services and the competence to use such different types and levels of literacy with the national health education standards and
information and services in ways which corresponding skills/abilities: prose literacy, know how our current educational strategies
enhance health. The slight, but important, document literacy and quantitative literacy4 need to change so that youth with diverse
difference in these two definitions is in the (Table 1). And, what does it really mean to learning styles and multiple intelligences
word competence; it is not enough to ob- be health literate? First, a complex array of can become health literate? In today’s world,
tain, process and understand basic health skills are necessary to be health-literate, in- a health-literate young person is able to take
information; young people need to have a cluding (1) promoting/protecting health and care of him or herself—physically, emotion-
level of proficiency to use that basic health preventing disease; (2) understanding/inter- ally, socially, mentally and spiritually. They
information to promote their health and preting/analyzing health information; (3) understand the concept of risk and can
that of their families and communities. applying health information over a variety fill out complex forms, locate health care
beyond defining health literacy, we need of life events/situations; (4) navigating the providers and health-related services, ask
to be able to explain why health literacy is health care system; (5) actively participating important clarifying questions of his/her
important and the personal benefits as well in encounters with health-care professionals physician or nurse, understands not only
as the consequences of not being health liter- and workers; (6) understanding/giving con- how to take medicines, but potential side
ate. And, when we are working with youth, sent; and (7) understanding/advocating for effects and interactions, and advocates for
we have to stay in the NOW; they really don’t rights.10 Second, health literacy is measured his/her health and that of his/her family
care about long-term consequences 20 years in three domain: the prevention domain and community. Are we really preparing
down the road. Adolescents truly believe (activities associated with maintaining/ our youth to be successful at these impor-
that, by then, they will quit smoking, control improving health, preventing disease and tant tasks?
their drinking, and increase their physical self-care/self-management); the clinical do- Understanding Facet #3: Application.
activity, and so on. main (activities associated with health-care This facet involves being able to use health-
More than 90 million people (one-half provider interactions); and the navigation of related knowledge and skills in our daily
of all American adults) have difficulty the health care system domain (activities re- lives—both personally and professionally.
American Journal of Health Education — September/October 2010, Volume 41, No. 5 259
Joyce V. Fetro
phasized that health literacy is a shared
table 2. national Health Education standards10 function of social and individual factors.10,p.4
That is, an individual’s literacy skills and
Standard 1: Students will comprehend concepts related to health promotion and capacities are mediated by his/her educa-
disease prevention to enhance health. tion, culture and language. So, as we move
Standard 2: Students will analyze the influence of family, peers, culture, media, forward to enhance health literacy, we must
technology, and other factors on health behaviors. consider three contexts: the culture and
society, the educational system and the
Standard 3: Students will demonstrate the ability to access valid information and
health care system.
products and services to enhance health.
Culture reflects shared ideas, meanings,
Standard 4: Students will demonstrate the ability to use interpersonal communica-
values and practices of a group. Cultural
tion skills to enhance health and avoid or reduce health risks.
behaviors are socially learned and continu-
Standard 5: Students will demonstrate the ability to use decision-making skills to ally evolving; culture influences behavior
enhance health.
often unconsciously. If we are working
Standard 6: Students will demonstrate the ability to use goal-setting skills to en- with youth, we need to understand their
hance health. culture—the shared ideas, meanings, values
Standard 7: Students will demonstrate the ability to practice health-enhancing and practices of today’s adolescents. Over
behaviors and avoid or reduce health risks. the past year, I have had numerous conver-
sations with colleagues about today’s ado-
Standard 8: Students will demonstrate the ability to advocate for personal, family,
lescents—who are ever evolving and chal-
and community health.
lenging teachers at all levels. Conversations
included phrases like: sense of entitlement,
lack of independence, lack of responsibility,
Are we as health literate as we need to be? and purchasing health care products? Will negative attitude, lack of self-esteem…and
I often question my level of health literacy. they be able to manage their health care and the list goes on. So…the question is: What
Can we apply what we know and understand that of their parents? And, will they be able to is going on with adolescents?
about health literacy as we prepare health access accurate and reliable health informa- We know a great deal is going on in this
educators entering the field today? Do we tion and community resources? developmental stage of adolescence. It is a
incorporate strategies in our courses to help Youth need multiple opportunities to time of incredible developmental growth,
our students understand the importance learn key content and practice personal when youth have their feet tenuously
and meaning of health literacy in all its and social skills as described in the Na- planted between childhood and adulthood.
complexities? Do we instruct students in tional Health Education Standards.11 In the Risk-taking is a normal part of adolescent
a way that will prepare them to work with amount of time that is typically afforded development, but can today’s youth experi-
youth related to the national health educa- health education during 12+ years of edu- ment and explore without concern related
tion standards. cation, we are lucky if most key health con- to long-term serious consequences to their
Are we preparing health-literate youth cepts can be covered and understood. Sadly, health and future goals?
in our schools? Just because today’s youth only 6.4% of elementary schools, 20.6% of Twenty years ago, Code blue,15 a report
have had what I consider to be a token middle schools and 35.8% of high schools of the National Commission on the Role of
amount of health education, can we assume required instruction in the recommended Schools and the Community in Improving
that their health classes addressed health 14 health areas.12 Adolescent Health, stated: “For the first
education standards11and integrated char- Understanding Facet #4: Perspective. time in the history of this country, young
acteristics of effective programs12 (Table 3)? This facet is about understanding multiple people are less healthy and less prepared to
Will future teens and young adults be able perspectives (i.e., looking at health issues take their places in society than were their
to consciously reduce their personal health and problems in different ways based on parents. And this is happening when our
risks by wearing their seatbelts, not drinking the group of individuals with whom we society is more complex, more challenging
and driving, using protection during sexual are working). In 1933, Dewey emphasized and more competitive than ever before.”15
intercourse, and so on? Will they be able that one needed to see things in relation to I believe this quote is still valid today. As a
to make informed health-related decisions other things, to note how they operate or result of Code blue, the Centers for Disease
about not only smoking tobacco and using function, to realize what are the causes and Control and Prevention’s Division of Ado-
other substances, but also using over-the- what consequences follow.14 lescent and School Health began monitoring
counter drugs, making healthy food choices The Institute of Medicine report em- youth risk behaviors.16 Although significant
260 American Journal of Health Education — September/October 2010, Volume 41, No. 5
Joyce V. Fetro
progress has been made in decreasing most
health-risk behaviors, age of initiation of table 3. Characteristics of Effective Health Education Curricula12
some behaviors has decreased. And, many
of these young adolescents have not yet de- Reviews of effective programs and curricula and input from experts in the field of
veloped the personal and social skills needed health education have identified the following characteristics of an effective health
to make health-promoting decisions. education curriculum:
because of the No Child Left behind • Focuses on specific behavioral outcomes.
• Is research-based and theory-driven.
Act,17 schools are limiting instruction in
• Addresses individual values and group norms that support health-enhancing
classes where these health-related skills
behaviors.
typically are developed to focus on literacy
• Focuses on increasing personal perceptions of risk and harmfulness of engaging
in core curricula. Yet, 26% of 8th graders are
in specific health risk behaviors and reinforcing protective factors.
below basic literacy in reading,18 27% are
• Addresses social pressures and influences.
below basic literacy in mathematics,19 and
• Builds personal competence, social competence and self efficacy by addressing
41% are below basic literacy in science.20 skills.
The National Center for Education Statistics • Provides functional health knowledge that is basic, accurate and directly contrib-
reported that 26.8% of freshmen did not utes to health-promoting decisions and behaviors.
complete four years of high school. Of those • Uses strategies designed to personalize information and engage students.
who did finish, 35% don’t go on to college.21 • Provides age-appropriate and developmentally-appropriate information, learning
How can we, as health educators, promote strategies, teaching methods and materials.
• Incorporates learning strategies, teaching methods and materials that are cultur-
health literacy, when basic literacy—its
ally inclusive.
foundation—is limited? And how can we
• Provides adequate time for instruction and learning.
reach out-of-school youth with health edu-
• Provides opportunities to reinforce skills and positive health behaviors.
cation before they become adults?
• Provides opportunities to make positive connections with influential others.
The education system, the second con-
• Includes teacher information and plans for professional development and train-
text of health literacy, is complex. but, in a
ing that enhance effectiveness of instruction and student learning.
nutshell, what is happening in our schools is
influenced by national policy written by leg-
islators who likely have not been in a school
since they were teenagers. The education preparation in health education? we made it. When the daily news focuses on
system is controlled and funded by states, The health care system is equally as unemployment rates, budget deficits and
several of which have decreased funding complex. Although some schools have lack of funding for youth programs, how
to schools, resulting in teacher layoffs and school-based clinics, many schools have can we expect youth to believe they have a
larger classes. These limited resources have limited health service professionals, where future to look forward to?
led to eliminating programs that are con- nurses, counselors and other practitioners Understanding Facet #6: Self-knowledge.
sidered to be non-essential. because of the are only available at certain times on cer- This facet is described as the “wisdom
No Child Left behind Act,17 teaching toward tain days. Most youth do not have the skills to know one’s ignorance and how one’s
critical thinking has been replaced by “teach- to navigate the health care system with its patterns of thought and action inform
ing to the test.” Moreover, many teachers layers of bureaucracy and numerous forms as well as prejudice understanding.”3( p.
responsible for teaching core curricula are and documents with instructions difficult 100) “All understanding is ultimately, self-
not health literate. Although these last state- to understand. And, more importantly, are understanding…A person who understands,
ments are generalities and do not apply to practitioners trained to be youth-friendly? understands himself. Understanding begins
all schools, the proportion of schools where Understanding Facet #5: Empathy. when something addresses us. This requires
these shifts are occurring is increasing. This facet refers to one’s ability to walk in the fundamental suspension of our own
The most recent School Health Programs someone else’s shoes, to embrace their in- prejudices.”22(p. 266) This facet is for each of
and Policy Study13 reported that 75% of states sights and feelings. The first step, I believe, us to interpret in his/her own way.
have adopted policy that requires schools to is remembering what it was like to be an
follow the national health education stan- adolescent. For some of us—me included— EvoLving CHaLLEngE #2:
dards or state health education standards. that was a long time ago. And society has CompEting initiativEs
but, how can that occur when only 13% of changed incredibly in the interim. Schools We are all familiar with the No Child
elementary teachers and 37% of middle and were different, families were different and Left behind Act (NCLb)17 (or as my col-
high school teachers had any professional communities were different. but, somehow leagues in Hawaii like to say “No Teacher
American Journal of Health Education — September/October 2010, Volume 41, No. 5 261
Joyce V. Fetro
Left Standing”). NCLb has a deadline of almost as quickly as each new multimedia it can be applied, what are existing perspec-
2014 for all students in all public schools to technology becomes available. We, by the tives, how can we empathize and how can
achieve “proficiency” in basic subjects. It fo- way, are the “digital immigrants,” who have we enhance our own self-awareness. We
cuses on four areas: academic achievement, adopted many aspects of the technology, but must truly understand adolescents and their
quality teachers and paraprofessionals, a safe just like those who learn another language culture. Much has been done to understand
and learning environment and high school later in life, we retain an “accent” because we brain development and other changes that
graduation. Who could argue with those still have one foot in the past. The challenge occur in adolescence. How can we better
objectives? Who would want to leave even is “keeping up.” address developmental needs of youth in
one child behind? This education initiative, Social networking—Facebook, My these challenging times? We must immerse
however, continues to have a tremendous Space, texting, blogging, twittering—has ourselves in current literature outside of our
impact by eliminating or limiting health replaced face-to-face encounters. YouTube discipline (i.e., what is happening in educa-
education, physical education and other has become major source of “snippets” of all tion, psychology, sociology and other fields
youth programming in schools. types of information and personal experi- of study). We must work harder at becom-
ences and stories. Chatrooms have allowed ing culturally competent, particularly as it
EvoLving CHaLLEngE #3: pairs of random strangers to engage in relates to youth. Yes, youth is a culture of its
rEsponding to HEaLtH CrisEs webcam-based conversations. And the list own. We must open our eyes and ears to see
(aka… disEasE of tHE daY goes on. Three questions come to my mind what they are doing and listen to what they
approaCH) at this point. Can the collective intelligence are saying so we can better understand how
This past fall, the outbreak of H1N1 of any social network provide accurate young people think and survive. We must
interrupted programs in schools and com- and reliable health information? Will the view diversity as a strength and view youth
munities. On a regular basis, categorical increase in use of technology and media as resources rather than problems. Inclusion
health initiatives, like adolescent suicide shift the power and responsibility for learn- should be a goal and as we carefully examine
prevention or childhood obesity, often drive ing about health from public and private what we have in place in schools
programming away from more comprehen- schools and institutions of higher education Related to professional preparation of
sive approaches in health education. As with to individual learners? Can the level of use those who will be working with individuals
any crisis, the response from public health of technology have an impact on a young in multiple settings, particularly in our high
departments, community-based agencies, person’s overall health, academic achieve- schools, the standards are high. As part of
schools and communities should be the ment, ability to communicate effectively, the AAHE/NCATE Review of Initial Level
highest priority. Other day-to-day program- manage stress, set personal goals and make Programs, health education teacher prepara-
ming, however, often is compromised. This informed decisions? tion programs are systematically reviewed
categorical “disease of the day” approach is As we move forward into the 21st cen- and health education teacher candidates
not efficient and often is not effective. tury to promote health literacy, particularly must provide evidence that they can effec-
among youth, we cannot let what we have tively address the national health education
EvoLving CHaLLEngE #4: always done cloud what we need to do. I sus- standards, and most important, that youth
tHE gEnEration m2 pect I am not the only one who has kept her have learned about critical health issues and
According to a 2010 report from the head in the sand about technology. I chal- developed essential skills to make health-
Kaiser Family Foundation,23 8 to 18-year lenge every health educator, regardless of set- promoting decisions.Unfortunately, the
olds (N>2000) spend more time with media ting, to pay attention to the aforementioned School Health Programs and Policy Study13
(i.e., television, iPods/MP3 devices, comput- challenges. We have done exceptional work. found that only 37% of middle and high
ers, video games, movies) than any other We need to effectively use the resources we school teachers have professional prepara-
activity besides sleep—an average of more have developed and design new strategies to tion in health education. We have expanded
than seven-and-a-half hours per day; not reach today’s youth and young adults. We our efforts to ensure that those individuals
including texting (on average, 90 minutes). need to change the way we work with youth, teaching health education at the secondary
Clearly, media are one of the most powerful if we want them to be health-literate. level have either majors or minors in health
forces in young people’s lives today. Heavy education, and that those teaching school
media users are more likely to get fair to poor addrEssing EvoLving CHaLLEngE health education majors are up-to-date with
grades, get into trouble, and be sad, bored, #1: UndErstanding HEaLtH “best practice” and are knowledgeable about
and/or unhappy. LitEraCY resources at the national level. Last May, the
A game designer in education and learn- First, each of us, as health educators, Division of Adolescent and School Health
ing24 calls teens “digital natives,” that is native must truly understand health literacy in all and the American Cancer Society sponsored
speakers of technology, who become fluent its facets: what is it, what does it mean, how a higher education institute whose goals
262 American Journal of Health Education — September/October 2010, Volume 41, No. 5
Joyce V. Fetro
were to update university professors about Obama administration focuses on: college addrEssing CHaLLEngE #3:
what was happening related to school health and career-ready students, great teachers rEsponding to HEaLtH CrisEs
education at the national, state and local lev- and great leaders, meeting the needs of Multiple data sources indicate that to-
els. Finally, let’s not forget the importance of English learners and other diverse learn- day’s learners most often do not arrive at
teaching our graduate students about “best ers, a complete education, successful, safe school healthy and ready to learn. The typi-
practice” so when they begin their profes- and healthy students, and fostering inno- cal classroom often has one or more students
sional practice, we can continue to close the vation and excellence. Again, who could with personal crises (e.g., they are hungry,
gap between preparation and practice. argue with those objectives? The question neglected, abused, depressed, mentally ill,
What about our nearly 39 million el- remains, however, will health education as alcoholics, children of alcoholics, drug abus-
ementary school students? There was a time a curriculum area be elevated to the same ers, pregnant, and the list goes on). Rather
in my earlier career when I believed we could levels as mathematics, science and other than a knee jerk response, we must establish
and would have health education specialists core curricula? Will educators in other systems to comprehensively address any
in all elementary schools. I have not given roles understand the critical connection crisis that may arise.
up, but right now, we have to work within between health and academic achievement? Coordinated school health (CSH)
the existing context. According to 2000 Our efforts must focus on making that con- programs as described by Kolbe and Allen-
NCATE standards for elementary teachers,25 nection and sharing the research that shows sworth29 more than 20 years ago can do just
candidates will know and use major concepts that health education makes a difference in that. These eight components (health edu-
in the subject of health education to create academic success. cation, physical education, health services,
opportunities for student development and Competitive grants made available as part counseling/psychological/social services,
practice of skills that contribute to good of A Blueprint for Reform will provide fund- nutrition services, family/community in-
health. This addition to the NCATE stan- ing for Promise Neighborhoods, 21st Century volvement, healthy environment and staff
dards was a major coup for health education. Community Learning Centers, and Success- wellness), when coordinated, are synergistic
So, what is happening or should happen ful, Safe, and Healthy Students.26(pp.32-33) but, and have the potential to address current and
within institutions for higher education to don’t all youth in all schools deserve promise future health issues affecting youth. CSHs
prepare elementary pre-service candidates neighborhoods, community learning centers are being implemented in many state and
to meet this standard? At Southern Illinois and healthy learning environments? Or, local education agencies across the country
University Carbondale, we developed a should select schools with grant writing and they are making a difference. Health
new course entitled “Health Programs in expertise be given opportunities that other educators in all settings must share their
Elementary School” that examines current schools may not get. successes and challenges. Regardless of set-
health issues of elementary students, reviews Although the status of health education ting we are in this together.
the coordinated school health program as an as a separate discipline is less than optimal,
approach to address those issues, focuses on there are several promising events occur- addrEssing CHaLLEngE #4:
“best practice” as described in our national ring to bring health into the comprehen- gEnEration m2
health education standards, and helps pre- sive picture of school success. In January The biggest challenge, I think, is how we
service elementary teachers identify and/or 2009, the National Education Association’s can tap into Generation M2. If youth spend
design strategies to integrate health concepts Health Information Network sponsored a hours on end on cell phones, can we send
within other disciplines. Other universities Symposium on Health literacy in the 21st health messages to their cell phones that
are providing instruction within current el- Century.27 The Association for Supervision will spark health literacy? In recent weeks,
ementary education coursework. Still, others and Curriculum Development focused I came across a website called Text4baby,
are offering workshops or online experiences its December 2009-January 2010 issue on which sends free messages to help young
in an attempt to address NCATE standards. Health and Learning. And, the Partnership women through their pregnancy and their
To address health literacy, however, we must for 21st Century Schools28 identified health baby’s first year. Could we send other health
assist elementary teachers so they can ap- literacy as one of the 21st century themes. messages to teens on their iPhones? Can
propriately integrate health concepts within While most educators acknowledge that we put stories about teen’s real life experi-
mathematics, science, language arts, social students must arrive at school motivated and ences on Flicker? Can we challenge teens to
studies and other subjects. ready to learn, even more teachers and ad- develop videos of personal health-related
ministrators are realizing that healthier stu- experiences and post them to YouTube? I
addrEssing EvoLving CHaLLEngE dents are better learners. I have realized over am not a technological wizard, but I am
#2: CompEting initiativEs the years that we must let go of some our challenging those of you who are to help
Reauthorization of the Elementary “health lingo” and “jump on the education technological laggards like me begin to ex-
and Secondary Education Act26 under the bandwagon” of academic achievement. plore how health-promoting messages can
American Journal of Health Education — September/October 2010, Volume 41, No. 5 263
Joyce V. Fetro
be delivered in this digital world. We know 6. United Nations Educational, Scientific and Left Behind. Available at: http://www.ed.gov. Ac-
health information alone does not work, Cultural Organization. Literacy. Available at: http:// cessed: March 15, 2010.
but maybe some creative, relevant experi- www.unesco.org. Accessed March 15, 2010. 18. National Center for Education Statistics.
ences minimally could arouse young people’s 7. U. S. Department of Health and Human The Nation’s Report Card: Reading 2007. Washing-
interest in health—their own, their families Services. Healthy People 2010: Understanding and ton, D.C.: U. S. Department of Education; 2008.
and their communities. improving health. Washington, D.C.: U. S. Depart- 19. National Center for Education Statistics.
We, as health educators, have our work ment of Health and Human Services. The Nation’s Report Card: Mathematics 2009.
cut out for us. We know from research and 8. National Network of Libraries of Medicine. Washington, D.C.: U. S. Department of Educa-
practice what needs to be done. We, as health Health literacy. Available at: http://www.nnlm. tion; 2010.
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