Composing Health Literacies

Description:

This edited collection examines engagements between health literacies and undergraduate writing instruction, providing research, case studies, and practical guidance on developing an interdisciplinary writing pedagogy.

Bringing together works from scholars in rhetoric and composition, technical communication, UX, public health, nursing, and writing center administration, this collection showcases a range of evidence-based practices for composing, teaching, and assessing health literacies, which the readers can apply to their own contexts. Using non-specialist language accessible to instructors from a variety of backgrounds, the chapters consider the use of writing assignments including image analyses, public service announcements, podcasts, health education materials, illness narratives, public presentations, research proposals, and journal articles. The book offers a holistic overview by profiling entire writing programs, both online and face-to-face, that teach health literacies across their curricula.

This evidence-based collection is essential reading for scholars and instructors in rhetoric and composition, writing in the health professions, technical communication, and health humanities, and can be used as a supplemental textbook for pedagogy courses in these fields.

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Table of contents :

Cover
Half Title
Title Page
Copyright Page
Dedication
Contents
Contributors
Introduction: The Intersections of Health Literacies and Undergraduate Writing Instruction
A Very Short History of Health Literacy
Health Literacy in/and UWI
Purpose, Organization, and Key Features of the Collection
Note
References
Part I: Assignments and Courses
1. Engaging Health Literacies through Multimodal Projects in First-Year Writing
Guiding Framework
Beaufort’s (2007) Five Knowledge Domains
Multimodality
Digital Genres
Information, Digital, and Rhetorical Literacies
Teaching for Transfer
Institutional Context
Assignment 1: Meme/Image Analysis (Weeks 1-5)
Assignment 2: Research Paper (Weeks 6-11)
Assignment 3 (Weeks 12-15)
Overview of the Multimodal “Writing” Process
Focused Class Sessions
Copyright Laws
Assessment and Outcomes
Conclusion
Acknowledgment of Funding
References
Additional Reading
Appendix A: Teaching the Peer Review Process
Appendix B: Peer Review Criteria
Appendix C: Project Proposal Form
2. Teaching Critical Thinking for Critical Health Literacies: A Problem-Based Writing Approach
Critical Health Literacies
Teaching Critical Thinking for Critical Health Literacies through Undergraduate Writing Instruction
Academic Context
Problem-based Writing Assignment
Proposal Paper Components
Evaluate a One Health One Medicine problem
Identify a Practical Solution (or Partial Solution) to the Problem
Justify the Proposal with Valid Reasons
Develop at Least 3 Details or Steps Involved In Accomplishing the Proposal
The Writing Process
Feedback
Discovery and Investigation (1 week)
Prewriting (2 weeks)
Drafting (3 weeks)
Revising and Final Submission (2 weeks)
Conclusion
References
Appendix 1: Sample Paper with Annotations
Appendix 2: References in Student Sample Paper
3. First Do No Harm: Promoting Health Literacies Through Empathy Adventures in the Writing Classroom and Beyond
The Science of Empathy
Assignment 1: “Parallel Chart” (Charon, 2006)
Synopsis
Writing Genres
Assignment Overview
Reflections
Assignment 2: Musical Medicine Empathy Adventure
Synopsis
Writing Genres
Assignment Overview
Reflections
Assignment 3: Poetry Prescription Empathy Adventure
Synopsis
Writing Genres
Assignment Overview
Reflections
Assignment 4: Why Empathy Matters Reflection
Synopsis
Writing Genres
Assignment Overview
Discussion
5 Practical Suggestions for Implementing Empathy Adventures in Your Undergraduate Writing Classroom
References
4. Rhetorical Aesthetics and Health Literacies
Rhetorical Aesthetics and Health Literacies
Health Literacies Through Rhetoric, Identification, and Aesthetics
Rhetorical Aesthetics and Health Literacies Pedagogy
Rhetorical Aesthetics, Production, and the Self
Writing by Hand
Discovering Course Content for One’s Self
Rhetorical Aesthetics, Listening, and Others
Exams That Reinforce the Emphasis on People, Individuals, Listening, and Experience
A Midterm That Emphasizes People and Individuals
A Final Exam That Emphasizes Listening, Understanding, and Experience Over Knowledge
Conclusion
Suggestions for Teaching
References
5. Cross-Disciplinary Vaccine Education through a Campus-Community Partnership
The Pre-COVID Vaccine Debate
The Course and Clients
Course Assignments
Client Deliverables
Healthy Families
Central Shenandoah Health District
Outcomes and Takeaways
Positive Outcomes
Needs Improvement
Conclusion
References
Part II: Programs
6. Context Matters: Identifying Strategic Opportunities to Support Health Literacies through Writing Interventions
Background for the Present Study
Methods
Participants
Surveys
Interviews
Data Analysis
Results
Students Struggled with Discipline-Specific and Research-Related Aspects of Writing
Writing Objectives and Standards for Health Sciences Majors were Either Absent or Inconsistent
Faculty Lacked Training in Writing Instruction and Feedback Strategies
Administrative, Curricular, and Ideological Barriers to Writing and Writing Instruction Existed within the Major
Discussion
Local Responses and Outcomes
Health Sciences Writing Committee
Tailored Presentations and Workshops
Targeted Resources
Faculty Development
Tutoring and Tutor Training
Honors Capstone Project Planning Course
Limitations
Conclusion
References
Appendix A: Faculty Survey Questions
Appendix B: Faculty Interview Questions
Appendix C: Coding Categories for Survey Question 4 (Table 6.1)
Appendix D: Themes and subthemes used in qualitative analysis of interviews (Table 6.2)
Appendix E: Knowledge, Skills, and Attitudes for Writing in the Health Sciences Major (Table 6.3)
7. Reflection for Health Literacies in the Health Science Curriculum
Case Study: Reflective Writing Curriculum, Bachelor of Science in Health Sciences at the University of Minnesota Rochester
Reflection Models
Year 1: Just Do It
Years 2 and 3: Deepening Exploration of Self and Others
End of Year 3: Greater Understanding of Self, Others, and Situations
Year 4: Become Visible Through Sharing
Reflection Writing Assignments
Public Presentation
Study on reflective practice during the COVID-19 pandemic
Method
Results
Discussion
Conclusion and Takeaways
Note
References
8. Writing Across the Health Literacies Curriculum: The Bachelor of Healthcare Studies Program at MUSC
Conceptual Framework
Institutional History and Context
Curriculum Overview
Year 1, Fall Semester
Year 1, Spring Semester
Year 1, Summer Semester
Year 2, Fall Semester
Program Outcomes
Conclusion and Recommendations
References
Appendix A: The case studies for the health literacy assignment in HCS 307
Appendix B: Important events for one year student practicum projects
Part III: Extensions
9. Cultural Health Navigation and Health Literacy Sponsorship: Implications for the Undergraduate Writing Curriculum
Background
Research Methods
Research Context
Language, Culture, and Health Literacies
Discussion
Interventions in Undergraduate Writing Courses
Language, Culture, and Health Literacies
Rhetorical Knowledge and Literacies
Usability and Technology
Experiential and Service Learning
Conclusion
References
10. Making Well-Informed Decisions: Data Collection, Health Information, and Undergraduate Writing Instruction
Locating Data and Health Literacies
Understanding Two Concepts: Transparency and Data Usage
Analysis of Apple’s Privacy Policy
Discussion and Extensions
Conclusion
References
11. Creating Content for Contexts of Care: A Cognitive Approach to Achieving Health Literacies through Usability
Usability in Health Literacies
Understanding Usability
Cognition of Recognition
Creating Prototypes
Expectations and Errors
Researching Prototype Expectations
Designing and Testing Understanding
Concluding Thoughts
References
Index