This chapter describes the rationale and methodology that underpins a multicomponent health literacy program for schools which aims to raise awareness of and develop health literacy among teachers, children and their communities. This program considers the health literacy of the individual, the health literacy responsiveness of the school and the needs of the local community. This is important as the complex and multifactorial nature of health literacy requires a whole of community response for sustained improvements. Consistent with the complex nature of health literacy, HealthLit4Kids is informed by a pragmatist worldview and employs a sequential mixed methods approach. A program logic model and nine discrete research questions were used to determine if health literacy can be taught and developed in the primary school context. Data were obtained pre and post the program from multiple sources: teacher health literacy knowledge, skills and experience; HeLLoTas health literacy responsiveness of the school environment; focus groups (parents, teachers); teacher reflections; workshop data and evaluations; and student health literacy artefacts (creative pieces) and their descriptions. Our program, HealthLit4Kids, builds health literacy from within the school ground in such a way that its ripple effects reach out widely into the local community.

Item Type:	Research Book Chapter
Keywords:	health literacy, school, community, HealthLit4Kids, child, education, teacher
Research Division:	Health Sciences
Research Group:	Public health
Research Field:	Health promotion
Objective Division:	Health
Objective Group:	Specific population health (excl. Indigenous health)
Objective Field:	Neonatal and child health
UTAS Author:	Nash, R (Dr Rosie Nash)
UTAS Author:	Elmer, S (Dr Shandell Elmer)
ID Code:	132109
Year Published:	2019
Deposited By:	Medicine
Deposited On:	2019-04-18
Last Modified:	2020-04-07
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