1. The Role of Study Circles in Promoting Health Literacy A Presentation to NIFL Health Literacy Summit Regional Resource Center I Indianapolis, Indiana March 25-26, 2008 Winston Lawrence Ed. D

2. OVERVIEW OF SESSION  The LAC and context  Need for health literacy  Why study circle ?  A different approach to instruction  Study circles in action  Other Initiatives

3. Literacy Assistance Center (LAC) Professional Staff Development (ESOL, ABE, GED, Family literacy, Health literacy) New York City Regional Adult Education Network (RAEN) ASSITS Database

4. Demographics New York City – Population 7M Estimated : 1.5M need adult literacy services Literacy students served – 60,000 Adult ESOL – 60% Languages served in K-12 – 178

5. Need for Health Literacy  LAC brought to issue through Mayor’s Office  Large number of low income citizens not accessing free/low cost health insurance  How could LAC assist in addressing the issue?

6. Why Study Circle?  Need to train teachers in new approach  Traditional approach - teachers teach some health content – e.g. asthma  Teachers teach topics they are comfortable with  The teacher attempts to be the expert  Health literacy instruction depends on the teacher’s interest

7. A DIFFERENT CONCEPTUAL DESIGN – Health Literacy Model  Developed by Dr Rima Rudd and team from National Center for the Study of Adult Learning and Literacy (NCSALL) and Harvard School of Public Health  Instructional focus is on health tasks and underlying skills  Teacher’s literacy instructional strength is maximized

8. What is the new model? Three (3) critical areas of health related tasks HEALTHCARE ACCESS AND NAVIGATION CHRONIC DISEASE MANAGEMENT DISEASE PREVENTION AND SCREENING

9. Why were these three areas chosen? Chosen because they have been highlighted as areas of the greatest health disparities in the US affecting literacy students.

10. Examples of health tasks  Using an automated telephone  Offering informed consent  Making appointments with the doctor  Reading prescription labels  Advocating for self and others  Engaging in disease screening

11. Examples of underlying skills  Language - oral, listening  Literacy - reading, writing  Numeracy (math)  Problem solving,  Communication,  Advocacy

12. Health-related tasks and underlying skills  Using automated telephone (oral)  Reading prescription labels (reading)  Taking tests (reading, writing, math)

13. How do teachers learn the new approach? Professional Development Model  NCSALL has identified the Study Circle as an effective professional development tool for teachers.  SC provides an opportunity for teachers to translate theories and research into practice

14. What is a study circle? Participants reflect and discuss:  Their contexts and experiences in relation to the topic  Theories and concepts from the research or readings about the topic.  Their ideas about implications of these theories and concepts for practice, policy and further research.

15. The Health Literacy Study Circle PLUS TEACHERS Explore students’ needs and interests in relation to the topic Try out sample lessons and develop their own lessons Develop plans for implementing skills- based teaching.

16. Study Circle Sessions  Duration : 3 – 5 sessions  Typical session: Introductory activities Discussion and analysis – bulk of time Planning activities Closure activities

17. Partnerships – A complement * Students learn first hand about US health system  Literacy programs have opportunity to enhance instructional capability of health personnel  Collaboration increases community capacity  Health agencies have opportunity to reach wider community with health message.

18. Study circles activities - Summary *Trained more than 200 teachers *Established more than 20 partnerships  Teachers have had opportunities to experience professional growth  Impacted at least 6,000 students –(and their families)  Given program managers confidence in PD (evidence based)

19. Evaluation Comments from Teachers  “I became so interested in this subject that I found it hard to leave the material and go on with my other curriculum”  “This approach opened up a lot for me. It made me think about what it means to do skills-based teaching for health or anything else”

20. Evaluation Comments from Students  ‘I feel comfortable. I’m not afraid”  “I don’t need to visit doctor because I can ask questions on phone. Feel confident”

21. Other Initiatives * NY State Education Department WIA Title II RFP  Mayor’s Office of Adult Education Health Literacy Fellowship Program Health Literacy Campaign

22. MORE INFORMATION  Winston Lawrence Ed. D  Literacy Assistance Center  New York, New York 10004  Winstonl@lacnyc.org Winstonl@lacnyc.org  Tel: 212-803-3326  Website: www.lacnyc.org