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Defining contagionliteracy: a Delphi study
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. (SMEER)
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences. (SMEER)ORCID iD: 0000-0001-8735-2102
2017 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 16, 2261-2282 p., 10.1080/09500693.2017.1390795Article in journal (Refereed) Published
Abstract [en]

Against the background of climate change, which enables infectious diseases to move their frontiers and the increasing global mobility, which make people more exposed to contagion, we as citizens need to relate to this new scenario. A greater number of infectious diseases may also potentially lead to an increased need to use antibiotics and anti-parasitic substances. In view of this, the aim of this study was to identify the health literacy needed in the contemporary world and specify what should be taught in compulsory school. We present the findings of a Delphi study, performed in Sweden, regarding the opinions on contagion among experts in the field. We used Nutbeam’s framework of health literacy and related it to Bloom’s taxonomy of educational objectives in order to analyse and categorise the experts’ responses, which were categorised into six main content themes: contagions, transmission routes, sexually transmitted diseases, hygiene, vaccinations and use of antibiotics and antibiotic resistance. These themes were then divided into the three levels of Nutbeam’s framework: functional health literacy, which is about knowledge and understanding, interactive health literacy, which is about developing personal qualities and skills that promote health, and critical health literacy, which is about social and cognitive skills related to analysis and critical reflection. The implications for communication and education are then discussed and what should be taught in compulsory school is identified.

Place, publisher, year, edition, pages
2017. Vol. 39, no 16, 2261-2282 p., 10.1080/09500693.2017.1390795
National Category
Social Sciences Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:kau:diva-65179OAI: oai:DiVA.org:kau-65179DiVA: diva2:1155954
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2017-11-12

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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  • de-DE
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  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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