Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module

Autor/in	Smeaton, Alan F.
Titel	Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module
Quelle	In: Health Education & Behavior, 50 (2023) 5, S.622-628 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smeaton, Alan F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/10901981231163609
Schlagwörter	Universities; Health Education; Digital Literacy; Multiple Literacies; Interdisciplinary Approach; Generational Differences; Learning Modules; Data Use; Student Characteristics; Undergraduate Students; Electronic Learning + Suchen Sie Ihr Suchwort? University; Universität; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning module; Lernmodul
Abstract	Many universities have wellness programs to promote overall health and well-being. Using students' own personal data as part of improving their own wellness would seem to be a natural fit given that most university students are already data and information literate. In this work, we aim to show how the interplay between health literacy and data literacy can be used and taught together. The method we use is the development and delivery of the FLOURISH module, an accredited, online-only but extra-curricular course that delivers practical tips in the areas that impact students' everyday wellness including sleep, nutrition, work habits, procrastination, relationships with others, physical activity, positive psychology, critical thinking, and more. For most of these topics, students gather personal data related to the topic and submit an analysis of their data for assessment thus demonstrating how students can use their personal data for their benefit. More than 350 students have taken the module and an analysis of the use of online resources, as well as feedback on the module experience, are presented. The contributions of this article are to further endorse the need for health literacy and digital literacy for students, and we demonstrate that these can be taught together making each literacy more appealing to the digital natives of Generation Z who make up the majority of students. The implications for public health research and practice are that two student literacies, health and digital, are not independent and for our students, they should be taught together. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01