Global Perspectives on Children's Health Literacy

Part I. Introduction.- Global perspectives of children's health literacy.- Part II. Health Literacy in Health.- An introduction to health literacy in health.- Addressing the health literacy needs of children and communities in Canada.- Using a health literacy lens to critically consider children's experiences of health care procedures in England.- Working together to improve children's health literacy in Northern Ireland.- A perspective of children's health literacy in Taiwan.- Part III. Health Literacy in Education.- An introduction to health literacy in education.- Health literacy in the Australian context.- Breaking barriers with health literacy: Oral health, nutritional health education of Bolivian adolescents and youth.- HeLit-Schools: Whole-of-school approach and organisational change to promote health literacy in the school setting in Germany.- Children's health literacy in Iran: An overview.- Co-design for health literacy in Irish schools.- The Norwegian perspective.- Health "is not rocket science": The general, nutritional, and oral health literacy of Portuguese adolescents.- Increasing the size of the Scottish health literacy school figuration through creative technological approaches.- Part IV. Health Literacy in the Community.- An introduction to health literacy in the community
Children's health literacy in Afghanistan - making the silent issues accessible and promotable?.- Perspectives on health literacy from Africa: Evolutionary Learning Health Literacy Systems Laboratory (ELHLS Lab) for control of diseases in childhood and adolescence in Africa.- Promoting health literacy from an early age - the Danish perspective.- A community-based perspective of children's health literacy in England.- Children's and adolescents' health literacy in the United States of America.- A community-based perspective of children's health literacy in Wales.- Part V. Results, Conclusions and Recommendations.- Analysis and synthesis: Intersections and opportunities between

Rosie Nash, B.Pharm (Hons), Grad Cert (Research), PhD, MPS, CF is a Pharmacist and Senior Lecturer in Public Health, at the University of Tasmania, Australia. Rosie co-founded HealthLit4Kids in 2016 and is Australia's foremost researcher in children's health literacy and health policy. Since 2018, HealthLit4Kids has been included as a case study in three WHO high level reports and recognised by the WHO as a National Health Literacy Demonstration Project. Rosie was awarded the prestigious Sir Winston Churchill Fellowship in 2020. Rosie is the CEO of HealthLit4Everyone, a social enterprise that aims to support the development of health literacy in communities.

 

Vaughan Cruickshank, BHM, MEd, PhD, FACHPER is a former health and physical education teacher who is currently a Senior Lecturer in Health and Physical Education at the University of Tasmania, Australia. He is also the Program Director of the Bachelor of Education (Health and Physical Education) and (Science/Maths) programs. Vaughan's research interests include how and what Health and Physical Education teachers can do to enhance their teaching and non-teaching roles, how we can keep people active and healthy throughout their lives, and how we can increase the health literacy of children, adults and communities.

 

Shandell Elmer, RN, BA (Hons), PhD, is an Associate Professor in Nursing, School of Nursing, University of Tasmania, Australia, and holds an Adjunct position with Swinburne University of Technology, Victoria. Shandell co-founded HealthLit4Kids with Dr. Nash in 2016 and is a director of HealthLit4Everyone, a social enterprise that aims to support the development of health literacy in communities. Shandell has significant experience in health literacy research, practice, training and education with diverse communities and service providers. She has completed assignments for the WHO including