Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j27HWpC22437; Mon, 7 Mar 2005 12:32:51 -0500 (EST) Date: Mon, 7 Mar 2005 12:32:51 -0500 (EST) Message-Id: <423B3B80@www.webmail.hsph.harvard.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: rrudd <rrudd@hsph.harvard.edu> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:4675] RE: Research on the use of Photonovellas? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: WebMail (Hydra) SMTP v3.62 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 5265 Lines: 111 Hello, It is good to see discussions about this topic. I'd like to make a brief note about photonovels. As you all now, this form of wrting material is very popular in Central and South America. The format is set like a comic book. However, photos are used instead of comics. The story line is carried by dialogue bubbles and aided by a brief note on top of a new page [e.g. the next day...]. The dialogue bubbles must be very brief and this helps with literacy related issues. However, as you examine a wide variety of photonovels developed to address an array of health issues..... do look into the development process. In some cases the photonovel was developed by experts. It will be important for you to consider the rigor with which it was developed, piloted, and revised by members of the intended audience. In some cases the photonovel was developed by members of the intended audience through a process facilitated by an outside or inside expert. Here too, be sure to consider the rigor of the process. Debra Roter, John Comings and I [Rudd] wrote about this participatory approach and indicated the importance of authentic voice. Also -- for those of you thinking about developing such material, you will find a how-to approach on the following website: www.hsph.harvard.edu/healthliteracy. We've found this to be a rich experience, a lot fun, and a worthwhile endeavor. Participatory materials development enables members of the intended audience to share a story of their own about critical topics. The power of this story, told visually and in words that are the participants', captures the attention of readers and most often speaks to them in 'plain' everyday terms. Rima Rudd >===== Original Message From nifl-health@nifl.gov ===== >Hi- >I just started working on an article related to our use of the photonovels >we developed for prenatal care. (We've discussed the De Madre A Madre/From >Mother to Mother bilingual photonovels on this listserv previously.) >Although the article is not published yet, you might be interested in our >work. > >After developing the photonovels (a hybrid design- combining a traditional >photonovel format with a literacy component) we received several small >grants to develop a method to teach prenatal education classes using the >photonovels. We've developed a simple 6 step process. Over a period of >about 4 years, we have tested the 'Teach-With-Stories' (TWS) method in >several sites across North Carolina with pregnant Latino women with low >literacy skills in English and/or Spanish. The facilitators also had >different skill and literacy levels. Each class they would read and discuss >a story together. Group members took the photonovels home. They reported >keeping them, rereading and sharing them with friends and other family >members. > >The TWS method addresses health literacy, health empowerment, and health >education needs. While our focus was on refining the method and learning how >to train facilitators in the process, we did some informal qualitative >evaluation. The results and stories were fairly consistent across sites. >Many of our findings are similar to the published findings in studies on the >efficacy of patient-centered care. Both clients and clinic staff benefit. >Note: A great summary of these studies is in the Institute of Medicine's >Health Professions Education: A Bridge to Quality report (2003). > >At the core of the TWS method is a 'power-sharing' way of relating and >educating (i.e., educator as facilitator rather than expert). In addition, >we have tried to build on your work, Dr. Rudd's work and the work of Rick >Arnold (who developed the 'Spiral Model'- an educational empowerment >process). > >Just recently, the TWS method was selected as a national demonstration >project and will be more formally evaluated. We are looking at how to >evaluate its impact on the group members' health literacy (and also the >impact on the group itself). We are especially interested in how to >evaluate change in levels/types of social support and how it relates to >health literacy of individuals and the group.) If anyone has any >suggestions about this, please let me know! > >If you would like additional information, feel free to contact me directly. > >Hope this helpful- > >Susan Auger >Executive Director >Auger Communications/Aprendo Press >sauger@mindspring.com >tel: 919-361-1857 > >-----Original Message----- >From: nifl-health@nifl.gov [mailto:nifl-health@nifl.gov] On Behalf Of >Lendoak@aol.com >Sent: Monday, February 21, 2005 12:05 PM >To: Multiple recipients of list >Subject: [NIFL-HEALTH:4657] Research on the use of Photonovellas? > >Several of us are preparing a paper on the efficacy of visuals in patient >education. Our question is: What research or practice has been published >on the >use of Photonovellas? > >We would appreciate any information. > >Len and Ceci Doak >Patient Learning Assoc. >4 Chilham Ct. >Potomac, Md. 20854 Rima E. Rudd, MSPH, Sc.D. Department of Society, Human Development,and Health Harvard School of Public Health 677 Huntington Avenue Boston, MA 02115 Phone: 617-432-1135 fax: 617-432-3123 Note new listings on our Health Literacy Web Site: www.hsph.harvard.edu/healthliteracy
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