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<DIV><FONT size=2><FONT face=Arial>Hi Julie-<BR>It's nice to finally be back
on-line!<BR><BR>The question are photonovellas an "evidence-based" strategy made
me pause. Empirical studies could help us arrive at a 'yes' or 'no' answer.
However, given the level of variability in design, development, populations,
objectives, and usage, the generalizability of the findings would be quite
limited (which I think is what you were getting at when you suggested it's not
an easy yes or no). This makes me wonder if it would be more helpful to ask how
empirical research and different cultures of inquiry can help inform our
development and use of photonovellas to achieve our stated objectives. An
interdisciplinary approach seems ideal, drawing from fields such as medicine,
public health, education, communications, and social psychology (I'm sure there
are others).<BR><BR>As I reflected on the question, 'evidence of what?' my
thinking came full circle, back to Dr. Chris Zarcadoolas's comments last year
about the problems that can stem from defining health literacy in terms too
narrow, or from not incorporating our powerful creative abilities as human
beings to use language to make meaning and change in our worlds. Evaluating the
photonovella challenges us in this regard because, as many of the shared
experiences reflect, we must consider not only the results of the creative
process but also the mystery of creation, the intuitive, spontaneous elements.
As Laura Nimmon's mentioned in her most recent post, that she trusts the
creative potential of the participants and that in and of itself is a means to
restore human agency. The experiences of John Comings, Rima Rudd and others
suggest that it is possible to help a community in this way also.<BR><BR>Thanks
to the pioneering efforts of many members on this discussion list, the health
literacy movement is growing and evolving. Evaluation of programs and approaches
to improve the health literacy of individuals and communities is a critical part
of that proces. I appreciate and am encouraged by the interest expressed in
developing, using, and evaluating photonovellas. I look forward to continuing
the dialog as we move forward!<BR><BR><STRONG>To clarify the difference between
using a photonovella and using the Teach-With-Stories (TWS)
Method:<BR></STRONG><BR>You can use a photonovella in different
ways: <BR> --develop a photonovella as the
intervention (like Laura and John discussed) and then, for example, the
group can use it to teach others in their community<BR> --use
it for information dissemination (distribute at health fairs, clinics, home
visits, etc.),<BR> --use it to reinforce health information provided
in a different format (e.g., we provided radio health program then had same info
in a novela available in local businesses)</FONT> </FONT></DIV>
<DIV><FONT size=2><FONT face=Arial> --use to spark group dialog
and provide education. The photonovella provides the 'curriculum' structure
for both health and participatory literacy instruction.</FONT><BR><BR><FONT
face=Arial>The Teach-With-Stories Method is a 6 step participatory group
facilitation process. This method of facilitation can be used with
any 'spark' (e.g. photonovella, video, plays, article, current
event)</FONT></FONT></DIV>
<DIV><FONT size=2><FONT face=Arial></FONT></FONT> </DIV>
<DIV><FONT size=2><FONT face=Arial>We developed the method to assist educators
in making the shift from a traditional, didactic approach (that typically relies
heavily on written communication) to a culturally appropriate,
participatory approach that builds on oral traditions (like creating a play and
keeping the focus on dialog). </FONT></FONT></DIV>
<DIV><FONT size=2><FONT face=Arial></FONT></FONT> </DIV>
<DIV><FONT size=2><FONT face=Arial>Our website is currently being renovated but
should be up in the next couple of weeks. We will have additional details about
the TWS facilitation training and training materials for the De Madre A Madre
prenatal program. Also, we will be posting the findings from our TWS study re:
Lay Educator Prenatal Outreach Program for Latinas. I will let you know when
it's up and running.</FONT></DIV>
<DIV><FONT face=Arial color=#0000ff></FONT><FONT face=Arial
color=#0000ff></FONT><BR><FONT face=Arial>Susan</FONT><BR><BR>-----Original
Message-----<BR>From: healthliteracy-bounces@nifl.gov [<A
href="mailto:healthliteracy-bounces@nifl.gov">mailto:healthliteracy-bounces@nifl.gov</A>]
On Behalf Of Julie McKinney<BR>Sent: Thursday, November 20, 2008 2:30 PM<BR>To:
healthliteracy@nifl.gov<BR>Subject: [HealthLiteracy 2494] Evidence-based? ...
Literacy benefits?<BR><BR>I'm glad that Marty brought up evaluation! So...John,
Susan and others, can we call phonovellas an "evidence-based" strategy? For
public health?<BR>How about for literacy teaching? (My guess is it's not
an easy yes or<BR>no!)<BR><BR>We have not heard from many adult literacy
teachers: for you all, what benefits do you see in literacy gains using
photonovellas vs. other authentic materials?<BR><BR>And one question for Susan:
what is the difference between using a phonotovella and using the TWS (teach
with stories)method?<BR><BR>Thanks to all for great questions and
answers!<BR><BR>Julie<BR><BR>Julie McKinney<BR>Health Literacy List
Moderator<BR>World
Education<BR>jmckinney@worlded.org<BR>----------------------------------------------------<BR>National
Institute for Literacy<BR>Health and Literacy mailing
list<BR>HealthLiteracy@nifl.gov<BR>To unsubscribe or change your subscription
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href="http://www.nifl.gov/mailman/listinfo/healthliteracy">http://www.nifl.gov/mailman/listinfo/healthliteracy</A><BR>Email
delivered to sauger@mindspring.com<BR></DIV></FONT></BODY></HTML>