Composing Health Literacies: Perspectives and Resources for Undergraduate Writing Instruction

Description

This edited collection examines engagements between health literacies and undergraduate writing instruction, providing research, case studies, and practical guidance on developing an interdisciplinary writing pedagogy. Bringing together works from scholars in rhetoric and composition, technical communication, UX, public health, nursing, and writing center administration, this collection showcases a range of evidence-based practices for composing, teaching, and assessing health literacies, which the readers can apply to their own contexts. Using non-specialist language accessible to instructors from a variety of backgrounds, the chapters consider the use of writing assignments including image analyses, public service announcements, podcasts, health education materials, illness narratives, public presentations, research proposals, and journal articles. The book offers a holistic overview by profiling entire writing programs, both online and face-to-face, that teach health literacies across their curricula. This evidence-based collection is essential reading for scholars and instructors in rhetoric and composition, writing in the health professions, technical communication, and health humanities, and can be used as a supplemental textbook for pedagogy courses in these fields. Cover Half Title Title Page Copyright Page Dedication Contents Contributors Introduction: The Intersections of Health Literacies and Undergraduate Writing Instruction A Very Short History of Health Literacy Health Literacy in/and UWI Purpose, Organization, and Key Features of the Collection Note References Part I: Assignments and Courses 1. Engaging Health Literacies through Multimodal Projects in First-Year Writing Guiding Framework Beaufort's (2007) Five Knowledge Domains Multimodality Digital Genres Information, Digital, and Rhetorical Literacies Teaching for Transfer Institutional Context Assignment 1: Meme/Image Analysis (Weeks 1-5) Assignment 2: Research Paper (Weeks 6-11) Assignment 3 (Weeks 12-15) Overview of the Multimodal "Writing" Process Focused Class Sessions Copyright Laws Assessment and Outcomes Conclusion Acknowledgment of Funding References Additional Reading Appendix A: Teaching the Peer Review Process Appendix B: Peer Review Criteria Appendix C: Project Proposal Form 2. Teaching Critical Thinking for Critical Health Literacies: A Problem-Based Writing Approach Critical Health Literacies Teaching Critical Thinking for Critical Health Literacies through Undergraduate Writing Instruction Academic Context Problem-based Writing Assignment Proposal Paper Components Evaluate a One Health One Medicine problem Identify a Practical Solution (or Partial Solution) to the Problem Justify the Proposal with Valid Reasons Develop at Least 3 Details or Steps Involved In Accomplishing the Proposal The Writing Process Feedback Discovery and Investigation (1 week) Prewriting (2 weeks) Drafting (3 weeks) Revising and Final Submission (2 weeks) Conclusion References Appendix 1: Sample Paper with Annotations Appendix 2: References in Student Sample Paper 3. First Do No Harm: Promoting Health Literacies Through Empathy Adventures in the Writing Classroom and Beyond The Science of Empathy Assignment 1: "Parallel Chart" (Charon, 2006) Synopsis Writing Genres Assignment Overview Reflections Assignment 2: Musical Medicine Empathy Adventure Synopsis Writing Genres Assignment Overview Reflections Assignment 3: Poetry Prescription Empathy Adventure Synopsis Writing Genres Assignment Overview Reflections Assignment 4: Why Empathy Matters Reflection Synopsis Writing Genres Assignment Overview Discussion 5 Practical Suggestions for Implementing Empathy Adventures in Your Undergraduate Writing Classroom References 4. Rhetorical Aesthetics and Health Literacies Rhetorical Aesthetics and Health Literacies Health Literacies Through Rhetoric, Identification, and Aesthetics Rhetorical Aesthetics and Health Literacies Pedagogy Rhetorical Aesthetics, Production, and the Self Writing by Hand Discovering Course Content for One's Self Rhetorical Aesthetics, Listening, and Others Exams That Reinforce the Emphasis on People, Individuals, Listening, and Experience A Midterm That Emphasizes People and Individuals A Final Exam That Emphasizes Listening, Understanding, and Experience Over Knowledge Conclusion Suggestions for Teaching References 5. Cross-Disciplinary Vaccine Education through a Campus-Community Partnership The Pre-COVID Vaccine Debate The Course and Clients Course Assignments Client Deliverables Healthy Families Central Shenandoah Health District Outcomes and Takeaways Positive Outcomes Needs Improvement Conclusion References Part II: Programs 6. Context Matters: Identifying Strategic Opportunities to Support Health Literacies through Writing Interventions Background for the Present Study Methods Participants Surveys Interviews Data Analysis Results Students Struggled with Discipline-Specific and Research-Related Aspects of Writing Writing Objectives and Standards for Health Sciences Majors were Either Absent or Inconsistent Faculty Lacked Training in Writing Instruction and Feedback Strategies Administrative, Curricular, and Ideological Barriers to Writing and Writing Instruction Existed within the Major Discussion Local Responses and Outcomes Health Sciences Writing Committee Tailored Presentations and Workshops Targeted Resources Faculty Development Tutoring and Tutor Training Honors Capstone Project Planning Course Limitations Conclusion References Appendix A: Faculty Survey Questions Appendix B: Faculty Interview Questions Appendix C: Coding Categories for Survey Question 4 (Table 6.1) Appendix D: Themes and subthemes used in qualitative analysis of interviews (Table 6.2) Appendix E: Knowledge, Skills, and Attitudes for Writing in the Health Sciences Major (Table 6.3) 7. Reflection for Health Literacies in the Health Science Curriculum Case Study: Reflective Writing Curriculum, Bachelor of Science in Health Sciences at the University of Minnesota Rochester Reflection Models Year 1: Just Do It Years 2 and 3: Deepening Exploration of Self and Others End of Year 3: Greater Understanding of Self, Others, and Situations Year 4: Become Visible Through Sharing Reflection Writing Assignments Public Presentation Study on reflective practice during the COVID-19 pandemic Method Results Discussion Conclusion and Takeaways Note References 8. Writing Across the Health Literacies Curriculum: The Bachelor of Healthcare Studies Program at MUSC Conceptual Framework Institutional History and Context Curriculum Overview Year 1, Fall Semester Year 1, Spring Semester Year 1, Summer Semester Year 2, Fall Semester Program Outcomes Conclusion and Recommendations References Appendix A: The case studies for the health literacy assignment in HCS 307 Appendix B: Important events for one year student practicum projects Part III: Extensions 9. Cultural Health Navigation and Health Literacy Sponsorship: Implications for the Undergraduate Writing Curriculum Background Research Methods Research Context Language, Culture, and Health Literacies Discussion Interventions in Undergraduate Writing Courses Language, Culture, and Health Literacies Rhetorical Knowledge and Literacies Usability and Technology Experiential and Service Learning Conclusion References 10. Making Well-Informed Decisions: Data Collection, Health Information, and Undergraduate Writing Instruction Locating Data and Health Literacies Understanding Two Concepts: Transparency and Data Usage Analysis of Apple's Privacy Policy Discussion and Extensions Conclusion References 11. Creating Content for Contexts of Care: A Cognitive Approach to Achieving Health Literacies through Usability Usability in Health Literacies Understanding Usability Cognition of Recognition Creating Prototypes Expectations and Errors Researching Prototype Expectations Designing and Testing Understanding Concluding Thoughts References Index