Literacy Demands Research Articles

Innovation to Learn to Identify Animals with The Storytelling Method Using an Illustrated Flashcard Based on Augmented Reality

Knowing the characteristics of animals is one of the competencies for early childhood. To learn this topic, the teacher usually uses two-dimensional animal illustrations. Along with the times, the use of learning media with technology-based is highly recommended for use in the learning process. Responding to this, this study's main aim was to design and develop 3D flashcards as learning media based on augmented reality that can be integrated with smartphones. The developed media will be used to convey learning material about animal characteristics by recognizing their anatomy through three-dimensional flashcard illustrations and the distinctive sound of each animal. The research method used the ADDIE model. The 3D flashcards were implemented for 60 children from two classes, aged between 5 – 6 years, and four teachers. The results were obtained that 92% of children could recognize animal characteristics in each 3D flashcard scanned using a smartphone. The sound in each animal helps students recognize the type of animal they are studying more. According to the teacher, utilizing this technology greatly increases children's enthusiasm for learning. The limitation of this study is the learning method that must involve parents. The novelty of this research is a learning method that involves parents using smartphones for positive purposes in the child's learning process. Some parents are against using smartphones for early childhood, but without realizing it, the demand for technology literacy must get used to it from childhood.

An Empirical Study on Financial Awareness and Financial Literacy among Women Working in Unorganised Sector in India

There has been a corresponding rise in demand for education and financial literacy as more and more women recognize how critical it is to become financially independent in order to empower themselves. Any financial choice an Indian woman makes is unlikely to be influenced by her personal preferences, but rather by the other family members. This is due to the fact that the families of Indian women frequently make investment decisions. The importance of women's contributions to the prosperity of the world and the economic empowerment of their communities will rise in the not-too-distant future. As a result, women are more in need of economic empowerment, which may be attained by gaining better financial literacy, adopting a more optimistic attitude toward money, and improving their financial well-being. To boost the percentage of women interested in investing, investment programs should be introduced that are explicitly targeted toward women and beneficial for their future in some way. People are better able to make wise financial decisions and efficiently manage their resources when they have a basic understanding of finances. In order to pursue social and economic prosperity, awareness initiatives and financial literacy are very required for the working women in the unorganized sector. In order to better understand the level of financial literacy and awareness among the general people, academics have conducted a number of studies. The goal of paper is to raise the degree of financial literacy of women because they currently have a big say in how their country will develop.The number of women engaged in the work force in India is rising significantly.

Digital literacy of Vietnamese human resources

The comprehensive digital transformation taking place across all aspects of global and Vietnamese societal life is both objective and inevitable. The successful execution of this transformation necessitates the development of appropriate digital human resources. Digital literacy has emerged as a paramount competence of the 21st century. Despite the qualifications and skills of Vietnam’s human resources, digital literacy remains limited. The demand for digital literacy is substantial and represents an urgent requirement for Vietnam in its pursuit of establishing a digital government, society, and economy. This paper explores facets of digital literacy, analyses the current state of digital literacy amongst Vietnamese human resources, and, based on this analysis, proposes recommendations and solutions to advance the digital literacy of Vietnamese workers.

Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches

Background Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey’s typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research.

Sanctity of Digital Privacy and Personal Data during COVID-19: Are Youths Enough Digitally Literate to Deal with it?

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences using various digital applications, and the fundamental digital literacy of them and the safeguards they often take to protect their data from breaches. Thus,the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to protect them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

Integrating Digital Literacy in English for Specific Purposes (ESP) Instruction Via English for Law e-module

<p>Nowadays, integration of technology through digital literacy in English instruction is demanded highly, but in practice, digital material like electronic modules still lacks investigation, especially in the ESP context. Therefore, this qualitative study tries to describe the digital literacy demand related to the material in ESP teaching and the implementation of digitalized based ESP material to facilitate law students’ digital literacy. 25 law students were involved as participants, with the questionnaires and interviews as the primary data and class observation as the secondary data. The results reveal that ESP language-teaching process demands digitalized material which facilitates the students’ needs in enhancing their English skills by exploring authentic learning sources digitally. The implementation of the English for Law e-module facilitates students’ digital literacy, especially in accessing the digital material in the e-module by 70% of the whole participants, 57,7 % of students use their digital literacy for finishing the lectures assignment, and 74% of students able to overcome their digital obstacle independently. The finding recommends the utilization of digitalized material based on e-module to cultivate the students’ digital literacy in ESP instruction.</p>

CONDUCTING AND CHOIR TRAINING FOR MASTER’S STUDENTS MAJORING IN SPECIALTY 014.13 SECONDARY EDUCATION (MUSIC ART)

The article reveals the peculiarities of conducting and choral training for students of the second (master’s) level of higher education, specialty 014.13 Secondary education (Music art). The Hryhoriy Levchenko Department of Music of Poltava V. G. Korolenko National Pedagogical University has considerable experience in training masters of music art, in particular, in specialties 8.010103 Pedagogy and methods of secondary education. Music, 8.02020401 Music art, 014.13 Secondary education (Music art). Conductor and choir training in the educational and professional programs of master’s training occupies an important place and is carried out within the courses “Choir Conducting,” “Conducting,” and “Solo Singing and Conducting.” In the process of studying educational components, general competencies are formed (the ability to affirm humanistic ideals, democratic values, and traditions of Ukraine; the ability to critically analyze and evaluate modern pedagogical and artistic phenomena, generate new ideas when solving practical tasks, complex and innovative problems; the ability to form, based on self-knowledge own style of pedagogical and artistic and creative activity; the ability for self-improvement and self-education) and professional competence (the ability for artistic (instrumental, vocal, conducting and choral) and cultural and educational activities, for a competent assessment of artistic and pedagogical phenomena; the ability to justify and implement a pedagogical and performing idea and interpret a musical work by means professional and pedagogical speech). Program learning outcomes are the ability to take into account the specifics of artistic directions, styles, and genres in the verbal and performance interpretation of musical (artistic) works; mastery of basic means and methods of performing musical works; skills to integrate complex performing techniques (instrumental, vocal, conducting) in professional activities; formation of an individual style of pedagogical and artistic and creative activity through self-discovery, self-improvement and self-education in the educational space. The specificity of the educational discipline involves the implementation of the educational process in the form of individual practical classes. They have an established structure: checking the performance of individual independent tasks; analysis and characterization of works of the educational repertoire; intonation of choral parts; instrumental performance of choral scores; work on conducting equipment; conducting choral works; self-accompanying performance of songs from the children's repertoire. The main principles of successful training are the pedagogical direction of special conducting training; gradual complication of tasks, directing them to the creative level of mastering the course; providing conditions for the master’s student to choose ways and means of solving specific executive tasks; taking into account personal experience during the formation of professional competences; constant attention and demand for professional literacy; creating an emotional background, a creative atmosphere as a guarantee of the effectiveness of classes. Compilation of individual work programs is carried out on the basis of a thorough and systematic study of personal, and professionally significant abilities and qualities of the master’s student; development, correction, and optimistic forecasting of these qualities in the direction of integral professional training of the future specialist; correspondence of the educational material to individual abilities, the level of their general musical development and conducting technique; diversity of the repertoire in terms of content, style, genre, form, texture. Control and evaluation of educational achievements takes place in the form of the current, modular, and final evaluation of the achievements of master’s students in all types of classroom and extracurricular educational activities. The criteria for evaluating classroom work are executive conducting, vocal and instrumental interpretation of choral works; systematic, effective, purposeful work of a master's student to improve conducting and choral skills; highly artistic performance of works of the educational repertoire. The conducting and choral training of master’s students is carried out in the conditions of formal and non-formal art education, in particular in the creative laboratories of the Hryhoriy Levchenko Department of Music of PNPU.

Oncology literacy: Educational book for children, families and health professionals.

e24208 Background: With the progress of technology, not only the range of treatments and procedures increases, but also the amount of information and the complexity of the language. Appropriate materials are needed especially when stakeholders have different specificities, but need to speak the same language to understand each other and facilitate engagement in treatment. The aim of this study was to evaluate Beabook, an educational book designed for children with cancer, their family members and health professionals. Methods: The educational book, which has more than 150 terms from the oncology environment and is in more than 200 hospitals and institutions in Brazil, was scored using SAM - Suitability Assessment of Materials, a grading scale to evaluate suitability of health information materials based on categories: content, literacy demand, graphics, layout and typography, learning stimulation and motivation, and cultural appropriateness. Results: The book was analyzed by 61 participants, including children (n = 12) undergoing cancer treatment, remission, palliative care and cured, validating with a score of 26 (maximum scale score - 100%), family members (n = 20): mothers, fathers, siblings, uncles, with a score of 25.6 (98.4%) and health professionals (n = 29): doctors, nurses, psychologists, nutritionists, physiotherapists among others, with score of 25.4 (97.6%), resulting in a final score of 25.6 (98.6%), which represents material above expectations, fully adequate. Conclusions: An educational book suitable for different groups with different perspectives is of great importance in an environment where information is often omitted with the intention of protecting children, ludic communication is confused with fanciful stories and professionals do not have support materials to learn to communicate with patients and families. Studies prove that a unified, standardized and adequate language between stakeholders increases engagement and empowerment, being important mainly in the health area, where helping in the diagnosis and treatment does not imply only in the provision of clinical resources but in the guidance and sharing of information that demystify and build new representations.

Interactions between self‐regulated learning and assessment for learning in an undergraduate introductory computer science course

AbstractMany introductory computer science (CS) courses are intended to address the increased demand for computer literacy and the development of cross‐cutting concepts and practices of computational thinking (CT). Colleges and universities offer introductory CS courses every semester toward this end. The issue is centered on how to support CT learning in a large introductory CS course. To do it, an introductory CS course was designed to enrich CT by embedding short episodes of assessments to facilitate learning (AfL) and to support students’ self‐regulated learning (SRL). This chapter begins by articulating the intricacies of the underlying processes of SRL, principles of AfL, and computational thinking practices in CS. Using the undergraduate introductory CS course referred to above, key practices of SRL and AfL will be illustrated to demonstrate how student learning of CS programming is structured with various online and offline supports. The chapter then concludes by appraising aspects of this CS course with practical suggestions for supporting student SRL and their learning of CS programming.

Shifts in Diabetes Health Literacy Policy and Practice in Australia-Promoting Organisational Health Literacy.

Improving organisational health literacy ensures people can navigate, understand and use essential health information and services. However, systematic reviews have identified limited evidence for practical approaches to implementing such organisational change, particularly at a national level. This study aimed to (a) investigate the approach taken by an Australian national diabetes organisation-Diabetes Australia, as the administrator of the National Diabetes Services Scheme (NDSS)-to improve organisational health literacy over a 15-year-period and (b) examine the impact of organisational changes on the health literacy demands of health information. We performed an environmental scan, examining the websites of the NDSS, Diabetes Australia and the Australian government for reports and position statements describing organisational health literacy policies and practices between 2006 and 2021. The Patient Education Materials Assessment Tool (PEMAT) was applied to consecutively published NDSS diabetes self-care fact sheets (n = 20) to assess changes in the health literacy demands (understandability and actionability) of these fact sheets over the same period. We identified nine policies resulting in 24 health literacy practice changes or projects between 2006 and 2021, applied using a streamlined incremental approach and group reflexivity. The incremental approach focused on (1) increasing audience reach, (2) consistency and branding, (3) person-centred language and (4) the understandability and actionability of health information. The PEMAT scores of fact sheets improved between 2006 and 2021 for understandability (53% to 79%) and actionability (43% to 82%). Diabetes Australia's information development process leveraging national policies, employing an incremental approach and group reflexivity has improved the health literacy demands of diabetes information and serves as a template for other organisations seeking to improve their organisational health literacy.

MeTA-Edu: a new methodology for validating educational technologies applied to COVID-19 prevention in adults with cancer

Introduction: validated educational technologies favor access to reliable and adequate information, representing a critical risk communication tool for cancer patients during public health emergencies. Objective: to assess the validity and reliability of an electronic booklet on COVID-19 for adults with cancer. Methods: methodological validation by a panel of 22 experts linked to Brazil’s national curriculum vitae database. Sampling was performed by convenience, snowball, and selection techniques according to Jasper’s criteria. The validity of the booklet was evaluated by an electronic questionnaire using the content validity index (CVI), intraclass correlation coefficient (ICC), the suitability assessment of materials (SAM) instrument, and the metalinguistic thematic analysis for educational technologies (MeTA-Edu) of dissertation proposals. Results: the expert panel consisted of 22 doctors with homogeneous sociodemographic characteristics, high specialization in education (86.4%), and teaching experience (average = 17.8 years). In general, the educational technology was validated by experts for content (overall CVI = 0.953) with a high degree of agreement (ICC = 0.958) and suitability of the content, literacy demand, graphics, layout, and typography, learning stimulation and motivation, and cultural appropriateness (SAM = 90.6%). After thematic analysis, 94 dissertation proposals were identified, mainly of the visual language type (47.9%) and referential/informative function (68.1%). Most expert suggestions were accepted (83.0%), and only 17.0% were rejected. Conclusion: the validity and reliability of the booklet “Uncomplicating COVID-19 for people with cancer” were ratified by experts. These findings can contribute to the methodological optimization of the validation of educational technologies and innovation of health education strategies, subsidizing cancer care in times of crisis.

Readability of publicly available mental health information: A systematic review

ObjectiveRelatively little research has examined the health literacy demand of public communication (e.g. websites, pamphlets, and posters) about mental disorders. This study describes characteristics of existing research and summarizes what is known about the readability of such information. MethodsA search of eight data bases yielded 33 studies that met inclusion criteria. Studies were screened for relevance at each stage and then coded for key characteristics and appraised for quality by both authors working independently. ResultsGrade-level readability scores as measured by the Flesch-Kincaid, SMOG, and other indices ranged from 6th to 17th grade. Most Flesch Reading Ease scores fell within the 30–50 range. Results of accessibility measures were inconsistent. ConclusionWith the recommended readability level for health communication set at sixth grade, most publicly available information about mental disorders uses vocabulary and sentence structure that is too complex for the general public. Mixed evidence indicated that accessibility issues are also problematic. Practice ImplicationsDevelopers of health information need to decrease health literacy demand in written mental health information to ensure patients and their families may benefit from this information.

Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines

The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour ‘English-only’ approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audio-recordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes.

Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian Textbooks

Abstract Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples. Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Textbooks’ weaknesses in their inclusion of MLP may also cause impediments in the development of students’ skills of handling the problems that they confronted in daily life. Limitations: The present study only included one textbook from each country while these textbooks were representing the authenticity of the other textbooks in these countries. Moreover, this study examined the opportunities of mathematical literacy only provided in the textbooks while the actual implications of these opportunities may differ across classrooms in these countries. Conclusions: Students’ inappropriate practices with the real-life problems may cause them to not successfully solving these kinds of problems. Instead, employing more real-life problems in the classroom activities may result in higher student understanding. Moreover, examples and tasks from daily life are helpful to provide students with meaningful contexts and enable students to relate to their familiar experiences. The absence of providing necessary problem-solving opportunities in a range of different types in the textbooks may cause students to not solve specific types of problems. Moreover, textbooks should also include these problem-solving opportunities to construct students’ conceptual appreciations of problem structures. Thus, one implication this study can make is that Singaporean and Australian textbook creators should include more sufficient practices of the whole MLP cycle in their problems to make sure students acquire the principal latent components of the problems.

Development of Reading Literacy in Primary School Students as a Priority Objective

This scientific article explores the multifaceted development of literacy skills, focusing on reading and written speech, among primary school students in Uzbekistan. The study aims to strengthen and deepen students' knowledge and understanding of written texts, while meeting the demands of literacy requirements within the context of Uzbek capabilities. Through a systematic approach, the research employed various methods to assess the effectiveness of literacy interventions. The results revealed significant improvements in students' reading comprehension, written expression, and overall knowledge acquisition. Furthermore, the implications of this study highlight the importance of implementing comprehensive literacy strategies to optimize students' learning outcomes and promote their successful engagement in written communication. This research provides valuable insights for educational policymakers, curriculum designers, and educators seeking to enhance literacy education in similar contexts. Highlights: Comprehensive approach: This study adopts a comprehensive approach to literacy development, encompassing both reading and written speech skills among primary school students. Knowledge acquisition: The research focuses on strengthening and deepening students' knowledge and absorption of written texts, emphasizing the importance of increasing their knowledge and understanding of written materials. Implications for Uzbek capabilities: The study explores the alignment of literacy demands with Uzbek capabilities, highlighting the significance of rational and contextually appropriate approaches to literacy education. Keywords: literacy development, primary school students, reading, written speech, Uzbekistan.

Perceived negative consequences of dyslexia: the influence of person and environmental factors

Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well.

Interpretation of Soft Skills in Archives

To meet the demands of the workplace, archivists need to understand how soft skills develop. Digital technology development is a task that needs to be accelerated right away. This article attempts to discuss the findings of studies on how archivists work from home (WFH) during the COVID-19 pandemic in Indonesia led to developing soft interpretative skills. A case study approach was employed in this descriptive qualitative research. Questionnaires and interviews were used as the primary data-collecting methods for samples from the local government, the business sector, and ANRI. The findings demonstrated that the perception of soft skills has evolved into an implicative function rather than a meaning-based one. Based on the study's findings, it was determined that soft skills provide an essential and crucial purpose, precisely the demand for digital literacy. It was also determined that the implementation of WFH during the COVID-19 pandemic demonstrated the use of digital literacy abilities.

Suitability: a longitudinal study of adult-focused physical activity promotion web articles

A cross-sectional design has often been used to study the quality of health-related educational materials meant for lay adults (e.g., patients, the public). The present study addressed this research limitation. We documented the proportion of online physical activity promotion (PAP) material revised within a given time period and how quality was affected, if at all. PAP web articles (N = 139) meant for lay adults, written in English, and first sampled in July 2018, were resampled in July 2020. Mean publication year at timepoint 1 was 2016.82 (±1.24). At timepoint 2 it was 2018.78 (±1.39). At both timepoints, suitability for lay use was appraised using five dimensions of the suitability assessment of materials (SAM) protocol: i.e., content, literacy demand, graphics, layout and typography, and learning stimulation/motivation. There were 61 web articles (43.9%) with indicated revision and analyzed in the present study. Articles were distributed across four organizational subgroups: commercial (n = 21), government (n = 13), professional association (n = 10), and voluntary health agency (n = 17). In the aggregate sample, two SAM dimensions significantly improved: literacy demand (e.g., more active voice) and layout & typography (e.g., formatting). Often, organizational subgroups mirrored the aggregate sample. Although the overall suitability remained within the satisfactory range across the dimensions, a moderate-to-large number of articles remained unsatisfactory at timepoint 2 within several subdomains (e.g., reading grade level, summary section). This study’s findings further evidence PAP materials are somewhat suitable and the need to study suitability subdomains in addition to overall suitability.

Update on the Quality and Health Literacy Demand of Diet-Related Videos on YouTube for People With Polycystic Kidney Disease

To describe the quality and health literacy demand of publicly available diet-related videos on YouTube for people with polycystic kidney disease (PKD). This desk-based content analyzed involved a comprehensive search of YouTube using key words relating to the dietary management of people with PKD. The health literacy demand was evaluated using the Patient Education Material Assessment Tool (PEMAT) for audio-visual materials. A PEMAT score of >70% is indicative of videos that are understandable and actionable. A total of 15 videos were evaluated (median 1.28minutes duration (range: 55seconds-81minutes). The majority were produced by reputable sources (such as a PKD-related charity (n=12) or a nephrologist (n=2). The quality of the videos was high with the majority (14/15) providing evidence-based advice. The understandability and actionability of the videos were considered low (median PEMAT score 67% (interquartile range: 51.4-81.7) and 66.83% (interquartile range: 50-67), respectively. There has been a small increase in the number of diet-related videos for people with PKD in the past 5years. The majority provide evidence-based information, which is also a substantial improvement since the last analysis in 2015. Unfortunately, the health literacy demand of these resources remains suboptimal, and future work should be directed to improving the understandability and actionability of videos.

Interactivity, Quality, and Content of Websites Promoting Health Behaviors During Infancy: 6-Year Update of the Systematic Assessment.

BackgroundAs of 2021, 89% of the Australian population are active internet users. Although the internet is widely used, there are concerns about the quality, accuracy, and credibility of health-related websites. A 2015 systematic assessment of infant feeding websites and apps available in Australia found that 61% of websites were of poor quality and readability, with minimal coverage of infant feeding topics and lack of author credibility.ObjectiveWe aimed to systematically assess the quality, interactivity, readability, and comprehensibility of information targeting infant health behaviors on websites globally and provide an update of the 2015 systematic assessment.MethodsKeywords related to infant milk feeding behaviors, solid feeding behaviors, active play, screen time, and sleep were used to identify websites targeting infant health behaviors on the Google search engine on Safari. The websites were assessed by a subset of the authors using predetermined criteria between July 2021 and February 2022 and assessed for information content based on the Australian Infant Feeding Guidelines and National Physical Activity Recommendations. The Suitability Assessment of Materials, Quality Component Scoring System, the Health-Related Website Evaluation Form, and the adherence to the Health on the Net code were used to evaluate the suitability and quality of information. Readability was assessed using 3 web-based readability tools.ResultsOf the 450 websites screened, 66 were included based on the selection criteria and evaluated. Overall, the quality of websites was mostly adequate. Media-related sources, nongovernmental organizations, hospitals, and privately owned websites had the highest median quality scores, whereas university websites received the lowest median score (35%). The information covered within the websites was predominantly poor: 91% (60/66) of the websites received an overall score of ≤74% (mean 53%, SD 18%). The suitability of health information was mostly rated adequate for literacy demand, layout, and learning and motivation of readers. The median readability score for the websites was grade 8.5, which is higher than the government recommendations (<grade 8). Overall, 74% (49/66) of the websites obtained a poor rating for interactivity, measuring active control, 2-way communication, and synchronicity. The most common features found on websites were social media links (61/66, 92%), frequently asked questions (48/66, 73%), and videos (44/66, 67%). Only 14% (9/66) of websites presented culturally responsive information.ConclusionsQuality, content, readability, and interactivity of websites promoting health behaviors during infancy ranged between poor and adequate. Since the 2015 systematic assessment, there was a slight improvement in the quality of websites but no difference in the Suitability Assessment of Materials rating and readability of information. There is a need for researchers and health care providers to leverage innovative web-based platforms to provide culturally competent evidence-based information based on government guidelines that are accessible to those with limited English proficiency.