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literacy</title> <meta name="description" content="Search results for: health literacy"> <meta name="keywords" content="health literacy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="health literacy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9433</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: health literacy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9433</span> Patient Engagement in Healthcare and Health Literacy in China: A Survey in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qing%20Wu">Qing Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuchun%20Ye"> Xuchun Ye</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiuchen%20Wang"> Qiuchen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsten%20Corazzini"> Kirsten Corazzini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: It’s increasing acknowledged that patient engagement in healthcare and health literacy both have positive impact on patient outcome. Health literacy emphasizes the ability of individuals to understand and apply health information and manage health. Patients' health literacy affected their willingness to participate in decision-making, but its impact on the behavior and willingness of patient engagement in healthcare is not clear, especially in China. Therefore, this study aimed to explore the correlation between the behavior and willingness of patient engagement and health literacy. Methods: A cross-sectional survey was employed using the behavior and willingness of patient engagement in healthcare questionnaire, Chinese version All Aspects of Health Literacy Scale (AAHLS). A convenient sample of 443 patients was recruited from 8 general hospitals in Shanghai, Jiangsu Province and Zhejiang Province, from September 2016 to January 2017. Results: The mean score for the willingness was (4.41±0.45), and the mean score for the patient engagement behavior was (4.17±0.49); the mean score for the patient's health literacy was (2.36±0.29)，the average score of its three dimensions- the functional literacy, the Communicative/interactive literacy and the Critical literacy, was (2.26±0.38), (2.28±0.42), and (2.61±0.43), respectively. Patients' health literacy was positively correlated with their willingness of engagement (r = 0.367, P < 0.01), and positively correlated with patient engagement behavior (r = 0.357, P < 0.01). All dimensions of health literacy were positively correlated with the behavior and willingness of patient engagement in healthcare; the dimension of Communicative/interactive literacy (r = 0.312, P < 0.01; r = 0.357, P < 0.01) and the Critical literacy (r = 0.357, P < 0.01; r = 0.357, P < 0.01) are more relevant to the behavior and willingness than the dimension of basic/functional literacy (r=0.150, P < 0.01; r = 0.150, P < 0.01). Conclusions: The behavior and willingness of patient engagement in healthcare are positively correlated with health literacy and its dimensions. In clinical work, medical staff should pay attention to patients’ health literacy, especially the situation that low literacy leads to low participation and provide health information to patients through health education or communication to improve their health literacy as well as guide them to actively and rationally participate in their own health care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patient%20engagement" title="patient engagement">patient engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a> </p> <a href="https://publications.waset.org/abstracts/98815/patient-engagement-in-healthcare-and-health-literacy-in-china-a-survey-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9432</span> Health Literacy Levels of South African Primary Health Care Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boitumelo%20Ditshwane">Boitumelo Ditshwane</a>, <a href="https://publications.waset.org/abstracts/search?q=Zelda%20Janse%20van%20Rensburg"> Zelda Janse van Rensburg</a>, <a href="https://publications.waset.org/abstracts/search?q=Wanda%20Jacobs"> Wanda Jacobs</a>, <a href="https://publications.waset.org/abstracts/search?q="></a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health literacy is defined as competencies and skills that individuals need to find, comprehend, evaluate, and use to make knowledgeable choices to improve their health and well-being. Low health literacy has been found to affect people’s ability to take care of their own health. Incomprehension of health education and health care instructions due to low health literacy is often due to information given at a level that is above the patient’s level of understanding. The study aimed to test the health literacy levels of South African PHC patients using a previously developed health literacy assessment tool. Determining health literacy levels may assist PHC nurses in providing health education and health care instructions to the patient on the patient’s level of understanding and, therefore, ensuring positive health outcomes for the patient. A health literacy assessment tool, translated into ten official South African languages, was used to quantitatively determine the health literacy levels of 400 PHC patients in five clinics in Gauteng, South Africa. Patients’ health literacy levels were tested in English, and nine other official languages spoken in South Africa and were compared. The results revealed that patients understand information better when given in their preferred language. Giving health education in a language and level that is better understood by the patient may lead to better health outcomes and prevent adverse health. Patients may better understand instructions provided, be more likely to follow the correct route of medication, honor appointments, comply with medication, and thus have better treatment outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20health%20care" title=" primary health care"> primary health care</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=patients" title=" patients"> patients</a> </p> <a href="https://publications.waset.org/abstracts/181926/health-literacy-levels-of-south-african-primary-health-care-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9431</span> Transformation of Health Communication Literacy in Information Technology during Pandemic in 2019-2022</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Y.%20S.%20Putri">K. Y. S. Putri</a>, <a href="https://publications.waset.org/abstracts/search?q=Heri%20Fathurahman"> Heri Fathurahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuki%20Surisita"> Yuki Surisita</a>, <a href="https://publications.waset.org/abstracts/search?q=Widi%20Sagita"> Widi Sagita</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiki%20Dwi%20Arviani"> Kiki Dwi Arviani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Society needs the assistance of academics in understanding and being skilled in health communication literacy. Information technology runs very fast while health communication literacy skills in getting health communication information during the pandemic are not as fast as the development of information technology. The research question is whether there is an influence of health communication on information technology in health information during the pandemic in Indonesia. The purpose of the study is to find out the influence of health communication on information technology in health information during the pandemic in Indonesia. The concepts of health communication literacy and information technology are used this study. Previous research is in support of this study. Quantitative research methods by disseminating questionnaires in this study. The validity and reliability test of this study is positive, so it can proceed to the next statistical analysis. Descriptive results of variable health communication literacy are of positive value in all dimensions. All dimensions of information technology are of positive value. Statistical tests of the influence of health communication literacy on information technology are of great value. Discussion of both variables in the influence of health communication literacy and high-value information technology because health communication literacy has a high effect in information technology. Respondents to this study have high information technology skills. So that health communication literacy in obtaining health information during the 2019-2022 pandemic is needed. Research advice is that academics are still very much needed by the community in the development of society during the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20information" title="health information">health information</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20information%20needs" title=" health information needs"> health information needs</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20health%20communication" title=" literacy health communication"> literacy health communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a> </p> <a href="https://publications.waset.org/abstracts/150550/transformation-of-health-communication-literacy-in-information-technology-during-pandemic-in-2019-2022" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9430</span> Mental Health Literacy in the Arabic Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yamam%20Abuzinadah">Yamam Abuzinadah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental health literacy has become a very influential topic around the world due to the increase of mental health issues that have been reported through national research and surveys. Mental health literacy refers to the awareness, attitudes, beliefs, knowledge and skills when dealing with mental illness. This research explores mental health literacy in the Arabic and the ways culture informs perceptions of mental health in general. Also, the impact of mental health literacy on: help-seeking attitudes, relationships and community interactions. The outcomes of this research will contribute to raising mental health awareness among the Arabic community, develop and enhance mental health service provision and explore new ideas in regards to elevating mental health literacy in the Arabic community. This research aims to explore attitudes, beliefs, perspective, values and perceptions toward mental health in general among the Arabic community. It will also aim to highlight the factors contributing to theses beliefs, perspective, value and perception and accordingly the role these factors play in regards to awareness, services access, recovery and care provided from the family and the community. This thesis will aim to reflect a detailed theorisation and exploration of: (1) The impact of cultural factors on mental health literacy ie. attitudes, beliefs, knowledge and skills. (2) The ways culture informs perceptions of mental health literacy. (3) The impact of mental health literacy on: help-seeking behaviors, and relationships and community interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab" title="Arab">Arab</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a> </p> <a href="https://publications.waset.org/abstracts/43724/mental-health-literacy-in-the-arabic-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9429</span> Comparing the Educational Effectiveness of eHealth to Deliver Health Knowledge between Higher Literacy Users and Lower Literacy Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yah-Ling%20Hung">Yah-Ling Hung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> eHealth is undoubtedly emerging as a promising vehicle to provide information for individual self-care management. However, the accessing ability, reading strategies and navigating behavior between higher literacy users and lower literacy users are significantly different. Yet, ways to tailor audiences’ health literacy and develop appropriate eHealth to feed their need become a big challenge. The purpose of this study is to compare the educational effectiveness of eHealth to deliver health knowledge between higher literacy users and lower literacy users, thus establishing useful design strategies of eHealth for users with different level of health literacy. The study was implemented in four stages, the first of which developed a website as the testing media to introduce health care knowledge relating to children’s allergy. Secondly, a reliability and validity test was conducted to make sure that all of the questions in the questionnaire were good indicators. Thirdly, a pre-post knowledge test was conducted with 66 participants, 33 users with higher literacy and 33 users with lower literacy respectively. Finally, a usability evaluation survey was undertaken to explore the criteria used by users with different levels of health literacy to evaluate eHealth. The results demonstrated that the eHealth Intervention in both groups had a positive outcome. There was no significant difference between the effectiveness of eHealth intervention between users with higher literacy and users with lower literacy. However, the average mean of lower literacy group was marginally higher than the average mean of higher literacy group. The findings also showed that the criteria used to evaluate eHealth could be analyzed in terms of the quality of information, appearance, appeal and interaction, but the users with lower literacy have different evaluation criteria from those with higher literacy. This is an interdisciplinary research which proposes the sequential key steps that incorporate the planning, developing and accessing issues that need to be considered when designing eHealth for patients with varying degrees of health literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eHealth" title="eHealth">eHealth</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20intervention" title=" health intervention"> health intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a> </p> <a href="https://publications.waset.org/abstracts/99229/comparing-the-educational-effectiveness-of-ehealth-to-deliver-health-knowledge-between-higher-literacy-users-and-lower-literacy-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9428</span> Information Literacy Initiatives in India in Present Era Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Darshan%20Lal">Darshan Lal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper describes the concept of Information literacy. It is a critical component of this information age. Information literacy is the vital process in modern changing world. Information Literacy initiatives in India was also discussed. Paper also discussed Information literacy programmes for LIS professionals. Information literacy makes person capable to recognize when information is needed and how to locate, evaluate and use effectively of the needed information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology%20%28ICT%29" title=" information communication technology (ICT)"> information communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy%20programmes" title=" information literacy programmes"> information literacy programmes</a> </p> <a href="https://publications.waset.org/abstracts/28560/information-literacy-initiatives-in-india-in-present-era-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9427</span> The Importance of Mental Health Literacy: Interventions in a Psychiatry Service of Hospital José Joaquim Fernandes, Portugal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Mangas">Mariana Mangas</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaroslava%20Martins"> Yaroslava Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Charraz"> Ana Charraz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Matos%20Pires"> Ana Matos Pires</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Health literacy empowers people of knowledge, motivation and skills to access, understand, evaluate and mobilize information relating to health. Although the benefits of public knowledge of physical disease are widely accepted, knowledge about mental disorder has been compatibly neglected. Nowadays there is considerably evidence that literacy is of great importance for the promotion of health and prevention of mental illness. Objective: Disclosure the concept and importance of mental health literacy and introduce the literacy program of Psychiatry Service of Hospital José Joaquim Fernandes. Methodology: A search was conducted on PubMed, using keywords “literacy” and “mental health”. A description of mental health literacy interventions implemented on Psychiatry Service of Hospital José Joaquim Fernandes was performed, namely, psychoeducation programs for depression and bipolar disorder. Results and discussion: Health literacy enables patient to be able to actively participate in his treatment. The improving of mental health literacy can promote early identification of mental disorders, improve treatment results, increase the use of health services and allow the community to take action to achieve better mental health. Psychoeducation is very useful in improving the course of disease and in reducing the number of episodes and hospitalizations. Bipolar patients who received psychoeducation and pharmacotherapy have no relapses during the program and last year. Conclusion: Mental health literacy is not simply a matter of having knowledge, rather, it is knowledge linked to action which can benefit mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoeducation" title=" psychoeducation"> psychoeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/58750/the-importance-of-mental-health-literacy-interventions-in-a-psychiatry-service-of-hospital-jose-joaquim-fernandes-portugal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">547</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9426</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9425</span> Levels of Digital Health Literacy in Culturally and Linguistically Diverse Females in Regional Australia and its Association with Demographics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usma%20Iftikhar">Usma Iftikhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Khorshed%20Alam"> Khorshed Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Digital health platforms and digital health interventions are gaining increasing importance with the shift to online health-seeking behaviour, especially post-Covid. Subsequently, the importance of digital health literacy is increasingly being recognized. With the surge in culturally and linguistically diverse populations in First World countries, especially females, the predictors of digital health access in this population remain elusive. Keeping in view the inadequate digital infrastructure in rural and remote Australia, with lack of specialist services, the determinants of digital access gain even more importance. Objectives: The objective of this research are to measure the digital health literacy levels in this population, including the predictors of digital health literacy like sociodemographics and the correlation between the predictors and digital health literacy levels. Methods: A population-based quantitative survey was carried out in Regional Queensland from Jan 2022- Dec 2023 on culturally and linguistically diverse adult females. Sociodemographics like age, literacy levels, socioeconomic status, access to digital devices were recorded after informed consent. Digital health literacy levels were measured by specially designed questionnaires. The relationship between sociodemographics and digital health literacy levels was estimated by Pearson correlation. Results: Mean DHL was 2.66 + 0.35. There was a negative significant relationship (p<0.005) between demographics like age and access to a digital device with digital health literacy levels. Also observed was a positive significant relationship between literacy levels and proficiency in English. Conclusion: Age, literacy levels and English proficiency are some of the highest predictors of digital health access. This is important because remote areas rely on digital health access due to less developed health infrastructure, including specialist services. Guide for Policy makers to focus on the populations most in need. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20health%20literacy" title="digital health literacy">digital health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=eHealth%20literacy" title=" eHealth literacy"> eHealth literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20and%20linguistically%20diverse" title=" culturally and linguistically diverse"> culturally and linguistically diverse</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minorities" title=" ethnic minorities"> ethnic minorities</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20areas" title=" regional areas"> regional areas</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20and%20remote%20areas" title=" rural and remote areas"> rural and remote areas</a> </p> <a href="https://publications.waset.org/abstracts/184042/levels-of-digital-health-literacy-in-culturally-and-linguistically-diverse-females-in-regional-australia-and-its-association-with-demographics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9424</span> Factors Affecting eHealth Literacy among Nursing Students in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laila%20Habiballah">Laila Habiballah</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Tubaishat"> Ahmad Tubaishat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: with the development of information and communication technology, using the internet as a source to obtain health information is increasing. Nursing students as future health care providers should have the skills of locating, evaluating and using online health information. This will enable them to help their patients and families to make informed decisions. Aim: this study has a two-fold aim. The first is to assess the eHealth literacy among nursing students in Jordan. The second aim is to explore the factors that have an effect on the eHealth literacy. Methods: this is a descriptive cross-sectional survey that conducted in two universities in Jordan; public and private one. A number of 541 students from both universities were completed the eHEALS scale, which is an instrument designed to measure the eHealth literacy. Some additional personal and demographical variable were collected to explore its effect on eHealth literacy. Results: Students have a high perceived level of e-Health literacy (M=3.62, SD=0.58). They are aware of the available online health resources, know how to search, locate, and use these resources. But, they do not have the skills to evaluate these resources and cannot differentiate between the high and low-quality resources. The results showed as well that type of university, type of students' admission, academic level, students' skills of using the internet, and the perception of usefulness and importance of internet have an effect on the eHealth literacy. While the age, gender, GPA, and the frequency of using the internet was no significant factors. Conclusion: This study represents a baseline reference for the eHealth literacy in Jordan. Students have some skills of eHealth literacy and other skills need to be improved. Nursing educators and administrators should integrate and incorporate the skills of eHealth literacy in the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eHealth" title="eHealth">eHealth</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan "> Jordan </a> </p> <a href="https://publications.waset.org/abstracts/44398/factors-affecting-ehealth-literacy-among-nursing-students-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9423</span> The Emergence of Information and Communication Technologies Acting as a Challenge for Media Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetu%20Gahlawat">Geetu Gahlawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Manisha%20Singh"> Manisha Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent years, the concept of media literacy is being extended from its traditional focus on print and audio-visual media to encompass the internet and other new media within academic and policy discourses. This article throws revolves around three significant queries which are to be dealt by the academia, general public and the policy-makers: What is media literacy? How is it changing? And what is the significance of media literacy? At the beginning of the article, the definition 'media literacy' is the ability to access, analyse, evaluate and create messages across a variety of contexts are given and then this is further being tested in connection with the internet and other information and communication technologies.Having advocated this skills-based approach to media literacy in relation to the internet, the article identifies some outstanding issues for new media literacy crucial to any policy of promoting media literacy among the population. The outcome is better understanding of media literacy and also the impact of ICT on media literacy by the public as well as media literate people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title="media literacy">media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/36232/the-emergence-of-information-and-communication-technologies-acting-as-a-challenge-for-media-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9422</span> Health Literacy in Jordan: Obstacles for Doctors and Quality Patient Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Etaf%20Alkhlaifat">Etaf Alkhlaifat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study drew conceptually on Communication Accommodation Theory to describe and analyze conversations between doctors and patients to examine the extent to which patients’ level of literacy represents one of the linguistic obstacles that may adversely influence the quality of healthcare services in Jordan. A thematic qualitative approach was employed to interpret the phenomena under study, which required direct observation and interviews with doctors (n=6) and patients (n=15) in natural Jordanian medical settings. This generated a comprehensive corpus of audio and videotaped data, which revealed that most doctors expressed dissatisfaction with patients’ ability to express themselves and comprehend them as a result of a lack of medical awareness and limited health education. The significance of this study rests on its detailed investigation of the impact of health literacy on patients’ health outcomes and while providing unique insights into how low health literacy could contribute to misunderstanding and potential ill-health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=doctor-patient%20communication" title="doctor-patient communication">doctor-patient communication</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20knowledge" title=" medical knowledge"> medical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20accommodation%20theory" title=" communication accommodation theory"> communication accommodation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/193860/health-literacy-in-jordan-obstacles-for-doctors-and-quality-patient-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9421</span> An Examination of Health Literacy of Parents with Children Diagnosed With ADHD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Erdem%20Uzun">Mehmet Erdem Uzun</a>, <a href="https://publications.waset.org/abstracts/search?q=Hande%20%C5%9Eirin"> Hande Şirin</a>, <a href="https://publications.waset.org/abstracts/search?q=Amela%20Kojic%20Ate%C5%9F"> Amela Kojic Ateş</a>, <a href="https://publications.waset.org/abstracts/search?q=Utku%20Beyaz%C4%B1t"> Utku Beyazıt</a>, <a href="https://publications.waset.org/abstracts/search?q=Aynur%20B%C3%BCt%C3%BCn%20Ayhan"> Aynur Bütün Ayhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the health literacy of parents with children diagnosed with ADHD. The study group consisted of 394 parents with children diagnosed with ADHD who applied to the child and adolescent psychiatry outpatient clinic of a public hospital in Bursa, Turkey. 339 mothers and 52 fathers participated in the study. The parents were administered a questionnaire prepared by the researchers in addition to the European Health Literacy Scale-Short Form. Prior to the onset of the analyses, a normality test was performed, and it was determined that the data did not show normal distribution. In this regard, Mann-Whitney U and Kruskal Wallis tests were employed in the analyses. According to the results obtained, it was determined that the health literacy of the mothers (x2=21.015, p<.001) and fathers (x2=7.462, p<.05) differed according to their education levels; that is, the health literacy level of parents who graduated from primary school was lower than the other parents. In addition, it was determined that the level of health literacy differed according to the income level of the family (x2=14.308, p<.05), and the health literacy level of the parents in the low-income group was lower than the other parents. On the other hand, it was seen that the health literacy levels of mothers and fathers did not differ according to the variables of age, whether they had social security, whether the child diagnosed with ADHD was taking medication, and if so, how long the child had been taking medication; age and gender of the child; whether there were other individuals diagnosed with ADHD in the family, and whether the child or parents had a chronic disease (p>.05). The results obtained were discussed in the light of the literature findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a> </p> <a href="https://publications.waset.org/abstracts/193003/an-examination-of-health-literacy-of-parents-with-children-diagnosed-with-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">17</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9420</span> Information Literacy: Concept and Importance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaurav%20Kumar">Gaurav Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An information literate person is one who uses information effectively in all its forms. When presented with questions or problems, an information literate person would know what information to look for, how to search efficiently and be able to access relevant sources. In addition, an information literate person would have the ability to evaluate and select appropriate information sources and to use the information effectively and ethically to answer questions or solve problems. Information literacy has become an important element in higher education. The information literacy movement has internationally recognized standards and learning outcomes. The step-by-step process of achieving information literacy is particularly crucial in an era where knowledge could be disseminated through a variety of media. What is the relationship between information literacy as we define it in higher education and information literacy among non-academic populations? What forces will change how we think about the definition of information literacy in the future and how we will apply the definition in all environments? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20beings" title=" human beings"> human beings</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20media%20and%20computer%20network%20etc" title=" visual media and computer network etc"> visual media and computer network etc</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title=" information literacy"> information literacy</a> </p> <a href="https://publications.waset.org/abstracts/36349/information-literacy-concept-and-importance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9419</span> The Influence of Physical Activity and Health Literacy on Depression Level of First and Second Turkish Generation Living in Germany</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ceren%20Aky%C3%BCz">Ceren Akyüz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Froboese"> Ingo Froboese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health literacy has gained importance with the further spread of the coronavirus disease (COVID-19) worldwide and has been associated with health status in various chronic diseases. Many studies indicate that mental health can be improved by low- or moderate-intensity activity, and several studies have been proposed to explain the relationship between physical activity and mental health. The aim of the present study is to investigate the levels of physical activity, health literacy, and depression in first- and- second generation Turkish people in Germany. The research consists of 434 participants (255 females, 179 males; age 38.09 ± 13.73). 40.8 % of participants are married, and 59.2 % of participants are single. Education levels are mostly at university level (54.8 %), and graduate level is 18.9 %. While 24.9 % of the participants are second generation, 75.1 % of participants are first generation. All analyses were stratified on gender, marital status, education, generation and income status, and five age categories: 18–30, 31–40, 41–50, 51–60, and 61–79, which were defined to account for age-specific trends while maintaining sufficient cell size for statistical analysis. A correlation of depression with physical activity and health literacy levels between first- and- second generation Turks in Germany was evaluated in order to find out whether there are significant differences between the two populations and demographic variables (gender, marital status, education, generation, income status) with carrying out questionnaires which are European Health Literacy Survey Questionnaire (HLS-EU-Q47), International Physical Activity Questionnaire ( IPAQ) and the Patient Health Questionnaire-9 (PHQ-9). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=turks%20in%20germany" title=" turks in germany"> turks in germany</a>, <a href="https://publications.waset.org/abstracts/search?q=migrants" title=" migrants"> migrants</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a> </p> <a href="https://publications.waset.org/abstracts/162858/the-influence-of-physical-activity-and-health-literacy-on-depression-level-of-first-and-second-turkish-generation-living-in-germany" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9418</span> Survey of Rate and Causes of Literacy Preservation in Adult Newly Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Narimani">Mohammad Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Rostamoghli"> Zahra Rostamoghli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is the survey of rate and causes of literacy preservation in adult newly learners. Statistical sample consists of 384 adults who are newly learners of literacy, at 2002, who were selected by stratified sampling method. This is a correlation cross-sectional survey research, in which authors-constructed measures were used for data collection. Results of survey showed that learners' literacy preservation rate after two years was 70%, 61% and 57%, in reading, dictation and mathematic tests, respectively.Following can be noted as factors correlated with literacy preservation; repetition of subjects and learners' subjective review, access to and using the library and publications, feeling of need to and interest in educated matters, socio cultural class of learners, and literacy level of learners' family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20preservation" title="literacy preservation">literacy preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20learner" title=" new learner"> new learner</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20improvement%20movement" title=" literacy improvement movement"> literacy improvement movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20test" title=" mathematic test"> mathematic test</a> </p> <a href="https://publications.waset.org/abstracts/27161/survey-of-rate-and-causes-of-literacy-preservation-in-adult-newly-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9417</span> The Impact of a Lower Health Literacy in the Self-Management of Patients with a Multiple Sclerosis: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helga%20Martins">Helga Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Id%C3%A1lia%20Matias"> Idália Matias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background:Multiple sclerosis is a chronic inflammatory autoimmune demyelinating disease that affects young adults. Multiple sclerosis is a chronic disease in which the patient needs to self-manage the disease and the therapeutic regimen. Consequently, the promotion of health literacy assumes a relevant role for the accessibility, understanding, and use of information in order to promote and maintain the health of patients with multiple sclerosis. Aim: To determine the impact of lower health literacy in the self-management of patients with a multiple sclerosis. Methods: Literature review based on a search on the following electronic databases: CINAHLand MEDLINE; comprising all results published between September 2016 and September 2021. The search strategy was: (“Self-management [MeSH]” AND “Multiple sclerosis[MeSH]”AND “Health literacy[MeSH]”). The inclusion criteria were: original papers reporting about multiple sclerosis patients; participants with age above 18 years old, written in English, Spanish, French, or Portuguese. Two independent reviewers have done the screening and analysis of the results. 38 citations were identified, and after duplicates removal, a total of 25 results were screened; 14 were included after the application of the inclusion criteria. Results: The lower health literacy in the self-management of patients with a multiple sclerosis is related toless healthy choices, riskier health behavior, poor health outcomes, decreased of adhering to the therapeutic regimen after discharge, less self-management of chronic illness, and increased the time of hospitalization. Conclusion: Inadequate levels of health literacy contribute to poor health outcomes, unsuccessful self-management of chronic illness, and inadequate adherence to the therapeutic regimen. Therefore, health literacy is important for health policy and the healthcare services, as it can be understood as a mediator of self-management of multiple sclerosis disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20sclerosis" title=" multiple sclerosis"> multiple sclerosis</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a>, <a href="https://publications.waset.org/abstracts/search?q=self-management" title=" self-management"> self-management</a> </p> <a href="https://publications.waset.org/abstracts/143996/the-impact-of-a-lower-health-literacy-in-the-self-management-of-patients-with-a-multiple-sclerosis-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9416</span> Financial Literacy in Greek High-School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20A.%20Tzora">Vasiliki A. Tzora</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20D.%20Philippas"> Nikolaos D. Philippas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper measures the financial literacy of youth in Greece derived from the examined aspects of financial knowledge, behaviours, and attitudes that high school students performed. The findings reveal that less than half of participant high school students have an acceptable level of financial literacy. Also, students who are in the top of their class cohort exhibit higher levels of financial literacy. We also find that the father’s education level has a significant effect on financial literacy. Students who keep records of their income and expenses are likely to show better levels of financial literacy than students who do not. Students’ perception/estimation of their parents’ income changes is also related to their levels of financial literacy. We conclude that financial education initiatives should be embedded in schools in order to embrace the young generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20knowledge" title=" financial knowledge"> financial knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behaviour" title=" financial behaviour"> financial behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20attitude" title=" financial attitude"> financial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20wellbeing" title=" financial wellbeing"> financial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=15-year-old%20students" title=" 15-year-old students"> 15-year-old students</a> </p> <a href="https://publications.waset.org/abstracts/150518/financial-literacy-in-greek-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9415</span> Financial Literacy of Students of Finance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbora%20Chmel%C3%ADkov%C3%A1">Barbora Chmelíková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial literacy is a widely discussed topic on the national and international level by governments, organizations and academia. For this reason this study analyses financial knowledge, financial behavior and financial attitudes of students of finance. The aim of the paper is to determine whether the financial literacy of university students studying finance differs from the level of financial literacy in selected OECD countries. The research was conducted at Masaryk University in the Czech Republic. The empirical study comprises questions related to several aspects of financial literacy, as well as socio-demographic data enabling more thorough analysis. The results indicate that improvement in financial literacy of university students is still required, even though their major is finance related. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20behavior" title=" financial behavior"> financial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20finance%20management" title=" personal finance management"> personal finance management</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/37708/financial-literacy-of-students-of-finance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9414</span> Building a Model for Information Literacy Education in School Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tibor%20Koltay">Tibor Koltay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among varied new literacies, information literacy is not only the best-known one but displays numerous models and frameworks. Nonetheless, there is still a lack of its complex theoretical model that could be applied to information literacy education in public (K12) education, which often makes use of constructivist approaches. This paper aims to present the main features of such a model. To develop a complex model, the literature and practice of phenomenographic and sociocultural theories, as well as discourse analytical approaches to information literacy, have been reviewed. Besides these constructivist and expressive based educational approaches, the new model is intended to include the innovation of coupling them with a cognitive model that takes developing informational and operational knowledge into account. The convergences between different literacies (information literacy, media literacy, media and information literacy, and data literacy) were taken into account, as well. The model will also make use of a three-country survey that examined secondary school teachers’ attitudes to information literacy. The results of this survey show that only a part of the respondents feel properly prepared to teach information literacy courses, and think that they can teach information literacy skills by themselves, while they see a librarian as an expert in educating information literacy. The use of the resulting model is not restricted to enhancing theory. It is meant to raise the level of awareness about information literacy and related literacies, and the next phase of the model’s development will be a pilot study that verifies the usefulness of the methodology for practical information literacy education in selected Hungarian secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20literacy" title=" data literacy"> data literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy%20education" title=" information literacy education"> information literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20information%20literacy%20media%20literacy" title=" media and information literacy media literacy"> media and information literacy media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenography" title=" phenomenography"> phenomenography</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/108836/building-a-model-for-information-literacy-education-in-school-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9413</span> Development Framework Based on Mobile Augmented Reality for Pre-Literacy Kit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazatul%20Aini%20Abd%20Majid">Nazatul Aini Abd Majid</a>, <a href="https://publications.waset.org/abstracts/search?q=Faridah%20Yunus"> Faridah Yunus</a>, <a href="https://publications.waset.org/abstracts/search?q=Haslina%20Arshad"> Haslina Arshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Farhan%20Mohammad%20Johari"> Mohammad Farhan Mohammad Johari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile technology, augmented reality, and game-based learning are some of the key learning technologies that can be fully optimized to promote pre-literacy skills. The problem is how to design an effective pre-literacy kit that utilizes some of the learning technologies. This paper presents a framework based on mobile augmented reality for the development of pre-literacy kit. This pre-literacy kit incorporates three main components which are contents, design, and tools. A prototype of a mobile app based on the three main components was developed for promoting pre-literacy. The results show that the children and teachers gave positive feedbacks after using the mobile app for the pre-literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-literacy%20skills" title=" pre-literacy skills"> pre-literacy skills</a> </p> <a href="https://publications.waset.org/abstracts/51610/development-framework-based-on-mobile-augmented-reality-for-pre-literacy-kit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">595</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9412</span> Role of Academic Library in/for Information Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20Rani">Veena Rani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the role of academic library in information literacy in the present time. Information is the very important aspect for the growth of any country. In this context information literacy is an essential tool in the development of various fields. Academic library is an essential part of university as well as of an institution. In Academic library we can include university library, college library as well as school library. Academic libraries are playing an important role for information literacy. Academic libraries provide excellent services for the benefit of students, teachers, researchers, and all those who are interested in education. All over the world many of the schemes, policies and services provide for information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20literacy" title=" tool literacy"> tool literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education "> higher education </a> </p> <a href="https://publications.waset.org/abstracts/32839/role-of-academic-library-infor-information-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9411</span> Health Literacy and Knowledge Related to Tuberculosis among Outpatients at a Referral Hospital in Lima, Peru</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosalina%20Penaloza">Rosalina Penaloza</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Navarro"> Joanna Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Pauline%20Jolly"> Pauline Jolly</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Junkins"> Anna Junkins</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Seas"> Carlos Seas</a>, <a href="https://publications.waset.org/abstracts/search?q=Larissa%20Otero"> Larissa Otero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Tuberculosis (TB) case detection in Peru relies on passive case finding. This strategy relies on the assumption that the community is aware that a persistent cough is a possible symptom of TB and that formal health care needs to be sought. Despite its importance, health knowledge specific to TB is underexplored in Peru. This study aimed to assess health literacy and level of TB knowledge among outpatients attending a referral hospital in Lima, Peru. The goal was to ascertain knowledge gaps in key areas relating to TB, to identify and prioritize subgroups for intervention, and to provide insight for policy and community interventions considering health literacy. Methods: An observational cross-sectional study was conducted using a survey to measure sociodemographic factors, tuberculosis knowledge, and health literacy. Bivariate and Multivariate logistic regression was performed to study the associations between variables and to account for potential confounders. The study was conducted at Hospital Cayetano Heredia in Lima, Peru from June – August 2017. Results: 272 participants were included in the analysis. 57.7% knew someone who had had TB before, 9% had had TB in the past. Two weeks a cough was correctly identified as a symptom that could be TB by 69.1%. High TB knowledge was found among 149 (54.8%) participants. High health literacy was found among 193 (71.0%) participants. Health literacy and TB knowledge were not significantly associated (OR 0.9 (95%CI 0.5-1.5)). After controlling for sex, age, district, education, health insurance, frequency of hospital visits and previous TB diagnosis: High TB knowledge was associated with knowing someone with TB (aOR 2.7 (95%CI 1.6-4.7)) and being a public transport driver, (aOR 0.2 (95%CI 0.05-0.9)). Not being poor was the single factor associated with high health literacy (aOR 3.8 (95%CI 1.6-8.9)). Conclusions: TB knowledge was fair, though 30% did not know the most important symptom of TB. Tailoring educational strategies to risk groups may enhance passive case detection especially amongst transport workers in Lima, Peru. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Peru" title=" Peru"> Peru</a>, <a href="https://publications.waset.org/abstracts/search?q=tuberculosis" title=" tuberculosis"> tuberculosis</a>, <a href="https://publications.waset.org/abstracts/search?q=tuberculosis%20knowledge" title=" tuberculosis knowledge"> tuberculosis knowledge</a> </p> <a href="https://publications.waset.org/abstracts/89351/health-literacy-and-knowledge-related-to-tuberculosis-among-outpatients-at-a-referral-hospital-in-lima-peru" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9410</span> The Impact of Household Income on Students' Financial Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorjana%20Nano">Dorjana Nano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Financial literacy has become on focus of many research studies. Family household is found to influence students’ financial literacy. The purpose of this study is to explore whether financial literacy of Albanian students is associated with their family household. The main objectives of this research are: i) firstly, to evaluate how financial literate are Albanian university students; ii) secondly, to examine whether the financial literacy differs based on the level of students family income; and iii) finally, to draw some conclusions and recommendations in order to improve student’s financial literacy. An instrument, comprised of personal finance and personal characteristics is administered to 637 students in Albania. The constituency of the survey is tested based on the dimension reduction and factor analyzing techniques. The One Way Welch ANOVA and multiple comparison techniques are utilized to analyze the data. The results indicate that student’s financial literacy is influenced by their family income. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20income" title=" household income"> household income</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20decisions" title=" smart decisions"> smart decisions</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/75077/the-impact-of-household-income-on-students-financial-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9409</span> ICTs Knowledge as a Way of Enhancing Literacy and Lifelong Learning in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jame%20O.%20Ezema">Jame O. Ezema</a>, <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica"> Odenigbo Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study covers the topic Information Communication and Technology (ICTs) knowledge as a way of enhancing Literacy and Lifelong learning in Nigeria. This work delved into defining of ICTs. Types of ICTs and media technologies were also mentioned. It further explained how ICTs can be strengthened and the uses of ICTs in education was duly emphasized. The paper also enumerated some side effects of ICTs on learners while the role of ICTs in enhancing literacy was explained. The study carried out strategies to use ICTs meaningfully in Literacy Programs and also emphasized the word lifelong learning in Nigeria. Some recommendations were made towards acquiring ICTs knowledge, so as to enhance Literacy and Lifelong learning in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=distance-learning" title=" distance-learning"> distance-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning%20for%20sustainable%20development" title=" life-long learning for sustainable development"> life-long learning for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/30600/icts-knowledge-as-a-way-of-enhancing-literacy-and-lifelong-learning-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">504</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9408</span> Electronic Resources and Information Literacy in Higher Education Library</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirmal%20Singh">Nirmal Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajesh%20Kumar"> Rajesh Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract- Information literacy aims to develop both critical understanding and active participation in scholars. It enables scholars to interpret and make informed judgments as users of information sources, and it also enables them to become producers of information in their own right, and thereby to become more powerful participants in society. Information literacy is about developing people‘s critical and creative abilities. Digital media – and particularly the Internet – significantly increase the potential for such active participation of the individual, provided scholars have the means and training to effectively access and use them. This paper provides definition, standards and importance of information literacy (IL). Keywords: Information literacy, Digital Media, Training, Communications Technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Information%20literacy" title="Information literacy">Information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Digital%20Media" title=" Digital Media"> Digital Media</a>, <a href="https://publications.waset.org/abstracts/search?q=Training" title=" Training"> Training</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=""></a>, <a href="https://publications.waset.org/abstracts/search?q=Communications%20Technologies" title=" Communications Technologies"> Communications Technologies</a> </p> <a href="https://publications.waset.org/abstracts/124431/electronic-resources-and-information-literacy-in-higher-education-library" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9407</span> The Survey of Relationship between Health Literacy and Knowledge of Heart Failure with Rehospitalization in Patients with Heart Failure Admitted to Heart Failure Clinic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaleh%20Mohammad%20Aliha">Jaleh Mohammad Aliha</a>, <a href="https://publications.waset.org/abstracts/search?q=Rezvan%20Razazi"> Rezvan Razazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasim%20Naderi"> Nasim Naderi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Despite the progress in new effective drugs in the treatment of heart failure, the disease still accompanied with frequent hospitalization, impaired quality of life, early mortality and significant economic burden. Patients with chronic disease and consequently patients with heart failure need the knowledge and optimal health literacy to improve the quality of life and minimize the rate of rehopitalizatio. So, considering to importance of knowledge and health literacy in this patients as well as contradictory literature, this study conducted to investigate the relationship between health literacy and Knowledge of heart failure with rehospitalization in patients with heart failure admitted to heart failure clinic in Rajai Heart center in 1394. Methods: The cross-sectional method with convenience sampling method was used in this study. After obtaining the necessary permissions from the ethics committee and the Shahid Rajai Heart center, 238 patients who were older than 18 years and had ejection fraction 35% or less with the ability to read and write and lack of psychiatric, neurological and cognitive disorders and signed the informed consent were recruited. Data collection were perfomed through demographic data questionnaire, short standard health literacy questionnaire 'Short-TOFHLA-16' and Vanderwall (2005) knowledge of heart failure questionnaire. Reliability was assessed by internal consistency method and Cronbach's alpha for both questionnaires was more than 0.7. Then data were analysed by SPSS-20 with descriptive statistic and analytical statistic such as T-test, Chi-square and ANOVA. Results: The majority of patients were male (66%), married (80%) and had age between 50 to 70 years old (42%). The majority of studied men and women have good health literacy and About half of them have adequate knowledge about heart failure. Fisher's exact test showed that there was a significant statistical correlation between health literacy and knowlegh about heart failure. In other words, higher health literacy associated with more knowledge about their condition. Also findings showed that there was no significant statistical correlation between health literacy and knowledge about heart failure and frequency of CCU and emergency admissions. Conclusion: The study results showed that the higher health literacy, associated with the greater knowledge about heart failure and patients' perception about caring recommendations and disease outcomes. Therefore, the knowledge about heart failure and factors which related to severity of the disease, is the important issue to problem identification and treatment and reduction of rehospitalization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=heart%20failure" title=" heart failure"> heart failure</a>, <a href="https://publications.waset.org/abstracts/search?q=knowlegde" title=" knowlegde"> knowlegde</a>, <a href="https://publications.waset.org/abstracts/search?q=rehospitalization" title=" rehospitalization"> rehospitalization</a> </p> <a href="https://publications.waset.org/abstracts/81206/the-survey-of-relationship-between-health-literacy-and-knowledge-of-heart-failure-with-rehospitalization-in-patients-with-heart-failure-admitted-to-heart-failure-clinic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9406</span> South African Students' Statistical Literacy in the Conceptual Understanding about Measures of Central Tendency after Completing Their High School Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lukanda%20Kalobo">Lukanda Kalobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In South Africa, the High School Mathematics Curriculum provides teachers with specific aims and skills to be developed which involves the understanding about the measures of central tendency. The exploration begins with the definitions of statistical literacy, measurement of central tendency and a discussion on why statistical literacy is essential today. It furthermore discusses the statistical literacy basics involved in understanding the concepts of measures of central tendency. The statistical literacy test on the measures of central tendency, was used to collect data which was administered to 78 first year students direct from high schools. The results indicated that students seemed to have forgotten about the statistical literacy in understanding the concepts of measure of central tendency after completing their high school study. The authors present inferences regarding the alignment between statistical literacy and the understanding of the concepts about the measures of central tendency, leading to the conclusion that there is a need to provide in-service and pre-service training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title="conceptual understanding">conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=mean" title=" mean"> mean</a>, <a href="https://publications.waset.org/abstracts/search?q=median" title=" median"> median</a>, <a href="https://publications.waset.org/abstracts/search?q=mode" title=" mode"> mode</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20literacy" title=" statistical literacy"> statistical literacy</a> </p> <a href="https://publications.waset.org/abstracts/86327/south-african-students-statistical-literacy-in-the-conceptual-understanding-about-measures-of-central-tendency-after-completing-their-high-school-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9405</span> Less Calculations and More Stories: Improving Financial Education for Young Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20de%20Zwaan">Laura de Zwaan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracey%20West"> Tracey West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a sustained observable gender gap in financial literacy, with females consistently having lower levels than males. This research explores the knowledge and experiences of high school students in Australia aged 14 to 18 in order to understand how this gap can be improved. Using a predominantly qualitative approach, we find evidence to support impacts on financial literacy from financial socialization and socio-economic environment. We also find evidence that current teaching and assessment approaches to financial literacy may disadvantage female students. We conclude by offering recommendations to improve the way financial literacy education is delivered within the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20socialization" title=" financial socialization"> financial socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=maths" title=" maths"> maths</a> </p> <a href="https://publications.waset.org/abstracts/150622/less-calculations-and-more-stories-improving-financial-education-for-young-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9404</span> A Two-Week and Six-Month Stability of Cancer Health Literacy Classification Using the CHLT-6</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Levent%20Dumenci">Levent Dumenci</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20A.%20Siminoff"> Laura A. Siminoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health literacy has been shown to predict a variety of health outcomes. Reliable identification of persons with limited cancer health literacy (LCHL) has been proved questionable with existing instruments using an arbitrary cut point along a continuum. The CHLT-6, however, uses a latent mixture modeling approach to identify persons with LCHL. The purpose of this study was to estimate two-week and six-month stability of identifying persons with LCHL using the CHLT-6 with a discrete latent variable approach as the underlying measurement structure. Using a test-retest design, the CHLT-6 was administered to cancer patients with two-week (N=98) and six-month (N=51) intervals. The two-week and six-month latent test-retest agreements were 89% and 88%, respectively. The chance-corrected latent agreements estimated from Dumenci’s latent kappa were 0.62 (95% CI: 0.41 – 0.82) and .47 (95% CI: 0.14 – 0.80) for the two-week and six-month intervals, respectively. High levels of latent test-retest agreement between limited and adequate categories of cancer health literacy construct, coupled with moderate to good levels of change-corrected latent agreements indicated that the CHLT-6 classification of limited versus adequate cancer health literacy is relatively stable over time. In conclusion, the measurement structure underlying the instrument allows for estimating classification errors circumventing limitations due to arbitrary approaches adopted by all other instruments. The CHLT-6 can be used to identify persons with LCHL in oncology clinics and intervention studies to accurately estimate treatment effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=limited%20cancer%20health%20literacy" title="limited cancer health literacy">limited cancer health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20CHLT-6" title=" the CHLT-6"> the CHLT-6</a>, <a href="https://publications.waset.org/abstracts/search?q=discrete%20latent%20variable%20modeling" title=" discrete latent variable modeling"> discrete latent variable modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=latent%20agreement" title=" latent agreement"> latent agreement</a> </p> <a href="https://publications.waset.org/abstracts/109672/a-two-week-and-six-month-stability-of-cancer-health-literacy-classification-using-the-chlt-6" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109672.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=health%20literacy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=health%20literacy&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=health%20literacy&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=health%20literacy&page=5">5</a></li> <li class="page-item"><a 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