Suchergebnisse

La Health Literacy (HL) se définit comme 'la connaissance, la motivation et les compétences des individus à accéder, comprendre, évaluer et appliquer l'information en matière de santé en vue de porter des jugements et de prendre des décisions de tous les jours en ce qui concerne la santé, la prévention des maladies et la promotion de la santé, de manière à maintenir ou améliorer la qualité de vie'. Au niveau politique belge, ce concept commence à être reconnu comme étant un domaine d'action prioritaire. En effet, une HL limitée peut affecter la santé en conduisant, par exemple, à une moins bonne gestion des maladies chroniques, à davantage d'hospitalisations et de décès prématurés. Cet article aborde la question de l'évaluation de la HL, des interventions pour l'améliorer ainsi que les nombreux défis qui restent à relever dans ce domaine. La HL semblerait fondamentale pour le développement d'une meilleure gestion de la santé. Elle permettrait au patient de jouer un rôle plus actif dans la prise en charge de sa santé, de responsabiliser tous les acteurs de la santé, et de contribuer à un système de santé plus viable. Améliorer la HL devrait permettre une meilleure égalité d'accès aux soins de santé. ; Health literacy (HL) is defined as 'the knowledge, motivation, and competences to access, understand, appraise and apply health information in order to make judgments and take decisions in everyday life concerning health care, disease prevention and health promotion to maintain or improve quality of life'. This concept begins to be recognized as a priority area for action at political level in Belgium. Indeed, a limited HL may affect health by leading, by example, with poorer management of chronic diseases, more hospital admissions and premature deaths. This paper addresses the question of HL evaluation, improvement interventions as well as the many challenges that remain in this area. HL seems fundamental to the development of better health management. It would allow patients to play a more active role in health care, to involve all health stakeholders, and to contribute to a more sustainable health system. Improving HL could allow better equal access to health care. ; Peer reviewed

Literacy is usually considered the ability to read at a basic level. Now it is beginning to be defined more broadly to include applying reading, writing, and mathematical skills to obtain and use information and solve problems at levels of proficiency necessary to function in society, to achieve one's goals and develop one's knowledge and potential. "Family Literacy" is an intergeneration approach to literacy activities. (...) Through the Technikon Northern Gauteng Research Capacity Building project, the author initiated the Soshanguve Family Literacy programme in the surrounding community of Soshanguve. The Soshanguve Family Literacy Programme provides the following activities: Adult Education, Childhood Education or Program Your Child for Success, Parent Education, Interactive Parent/Child Activities (PACT TIME). (Afr Dev/DÜI)

Despite the proportion of illiterate people in sub-Saharan Africa having declined between 1985 and 2008, the number of illiterates has actually increased during the period. It is within this context, that since April 2000, the international community has been committed to six Education for All goals. One of these goals is to achieve a 50 per cent improvement in adult literacy levels by 2015. This thesis aims to analyse how primary education and literacy programs (two processes on which educational policy can intervene) enable the populations of sub-Saharan Africa to acquire basic reading skills. In the vast majority of African countries, the analysis based on household surveys shows that schooling to the end of the primary cycle is not sufficient to enable literacy as an adult, and the former also show that it is critical to have had education of some quality. Furthermore, the individual literacy levels can be very different from one country to another, even with the same teaching time. This shows significant disparities in terms of educational quality. These disparities cannot be explained by differences in the levels of resources allocated to educational systems. The former would rather appear to be related to differences on the one hand, in the teaching time received by individuals, and on the other, to how the school is organized within this time. If primary education, as it currently operates, is not enough to ensure sustainable literacy for individuals, thus this implies that literacy activities play a significant role. The analysis of household surveys shows that participation in literacy programs is, on average, quite limited in SSA. In addition, there is high variability between countries in terms of the impacts of literacy activities on reading skills. This is probably due to the wide variety of the literacy programs that are implemented. This diversity, combined with no real national policy on the development of literacy, makes it very difficult to identify possible efficient ways of organizing literacy activities. ; Si la proportion d'adultes analphabètes dans les pays d'Afrique subsaharienne a décliné entre 1985 et 2008, le nombre d'individus analphabètes a en réalité augmenté au cours de cette période. C'est dans ce contexte que depuis avril 2000, la communauté internationale poursuit les objectifs du processus Education Pour Tous, dont l'un vise, d'ici à 2015, à améliorer de 50 % les niveaux d'alphabétisation des adultes. Cette thèse a pour objectif d'analyser dans quelle mesure la scolarisation primaire et les programmes d'alphabétisation, deux processus sur lesquels la politique éducative peut intervenir, permettent aux individus des pays d'Afrique subsaharienne d'acquérir des compétences de base en lecture. Dans la grande majorité des pays africains, les analyses, menées sur la base d'enquêtes de ménages, montrent qu'il ne suffit pas d'être allé à l'école jusqu'à la fin du cycle primaire pour savoir lire une fois adulte et qu'il est primordial d'avoir bénéficié d'une certaine qualité de l'éducation. De plus, pour un même temps d'enseignement, le degré d'alphabétisme des individus est très différent selon les pays, indiquant donc de fortes disparités en termes de qualité de l'éducation. Ces disparités ne s'expliquent pas par des niveaux différents de ressources allouées aux systèmes éducatifs, mais paraissent plutôt liées à des différences liées d'une part, au temps d'enseignement dont ont bénéficié les individus, et d'autre part, à l'organisation du contexte scolaire à l'intérieur de ce temps. Si la scolarisation primaire ne suffit pas, dans son fonctionnement actuel, à assurer un savoir lire durable aux individus, cela implique un rôle significatif des activités d'alphabétisation. Il ressort des analyses des enquêtes de ménages que la participation à des programmes d'alphabétisation reste en moyenne assez limitée en Afrique subsaharienne. De plus, il existe une très forte variabilité entre les pays, des impacts des activités d'alphabétisation sur le savoir lire des individus. Ceci s'explique sans doute par la grande diversité des programmes d'alphabétisation mis en œuvre. Cette diversité, à laquelle s'ajoute la quasi-absence de véritable politique nationale de développement de l'alphabétisation, rend très difficile l'identification des modalités efficientes d'organisation des activités d'alphabétisation.

We report on a survey of 942 grade 10 and 11 students from 10 urban and 'rurban' boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring what young people know about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally and where they learned it (school, media, family, community). Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism.

After the Soviets annexed Bessarabia in June 1940, and again after its recapture in August 1944, the authorities launched a campaign to increase adult literacy. The context was one of high tension, as a result of the war and the policy of enforcing the re-establishment and (re-)sovietisation of government apparatus. The "elimination of illiteracy" was influenced by the ideological tradition of the "cultural revolution" of the 1920s and by wartime rhetoric, but it had both positive and negative aspects. On one hand, it was positive campaign for the education of the masses, for "cultural construction" and in favor of "civilising popular culture". On the other hand, it had negative objectives, because it was directed against "ignorance" and also against the "wrongs" of Romanian education and propaganda. The case of post-war Moldavia is a revealing one because of the great political importance which the Soviet authorities attached to literacy. My paper takes this example to examine how these dual components, both positive and negative, alternated and competed with each other, and were enmeshed both in the practice of literacy education and in the discourse which promoted it. To understand the whole process, I have brought together for analysis two important perspectives: that of the state (in a series of speeches and official documents) and that of the "people" (in a body of interviews conducted with a sample of rural inhabitants born in the 1920s). The agents of the literacy campaign - who represented the state but were mainly of popular origin – acted as bridges and intermediaries between the two "camps".

International audience ; Health policy in several countries, including the United States, strongly encourages public libraries to support patient information and education. Addressing population health literacy is a major issue. Although there are initiatives in France, they do not have the scope of international experience. Yet, nothing would prevent librarians/documentalists within libraries from promoting health literacy among the population. We feel that reflection is necessary to conceive, in France, the involvement of librarians/documentalists for this objective. ; La politique de santé de plusieurs pays, dont les États-Unis, incite fortement les bibliothèques publiques à soutenir l'information et l'éducation du patient. La prise en compte de la littératie en santé des populations est un enjeu majeur. S'il existe des initiatives en France, celles-ci n'ont pas l'ampleur des expériences internationales. Pourtant, rien n'empêcherait qu'au sein des bibliothèques, les bibliothécaires/ documentalistes favorisent auprès de la population des apprentissages en santé. Une réflexion nous semble nécessaire pour concevoir, en France, l'implication des bibliothécaires/documentalistes dans ce but.

International audience ; Health policy in several countries, including the United States, strongly encourages public libraries to support patient information and education. Addressing population health literacy is a major issue. Although there are initiatives in France, they do not have the scope of international experience. Yet, nothing would prevent librarians/documentalists within libraries from promoting health literacy among the population. We feel that reflection is necessary to conceive, in France, the involvement of librarians/documentalists for this objective. ; La politique de santé de plusieurs pays, dont les États-Unis, incite fortement les bibliothèques publiques à soutenir l'information et l'éducation du patient. La prise en compte de la littératie en santé des populations est un enjeu majeur. S'il existe des initiatives en France, celles-ci n'ont pas l'ampleur des expériences internationales. Pourtant, rien n'empêcherait qu'au sein des bibliothèques, les bibliothécaires/ documentalistes favorisent auprès de la population des apprentissages en santé. Une réflexion nous semble nécessaire pour concevoir, en France, l'implication des bibliothécaires/documentalistes dans ce but.

The world library is a complex, specialized system comprising all the texts available all over the world. Though ingrained in the digital revolution and multimedia tools, its construction is nonetheless based on a fairly ordinary pattern : the library with books. In a sense redefined for the sake of geography, literacy designates practices and public policies regarding readingand writing. World library and literacy are also two common preoccupations of geography, which we offer to take seriously by working into them the issues of scale and mobility. That is, is the national level always the level of organization dominating literacies in the world ? What are, within these, the likely future outcomes close to the infra and supranational scales ?To go beyond an overly abstract approach, we have strongly sought out the testimonies of agents of literacy through interviews, in a quest combining research and action, as well as by debunking the literary belief. Along the lines of the New Literacy Studies, we have multiplied the small fields in a geographical inventory of forms and levels (dumped libraries, Aran, provincialisms, Nobel Prize). We have also investigated the issue in two nation-states – Mali and South Korea – chosen each for its relative distance from the French model. The game of scales under observation reveals that the globalization of literacy grows in a highly differentiated manner depending on the environments, particularly with regard to the national project. The twisting of this once central level liberates/constrains the agents, so that multilevel dynamics allow us thento interpret such complex workings. Cultural planning is a multi-scale political issue ; La bibliothèque mondiale est le système spatialisé complexe de tous les textes disponibles dans le monde. Aujourd'hui saisie par la révolution numérique et le multimédia, elle est pourtant construite à partir d'une figure ordinaire : la bibliothèque de livres. Dans un usage redéfini pour la géographie, la littératie désigne les pratiques et les ...

The world library is a complex, specialized system comprising all the texts available all over the world. Though ingrained in the digital revolution and multimedia tools, its construction is nonetheless based on a fairly ordinary pattern : the library with books. In a sense redefined for the sake of geography, literacy designates practices and public policies regarding readingand writing. World library and literacy are also two common preoccupations of geography, which we offer to take seriously by working into them the issues of scale and mobility. That is, is the national level always the level of organization dominating literacies in the world ? What are, within these, the likely future outcomes close to the infra and supranational scales ?To go beyond an overly abstract approach, we have strongly sought out the testimonies of agents of literacy through interviews, in a quest combining research and action, as well as by debunking the literary belief. Along the lines of the New Literacy Studies, we have multiplied the small fields in a geographical inventory of forms and levels (dumped libraries, Aran, provincialisms, Nobel Prize). We have also investigated the issue in two nation-states – Mali and South Korea – chosen each for its relative distance from the French model. The game of scales under observation reveals that the globalization of literacy grows in a highly differentiated manner depending on the environments, particularly with regard to the national project. The twisting of this once central level liberates/constrains the agents, so that multilevel dynamics allow us thento interpret such complex workings. Cultural planning is a multi-scale political issue ; La bibliothèque mondiale est le système spatialisé complexe de tous les textes disponibles dans le monde. Aujourd'hui saisie par la révolution numérique et le multimédia, elle est pourtant construite à partir d'une figure ordinaire : la bibliothèque de livres. Dans un usage redéfini pour la géographie, la littératie désigne les pratiques et les ...

The world library is a complex, specialized system comprising all the texts available all over the world. Though ingrained in the digital revolution and multimedia tools, its construction is nonetheless based on a fairly ordinary pattern : the library with books. In a sense redefined for the sake of geography, literacy designates practices and public policies regarding readingand writing. World library and literacy are also two common preoccupations of geography, which we offer to take seriously by working into them the issues of scale and mobility. That is, is the national level always the level of organization dominating literacies in the world ? What are, within these, the likely future outcomes close to the infra and supranational scales ?To go beyond an overly abstract approach, we have strongly sought out the testimonies of agents of literacy through interviews, in a quest combining research and action, as well as by debunking the literary belief. Along the lines of the New Literacy Studies, we have multiplied the small fields in a geographical inventory of forms and levels (dumped libraries, Aran, provincialisms, Nobel Prize). We have also investigated the issue in two nation-states – Mali and South Korea – chosen each for its relative distance from the French model. The game of scales under observation reveals that the globalization of literacy grows in a highly differentiated manner depending on the environments, particularly with regard to the national project. The twisting of this once central level liberates/constrains the agents, so that multilevel dynamics allow us thento interpret such complex workings. Cultural planning is a multi-scale political issue ; La bibliothèque mondiale est le système spatialisé complexe de tous les textes disponibles dans le monde. Aujourd'hui saisie par la révolution numérique et le multimédia, elle est pourtant construite à partir d'une figure ordinaire : la bibliothèque de livres. Dans un usage redéfini pour la géographie, la littératie désigne les pratiques et les ...

The world library is a complex, specialized system comprising all the texts available all over the world. Though ingrained in the digital revolution and multimedia tools, its construction is nonetheless based on a fairly ordinary pattern : the library with books. In a sense redefined for the sake of geography, literacy designates practices and public policies regarding readingand writing. World library and literacy are also two common preoccupations of geography, which we offer to take seriously by working into them the issues of scale and mobility. That is, is the national level always the level of organization dominating literacies in the world ? What are, within these, the likely future outcomes close to the infra and supranational scales ?To go beyond an overly abstract approach, we have strongly sought out the testimonies of agents of literacy through interviews, in a quest combining research and action, as well as by debunking the literary belief. Along the lines of the New Literacy Studies, we have multiplied the small fields in a geographical inventory of forms and levels (dumped libraries, Aran, provincialisms, Nobel Prize). We have also investigated the issue in two nation-states – Mali and South Korea – chosen each for its relative distance from the French model. The game of scales under observation reveals that the globalization of literacy grows in a highly differentiated manner depending on the environments, particularly with regard to the national project. The twisting of this once central level liberates/constrains the agents, so that multilevel dynamics allow us thento interpret such complex workings. Cultural planning is a multi-scale political issue ; La bibliothèque mondiale est le système spatialisé complexe de tous les textes disponibles dans le monde. Aujourd'hui saisie par la révolution numérique et le multimédia, elle est pourtant construite à partir d'une figure ordinaire : la bibliothèque de livres. Dans un usage redéfini pour la géographie, la littératie désigne les pratiques et les politiques publiques de lecture écriture. La bibliothèque mondiale et la littératie sont deux objets ordinaires de la géographie et nous proposons de les prendre au sérieux en y travaillant la question des échelles et des mobilités : le niveau national est-il toujours le niveau d'organisation dominant des littératies dans le monde ? Quels y sont les devenirs voisins aux échelles infra et supra-nationales ?Pour dépasser une approche trop abstraite, nous avons fortement sollicité la parole des acteurs à travers l'entretien,dans une démarche de recherche-action et de neutralisation de la croyance littéraire. À la manière des New literacy studies, nous avons multiplié les petits terrains dans un inventaire géographique des formes et des niveaux scalaires (bibliothèques embarquées, Aran, provincialismes, prix Nobel). Nous avons également enquêté dans deux États-nations, leMali et la Corée du Sud, choisis pour leur écart au modèle français. Le jeu scalaire observé montre que la mondialisation de la littératie se développe de manière très différenciée selon les espaces, en fonction notamment du projet national. La torsion de ce niveau autrefois central libère/contraint les acteurs : les dynamiques multi-niveaux permettent alors d'interpréter les fonctionnements complexes. L'aménagement culturel est une question politique multiscalaire