The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #63564

Christina Zarcadoolas, PhD, Center for Environmental Studies, Brown University, Box 1943, Providence, RI 02912, 401-863-7347, Christina_Zarcadoolas@Brown.Edu, Andrew Pleasant, Department of Communication, Cornell University, Kennedy Hall, Ithaca, NY 14850, and David S. Greer, MD, Medical School, Brown University, Box 1910, Providence, RI 02912.

Public discourse about terrorism and bioterrorism dominated the traditional mass media during the anthrax threat in 2001. This paper qualitatively analyzes selected public health communications - mass media coverage, public official’s statements, and government websites during the peak of the threat. We develop and use an elaborated model of health literacy which includes 4 domains: fundamental literacy, science literacy, and civic literacy, and cultural literacy. The central question posed is what did the messages demand of a people’s health literacy? Our analysis demonstrates that the public’s fundamental literacy was challenged with difficult vocabulary and complex sentence structure. Communications often assumed a high degree of science literacy while at the same time missing opportunities to explain science and the role of uncertainty within the scientific process. In terms of civic literacy, we examine the fundamental mismatch between the institutions of the mass media and public health with the hope that an understanding of the competing approaches will aid public health communicators in the future. Efforts to improve health literacy should be high among the list of priorities as the country responds to threats of terrorism and bioterrorism. The newly forged policy response under the rubric of homeland security could do well to fully come to grips with the import and impact of health literacy among the country’s citizens.

Learning Objectives:

• "At the conclusion of the session, the participant (learner) in this session will be able to:
• Identify the 4 domains of health literacy and the principles related to these domains.
• Incorporate these health literacy principles into the analysis and production of health communications and materials.

Keywords: Health Literacy, Communication

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: This research partially funded by NIH/NLM publication grant
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.