|
In recent years health literacy has emerged as a vibrant and growing area of interest. However, despite the proliferation of research in this field, a lack of shared meaning is at the centre of widespread debate. Whilst the origins of health literacy lie firmly within the medical context, it is now widely recognised that a broader application of this concept is needed. This shift to a 'public health' perspective has generated further confusion, highlighting the need for clarification when defining health literacy and exploring it's role across a variety of disciplines and contexts. The recently released draft Shape paper of the Australian Curriculum: Health and Physical Education provides a timely opportunity for the exploration of health literacy within the context of school-based Health Education. This shaping document highlights the unique positioning of the Health and Physical Education curriculum to develop students' health literacy and adopts the World Health Organisation's definition and perspective of this concept. Though widely accepted, this understanding of health literacy reflects only a single perspective in a field that has been largely criticised for its lack of shared meaning and approach. Based on a systematic review of the literature, this doctoral study includes a critique of the various perspectives and definitions of health literacy. With a particular focus on understanding this concept within the school setting, a working definition of health literacy is proposed and discussed. This provides the basis for later work involving the measurement of adolescent health literacy, as well as the efficacy of school-based Health Education programs. |
|