This edited collection examines engagements between health literacies and undergraduate writing instruction, providing research, case studies, and practical guidance on developing an interdisciplinary writing pedagogy.
This edited collection examines engagements between health literacies and undergraduate writing instruction, providing research, case studies, and practical guidance on developing an interdisciplinary writing pedagogy.
Michael J. Madson is an Assistant Professor at Arizona State University, USA where he teaches courses in healthcare communication and user experience. He is also an adjunct Associate Professor at the Medical University of South Carolina, USA where he runs an online undergraduate writing course that explores health literacy, bioethics, and interprofessional education. He is the editor of Teaching writing in the health professions: Perspectives, problems, and practices (2022).
Inhaltsangabe
Introduction: The intersections of health literacies and undergraduate writing instruction Part 1: Assignments and courses Chapter 1. Engaging health literacies through multimodal projects in first-year writing Chapter 2. Teaching critical thinking for critical health literacies: A problem-based writing approach Chapter 3. First do no harm: Promoting health literacies through empathy adventures in the writing classroom and beyond Chapter 4. Rhetorical aesthetics and health literacies Chapter 5. Cross-disciplinary vaccine education through a campus-community partnership Part 2: Programs Chapter 6. Context matters: Identifying strategic opportunities to support health literacies through writing interventions Chapter 7. Reflection for health literacies in the health science curriculum Chapter 8. Writing across the health literacies curriculum: The Bachelor of Healthcare Studies program at MUSC Part 3: Extensions Chapter 9. Cultural health navigation and health literacy sponsorship: Implications for the undergraduate writing curriculum Chapter 10. Making well informed decisions: Data collection, health information, and undergraduate writing instruction Chapter 11. Creating content for contexts of care: A cognitive approach to achieving health literacies through usability
Introduction: The intersections of health literacies and undergraduate writing instruction Part 1: Assignments and courses Chapter 1. Engaging health literacies through multimodal projects in first-year writing Chapter 2. Teaching critical thinking for critical health literacies: A problem-based writing approach Chapter 3. First do no harm: Promoting health literacies through empathy adventures in the writing classroom and beyond Chapter 4. Rhetorical aesthetics and health literacies Chapter 5. Cross-disciplinary vaccine education through a campus-community partnership Part 2: Programs Chapter 6. Context matters: Identifying strategic opportunities to support health literacies through writing interventions Chapter 7. Reflection for health literacies in the health science curriculum Chapter 8. Writing across the health literacies curriculum: The Bachelor of Healthcare Studies program at MUSC Part 3: Extensions Chapter 9. Cultural health navigation and health literacy sponsorship: Implications for the undergraduate writing curriculum Chapter 10. Making well informed decisions: Data collection, health information, and undergraduate writing instruction Chapter 11. Creating content for contexts of care: A cognitive approach to achieving health literacies through usability
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