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    Using ‘Health’ to Promote Older Adults’ Digital Health Literacy
    (European Society of Medicine, 2024-07-01) Lockhart C; Hunter I
    Aim: This project explored requirements for digital learning to support digital health literacy of older adults within a rural region. Method: A qualitative study with purposeful sampling and thematic analysis of data. Interviews were held with ten digital educators and seven older adults (four with low vision) living and/or working in rural New Zealand. Results: All participants recognised the importance of trust and having the right people to provide support and foster positive engagement with digital technologies. The digital educators recognised a missed opportunity to engage older adults using health as a topic for digital learning. Conclusion: A positive experience with learning to use digital technologies is necessary to facilitate digital health literacy for older adults. Digital educators want access to reputable resources to promote health websites; many don’t know these exist. A wide range of digital literacy learning services exist which need to be better promoted in hard copy and online. The authors recommend building on older adults’ existing relationships, engaging with community groups, providing pop-up sessions, and running events to increase digital technological knowledge and engage with health information online. The key is utilising the right people to support the older adult with opportunities for digital skills uptake
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    Embedding digital information literacy into contact workshops: Authentic, case-based research tasks informing cross-discipline case discussion
    (Flexible Learning Association of New Zealand, 2021) Laven, L; Baxter, K; Hill, K
    The Masters of Veterinary Medicine is a 120 credit, online programme, comprising four or five taught courses (15 credit), and a research report (45/60 credits). Each course incorporates a contact workshop (face-to-face and/or online) of ~3 days. Research shows support resources are crucial for enhancing information literacy in postgraduate students (Eldermire et al., 2019; Stagg & Kimmins, 2014). Initially, science librarians (SciLib) were integrated into the MVM through EndNote support forums (Laven et al., 2018), but real-time integration of SciLib has now been introduced at contact workshops. Prior to these workshops, each subject lecturer develops a case-based research task and relevant clinical research questions that are sent to the SciLib so they can prepare search strategies. Students complete a digital information literacy quiz, and collated responses are forwarded to the SciLib. This enables the subsequent tutorial to be customised to the needs of the individuals attending. During the workshop, the SciLib deliver a short tutorial on digital literacy before moving on to look at the research tasks set for the case. Students research the clinical questions, while librarians provide personalised support to students both in the room and online. Following these subject-specific library sessions, all classes combine for an interactive discussion session (also streamed) which showcases how library research can affect decision making in case management. This practice has resulted in students starting research report courses equipped with enhanced skills related to sourcing and reviewing literature.