Health Literacy—Talking the Language of (School) Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The links between school education and health have been of interest to researchers for several decades, and health literacy in particular has been associated with the health-promoting school approach for almost 20 years (St Leger, 2001; St Leger & Nutbeam, 2000). From an educational perspective, this is not surprising because there is little doubt that health literacy is a competence that contributes to health skill development and can be facilitated through educational practices. Although health-related skill development has been a core pillar of health promotion since the Ottawa Charter (Nutbeam, 1998), few countries have included health literacy as a theoretical framework within their school health curriculum (e.g., Australia [Australian Curriculum, Assessment and Reporting Authority, 2012], Finland (Finnish National Board of Education, 2014], and the United States [Joint Committee on Health Education Standards, 1995]), and even fewer have made the subject obligatory. As a result, few countries offer teacher training in relation to health literacy. This lack of training puts pupils as well as teachers in an unfavorable position because teachers are not equipped with health literacy teaching methods so pupils cannot be adequately supplied with health literacy skills.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it