Using Photovoice as a participatory approach to promote youth health literacy
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
Health literacy is critical to empowerment (Kickbusch, 2005) as it entails the knowledge, motivation and competence to access, understand, appraise and apply information to form judgements and make decisions in everyday life (Sørensen et al, 2012; see Chapter 1, this volume). It encapsulates healthcare, disease prevention and health promotion to maintain and promote the quality of life. Health literacy goes beyond the narrow concept of health education and individual behaviour-oriented communication by addressing the environmental, political and social factors that determine health (WHO, 2016; see also Chapters 11 and 14, this volume). Understanding health literacy, in turn, contributes to an in-depth comprehension of health education, aiming to influence individual lifestyle decisions and enhance the awareness of the determinants of health through methods that go beyond campaigns and information sharing (WHO, 2016). Health literacy emphasises social participation (see Chapters 40 and 44, this volume) and critical thinking, leading to enhanced health literacy with personal and social benefits as well as community action that supports the development of social capital (WHO, 2016).
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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