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<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT size=2>To Dr.
Doak's point below, the US Administration on Aging has a large multi-media photo
gallery of older adults engaged in a variety of activities at:
</FONT><A href="http://www.aoa.gov/press/multimedia/multimedia.asp"><FONT
size=2>http://www.aoa.gov/press/multimedia/multimedia.asp</FONT></A><FONT
size=2>.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT
size=2></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT
size=2>Also, also we took our own digital photographs for a nutrition and
physical activity campaign for older adults at local senior centers. The
main cost was staff time, since we used our own talent. </FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT
size=2></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT size=2>Kay
Loughrey</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=486501619-12012007><FONT size=2>US
Administration on Aging.</FONT></SPAN></DIV><BR>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
<HR tabIndex=-1>
<FONT face=Tahoma size=2><B>From:</B> healthliteracy-bounces@nifl.gov
[mailto:healthliteracy-bounces@nifl.gov] <B>On Behalf Of
</B>Lendoak@aol.com<BR><B>Sent:</B> Monday, January 08, 2007 5:41
PM<BR><B>To:</B> healthliteracy@nifl.gov<BR><B>Subject:</B> [HealthLiteracy 543]
Opening comments on pictures<BR></FONT><BR></DIV>
<DIV></DIV><FONT id=role_document face=Arial size=4>
<DIV>
<DIV><FONT size=3>Dear colleagues and friends,</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>We thank you Julie for the opportunity to discuss ideas and
research on using pictures in education; especially health
education. We (Ceci and Len) are honored to share this task with Dr. Peter
Houts.</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>Our thanks also go to those who took the time to write about
problems, questions and concerns on using more pictures with instructions.
And for those who have already offered helpful suggestions and information
sources, we thank you.</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>A brief preamble:</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>There may be three parts to a health care
instruction: 1) the words (spoken or written), 2) picture captions, and 3)
pictures and demos. These apply to verbal and print instructions, to web
sites, and partly to video. During this week, we'll discuss pictures and
also their integration into the communication as a "package".</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>To carry the preamble a bit further, let's consider the
particular characteristics of the reading habits of poor readers
which can affect the learning potential from visuals. There are
four we can consider: 1) their eyes wander about the page without
finding the central focus of the visual; 2) skip over principal features; 3)
eyes may focus on a detail such as the color of nail polish on a finger using a
syringe or an A frame house in the background; 4) slow to interpret perceptual
information and interpret the visual literally. (our book 1996, p..
93)</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>We plan to address each of the issues you raised last
week. We have some specifics about how to "think visually" as well as
addressing some of the characteristics described above. This is such an
exciting topic and we are delighted to be a part of sharing concerns and
experiences. </FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>The comments and questions seemed to fall into 3 groups:
1)Resources and availability of visuals, 2) Competing with the market place, 3)
Thinking visually; lack of personal artistic ability. We and Peter will
address these during the week. We encourage and welcome your feedback
during the process.</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>Our responses to comments:</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3><U>A key concern is the availability of free or
non-copyright, appropriate pictures</U>. (Appropriate for topics, genders,
age, culture, etc.)</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>OUR COMMENTS: Several respondents last week already
offered suggestions for sources for visuals, and nearly all government agencies
have pictures included in instructions that can be used without cost.
These can be obtained by websites, from brochures and videos, and by contacting
the agency. But these do take time to ferret out.</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>Suppose you are assigned to write a summary two page
instruction, to give to asthma patients at your medical center, on key points
of how and when to use their inhaler. The schedule allows you a week
during your "free" time. This topic fairly cries out for the messages
to include pictures. We suggest that if you can't find suitable
visuals that you buy them, and according to your specification. (Later this week
we will offer a spec sheet format to help you define and buy the visuals
you want. We believe that Dr. Houts will offer comments on how to
buy pictures, their potentially very low cost, and short turn around time to get
them.)</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>We'll elaborate on this in the coming days.</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>best wishes,</FONT></DIV>
<DIV><FONT size=3></FONT> </DIV>
<DIV><FONT size=3>Ceci and Len Doak</FONT></DIV></DIV></FONT></BODY></HTML>