Clinical, classroom, or personal education: attitudes about health literacy.
OBJECTIVE
This study explores how diverse attitudes about health literacy are assessed by medical librarians and other health care professionals.


METHODS
An online survey of thirty-six items was conducted using Q methodology in two phases in spring 2005 and winter 2006. Respondents (n = 51) were nonrandomly self-selected from a convenience sample of members of the Medical Library Association and a group of environmental health consultants to the National Library of Medicine.


RESULTS
Three factors were identified. Factor 1 is optimistic and supportive of health literacy's transformative sociocultural and professional potential, if clinical settings become a launching point for health literacy activities. Factor 2 is less optimistic about health literacy's potential to improve clinical or patient outcomes and prefers to focus health literacy initiatives on classroom education settings. Factor 3 supports improving the nation's health literacy but tends to support health literacy initiatives when people privately interact with health information materials.


CONCLUSIONS
Each factor's attitudes about the appropriate educational venue to initiate health literacy activities are different and somewhat mutually exclusive. This suggests that health literacy is seen through different perceptual frameworks that represent a possible source of professional disagreement.
Logan
Robert A
RA
Lister Hill National Center for Biomedical Communications, US National Library of Medicine, Bethesda, Maryland 20894, USA. logan@nlm.nih.gov
D001291:Attitude of Health Personnel; D032882:Comprehension; D003625:Data Collection; D004522:Educational Status; D005260:Female; D006266:Health Education / Q000379:methods*; D006302:Health Services Research; D006801:Humans; D020407:Internet; D016245:Librarians; D008297:Male; D011634:Public Health; D012680:Sensitivity and Specificity