Lifelong educational practices and resources in enabling health literacy among older adults.
OBJECTIVE
The goal of this study is to examine the role of lifelong educational and learning practices and resources in enabling health literacy.


METHODS
A subsample of older adults (n = 2,979) derived from the 2003 seven country IALSS (Canadian survey) was used. An expanded Andersen-Newman model that included lifelong learning enabling factors was used to develop predictors of health literacy.


RESULTS
The formal education, lifelong and lifewide learning enabling factors exhibited the most robust associations with health literacy. These included education level; self-study in the form of reading manuals, reference books and journals; computer/Internet use, use of the library; leisure reading of books; reading letters, notes and e-mails; and volunteerism.


CONCLUSIONS
Findings are discussed in relation to the development and maintenance of health literacy over the life course. Programs and policies that encourage lifelong and lifewide educational resources and practices by older persons are needed.
Wister
Andrew V
AV
Department of Gerontology, Simon Fraser University, 2800-515 Hastings Street, Vancouver, British Columbia V6B 5K3, Canada. wister@sfu.ca
Malloy-Weir
Leslie J
LJ
Rootman
Irving
I
Desjardins
Richard
R
D000368:Aged; D002170:Canada; D003201:Computers / Q000706:statistics & numerical data; D004522:Educational Status; D005260:Female; D057220:Health Literacy / Q000706:statistics & numerical data*; D006801:Humans; D007899:Leisure Activities; D008019:Life Style; D012648:Self Care; D014838:Volunteers