school libraries: promoting health instruction throughout the curriculum bill lukenbill, professor...

School Libraries:Promoting Health Instruction throughout the Curriculum

Bill Lukenbill, ProfessorBarbara Immroth, Professor

School of InformationUniversity of Texas at Austin

Austin, Texas

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• Importance of school libraries to health care information

– The large number and wide distribution of school libraries make them potentially important points of dissemination of health information for youth and their caregivers.

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• International Governmental guidelines

– UNESCO and school health• UNESCO for years has

recognized the importance of health care for children and youth and the necessary role that schools play in improving health for youth (UNESCO).

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• American government guidelines:

– “Healthy Youth: Coordinated School Health Program” (CSHP).

– CSHP contains guidelines issued in the United States by the Division of Adolescent and School Health of the Centers for Disease Control (CDC).

– CSHP’s recommendations included:

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CSHP.– Family community

involvement– health promotion for

staff– healthy school

environment– counseling,

psychological, & social services

– nutrition services– health services– physical education


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CSHP. – Recommends assistants in health education

• Community agents• Teachers of subject areas• School administrators • Teacher-librarians are never mentioned.

– This is a serious omission, but its offers teacher-librarians the opportunity to assert themselves into this dialogue.


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• American professional guidelines and standards – American Association of School

Librarians. Standards for the 21st-Century Learner

• Multiple literacies : digital, visual, textual, and technology skills

– Inquire, think critically, and gain knowledge

– Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

– Share knowledge and participate ethically and productively as members of our democratic society

– Pursue personal and aesthetic growth.


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AASL.– Based on measurable learning outcomes– Examples:

• Standard 1. Inquire, think critically, and gain knowledge– Indicators: Students demonstrate self-confidence by making

independent choices in the selection of resources and information.

– Sample behavior: Student preview resources to decide which best satisfies information needs.

– Students use strategies and criteria provided by the teacher or [teacher-librarian] and peers in selecting resources and information.


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• National Health Education Standards: Achieving Excellence. Joint Committee on National Health Education Standards, American Cancer Society. 2nd ed., 2007.

• Presents action points and learning outcomes to ensure that learning takes place in U.S. schools.


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– Standards are based on measureable achievements in acquiring health information.

– Examples:• “Standard 3. Students will demonstrate

the ability to access valid information and products and services to enhance health.” (p. 28)

• Indicators: Pre-K-Grade 2 (ages 4-7)– Identify trusted adults and

professionals who can help promote health

• Indicators: Grade 3-5 (ages 8-10)– Identify characteristics of valid

health information, products, and services.


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• Health information and curriculum content: The UNESCO’s guidelines

– Skill-based health education– A “how to do it” approach that encourages

behavior changes– Promotes and develops knowledge, attitudes,

values, and skills that are necessary to make good, positive, and life-long decisions about health.


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Examples of skill-based health education incontent areas:

Social studies (UNESCO)Language and information literacy (UNESCO)

Fictional literature and dramaBiography as literatureMusic

Health and physical education (UNESCO) Dance and sports.


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• SOCIAL STUDIES

• Develops in student analytical skills related to:• Ideas about social living and cooperating• Living together and social and group dependency• Health and environment and responsibility to preserve a

healthy environment• Rights and duties of citizens to encourage healthy living• Responsibility to respect differences in health conditions • Developing skills to understand the geography and history

of health


Examples of skill-based health education incontent areas (UNESCO):

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• Considering one’s immediate environments (e.g., home safety driving and driving responsibilities).

• Studying the health of a community through demographic surveys and other basic research methods

• Sharing information and promoting understanding of various views about lifestyles

• Sharing information and customs regarding food and food practices

• Developing empathy for others who suffer health problems.


SOCIAL STUDIES

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• Developing skills to understand the geography and history of health

• Studying the health of a community through demographic surveys and other basic research methods

• Sharing information and promoting understanding of various views about lifestyles

• Developing empathy for others who suffer health problems

• Considering one’s immediate environments (e.g., home safety, driving and driving responsibilities).


SOCIAL STUDIES

• LANGUAGE AND INFORMATION LITERACY:

– Develops in students skills that promote:

• Health and health information through communication and understanding the language correctly, through grammar and correct usage

• Listening, speaking, reading and writing effectively.

• Using language as a tool for thinking and doing: finding, interpreting, and working with information and ideas

• Writing used in observing, describing and recording

• Information literacy skills in finding understanding and using information.

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Examples of Resources for Skill-Based Health Curriculums

• FICTIONAL LITERATURE AND DRAMA

• Promotes understanding the relationships between health and social life through fictional literature:• Character development• Plot and theme construction• Historical and social relationships to

disease and health• Individualism and personal

challenges of health and disease• Author interpretations and

reflections on health and disease.

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• Coerr, Eleanor. Sadako and the Thousand Paper Cranes. Puffin Books, 1999.Juv.

• Hospitalized with the dreaded

atom bomb disease, leukemia, a child in Hiroshima races against time to fold one thousand paper cranes to verify the legend that by doing so a sick person will become healthy. [LC record].


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• Camus, Albert. The Plague. Vintage, 1991. Gr. 9-12.

• "Set in Algeria, in northern

Africa, The Plague is a powerful study of human life and its meaning in the face of a deadly virus that sweeps dispassionately through the city, taking a vast percentage of the population with it."


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• Wilder, Thornton. Our Town: A Play in Three Acts. Harper, 1960. Gr. 9-12.

• Our Town shows the character development and interactions between citizens of a common, everyday town in early twentieth century New England.

• Act 3 deals with early death from childbirth


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• Gibson, William. The Miracle Worker: A Play for Television. Knopf, 1957. Gr.7-12.

A play and later a movie based on the childhood of Helen Keller.


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BIOGRAPHY AS LITERATURE– Biography adds to students’ personal understanding

of the effects of health on human experiences.– Biography helps students reflect on the perceptions

of persons who have lived life experiences (autobiography or personal narrative)

– Biography helps students understand that others can write about another person’s life experiences, proving contexts and interpretations to other people lives.


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• Lance Armstrong Foundation. Live Strong: Inspirational Stories from Cancer Survivors--from Diagnosis to Treatment and Beyond. Broadway Books, 2005.

• "A compilation of candid stories, anecdotes, and essays by cancer survivors who discuss the impact of the disease on their lives covers relationships, employment discrimination, coping with medical bills, infertility, grief, and fear of recurrence." [LC card record].


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• Reeve, Christopher. Still Me. Arrow, 1999.

• "Through his leading role in four "Superman" films, Christopher Reeve became very closely identified with the superhero. But the riding accident which left him paralyzed from the neck down showed he wasn‘t superhuman. However, [he refused] to resign himself to the life of a quadriplegic." LC card description. Note: Reeve died of complications of his injuries in 2004.


• MUSIC – Offers reflections on

health issues through thematic interpretations found in music or in the lives of musicians themselves.

– Provides students with a broad understanding of human experiences.

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Classical Music.

Classical music uses illness and health as major themes.

Biography is a good way to introduce youth to the world of classical music as well as highlighting health issues.

Teacher-librarians can provide some biographical information about classical musicians and outline some of the health problems that they faced and/or are now facing (Blackwood, 1988).


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Popular Music

Popular music is the medium of communication, recreation, and personal enjoyment of youth today.

• Health information and health literacy through biography and themes are often found in popular music.

• Students can read a biography of a popular musician who suffered or is suffering from disease and/or is differently-able (handicapped) in some way and write a description of how their health conditions influenced or is still influences their art.

• Popular music entertainers who have struggled with health issues include: Elizabeth Newton Jones (Cancer), Martha Davis (Cancer), Johnny Ray (Deafness), Peter Townshend (Deafness due to exposure to loud music), and Stevie Wonder (Blindness). All of these personalities provide opportunities for research.


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• Health problems faced by musicians– Voice maintenance, control of tone, projection,

breathing, vocal strength, maintaining the quality of the voice over time

– Development of nodules on the vocal cords– Lose or reduction in hearing due to loudness of

music performances– Students can understand the physiology of the ear

and how loud music can damage the ears’ ability to hear and judge sounds.


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• Kallen, Stuart A. Great Composers. Lucent Books, 2000.

• Includes information on: Johann Sebastian Bach -- Wolfgang Amadeus Mozart – Ludwig van Beethoven -- Pyotr Ilich Tchaikovsky -- Giacomo Puccini --George and Ira Gershwin -- Andrew Lloyd Webber.

• Most of these great classical musicians faced health challenges some times during their lives.


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• Beyer, Mark. Stevie Wonder. Rock & Roll Hall of Famers. Rosen Central, 2002.

• “A biography of the blind composer, pianist, and singer whose musical ability, apparent since childhood, has earned him many awards” [LC record].


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• Pringle, Laurence P. Hearing. Benchmark Books, 2000. Juv.

• “Describes the parts of the ear and how they function and discusses the way animals hear, maintaining balance, taking care of your hearing and more." LC catalog record].


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• Dance, sports, music and injuries– Health concerns and injuries and how to prevent

them can be used to show the close relationship between branches of the arts and athletics.

– The following medical terms are associated with musicians, dancers, and athletes. Students can define and research these terms (Bursitis, Carpal Tunnel Syndrome, Hearing loss, Vocal nodules, Performance stress, Tendinitis, and Tenosynovitis).


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• Barringer, Janice and Schlesinger, Sarah. The Pointe Book: Shoes, Training & Technique. 2nd ed. Princeton Book Co., 2004. Juv.

• Begins with a brief history of

pointe dancing, then looks carefully at issues such as training and injuries and their treatments.


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• Thompson, Lauren and Estrin, James. Ballerina Dreams: A True Story. Feiwel and Friends. 2007. Juv.

• True story of five little girls with cerebral palsy or other physical disabilities who were determined to become ballerinas.


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• Barasch, Lynn. Knockin' on Wood: Starring Peg Leg Bates. Lee & Row, 2004. k-3.

• "Present a picture book biography of Clayton "Peg Leg" Bates, an African American who lost his leg in a factory accident at the age of twelve and went on to become a world-famous tap dancer." [LC record].


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• Armstrong, Lance and Jenkins, Sally. Every Second Counts. Broadway Books, 2003.Provides glimpse of his personal life, his love of speed, and his fight with cancer.

• _____. It's Not about the Bike: My Journey Back to Life. Putnam, 2000.The world-champion cyclist recounts his diagnosis with cancer, the grueling treatments during which he was given a less than twenty percent chance for survival, his surprising victory in the 1999 Tour de France, and the birth of his son." [Publisher's summary].


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• Mathematics and statistics (UNESCO)– Promotes in students:

• Use of numbers• Weights and measurements• Estimating and recording data• General applications to healthy living:

– medication measurements and timeframes for medicine use; body and weight monitoring; water and sanitation; nutrition and food intake calculations).


Minden, Cecilia. Breakfast by the Numbers. Real World Math. Health and Wellness;

21st Century Skills Library series. Cherry Lake Pub., 2008. Gr. 4-8, ages 9-13.

“Readers will learn that a good breakfast is essential to good health. Healthy breakfast options are discussed along with ways to use real world math to make smarter choices for breakfast!” [Publisher description].

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An in-depth understanding to Math is basic tohealth care professionals

• Quadling, Douglas, and Neill, Hugh, Mathematics for the IB Diploma Standard Level. 1st ed. Cambridge University Press. 2007. Senior high.

Mathematics for the IB Diploma Standard “Provide a wealth of practice [materials that] have been extensively tested in classrooms. All books in the series include: full coverage of the IB syllabus; past examination questions; revision sections at regular intervals; and a full answer key.


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• Benjamin-Lesmeistr, Michele. Math Principles and Practice: Preparing for Health Career Success 2nd. ed. Pearson Education, Inc., 2004. Senior high.

• “’Designed to provide basic math skills through a common sense, can-do approach’ which builds on basic skills to facilitate the learning of more complex math computations. Presents a sequence of skills, each one reinforced over and over through applications.” [Publisher description].


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• Roche, Susan, ed. Statistics. Figure It Out. series. Published for the [New Zealand] Ministry of Education by Learning Media, 2008. Gr. 5-9.

• …Issued by the New Zealand Ministry of Education to provide support material for use in New Zealand’s year 7–8 classrooms. The books have been developed and tested by classroom teachers and mathematics educators …. The “curriculum-based lessons are designed by educators to help students understand and practice critical thinking and problem-solving skills in an engaging, self-paced learning environment.” A series for primary grades is also available. [Introduction from book].


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• History, geography, and demographics (UNESCO)

Develops skills to understand the geography and history of health. UNESCO

Sherman, Irwin W. Twelve Diseases that Changed Our World. ASM Press, 2007. Ages 13-18.

…Describes how bacteria, parasites, and viruses have swept through cities and devastated populations, felled great leaders and thinkers, and in their wake transformed politics, public health and economies….Statement from U. S. News & World Report at http://health.usnews.com/articles/health/2008/01/03/12


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History, geography, and demographics

Students study the health of a community through demographic surveys and other basic research methods. (UNESCO)

• Snyder, Tom. Neighborhood MapMachine Deluxe, Mac Win. CD set. Distributed by Academic Superstore. Gr. 1-5.

... With this hands-on program, students create maps of their own neighborhoods, other communities, or imaginary places. As students create and navigate community maps, they learn challenging concepts such as grid coordinates, location, scale, and compass navigation. Students can customize maps with pictures, movies, and Web links; print maps in multiple sizes; or present them in a slideshow or on the Internet.” [Distributor description].


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• Real World Data series. Heinemann Library. Various dates.

• “Real World Data presents information about familiar curricular topics through charts and graphs. Each title in the [series] shows how to organize data in different visual forms, and how to interpret and create tables, line graphs, bar graphs, and pie charts....” [Publisher description].


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Health and Art Students:

– Describe ways that art can be used to help persons who are ill or in emotional stress

– Discuss in detail safety precautions that must be taken when using art supplies and technologies

– Explain how art can be used to promote better health attitudes and behaviors

– Discuss art as a means of celebrating the values of health care– Define medical anatomy and explain its relationships to art.


Health and Art (Painting, drawing, etc.)

The Brownsburg Community SchoolCorporation in Indiana expresses theconcept in this way:

Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.Brownsburg Community School Corporation (Indiana) http://www.brownsburg.k12.in.us/curriculum/Elementary/VisualArts.

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The classic medical text known as Gray's Anatomy is one of the most famous books ever written. Science writer Bill Hayes has written the never-before-told story of how this seminal volume came to be. With passion and wit, Hayes explores the significance of Gray's Anatomy and explains why it came to symbolize a turning point in medical history.... [Publisher’s description].

Hayes, Bill. The Anatomist : A True Story of Gray's Anatomy. Ballantine Books, 2008.

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Currie-McGhee, L.K.Tattoosand Body Piercing. LucentBooks, 2006. Juv. Offers insight into the reasonfor tattoos and body piercings,who gets them, health issues,legal issues, and how to have them removed. [LC record].


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• Court, Rob. How to Draw People. Child's World, 2007. Juv.

• Shows how to draw people including a pilot, a chef, a small boy, an astronaut, and a soccer player. Emphasizes the human figure as art. [LC record] .


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Science (UNESCO)Students:

• Observe and record• Measure and make comparisons• Ask questions, hypothesize and predict• Make experiments and interpret the results.


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Gardner, Robert. HealthScience Projects aboutAnatomy and Physiology. Science Projects series. EnslowPublishers, 2001. Gr. 5-9.

“Excellent ideas for science projects [involving anatomy and physiology]; some even recreate famous experiments.” [LC record].


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McClafferty, Carla Killough. The Head Bone's Connected to the Neck Bone: The Weird, Wacky, and Wonderful X-ray. Farrar, Straus and Giroux, 2001.

“Through an engaging text andnumerous photographs and Illustrations [the author] tells thehistory of the X-ray, from itsdiscovery to its uses today.” [LCrecord].


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GlobalizationInvolves: • Economic links and processes

• Technological changes including communications and computerizations

• Global infrastructure developments such as international organizations and justice systems

• Cultural developments including the sharing of cultural as well as conflicts in cultural values

• Development of a global citizenship where the care of the world is viewed as everyone’s and every county’s responsibility

• Awareness of inequality and inclusion in income and resources and how to include more people and countries in the world’s resources

• Leadership and globalization both at localnational, and international levels, including business, consumers of goods, competitions.

Health, and globalization involves:• Nutrition causing both hunger

and obesity• Climate changers affecting

health• Transportation policies• Poverty and inequality• Working conditions, labor

relations and health• Population movements and

health• Women’s health• Children’s health.


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Globalization across the curriculum• integrate globalization concepts in many

other subject areas taught in the modern curriculum.

– Science and mathematics, – Social sciences, (including history,

geography and civics),– Psychology, sociology, – Business and commerce curriculums.

• “Global Awareness, Globalization” is a teaching unit developed by Sarah White, for grades 8-10. It is one of the teaching units in Galeschools.com and is included in Gale’s Opposing Viewpoints Resource Center database.

• GAG’s focus is on social sciences including global studies, current events, and economics.

• The entire unit is available at http://www.galeschools.com/lesson_plans/ secondary/social_science/global.htm

Teaching globalization and health: A thematic approach

Theme 1: Food and WaterFood Trade Food systemsConsumption of animal fatsSweets and sugarsAnimals as food sourcesWater purity and supplyFood security

Role of women in food securityTheme 2: Climate, weather changes

Climate changes and effects on health and environment

Theme 3: Ecological changesEcological events and health factorsLand clearance and deforestation

Theme 4: Populations and Migrations Population DisplacementsRefuges and DisplacementsUrbanization and healthRural-to Urban ImmigrationMigration and Developed CountriesWomen, health, and migration


http://www.galeschools.com/lesson_plans/secondary/social_science/global.htm

http://www.galeschools.com/lesson_plans/secondary/social_science/global.htm

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Theme 5: DiseasesInfectious diseases and new emergent infections

Theme 6: Medical care and InterventionsPharmacological interventionsTobacco regulations and advertisementsTransnational tobacco industry and its global impact

WHO and TobaccoTobacco and politicsCaregivers

Measurements and assessment for health care and improvements Intellectual property rights, medical care, and globalization.

Theme 7: Information and communication technology Communication and the InternetDelivery of medical services and informationGeographic technology and linking information about individuals and infectionsCommunicating health information

Theme 8: Travel and transportationAutomobile culture and health (pollution, climate change, accidents, rural-urban displacements)Transporting of goods and diseases

Theme 9: Justice and litigation systemsHealth and Human rights

Theme 10: Labor and work Labor, work, and the influences of globalization (migrant workers,)Occupational diseasesHealth and unemploymentLabor standards and laws

Theme 11: Governments and health policiesLocal, state, national governments and health policiesThe role of international organizations in promoting health

Theme 12: Market demands.Costs, profits, and investments in marketsSocial marketing


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Resources

• Green Matters: What in the World Is Going On? Series, Global Warming Film Ideas (Firm), 2008. DVD video, Videocassette, U-matic, Elementary and junior high school.

• "A critical concern for the planet today is global warming and its probable consequences. And whether warming trends are occurring because of greenhouse gases in the atmosphere or a cyclical change in the weather, we'll investigate this global issue from the polar Arctic to the polar Antarctic."--Website.


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• Grahame, Deborah A. World Health Organization. International Organizations series. World. Almanac, 2004. Gr. 5-9,

• “Describes the founding, development, and staffing of the World Health Organization, and its focus on immunization, disease prevention, sanitation and nutrition as well as combating disease.” [LC record].


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• Medecins sans Frontieres (Association). Doctors without Borders: Helping Those in Need. Faces: People. Places, and Cultures series v. .21, no. 7 Cobblestone Pub. Co., 2005. Gr. 5-9.

• Provides an overview of MSF’s activities, including the winning of the Nobel Price Prize, 1999.


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Other curriculum areas and themes for healthinstruction

Medical sociology (medicine and society) Community life and customs (Food, health, and safety)Medical geographyPsychology and mental healthHome and safety (drivers and motor safety)Human relationships (respect for others;violence and bullying).


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Methods of Instruction and Information Delivery

– School Demonstrations– Lectures– Questioning– Media and Interactive

Technology– Field Trips and Visits– The Virtual Field Trip– Speaker Programs and

Speaker Opportunities

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Commercial, Community and Cable Network Television and Radio (e.g., UNESCO)


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School health outreach activities

Communicate with and cooperate with community, regional, state, provincial, and national and international health care agencies

Sponsor school and community fairs

Provide professional and support staffs training opportunities

Establish and maintain websites and other electronic communication technologies.

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Professional staff training and education – conferences, workshops

Teacher-librarians and school nurses at a join conference on health, June 6, 2008, University of Texas Health Science Center, San Antonio, Texas USA


A few examples

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School library sponsored community health outreach fair


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A useful aid selecting health resources:

WorldCat: Includes materials In multiple languages. Available at http://www.oclc.org/worldcat


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In conclusion• Health instruction can be integrated into many

curriculum areas and teaching themes, using many formats.

• Trade books, textbooks and Internet sources offer the teacher and the teacher-librarian a wealth of ideas and avenues to bring better health information to youth thereby helping to change in positive ways the attitudes and behaviors of youth about their health and the health of their friends and families.


school libraries: promoting health instruction throughout the curriculum bill lukenbill, professor...

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