Category: We Heart Health Literacy

As a health literacy superstar, it’s your job to give people the right information in the right way. But sometimes it can be tough to know what the right information is. Seasoned public health professionals would say: when in doubt, look to the data. We say: okay, but don’t stop there.

Many public health communication materials are developed because studies have identified a serious health problem or risk. For example, if a survey shows that there are high rates of smoking in a given population, a public health agency might develop smoking cessation ads aimed at that audience. But the truth is, dear readers, data don’t always tell the whole story. And that can lead to a disconnect between what public health agencies say — and what people need to hear.

Take herpes, a common STD that can cause really uncomfortable genital sores or blisters. Herpes isn’t life threatening like some STDs — and it tends not to cause serious complications. So, with a lot to say and limited time and money to say it, most public health agencies choose to focus their communication efforts on other STDs.

But the fact remains that a lot of people have herpes — and there’s lots of stigma and fear associated with it. That’s why we’d argue that thinking about what kind of information your audience may need about herpes is totally worth it. For example, we know that folks struggle with how to tell their partners they have herpes. Maybe they need a really awesome, compassionate conversation tool to help them out!

The point is that herpes is worth talking about, even though it isn’t a particularly serious STD (medically speaking). Why? People want to know about it — and that’s seriously important.

The bottom line: When deciding what to communicate about, look beyond the data to your readers’ concerns.

Nerd alert! Imagine there’s an outbreak of 4 new deadly viruses, and you and your friends are a team of public health specialists. If your outbreak response strategy succeeds, you eradicate the viruses and save the world. But if it fails, the viruses take over the globe and humanity is wiped out.

That, dear readers, is the premise of the board game Pandemic. The game unfolds across a map of the world, and you make moves — like building a research station or eradicating the disease in a particular city — to contain the outbreak. But all the while, you and your fellow geeks (er, teammates) draw cards that worsen the outbreak and “infections” build up in different cities.

Pandemic is a cooperative game, meaning everyone works together to win. Players take on roles with special skill sets — dispatcher, medic, scientist, researcher, or operations expert — and strategize with other team members to win. But biology and time are working against you — if your team can’t contain the outbreak quickly enough, you all lose the game. Oh, and the human race is lost to a pandemic.

Besides being a fun game to play, Pandemic is also a nice reminder of what successful public health initiatives look like. Public health is an interdisciplinary field — and most of the successes we’ve seen have been the result of true collaboration and effective teamwork. After all, improving public health requires education, medical care, policy, communication, outreach, research…

And you know what they say about the spelling of the word “team.”

The bottom line: Play Pandemic to appreciate how much of a team effort public health strategy really is — you just might save the world.

In this week’s edition of our “use simpler words” series, we’re talking about “substance.”

“Substance” is one of those vague words that may not need to be simplified as much as it needs to be clarified. After all, a substance is pretty much anything that takes up space. And do you know, dear readers, how many substances exist out there? We actually don’t either, but there must be a lot.

In our experience here at We ❤︎ Health Literacy headquarters, the word “substance” tends to pop up most when writing about 2 topics: environmental health and drug and alcohol use.

Consider these examples:

• Talk with your kids early and often about substance use.
• Studies show that contact with these substances can cause serious health problems.

What exactly are we talking about here? Alcohol? Drugs? Asbestos?

Here’s our advice: instead of leaving it at “substance,” tell us more about what the substance is. And if you can, just name it!

For example:

• Talk with your kids early and often about alcohol and drug use.
• Studies show that contact with these chemicals can cause serious health problems.

Simple, right?

Of course this method isn’t one-size-fits-all. Sometimes, “substance” really is the best word to describe, well, a substance. But try to be as specific as possible — so your readers don’t accidentally think you’re talking about, you know, polybrominated diphenylethers. (Granted, that’s not a very likely scenario. But you get it.)

The bottom line: When you can, skip “substance” and just name what you’re talking about.

If you’re anything like us, dear readers, you still shudder thinking about the awkward videos from 7th grade health class. You remember them: cheesy tales of peer pressure on prom night that left everyone sweaty palmed and wondering how to apply these lessons in real life.

Thankfully, videos about health have come a long way since those days. And, when done well, they can be effective tools for sharing your health messages online.

Videos command attention in search results, boost email click-through rates, and increase conversion rates (the number of visitors to your website who take action on the site). Plus, by sharing videos through social media, you can get even more eyes on your content.

But before you buy a black beret and join the Screen Actors Guild, first things first — since video is a visual medium, it works best when you have something to show.

Consider using video to:

• Illustrate a process, like how climate change affects health
• Model good behavior, like how to talk to kids about sex
• Share testimonials, like about the Affordable Care Act’s impact on Americans
• Provide expertise, like from scientists or government officials
• Tell a story, like about a school gardening project

In terms of budget, a big one gives you a lot of options — for example, you can hire a crew or an animator. But remember, we ❤︎ a good shoestring project. If you’re tight on resources, use your phone to shoot an interview or partner with a local clinic to serve as your set.

We must, of course, remind you that health literacy best practices apply to videos — so be sure to:

• Write dialogue that’s conversational and snappy
• Opt for plain language instead of jargon
• Keep it short and to the point

Finally, as with everything you put online, it’s important to make videos accessible to everyone. Add closed captions (visible text that captures dialogue) so people who are deaf or hard of hearing will get the message — and consider adding audio description (narration that describes the action) for users who are blind or visually impaired.

The bottom line: Video isn’t just a thing of health classes past — it’s a great tool for communicating important health information online.

Have you ever wished you could spend 2 whole days learning about plain language, health literacy, and design principles? (It’s been our dream since childhood, obviously.) If that sounds like you, please join us for Plain Language for Health: A Writing and Design Workshop on March 16–17, 2017 in Boston, MA. The workshop is co-sponsored by CommunicateHealth and the Tufts Health Literacy Leadership Institute.

In this workshop, you’ll learn new skills, gain valuable tools, and make lasting connections with other motivated individuals and teams who are committed to communicating health information in ways that people can understand. Visit the website to learn more.

Here’s what some of last year’s participants had to say:

• “Loved this workshop! Very informative and practical for everyday use.”
• “Very helpful and interactive. The group activities were great for collaborating and building up ideas.”
• “This workshop was great! It was obvious that the presenters put a lot of effort into understanding their audience. Thank you!”

Here’s a completely unsurprising statement: at We ❤︎ Health Literacy Headquarters, we’re big fans of catering to users’ needs. But here’s where things can get tricky: if you’re building something complex, like a new health website, you might have several audiences with different goals.

How can you be sure you’re meeting all of their needs? That’s where personas come in.

Personas are composite users — in other words, they’re fictional characters based on insights from real users. They’re very useful for keeping the focus on your audience(s). Here’s what personas can do:

• Creating web content? Personas can remind writers to tailor health content for readers.
• Working on layout? Designers can use personas to develop a look and feel that will resonate with all audiences.
• Thinking about site structure? Personas can help your team organize the site according to users’ priorities.

You get the picture: personas are useful for the whole team. So put them to use, dear readers!

Here are some tips for developing great personas:

• Create personas to represent your main audiences — for example, if you’re building a website that will have vaccine information for parents and pediatricians, make a persona for each of those groups.
• Base your personas on research with actual users — like usability testing, interviews, and focus groups.
• Include each audience’s goals for the website and what they’ll expect when they land on your site.
• Make ’em short, sweet, and realistic — and include photos to help bring your personas to life.

The bottom line: The next time you’re building a website, use personas to keep your team on track and your users’ goals in mind.

Today we’re tackling a common question: when writing about sexual health, is it best to use “STD” (sexually transmitted disease) or “STI” (sexually transmitted infection)? Sexual health is one of those sensitive topics that health communicators often encounter, so it’s especially important for us to choose our words carefully when discussing it.

“STI” has gained traction in the medical community because it’s more technically correct. By definition, a disease has a set of symptoms, but many STDs/STIs can exist with or without symptoms. That makes “STI” the clear winner, right?

Not so fast, dear readers. It doesn’t matter how medically accurate a word or phrase is if it leaves your readers scratching their heads. Since “STD” is still a much more familiar term, make it your go-to acronym when you’re writing for a general audience.

Instead of bogging your readers down with a technical term that they don’t really need to understand, get right to what matters:

• Do I need to get tested?
• What symptoms do I need to watch for?
• How can I protect myself and my partners?

The bottom line: Stick with terms people know — for now, that’s “STD.”

Here at We ❤︎ Health Literacy Headquarters, we spend a lot of time talking about how health literacy and clear communication can help us reach our audiences with important health messages. And, as we’re sure you know by now, a key piece of that puzzle is creating accessible web content — content that everyone can access, understand, and use.

That’s why each year on November 30, we join accessibility- and usability-focused web designers and developers in celebrating Blue Beanie Day. (Observe: Yay, it’s Blue Beanie Day!)

This day is a great reminder that when we focus on accessibility, we create web experiences that benefit all users. For example, say you’re committed to building a health website that’s accessible and usable for people with disabilities. (Awesome — go you!) Well, keeping folks with disabilities in mind when building your site also helps it work on a variety of browsers and devices. Bonus!

Additionally, following best practices in accessible web design — like progressive enhancement and performance optimization — means that users with a shoddy internet connection or lower bandwidth (possibly due to their having lower income) can still access your content. Sure, they might lose some of the bells and whistles, but the essentials will be there.

Perhaps web designer and author Jeffrey Zeldman said it best:

“One small thing designers and developers can do is to make accessibility and usability Job 1 on every project. And to take a broad view of what that means. It means taking people’s messy humanity into account and designing for extreme ends of the bell curve, not just following accessibility authoring guidelines.”

The bottom line: Today, we’re putting on our blue hats for web accessibility — and we hope you’ll join us!