The 2nd meeting of the “Health Literacy in Childhood and Adolescence” Consortium (HLCA) focussed on selected issues and challenges linked to the research methodologies used in the individual subprojects of the joint research project. Rather than evaluating the projects’ methodological approaches, the project teams to shared first experiences and selected open questions. This framework provided the opportunity to seek advice and recommendations from the colleagues and the attendant scientific advisory board in order to support the further implementation of the methodologies.
The meeting started with a guided poster walk to inform on the ongoing research activities in the individual projects (session 1). Gender, diversity and intersectionality aspects were addressed as themes of cross cutting relevance in session 2 followed by a key note presentation (session 3) by Emma Bond, University Campus Suffolk, England, providing an overview of methodological and ethical requirements of child research.
The second part of the first day was covered with various “One on One” sessions, focussing on selected methodological issues in the individual projects. Particular questions were presented and discussed in an interactive and participatory mode by making use of two way communication. These “One on One” sessions provided a good framework for new input (project member), feedback (experts from advisory board) and fruitful dialogues (project member, expert, and audience).
The second day started with a key note presentation on “Empirical Research with and/or for Children? Highlighting Challenges and Framing Methodological and Ethical Requirements” by Graça S. Carvalho, Research Centre on Child Studies, University of Minho, Braga, Portuga which aimed at addressing challenges when placing methods and methodologies at the centre of research with the child and youth population. The following session has been designed as a workshop that aimed to gain insights into the components and conceptual elements of the current health literacy understanding in childhood and adolescence. All the participants of the second meeting were invited to review the presented literature review and to contribute with their individual perspectives to the mapping of the concept for children and adolescents.