Development and validation of a food literacy instrument for school children in a Danish context

Appetite ◽  
2021 ◽  
Vol 156 ◽  
pp. 104848
Author(s):  
Nanna Wurr Stjernqvist ◽  
Peter Elsborg ◽  
Cecilie Karen Ljungmann ◽  
Jette Benn ◽  
Ane Høstgaard Bonde
Keyword(s):  
School Children ◽  
Food Literacy ◽  
Development And Validation

scholarly journals Development and Validation of a Food Literacy Assessment Tool for Community-Dwelling Elderly People

2021 ◽  
Vol 18 (9) ◽  
pp. 4979
Author(s):  
Hyeona So ◽  
Dahyun Park ◽  
Mi-Kyung Choi ◽  
Young-Sun Kim ◽  
Min-Jeong Shin ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Elderly People ◽  
Assessment Tool ◽  
Community Dwelling ◽  
Face Validity ◽  
Literacy Assessment ◽  
Food Literacy ◽  
Sphericity Test ◽  
Development And Validation ◽  
Korean Elderly

Food literacy refers to the knowledge, skills, and attitudes required for individuals to choose foods that promote health. As the rate of diet-related diseases increases, food literacy is becoming more important. However, there are no tools available to evaluate food literacy among the Korean elderly. We derived 547 questions from a literature review and, after three rounds of Delphi surveys, selected 33 preliminary questions. We calculated the content validity ratio of the questions and applied a face validity procedure. We then selected 32 questions, assessed their validity, and distributed them as a questionnaire to 205 elderly people. We then conducted exploratory factor analysis (EFA) to determine the validity of the questionnaire and used an internal consistency index (Cronbach’s α coefficient) to determine reliability. Based on the factor analysis, 13 questions were selected, distributed among three factors, and evaluated using the Kaiser–Meyer–Olkin (KMO) and Bartlett sphericity tests. The factor analysis showed that KMO was 0.872, which is a highly acceptable score, and the Bartlett sphericity test was χ2 = 1,374.69 at p = 0.00. The food literacy questionnaire developed in this study will likely be helpful for improving the healthcare of elderly people.

scholarly journals Development and validation of a survey instrument for detecting basic motor competencies in elementary school children

2017 ◽  
Vol 4 (1) ◽  
pp. 1337544 ◽  
Author(s):  
Claude Scheuer ◽  
Andreas Bund ◽  
Werner Becker ◽  
Christian Herrmann ◽  
Sammy King Fai Hui
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Survey Instrument ◽  
Development And Validation

scholarly journals School children’s perspectives on food literacy as competencies – insights from a qualitative study

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
C Ljungmann ◽  
N Stjernqvist ◽  
A Bonde
Keyword(s):  
School Children ◽  
Empirical Studies ◽  
Theoretical Concept ◽  
New Techniques ◽  
Cooking Skills ◽  
Food Literacy ◽  
Everyday Practices ◽  
Broad Concept ◽  
Hands On ◽  
Group Interviews

Abstract Background Food literacy (FL) has developed as a relatively new theoretical concept, which according to Benn (2014) captures not only knowledge about healthy food (to know) and cooking skills (to do), but also the sensing of food (to sense), care of others (to care) as well as citizenship involvement in food issues (to want). Empirical studies of the concept are, however, few. The aim was to test the applicability of the 5 theoretical competencies of food literacy in school children aged 12-14 years. Methods The operationalisation of the theory into a practical context occurred in three steps using a qualitative approach; 1) Concretizing the domains of the model by defining sub elements to each domain and questions to each sub element. 2) Reviewing questions by a panel of 10 experts in food and education, and subsequently adjusting and reducing according to comments. 3) Conducting participatory observations on a food camp and 4 focus group interviews with a total of 21 school children. Findings In practice the competencies are often complementing each other as described by the theory. In relation to the competence ’to know’, the children argued how they achieved more knowledge through hands-on activities. An important element of the competence ’to do’ was getting support from adults when trying new techniques. ’To sense’ was illuminated in the children’s talks about learning to seasoning. ’To care’ was apparent in the children’s appreciation of making food together and the development of cooperation skills while ’to want’ was observed in making of leftovers into “new” dishes and talks on subjects such as food production. Conclusions The 5 competencies can be found in everyday practices and are often complementing each other in a learning process. This highlights the need to build on a broad concept of food literacy that addresses more than one competence hence creating broader understandings and practical skills. Key messages This study has tested the applicability of a theoretical concept, food literacy, and has found it useful in practice to highlight specific competencies and their interconnectedness. The insights into practical examples of the interconnected competencies can be used to guide future interventions that aims to promote food literacy.

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