FOODLIT-tool: Development and validation of the adaptable food literacy tool towards global sustainability within food systems

Appetite ◽  
2022 ◽  
Vol 168 ◽  
pp. 105658
Author(s):  
Raquel Rosas ◽  
Filipa Pimenta ◽  
Isabel Leal ◽  
Ralf Schwarzer
Keyword(s):  
Food Systems ◽  
Tool Development ◽  
Food Literacy ◽  
Global Sustainability ◽  
Development And Validation ◽  
Literacy Tool

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 Exploring Food Literacy Domains in an Adult Samoan Population

2021 ◽  
Vol 18 (7) ◽  
pp. 3587
Author(s):  
Grace Kammholz ◽  
Dana Craven ◽  
Ramona Boodoosingh ◽  
Safua Akeli Amaama ◽  
Jyothi Abraham ◽  
...  
Keyword(s):  
Food Systems ◽  
Food System ◽  
Communicable Disease ◽  
Healthy Food ◽  
Food Storage ◽  
Policy Action ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Environmental Interventions ◽  
Food Literacy

Samoan food systems have undergone a dramatic nutrition transition, with dietary patterns changing concurrently with increased rates of obesity and non-communicable disease. Whilst policy action and environmental interventions play an important role in improving access to and consumption of healthy food, the success of these relies on a greater understanding of individuals’ food knowledge and behaviours. This study aimed to explore these behaviours using the construct of food literacy in an adult Samoan population. A cross-sectional interviewer-administered questionnaire of a convenience sample of 150 adult Samoans (≥20 years) assessed the four domains of food literacy: plan/manage, select, prepare, and eat. Participants generally plan to include healthy food (87%) and budget money for food (87%). The majority know where to find nutrition labels (68%), of which 43% always use them to inform their food choices. Participants were mostly confident with cooking skills, although food storage practices require further investigation. Over 90% agreed or strongly agreed that food impacts health, although understanding of the Pacific Guidelines for Healthy Living was lacking. Understanding the ability of Samoans to plan/manage, select, prepare, and eat food is an important consideration for future interventions aiming to assist this population in navigating the modern-day food system.

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 of an Innovative Food Literacy Curriculum Focused on Agriculture, Nutrition, and Cooking for High School-Aged Adolescents (P16-061-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Lyndsey Ruiz ◽  
Lauren Howe ◽  
Dain Holland ◽  
Kelley Brian ◽  
Rachel Scherr
Keyword(s):  
High School ◽  
Food Systems ◽  
Formal Education ◽  
Cognitive Theory ◽  
Food Resource ◽  
After School ◽  
Theoretical Frameworks ◽  
Food Literacy ◽  
Backward Design ◽  
Technology Innovations

Abstract Objectives To use theoretical frameworks and a systematic process to develop a curriculum aimed at improving food literacy in high school-aged adolescents. Methods Social Cognitive Theory (SCT) and constructivism were selected as guiding theoretical frameworks. Three overarching topics were identified as essential to advancing food literacy: agriculture, nutrition, and cooking. One nutrition researcher, one agriculture/food systems researcher, and one professional chef collaborated as topic experts. Thirteen undergraduate interns majoring in related subjects were recruited to draft lessons. The development team met weekly over 9 months. The first meeting consisted of introducing interns to food literacy, adolescent development, and curriculum development processes. Utilizing backward design, the team began by identifying lesson objectives relevant to high school-aged adolescents for each topic. Next the team determined acceptable evidence of learning for each objective using authentic assessment. Finally, interns created an activity for each objective and assessment pairing. The pedagogical approach for the activities was guided inquiry following the 5-step experiential cycle. Once lessons were drafted, weekly meetings were used for internally pilot-testing lessons and group discussions. Results Utilizing SCT, constructivism, and backward design resulted in the development of Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Teens CAN features twelve inquiry-based and experiential modules with the overarching topics of agriculture, nutrition, and cooking. The modules feature concept-based experiential and application activities. Agriculture concepts include technology innovations, agroecology, and the food environment. Nutrition concepts cover general nutrition, nutrients of concern for adolescents, and recommendations. Cooking concepts feature food safety, food resource management, and cooking techniques. Conclusions Teens CAN fills a need for comprehensive food literacy curricula for high school-aged adolescents. After formal testing, the curriculum can be implemented in various learning environments, such as informally in after-school programs or integrated into formal education. Funding Sources UC ANR and USDA NIFA.

scholarly journals The case for a Canadian national school food program

2018 ◽  
Vol 5 (3) ◽  
pp. 208-229 ◽  
Author(s):  
Kimberley Hernandez ◽  
Rachel Engler-Stringer ◽  
Sara Kirk ◽  
Hannah Wittman ◽  
Sasha McNicholl
Keyword(s):  
Food Systems ◽  
Food System ◽  
Literacy Skills ◽  
Dietary Behaviour ◽  
School Food ◽  
Sustainable Food ◽  
Food Literacy ◽  
National School ◽  
Good Nutrition ◽  
System Sustainability

Canada is one of the only member countries of the Organization for Economic Cooperation and Development (OECD) without a national school food program. Good nutrition impacts children’s health, wellbeing, and learning; and school food environments offer an important setting to promote health and other food system sustainability behaviours that can last a lifetime. We present an overview of national and international evidence, with a focus on promising practices that support the establishment of a national school food program in Canada. School food programs have been shown to benefit health and dietary behaviour and critical food literacy skills (learning, culture, and social norms) that support local agriculture and promote sustainable food systems. Finally, we make recommendations for key elements that should be included in a national school food program for Canada.

scholarly journals Development and validation of an individual sustainable diet index in the NutriNet-Santé study cohort

2019 ◽  
Vol 121 (10) ◽  
pp. 1166-1177 ◽  
Author(s):  
Louise Seconda ◽  
Julia Baudry ◽  
Philippe Pointereau ◽  
Camille Lacour ◽  
Brigitte Langevin ◽  
...  
Keyword(s):  
Dietary Patterns ◽  
Food Systems ◽  
Study Cohort ◽  
Post Secondary ◽  
Sustainable Diets ◽  
Sustainable Diet ◽  
Current Context ◽  
Highly Correlated ◽  
Definition Of ◽  
Development And Validation

AbstractIn the current context of unsustainable food systems, we aimed to develop and validate an index, the sustainable diet index (SDI), assessing the sustainability of dietary patterns, including multidimensional individual indicators of sustainability. Based on the FAO’s definition of sustainable diets, the SDI includes seven indicators categorised into four standardised sub-indexes, respectively, environmental, nutritional, economic and sociocultural. The index (range: 4–20) was obtained by summing the sub-indexes. We computed the SDI for 29 388 participants in the NutriNet-Santé cohort study, estimated its validity and identified potential socio-demographic or lifestyle differences across the SDI quintile. In our sample, the SDI (mean=12·10/20; 95 % CI 12·07, 12·13) was highly correlated to all the sub-indexes that exerted substantial influence on the participants’ ranking. The environmental and economical sub-indexes were the most and less correlated with the SDI (Pearson R2 0·66 and 0·52, respectively). Dietary patterns of participants with a high SDI (considered as more sustainable) were concordant with the already published sustainable diets. Participants with high SDI scores were more often women (24 %), post-secondary graduates (22 %) and vegetarians or vegans (7 %), without obesity (16 %). Finally, the SDI could be a useful tool to easily assess the sustainability-related changes in dietary patterns, estimate the association with long-term health outcomes and help guide future public health policies.

University Students Harvesting the Benefits of a Garden Laboratory

2021 ◽  
pp. 1-8
Author(s):  
Jillian Ruhl ◽  
Daphne Lordly
Keyword(s):  
Personal Growth ◽  
Food Systems ◽  
Community Gardens ◽  
Literacy Skills ◽  
Urban Setting ◽  
Survey Analysis ◽  
Course Content ◽  
Food Literacy ◽  
Or Groups ◽  
A Site

Community gardens (CG) are areas of land where individuals or groups grow food in single or shared plots, typically in an urban setting, providing fresh produce, urban greening, and opportunities to socialize and improve the community. The purpose of this descriptive study was to introduce a CG laboratory (lab) as part of an introductory foods course within a nutrition program and explore how the lab influenced students’ learning and overall experiences. Forty-one students, 2 lab instructors, and 3 student volunteers who tended the CG participated in the survey. Survey analysis revealed 4 interrelated themes: (i) connection and exposure, (ii) food preparation, (iii) benefits of using local food, and (iv) explicit learning. Overall, the lab fostered multiple types of individual and relational learning involving the acquisition of course content and food literacy skills. The CG was valued by students as a curriculum component as well as opportunities for personal growth and development. With the growing importance of food systems knowledge to the profession, CG may act as a site for embodied forms of learning in nutrition programs.

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