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

Stjernqvist, Nanna Wurr; Elsborg, Peter; Ljungmann, Cecilie Karen; Benn, Jette; Bonde, Ane Høstgaard

doi:10.1016/j.appet.2020.104848

Cited by 26 publications

(34 citation statements)

References 34 publications

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“…Ten out of the 12 tools assessed structural/construct validity either using the Rasch model (34,35) , confirmatory factory analysis (25,27,(29)(30)(31) , the Known Group technique (32) , Structural Equation Modelling (26) or between-group differences based on ONQI scores (36) . Some tools also assessed convergent validity using a health literacy instrument (27) , using food intake as an outcome (27) or using a Healthy Eating Index score (32) . One tool was assessed for its ability to detect change following a FL intervention (26) , while 2 tools measured change after a specific nutrition knowledge program (33,36) .…”

Section: Validity and Reliability Of Existing Toolsmentioning

confidence: 99%

“…The 12 tools that assessed FL and NL among children and adolescents are summarized in Table 1. Three of the 12 tools measured FL (26)(27)(28) , 4 tools measured both FL and NL (25,(29)(30)(31) , and the other 5 tools measured NL or subareas of NL (32)(33)(34)(35) . More specifically, 2 of the NL tools assessed critical NL (34,35) , 1 of the tools measured menu board literacy (33) and the other tool assessed food label literacy (36) .…”

Section: Summary Of Existing Toolsmentioning

confidence: 99%

“…Critical NL focuses specifically on critically appraising and understanding nutrition information (34) , while menu board literacy targets understanding of menu board nutrition information (33) and food label literacy measures one's ability to interpret the information on food labels (36) . The studies describing the 12 tools were published between 2012 and 2021 and were developed in 7 geographical regions: 2 from Norway (34,35) , 3 from the USA (28,33) , 1 from Denmark (27) , 1 from Thailand (32) , 3 from Iran (25,30,31) , 1 from Italy (26) and 1 from China (29) . The purpose of most of the studies was to develop and test the validity and/or reliability of a tool that assesses either FL or NL.…”

Section: Summary Of Existing Toolsmentioning

confidence: 99%

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Assessing food and nutrition literacy in children and adolescents: a systematic review of existing tools

Carroll

Perreault

W.L.

et al. 2021

Public Health Nutr.

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Objective: Food literacy (FL) and nutrition literacy (NL) are concepts that can help individuals to navigate the current food environment. Building these skills and knowledge at a young age is important for skill retention, confidence in food practices and supporting lifelong healthy eating habits. The objectives of this systematic review were to: (i) identify existing tools that measure FL and NL among children and/or adolescents and (ii) describe the psychometric properties. Design: A 4-phase protocol was used to systematically retrieve articles. The search was performed in May 2021. Study characteristics and psychometric properties were extracted, and a narrative synthesis was used to summarise findings. Risk of bias was assessed using the COSMIN checklist. Setting: Six databases were searched to identify current tools. Participants: Children (2–12 years) and adolescents (13–18 years) participated in this study. Results: Twelve tools were identified. Three tools measured FL, 1 tool measured NL, 4 tools measured both FL and NL, and 4 tools measured subareas of NL—more specifically, critical NL, food label and menu board literacy. Most tools were self-reported, developed based on a theoretical framework and assessed some components of validity and/or reliability for a specific age and ethnic group. The majority of tools targeted older children and adolescents (9–18 years of age), and one tool targeted preschoolers (3–6 years of age). Conclusions: Most widely used definitions of FL and NL do not acknowledge life-stage specific criterion. Continued efforts are needed to develop a comprehensive definition and framework of FL and NL appropriate for children, which will help inform future assessment tools.

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Section: Validity and Reliability Of Existing Toolsmentioning

confidence: 99%

Section: Summary Of Existing Toolsmentioning

confidence: 99%

Section: Summary Of Existing Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Assessing food and nutrition literacy in children and adolescents: a systematic review of existing tools

Carroll

Perreault

W.L.

et al. 2021

Public Health Nutr.

View full text Add to dashboard Cite

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“…In application, FL studies examine the interaction between FL and home economics [ 59 , 60 , 61 , 62 ] or measure FL. The latter, small but growing body of literature measures FL levels to determine health outcomes and diet quality in adults [ 63 , 64 , 65 , 66 ] adolescents [ 56 , 57 , 67 , 68 , 69 , 70 ] and children [ 71 , 72 , 73 ]. The tools to measure FL in populations include questionnaires [ 63 , 74 ]; a model for incorporating FL in schools [ 75 ]; and a competency-based framework developed for application in schools and communities [ 76 ].…”

Section: Introductionmentioning

confidence: 99%

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

Smith

Wells

Hawkes

2022

IJERPH

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(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

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“…A system review compiled 13 nutrition literacy and/or food literacy instruments in adults [9], and 29 health literacy instruments for children and adolescents until 2018 in different countries [10], but the assessment of children and adolescents' FNL still parks. Previous studies had developed a few tools, such as Food and Nutrition Literacy questionnaire in elementary school children in Tehran of Iran [11], a 37-item and 5-dimensional food literacy instrument for school children in Denmark [12], and Tool for Food Literacy Assessment in Children (TFLAC) for American children [13]. Considering that FNL varies with both nationalities and ages, to our best knowledge, before us there exited no standardized FNL assessment for Chinese children, and we have developed a food and nutrition literacy questionnaire for Chinese school-age children [14].…”

Section: Introductionmentioning

confidence: 99%

Relationships of Family food environment with food and nutrition literacy in Chinese school-age children

Xiao

Liu

et al. 2021

Preprint

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Background: Eating behavior is inﬂuenced by multiple factors and understanding the interplay of these factors is necessary to promote children’s healthy food choice. This study investigated the relations of family food environment (FFE) with food and nutrition literacy (FNL) in Chinese school-age children.Methods: A total of 605 children aged 7-13 years from Grade 1 to 5, and their caregivers participated in the cross-sectional study in Beijing of China during April 2019. The FFE was assessed by the validated Family Food Environment Questionnaire for Chinese School-age Children (FFEQ-SC). For the children of Grade 3 to 5 (n=260), the FNL, including cognitive and skill domains, was assessed by Food and Nutrition Literacy Questionnaire for Chinese School-age Children (FNLQ-SC). Both FFEQ-SC and FNLQ-SC were developed firstly for Chinese school-age children who had good reliability. The anthropometric data (height and weight) was derived from local health information management system for primary schools.Results: Overall, 68.9% of the children’s families had high level of FFE. The total FNL score of 260 children at Grade 3-5 was 63.2±10.3. Comparison of children’s FNL scores among different levels of FFE showed the children with higher level of FFE, especially higher level of caregiver’s educational degree and FNL, were more likely to have higher FNL scores (P<0.05). The multivariate analysis showed the children’s total FNL score was significantly related with family caregiver (β= -0.123, P=0.04) and caregiver’s nutritional literacy (β= 0.210, P=0.002). Furthermore, the children with higher level of caregiver’s nutritional knowledge were less likely to be overweighted or obesese (OR=0.043, P=0.04).Conclusions: Family food environment, especially caregivers’ FNL, was related with children’s FNL, even the risk of overweight. These findings highlight the importance of targeting nutritional knowledge of family caregivers to facilitate the children’s FNL to maintain good health.

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

Cited by 26 publications

References 34 publications

Assessing food and nutrition literacy in children and adolescents: a systematic review of existing tools

Assessing food and nutrition literacy in children and adolescents: a systematic review of existing tools

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

Relationships of Family food environment with food and nutrition literacy in Chinese school-age children

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