Identifying attributes of food literacy: a scoping review

Perry, Elsie Azevedo; Thomas, Heather; Samra, H. Ruby; Edmonstone, Shannon; Davidson, Lyndsay; Faulkner, Amy; Petermann, Lisa; Manafò, Elizabeth; Kirkpatrick, Sharon I.

doi:10.1017/s1368980017001276

Cited by 163 publications

(170 citation statements)

References 36 publications

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“…Broadly, food literacy is defined as the interconnection between the knowledge, skills, and behaviors necessary for procuring, planning, and preparing healthful food [198]. Food literacy is quite complex, encompassing several components including elements of nutrition, health, agriculture, food systems, food safety, and cooking [198][199][200]. Three reviews of adolescent food literacy programs have been conducted recently [201][202][203].…”

Section: Intervention Opportunitiesmentioning

confidence: 99%

Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors

et al. 2019

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Obesity is a multifaceted chronic condition with several contributing causes, including biological risk factors, socioeconomic status, health literacy, and numerous environmental influences. Of particular concern are the increasing rates of obesity in children and adolescents, as rates of obesity in youth in the United States have tripled within the last three decades. Youth from historically disadvantaged backgrounds tend to have higher rates of obesity compared to other groups. Adolescents often do not meet intake recommendations for certain food groups and nutrients, which may contribute to a heightened risk of obesity. With obesity disproportionately affecting adolescents (ages 12-19 years), negative effects of excess adiposity may be particularly salient during this critical period of development. The presentation of chronic cardiometabolic disease symptoms typically observed in adults, such as hypertension, hyperglycemia, dyslipidemia, and inflammation, are becoming increasingly common in adolescents with obesity. Additionally, there is dynamic interplay between obesity and psychosocial health, as adolescents with obesity may have increased levels of stress, depressive symptoms, and reduced resilience. To reduce and prevent adolescent obesity, the implementation of theory-driven multicomponent school-and community-based interventions have been suggested. These interventions promote knowledge and self-efficacy for healthful practices that have the potential to progress to sustained behavior change.

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Section: Intervention Opportunitiesmentioning

confidence: 99%

Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors

et al. 2019

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“…In accordance with Krause et al [3], Truman et al [7], Palumbo [16], and Azevedo Perry [20], we decided to apply the simple combination of keywords with the purpose of identifying all definitions and conceptualizations of the topics. In accordance with Krause et al [3], Truman et al [7], Palumbo [16], and Azevedo Perry [20], we decided to apply the simple combination of keywords with the purpose of identifying all definitions and conceptualizations of the topics.…”

Section: Figurementioning

confidence: 99%

“…Analogously, twelve papers that discussed FL agreed that this dimension implied improved food and nutrition knowledge, and skills such as cooking [16,21,23,37,56,61,62,65,[70][71][72][73]. The authors of twenty-three papers also stated that the achievement of FL leads to a healthy diet, better food and physical activity choices, and healthy behaviors (i.e., eat more vegetables or fruits, consume less soda and sweetened beverages, engage in more physical activity, increase spice use and decrease salt use, decrease serving sizes including fast food, reduce frequency of consumption of packaged and processed snacks, increase purchasing of fresh foods, and increase use of food labels when selecting foods) [3,10,11,16,[20][21][22][23][24]39,40,42,56,57,59,61,62,67,68,[70][71][72][73][74].…”

Section: Comparison Between Nl and Fl Consequencesmentioning

confidence: 99%

Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population

Vettori

Lorini

Milani

et al. 2019

IJERPH

106

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Existing definitions of food literacy (FL) and nutrition literacy (NL) in particular refer to individual knowledge, motivation, competences, and awareness, which determine the relationship between individuals and food, the food system, and nutrition information. Several authors proposed specific conceptualization of the terms. Nevertheless, the description of analogies and differences between FL and NL is still lacking, as is an integrated framework which highlights the meaning of the concepts. This work aims to describe and discuss evidence provided by the literature in order to develop and propose a comprehensive conceptualization of FL and NL to the scientific community. We systematically reviewed six databases, considering the search terms of FL and NL. We collected the antecedents, components, and consequences of both FL and NL. We underlined and traced similarities of the concepts as well as prerogative features through the content analysis of definitions. We obtained 14 definitions of NL and 12 definitions of FL; 42 papers presented antecedents and 53 papers contained consequences. We observed that NL could be considered a specific form of FL. In addition, we noted that the consequences of NL are included in the subset of the consequences of FL and the conceptual limits of FL correspond to the outcome of healthful diet. We conclude that FL and NL build a multifaceted concept which implies both individual and public perspectives. We propose a conceptualization which could be useful to develop an executive framework aimed at providing healthy eating for the population.

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“…Food education—defined here as education that supports learning about food, nutrition, and the role that food plays in one's life, relationships, culture, communities, environment, and in history and society—has the potential to help youth develop the critical thinking skills necessary for making healthy choices in everyday life. Such holistic food education, also known by terms such as nutrition education, food/nutrition literacy, edible education, and others, has recently seen renewed interest. Regardless of description or definition, all such programs espouse the core goals of supporting children to adopt healthy choices, develop healthy habits and relationships with food, and achieve increased understanding of how food is systematically connected to nutrition, health, and their economic and social worlds.…”

mentioning

confidence: 99%

Defining Food Education Standards through Consensus: The Pilot Light Food Education Summit

Sutter

Metcalfe

Tucker

et al. 2019

Journal of School Health

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BACKGROUND: Consistent with the Whole School, Whole Community, Whole Child Approach, food education encompasses nutritional status, culture, community, environment, and society. Unifying standards are needed to support food education integration in K-12 curricula. Pilot Light, a Chicago-based nonprofit, sought to generate such standards. This study reports a formative evaluation research process that led to the development of Food Education Standards (FES). METHODS:Nine FES were drafted within the context of the National Health Education Standards. The 2-day Pilot Light Food Education Summit convened 26 experts and community members to review draft FES. A facilitated, consensus-building process generated refined FES and K-12 competencies. Drawing on Summit outcomes and expert feedback, a team of teachers subsequently drafted final FES. Summit participants completed pre-and post-Summit surveys to assess changes in food education priorities. RESULTS:The initial 9 FES were refined to 7. Comparison data indicated shifts in endorsed priorities for food education, moving from prioritizing specific knowledge, such as ''categorizing food into food groups,'' toward ''students having a conscious decision-making process around food.'' CONCLUSIONS: Developed with input from experts across multidisciplinary fields, the evidence-based Pilot Light FES can be feasibly implemented in multiple subjects across all school types and community socio-demographic levels.

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Identifying attributes of food literacy: a scoping review

Cited by 163 publications

References 36 publications

Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors

Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors

Towards the Implementation of a Conceptual Framework of Food and Nutrition Literacy: Providing Healthy Eating for the Population

Defining Food Education Standards through Consensus: The Pilot Light Food Education Summit

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