Identifying Food Literacy Educational Opportunities for Youth

Amin, Sarah; Panzarella, Carolyn; Lehnerd, Megan; Cash, Sean B.; Economos, Christina D.

doi:10.1177/1090198118775485

Cited by 28 publications

(26 citation statements)

References 26 publications

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“…This idea is supported by the children in our study, who collectively expressed interest in developing their abilities to prepare food and cook, which would assist them now and in the future. Despite describing variable skill sets, their enthusiasm for learning how to cook was evident; concurring with American research with children aged 9-12 (Amin et al, 2018) and Australian research with older children aged 12-17 (Ronto et al, 2016). The literature on food literacy also suggests that the development of skills offers more promise to support healthy dispositions.…”

mentioning

confidence: 79%

“…Although a small number of recent studies have taken a child-centred approach to explore primary school children's interactions with health information and resources (e.g. Amin et al, 2018;Bhagat et al, 2018;Fairbrother et al, 2016) the literature tends to focus predominantly on the functional health literacy of adolescents (Bröder et al, 2017). This presents a gap for additional child-centred studies with younger populations to generate a nuanced understanding of children's health literacy assets and experiences .…”

Section: Introductionmentioning

confidence: 99%

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Qualitative insight into primary school children’s nutrition literacy

Velardo

Drummond

2019

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Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.

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confidence: 79%

Section: Introductionmentioning

confidence: 99%

Qualitative insight into primary school children’s nutrition literacy

Velardo

Drummond

2019

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“…In the transitional phase between childhood and adulthood, young people are a diverse and ambiguous consumer group with studies revealing rather incongruous characterizations. Research addressing this age group (roughly 14 to 24 years) uses a variety of interchangeable defining terms, including young adults (Cloutier and Roy 2020;Kemp et al 2020;Kreuzer et al 2019;Shim et al 2015), youth (Amin et al 2018;Goldberg et al 2003;Slater et al 2018), adolescents (Effertz et al 2014), and young people (Calafell et al 2019;Te'eni-Harari 2014;Wilska 2003).…”

Section: Age Of Transitionmentioning

confidence: 99%

Young People as Drivers or Inhibitors of the Sustainability Movement: The Case of Anti-Consumption

Ziesemer

Balderjahn

2021

J Consum Policy

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As overconsumption has negative effects on ecological balance, social equality, and individual well-being, reducing consumption levels among the materially affluent is an emerging strategy for sustainable development. Today’s youth form a crucial target group for intervening in unsustainable overconsumption habits and for setting the path and ideas on responsible living. This article explores young people’s motivations for engaging in three behavioural patterns linked to anti-consumption (voluntary simplicity, collaborative consumption, and living within one’s means) in relation to sustainability. Applying a qualitative approach, laddering interviews reveal the consequences and values behind the anti-consumption behaviours of young people of ages 14 to 24 according to a means-end chains analysis. The findings highlight potential for and the challenges involved in motivating young people to reduce material levels of consumption for the sake of sustainability. Related consumer policy tools from the fields of education and communication are identified. This article provides practical implications for policy makers, activists, and educators. Consumer policies may strengthen anti-consumption among young people by addressing individual benefits, enabling reflection on personal values, and referencing credible narratives. The presented insights can help give a voice to young consumers, who struggle to establish themselves as key players in shaping the future consumption regime.

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“…In addition, and in support of HL, Hernandez's FL model 20 offers a broad scope and interpretation, as many literary concepts are included such as nutrition, agri‐food, media, cultural, civic, and eco‐literacy. Also, as Hernandez deemed important to note, various FL concepts and competencies were considered during this model development informed by the existing literature 7,47‐52 to evolve our thinking and highlight the need for a shared understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Health Literacy and Food Literacy for K‐12 Schools in the COVID‐19 Pandemic

Vamos

Wacker

Welter

et al. 2021

Journal of School Health

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BACKGROUND: Food literacy, a sub-area of health literacy, is achieving attention in schools, academia, research, health care, businesses, and governments worldwide. Against the current COVID-19 pandemic backdrop, the relevance of food literacy's interconnected attributes such as nutritional knowledge, food skills, and food environment is gaining traction. Enhancing health and food literacy in the K-12 school environment are important empowerment tools with the potential to reduce health inequalities as vulnerable people are at risk of limited health literacy. METHODS:We aim to clarify the meaning of food literacy and its relationship to health literacy and other factors influencing eating behavior. RESULTS:We offer a proposed conceptual model depicting connections between relevant theories and constructs in the field of health and nutrition. Concrete actions are offered that contemporary schools can take guided by the utility of the model. CONCLUSIONS:This visual can help guide schools' multidimensional health and food literacy efforts while considering the realities of the current COVID-19 pandemic context and beyond. This model will provide an overarching reference for schools to consider key constructs to support practice, research, policy, and intervention efforts to advance their health and food literacy agendas.

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Identifying Food Literacy Educational Opportunities for Youth

Abstract: This formative research informed educational opportunities for a FL curriculum, which holds promise for improving food-based education and programs, designing more effective interventions, and developing measurement tools.

Cited by 28 publications

References 26 publications

Qualitative insight into primary school children’s nutrition literacy

Qualitative insight into primary school children’s nutrition literacy

Young People as Drivers or Inhibitors of the Sustainability Movement: The Case of Anti-Consumption

Health Literacy and Food Literacy for K‐12 Schools in the COVID‐19 Pandemic

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