Insight from the Public on Home Economics and Formal Food Literacy

Abstract

In 2010, a newspaper article speculating about the inclusion of cooking in the Queensland, Australia, school curriculum was published. Readers were invited to post comments to a newspaper‐managed blog. Ninety‐seven posts were made. These posts (N = 97) comprise the data for this study. Data were analyzed using Leximancer to determine frequency and connection of terminology. The analysis found “cooking” to be the core concept, connected to either the “school” (formal learning) and/or to the “home” (informal learning). Content analysis determined the themes and their relative frequency. Three main themes were generated: informal food literacy learning, formal food literacy learning in schools, and formal food literacy learning in home economics. Subthemes in the formal food literacy theme included: status (should a home economics course be compulsory?), enjoyment of home economics in school), and gender (with many positive comments from male respondents). The findings of this study represent a first step in understanding the potential contribution of home economics to develop food literacy.

The Nuances of Health Literacy, Nutrition Literacy, and Food Literacy

“…Skills in food preparation are considered to be an essential component of translating nutrition knowledge into dietary practice, which naturally leads to a discussion of food literacy. 30 Although there is no consensus regarding a definition of food literacy, recent dialogue emphasizes the importance of linking nutrition information with people's practical use of food to meet day-today needs. 31,32 Vidgen and Gallegos 33 offered perhaps 1 of the most inclusive definitions, based on their exploratory study that captured the perceptions of 2 different subgroups regarding food literacy competencies: Australian nutrition professionals and young disadvantaged women.…”

Food Literacy at Secondary Schools in Australia

“…Comprehensive food and nutrition education curricula can reduce unhealthy behaviors in adolescents, including poor dietary habits . The concept of “food literacy” is an emerging concept, derived partly from a fundamental understanding of literacy and partly from health literacy . At a basic level, literacy relates to an individual's ability to read and write .…”

“…The concept of “food literacy” is an emerging concept, derived partly from a fundamental understanding of literacy and partly from health literacy . At a basic level, literacy relates to an individual's ability to read and write . Nutbeam incorporated the concept of literacy in health promotion and defined health literacy as “the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health.” Home Economics Victoria, an Australian professional association for HETs, adapted these concepts to food and nutrition and described food literacy as “having the knowledge, skills and the capacity to source, prepare, cook, and share food in a sustainable manner to promote a healthy and balanced lifestyle.…”

Local public food strategies as a social innovation: early insights from the LOMA-Nymarkskolen case study

“…Alternative food-sourcing strategies and participatory meal production for learning about food in school are examples of such social innovation. Findings within learning and health promotion research indicate that participatory strategies can increase positive outcomes related to food literacy and action competence from a public health nutrition perspective (Benn et al 2010;Simovska & Jensen 2009;Green & Tones 2010;Lichtenstein & Ludwig 2010;Pendergast et al 2011). In 1998, the World Health Organization produced guidelines for participatory approaches in school settings, based on the Ottawa Charter (1986).…”