Measuring Food Literacy: Progressing the Development of an International Food Literacy Survey Using a Content Validity Study

Abstract

Background: The term “food literacy” is increasingly used to describe the knowledge, skills and behaviours needed to meet food needs. The aim of this research was to determine content validity for an International Food Literacy Survey. Methods: The literature was searched for existing items to form an item pool to measure the eleven components of food literacy. Expert consensus was investigated through two related online surveys. Round 1 participants were researchers who had been involved in the development of a food literacy measure (n = 18). Round 2 participants were authors of papers who had used the term (n = 85). Level of agreement was determined quantitatively using the Content Validity Index and compared to open ended qualitative comments. Results: Consensus was achieved on 119 items. Components varied in the ease with which existing validated items could be found and the number of items achieving consensus. Items related to food prepared within the home were more likely to achieve consensus. Additional issues included limited shared understanding of the scope of the term, the validity of items varying according to context and a limited health focus. Conclusions: This study provides a valuable basis upon which to progress the development of a measure.

Are We Closer to International Consensus on the Term ‘Food Literacy’? A Systematic Scoping Review of Its Use in the Academic Literature (1998–2019)

“…Overall, this review found the term 'food literacy' widely used and understood, and there is agreement on a core conceptualisation. Therefore, international scholars across all income levels that have engaged in food literacy research, identified by Fingland et al's [38] work and the present review, could provide valuable insight into developing indicators of food literacy. The development of a definition and international indicators endorsed by a peak international agency would be integral in significantly advancing and progressing the field of food literacy.…”

“…The literature-based definitions tend to be broader in scope, encompassing constructs such as food security and food environments. This requires the general public to meet higher levels of knowledge, skills or behaviours and have a more critical and active understanding of the food system in order to be considered 'food-literate', placing a higher onus on the individual [38].…”

“…In an international consensus study, Fingland et al [38] found that, while some international researchers believe food literacy should extend beyond what is proposed in the Vidgen and Gallegos [15] model, few disagree with the core domains and components of this conceptualisation (Figure A2). This provides a starting point for the development of international indicators of food literacy previously limited by inconsistent definitions and understandings of the construct across contexts.…”

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

“…While improvements in dietary outcomes have been observed in adolescent interventions aimed at improving attributes of food literacy [ 17 ], long-term implications for diet quality and obesity prevalence are lacking [ 21 ]. Additionally, food literacy is a complex construct with multiple interrelated factors, making assessment of food literacy challenging [ 19 , 21 , 50 ]. As such, a comprehensive evaluation tool is yet to be developed for this age group [ 19 , 50 ].…”

“…Additionally, food literacy is a complex construct with multiple interrelated factors, making assessment of food literacy challenging [ 19 , 21 , 50 ]. As such, a comprehensive evaluation tool is yet to be developed for this age group [ 19 , 50 ]. Nevertheless, the potential of food literacy is worth exploring given that youth aware of food growing practices and regionality of produce are more likely to consume fruits and vegetables [ 51 ].…”