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Dallant T, Bozonnet A, Delarocque-Astagneau E, Gautier S, Koné A, Grasteau V, Rouquette A, Herr M. Development and evaluation of a food literacy questionnaire for schoolchildren in France. Appetite 2024; 199:107420. [PMID: 38744402 DOI: 10.1016/j.appet.2024.107420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Revised: 04/25/2024] [Accepted: 05/11/2024] [Indexed: 05/16/2024]
Abstract
Food literacy is gaining importance in nutrition education programs for children. To date, food literacy assessment tools have been developed in many countries, however, none exist in France. The objectives of this study were to develop a questionnaire and to evaluate its measurement properties among French schoolchildren aged 8-11 years. The questionnaire was developed in three phases: i) item selection (literature review and adaptation or creation of items) and content validity (submission to an expert panel), ii) questionnaire development including a pre-test in a small sample of children (n = 41) and item reduction and dimensionality based on the responses of children who completed the questionnaire in 31 schools between December 2022 and March 2023, and iii) questionnaire evaluation in terms of reliability, validity and acceptability. In total, 1187 responses were included in the analysis. The mean age of the children was 9.6 ± 0.7 years (girls: 51.2%, boys: 48.8%). The development process resulted in a 25-item questionnaire with good acceptability and satisfactory estimated reliability (McDonald omega coefficient = 0.73). Factor evaluation revealed a three-dimensional structure encompassing food and nutrition knowledge, participation in food preparation activities and food habits. To our knowledge, this study was the first to assess food literacy for schoolchildren in France. Our questionnaire can contribute to assess the factors that make food literacy vary, especially regarding socioeconomic variables to target priority populations for nutrition education actions and to describe changes in food literacy scores from a longitudinal perspective.
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Affiliation(s)
- Titiane Dallant
- Epidemiology and Public Health Department, Raymond Poincaré Hospital, AP-HP, Garches, France
| | | | - Elisabeth Delarocque-Astagneau
- Epidemiology and Public Health Department, Raymond Poincaré Hospital, AP-HP, Garches, France; UFR Simone-Veil Santé, Université Versailles St-Quentin-en-Yvelines (UVSQ), Montigny-le-Bretonneux, France; Center for Research in Epidemiology and Population Health (CESP), Inserm U1018, UVSQ, Paris-Saclay University, Villejuif, France
| | - Sylvain Gautier
- Epidemiology and Public Health Department, Raymond Poincaré Hospital, AP-HP, Garches, France; UFR Simone-Veil Santé, Université Versailles St-Quentin-en-Yvelines (UVSQ), Montigny-le-Bretonneux, France; Center for Research in Epidemiology and Population Health (CESP), Inserm U1018, UVSQ, Paris-Saclay University, Villejuif, France
| | - Ali Koné
- Fondation JDB Prévention Cancer, Fontenay-les-Briis, France
| | | | - Alexandra Rouquette
- Center for Research in Epidemiology and Population Health (CESP), Inserm U1018, UVSQ, Paris-Saclay University, Villejuif, France; Public Health Department, Bicêtre Hospital, AP-HP, Bicêtre, France; UFR de médecine, Université Paris-Saclay, Bicêtre, France
| | - Marie Herr
- Epidemiology and Public Health Department, Raymond Poincaré Hospital, AP-HP, Garches, France; UFR Simone-Veil Santé, Université Versailles St-Quentin-en-Yvelines (UVSQ), Montigny-le-Bretonneux, France; Center for Research in Epidemiology and Population Health (CESP), Inserm U1018, UVSQ, Paris-Saclay University, Villejuif, France.
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Yoo H, Jo E, Lee H, Ko E, Jang E, Sim J, Park S. Who has a high level of food literacy, and who does not?: a qualitative study of college students in South Korea. Nutr Res Pract 2023; 17:1155-1169. [PMID: 38053819 PMCID: PMC10694421 DOI: 10.4162/nrp.2023.17.6.1155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 04/01/2023] [Accepted: 06/21/2023] [Indexed: 12/07/2023] Open
Abstract
BACKGROUND/OBJECTIVES Unhealthy food choices among young adults are common globally, and the incidence of chronic diseases, such as obesity, is rising. Food literacy (FL) is important for improving and maintaining individual health in a rapidly changing food environment and can form the basis for following a sustainable diet. Therefore, it is essential to improve FL among young adults, particularly college students, who are in the formative years of their lifelong food habits. This study examined the facilitators and barriers of FL and related dietary behavior among college students in South Korea. SUBJECTS/METHODS This study recruited 25 college students with different residence types using convenience and snowball sampling. In-person, telephone, and video interviews were conducted from March to November 2021. The interview data were analyzed using framework analysis based on the socio-ecological model. RESULTS At the individual level, prior good experiences with food were the most frequently mentioned facilitator. In contrast, the major barriers were a lack of knowledge, financial hardship, irregular schedules, and academic stress. At the interpersonal level, the influences of family and peers, such as early exposure to healthy eating habits and opportunities to have easy accessibility to farms and farming, are major facilitators, but the lack of a sense of community was the major barrier. At the environmental level, the major barriers were unfavorable food environments at home and in neighborhoods, such as the absence of kitchens in housing and large packaging of produce at markets. CONCLUSIONS Many factors affected the students' FL and related healthy eating practices. These findings suggest that a campus-based FL program should be developed by reflecting on these facilitators and barriers.
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Affiliation(s)
- Hyelim Yoo
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Eunbin Jo
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Hyeongyeong Lee
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Eunji Ko
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Eunjin Jang
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Jiwon Sim
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
| | - Sohyun Park
- Department of Food Science and Nutrition, Hallym University, Chuncheon 24252, Korea
- The Korean Institute of Nutrition, Hallym University, Chuncheon 24252, Korea
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Holloway TP, Jayasinghe S, Dalton L, Kilpatrick ML, Hughes R, Patterson KAE, Soward R, Burgess K, Byrne NM, Hills AP, Ahuja KDK. Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6794. [PMID: 37754653 PMCID: PMC10530311 DOI: 10.3390/ijerph20186794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 08/24/2023] [Accepted: 09/19/2023] [Indexed: 09/28/2023]
Abstract
A qualitative case study approach with in-depth, semi-structured interviews of key school staff, and student feedback was used to assess a school kitchen and garden program in the regional area of North-West Tasmania, Australia. A detailed program description was produced to conduct a realist evaluation with a Context-Mechanism-Outcome configuration, followed by a program theory evaluation through the construction of a retrospective program logic model. Dedicated kitchen and garden spaces, knowledgeable teachers committed to the program, provision of sufficient materials and consumables, and support from the school and community were found to be the basic requirements to establish a program. Additionally, it is essential to integrate both the kitchen and garden teaching components into the school curriculum. The positive outcomes (e.g., engagement, participation, knowledge, skills, behavioral change) of the program were dependent on the underlying factors, including dedicated support of school leadership, teaching staff, and the parent body for effective student engagement in the teaching spaces and for wider engagement from families and the community. The students' feedback provided supporting evidence of increased food literacy with improvements in their understanding, abilities, and attitudes towards gardening, producing healthy food, and preparing food. This may further lead to enhanced food security for students' families and the broader community.
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Affiliation(s)
- Timothy P. Holloway
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Sisitha Jayasinghe
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Lisa Dalton
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Michelle L. Kilpatrick
- Menzies Institute for Medical Research, University of Tasmania, Hobart, TAS 7000, Australia;
| | - Roger Hughes
- School of Heath Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia;
| | - Kira A. E. Patterson
- School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7248, Australia;
| | - Robert Soward
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | | | - Nuala M. Byrne
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Andrew P. Hills
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
| | - Kiran D. K. Ahuja
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia; (T.P.H.); (S.J.); (L.D.); (R.S.); (N.M.B.); (A.P.H.)
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Blair SA, Edwards G, Yu K, Jovel E, Powell LJ, Renwick K, Conklin AI. What Is a School Farm? Results of a Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5332. [PMID: 37047947 PMCID: PMC10094287 DOI: 10.3390/ijerph20075332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 03/15/2023] [Accepted: 03/15/2023] [Indexed: 06/19/2023]
Abstract
As school farms become more prominent programs to teach food education, research is needed to support school farms' implementation and sustainability. This scoping review included 94 articles on school farms from three bibliometric databases covering broad international literature. Vocational agricultural training, animal husbandry, and crop production were common characteristics of school farms across 103 years of publications. Themes of sustainability, healthy eating, and food systems were more prominent in recent literature. Peer-reviewed studies (1985-2019) provided some empirical research showing school farms' impact on students. This review discusses school farms' structures and objectives as promising food education and production programming.
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Affiliation(s)
- Sammy A. Blair
- Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
| | - Gabrielle Edwards
- Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
| | - Katharine Yu
- Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
| | - Eduardo Jovel
- Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
| | - Lisa Jordan Powell
- Center for Human and Environmental Sustainability, Sweet Briar College, Sweet Briar, VA 24595, USA
| | - Kerry Renwick
- Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
| | - Annalijn I. Conklin
- Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
- Collaboration for Outcomes Research and Evaluation, Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, BC V6T 1Z3, Canada
- Centre for Health Evaluation and Outcome Sciences, Providence Healthcare Research Institute, St. Paul’s Hospital, Vancouver, BC V6Z 1Y6, Canada
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Sanagavarapu P, Dadich A, Hussain W. Interventions to Promote Food Allergy Literacy in Childhood: A Systematic Scoping Review. THE JOURNAL OF SCHOOL HEALTH 2023. [PMID: 36861668 DOI: 10.1111/josh.13310] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 11/07/2022] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND This article introduces the concept, food allergy literacy (FAL), which encompasses the knowledge, behaviors, and skills needed to manage a food allergy and is thus critical to child safety. Yet, there is limited clarity on how to promote FAL in children. METHODS Twelve academic databases were systematically searched to identify publications on interventions to promote FAL in children. Five publications met the inclusion criteria, which involved children (3 to 12 years), their parents, or educators and tested the efficacy of an intervention. FINDINGS Four interventions were for parents and educators, while 1 intervention was for parents with their children. The interventions were educational and focused on promoting participant knowledge and skills of food allergy, and/or psychosocial in nature, promoting coping, confidence, and self-efficacy in managing children's allergies. All interventions were deemed effective. Only 1 study used a control group, and none assessed the long-term benefits of the interventions. IMPLICATIONS FOR SCHOOL POLICY, PRACTICE, AND EQUITY The results can enable health service providers and educators to design evidence-based interventions to promote FAL. This might involve designing, implementing, and evaluating curricula and play-based activities, therein, that award greater attention to food allergy-its consequences, risks, skills to prevent risk, and managing food allergy in educational settings. CONCLUSIONS There is limited evidence on child-focused interventions that promote FAL. There is, therefore, considerable opportunity to co-design and test interventions with children.
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Affiliation(s)
- Prathyusha Sanagavarapu
- School of Education, Western Sydney University, Locked Bag 1797, Sydney, NSW, 2751, Australia
| | - Ann Dadich
- School of Business, Western Sydney University, Locked Bag 1797, Sydney, NSW, 2751, Australia
| | - Wajiha Hussain
- School of Education, Western Sydney University, Locked Bag 1797, Sydney, NSW, 2751, Australia
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Kelly RK, Peralta L, Nash R. Promoting food literacy in primary school classrooms through the HealthLit4Kids Program in Australia. Health Promot Int 2022; 37:6823569. [DOI: 10.1093/heapro/daac166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Lay Summary
Food literacy (FL) refers to the knowledge, skills, and behaviours associated with healthy eating. Schools are recognised as an important setting for FL promotion during childhood. HealthLit4Kids is an Australian primary school intervention that engages students, families, and educators to promote health literacy. This study aimed to assess the promotion of FL, a subtype of health literacy, in primary school classrooms across five schools. Teachers planned and implemented classroom activities over a 12-month period. Researchers examined lesson plans created by teachers and ‘artefacts’ (e.g. drawings, models) created by students during activities. Most classroom activities considered the nutritional knowledge and interpersonal communication skills associated with healthy eating, whereas fewer activities addressed students’ ability to critically analyse and apply information relating to food. The FL themes considered most frequently in classroom activities were ‘food and health choices’, ‘knowledge’, and ‘skills and behaviour’. Whereas the FL themes considered less frequently were ‘food systems’, ‘emotion’, and ‘culture’. The delivery of classroom activities was supported by the integration of other curriculum areas (e.g. The Arts and English). Future studies are required to understand how school-based interventions can promote the areas of FL that were less frequently addressed in this intervention in the classroom and beyond.
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Affiliation(s)
- Rebecca K Kelly
- School of Medicine, College of Health and Medicine, University of Tasmania , Hobart , Australia
- Nuffield Department of Population Health, University of Oxford , Oxford , UK
| | - Louisa Peralta
- School of Education and Social Work, Faculty of Arts and Social Sciences, University of Sydney , Sydney , Australia
| | - Rosie Nash
- School of Medicine, College of Health and Medicine, University of Tasmania , Hobart , Australia
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Tartaglia J, Giglia R, Darby J. Developing culturally appropriate food literacy resources for Aboriginal children with Foodbank WA's Superhero Foods ®. Health Promot J Austr 2022; 33 Suppl 1:150-162. [PMID: 35194892 PMCID: PMC9790422 DOI: 10.1002/hpja.584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 02/20/2022] [Indexed: 12/30/2022] Open
Abstract
ISSUE ADDRESSED In Australia, food sovereignty of traditional landowners has been marginalised by the globalisation of food systems and resulted in limited opportunities for children to experience familiar bush tucker foods as healthy choices, particularly in a school environment. Superhero Foods® themed teaching resources focus on the development of nutrition education materials that included traditional Aboriginal foods together with contemporary foods readily available in regional/remote communities. METHODS Consultation with an Aboriginal expert and Aboriginal artist; local, regional/remote teachers and stakeholders informed the development of tailored resources including food cartoon characters, school lesson plans and a storybook. The latter was guided by a resource development model. Users of the resources were surveyed to ascertain the useability, alignment with the Australian Dietary Guidelines, cross-curricular learnings and cultural relevance. RESULTS Respondents across regional/remote and urban locations completed a lesson plan and food character (clipart) survey (N = 51) and storybook survey (N = 14). Respondents advised the resources were relevant, enjoyable, engaging and culturally appropriate for all students regardless of Aboriginality. The resources provided learning opportunities for all children to enhance knowledge about Aboriginal culture and bush foods. Independent evaluation has further indicated the translation of messaging into student's knowledge and learning. CONCLUSIONS Key enablers to the success of the resource included; free online access, the highly engaging nature of the resources and adaptability to be implemented across a number of Aboriginal language groups in WA. Ensuring visual representation of healthy choices was fundamental to reinforcing nutrition messaging. Superhero Foods resources are a positive and important inclusion in the health promotion toolbox for Aboriginal children. SO WHAT?: Superhero Foods are novel nutrition education resources depicting Aboriginal foods and Aboriginal children. These food literacy resources will engage children's understanding of Aboriginal culture, improve food literacy and strengthen equitable access for regional and remote communities.
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Affiliation(s)
| | | | - Jill Darby
- School of Medical and Health ScienceEdith Cowan UniversityJoondalupAustralia
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Omidvar N, Doustmohammadian A, Shakibazadeh E, Clark CCT, Kasaii MS, Hajigholam-Saryazdi M. Effects of school-based interventions on Food and Nutrition Literacy (FNLIT) in primary-school-age children: a systematic review. Br J Nutr 2022; 129:1-20. [PMID: 36177745 DOI: 10.1017/s0007114522002811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This study systematically reviewed the evidence on interventions seeking to improve Food and Nutrition Literacy (FNLIT) functional, interactive and critical skills in primary school-aged children. Electronic databases, including PubMed/MEDLINE, SCOPUS, Web of Science, Cochrane, Pro-Quest and Google Scholar were systematically searched. Randomised and non-randomised controlled trials, pre-/post-test and case-control designs were included. The primary outcomes were three levels of FNLIT: functional, interactive and critical. All citations, full-text articles and abstract data were screened by two independent reviewers. Any conflicts were then resolved through discussion. The quality of the included studies was individually evaluated using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Two reviewers extracted data from the included studies, and a descriptive analysis was performed. The quality of all eligible studies (n 19) was rated as moderate/weak. A wide variety of skill-building activities were introduced by programmes, including recipe skills/food preparation, food label literacy, food tasting, gardening harvesting, and supporting cultural practices and ethnic foods. Only four studies measured food literacy (FL) (food label literacy) via a valid measure. Most interventions focused on the functional level of FL, except for two programmes (one scored weak and one scored moderate). In most of the studies, delivery of intervention content was facilitated by teachers (n 15). Promising interventions were tailored to the needs and interests of students, incorporated into the existing curriculum and facilitated by teachers. The successful intervention strategies led to improvements in functional, partly interactive and critical skills. Future interventions should focus, holistically, on all aspects of FNLIT, especially interactive and critical skills.
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Affiliation(s)
- Nasrin Omidvar
- Department of Community Nutrition, Faculty of Nutrition Sciences and Food Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Azam Doustmohammadian
- Gastrointestinal and Liver Diseases Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Elham Shakibazadeh
- Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Cain C T Clark
- Centre for Intelligent Healthcare, Coventry University, CoventryCV1 5FB, UK
| | - Maryam Sadat Kasaii
- Department of Community Nutrition, Faculty of Nutrition Sciences and Food Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Maryam Hajigholam-Saryazdi
- Library, National Nutrition and Food Technology Research Institute; and Faculty of Nutrition Sciences and Food Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Consavage Stanley K, Harrigan PB, Serrano EL, Kraak VI. A systematic scoping review of the literacy literature to develop a digital food and nutrition literacy model for low-income adults to make healthy choices in the online food retail ecosystem to reduce obesity risk. Obes Rev 2022; 23:e13414. [PMID: 35092142 PMCID: PMC9286643 DOI: 10.1111/obr.13414] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Revised: 12/14/2021] [Accepted: 12/15/2021] [Indexed: 11/28/2022]
Abstract
Adults with lower incomes are disproportionately affected by poverty, food insecurity, obesity, and diet-related non-communicable diseases (NCDs). In 2020-2021 amid the coronavirus disease 2019 (COVID-19) pandemic, the United States Department of Agriculture (USDA) expanded the Supplemental Nutrition Assistance Program (SNAP) Online Purchasing Pilot program to enable eligible participants to purchase groceries online in 47 states. This expansion underscores the need for SNAP adults to have digital literacy skills to make healthy dietary choices online. Currently, a digital literacy model does not exist to help guide USDA nutrition assistance policies and programs, such as SNAP. We conducted a systematic scoping review of the academic and gray literature to identify food, nutrition, health, media, financial, and digital literacy models. The search yielded 40 literacy models and frameworks that we analyzed to develop a Multi-dimensional Digital Food and Nutrition Literacy (MDFNL) model with five literacy levels (i.e., functional, interactive, communicative, critical, and translational) and a cross-cutting digital literacy component. Utilization of the MDFNL model within nutrition assistance policies and programs may improve cognitive, behavioral, food security, and health outcomes and support equity, well-being, digital inclusion, and healthy communities to reduce obesity and NCD risks.
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Affiliation(s)
| | - Paige B Harrigan
- Department of Human Nutrition, Foods, and Exercise, Virginia Tech, Blacksburg, Virginia, USA
| | - Elena L Serrano
- Department of Human Nutrition, Foods, and Exercise, Virginia Tech, Blacksburg, Virginia, USA.,Virginia Family Nutrition Program, Virginia Tech, Blacksburg, Virginia, USA
| | - Vivica I Kraak
- Department of Human Nutrition, Foods, and Exercise, Virginia Tech, Blacksburg, Virginia, USA
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Rosas R, Pimenta F, Leal I, Schwarzer R. FOODLIT-Trial: Protocol of a Randomised Controlled Digital Intervention to Promote Food Literacy and Sustainability Behaviours in Adults Using the Health Action Process Approach and the Behaviour Change Techniques Taxonomy during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063529. [PMID: 35329211 PMCID: PMC8950592 DOI: 10.3390/ijerph19063529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 03/06/2022] [Accepted: 03/14/2022] [Indexed: 12/04/2022]
Abstract
Dietary quality and sustainability are central matters to the international community, emphasised by the burden of the COVID-19 pandemic. To promote healthier and more sustainable food-related practices, the protocol of a web-based intervention to enhance adults' food literacy is presented. The FOODLIT-Trial is a two-arm, parallel, experimental, and single-blinded randomised controlled trial delivered over 11 weeks. Based on the Food Literacy Wheel framework and supported by the Health Action Process Approach (HAPA) and the Behaviour Change Techniques Taxonomy, weekly content with customised behaviour change techniques (experimental group) is hypothesised to be more effective to promote food behaviour change when compared to a single-time and non-customised delivery of food-related international guidelines, with no theoretically informed approaches (comparison group). Primary outcome is food literacy, including food-related knowledge, skills, and behaviours, assessed with the FOODLIT-Tool; a secondary outcome includes psychological mechanisms that efficaciously predict change in participants' food literacy, measured with HAPA-driven items. Enlisted through online sources, participants will be assessed across five time points (baseline, post-intervention, and 3-, 6-, and 9-month follow-ups, i.e., T0-T4). A randomisation check will be conducted, analyses will follow an intention-to-treat approach, and linear two-level models within- (T0-T4) and between-level (nested in participants) will be computed, together with a longitudinal mediation analysis. If effective, the FOODLIT-Trial will provide for a multidimensional and cost-effective intervention to enable healthier and more sustainable food practices over the long term.
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Affiliation(s)
- Raquel Rosas
- WJCR-William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (F.P.); (I.L.)
- Correspondence: ; Tel.: +351-918-483-078
| | - Filipa Pimenta
- WJCR-William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (F.P.); (I.L.)
| | - Isabel Leal
- WJCR-William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (F.P.); (I.L.)
| | - Ralf Schwarzer
- Department of Psychology, Freie Universität Berlin, 14195 Berlin, Germany;
- Department of Clinical, Health, and Rehabilitation Psychology, SWPS University of Social Sciences and Humanities, 53-238 Wroclaw, Poland
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Youssef J, Mora M, Maiz E, Spence C. Sensory exploration of vegetables combined with a cookery class increases willingness to choose/eat plant-based food and drink. Int J Gastron Food Sci 2022. [DOI: 10.1016/j.ijgfs.2022.100515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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12
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How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042019. [PMID: 35206208 PMCID: PMC8871606 DOI: 10.3390/ijerph19042019] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 01/31/2022] [Accepted: 02/01/2022] [Indexed: 01/03/2023]
Abstract
(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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