Emily Truman1, Daniel Lane2, Charlene Elliott3. 1. Communication, Media and Film, Social Sciences Building, Room 320, 618 Campus Place NW, University of Calgary, Calgary, AB, T2N 1N4, Canada. Electronic address: emily.truman@ucalgary.ca. 2. Clinical Epidemiology and Health Care Research, Institute for Health Policy, Management, and Evaluation, University of Toronto, 4th Floor, 155 College St, Toronto, ON, M5T 3M6, Canada. Electronic address: danjlane@me.com. 3. Communication, Media and Film, Social Sciences Building, Room 320, 618 Campus Place NW, University of Calgary, Calgary, AB, T2N 1N4, Canada. Electronic address: celliott@ucalgary.ca.
Abstract
The term "food literacy" describes the idea of proficiency in food related skills and knowledge. This prevalent term is broadly applied, although its core elements vary from initiative to initiative. In light of its ubiquitous use-but varying definitions-this article establishes the scope of food literacy research by identifying all articles that define 'food literacy', analysing its key conceptualizations, and reporting outcomes/measures of this concept. METHODS: A scoping review was conducted to identify all articles (academic and grey literature) using the term "food literacy". Databases included Medline, Pubmed, Embase, CAB Abstracts, CINAHL, Scopus, JSTOR, and Web of Science, and Google Scholar. Of 1049 abstracts, 67 studies were included. From these, data was extracted on country of origin, study type (methodological approach), primary target population, and the primary outcomes relating to food literacy. RESULTS: The majority of definitions of food literacy emphasize the acquisition of critical knowledge (information and understanding) (55%) over functional knowledge (skills, abilities and choices) (8%), although some incorporate both (37%). Thematic analysis of 38 novel definitions of food literacy reveals the prevalence of six themes: skills and behaviours, food/health choices, culture, knowledge, emotions, and food systems. Study outcomes largely focus on knowledge generating measures, with very few focusing on health related outcome measures. CONCLUSIONS: Current definitions of food literacy incorporate components of six key themes or domains and attributes of both critical and functional knowledge. Despite this broad definition of the term, most studies aiming to improve food literacy focus on knowledge related outcomes. Few articles address health outcomes, leaving an important gap (and opportunity) for future research in this field.
The term "food literacy" describes the idea of proficiency in food related skills and knowledge. This prevalent term is broadly applied, although its core elements vary from initiative to initiative. In light of its ubiquitous use-but varying definitions-this article establishes the scope of food literacy research by identifying all articles that define 'food literacy', analysing its key conceptualizations, and reporting outcomes/measures of this concept. METHODS: A scoping review was conducted to identify all articles (academic and grey literature) using the term "food literacy". Databases included Medline, Pubmed, Embase, CAB Abstracts, CINAHL, Scopus, JSTOR, and Web of Science, and Google Scholar. Of 1049 abstracts, 67 studies were included. From these, data was extracted on country of origin, study type (methodological approach), primary target population, and the primary outcomes relating to food literacy. RESULTS: The majority of definitions of food literacy emphasize the acquisition of critical knowledge (information and understanding) (55%) over functional knowledge (skills, abilities and choices) (8%), although some incorporate both (37%). Thematic analysis of 38 novel definitions of food literacy reveals the prevalence of six themes: skills and behaviours, food/health choices, culture, knowledge, emotions, and food systems. Study outcomes largely focus on knowledge generating measures, with very few focusing on health related outcome measures. CONCLUSIONS: Current definitions of food literacy incorporate components of six key themes or domains and attributes of both critical and functional knowledge. Despite this broad definition of the term, most studies aiming to improve food literacy focus on knowledge related outcomes. Few articles address health outcomes, leaving an important gap (and opportunity) for future research in this field.
Authors: Maartje P Poelman; S Coosje Dijkstra; Hanne Sponselee; Carlijn B M Kamphuis; Marieke C E Battjes-Fries; Marleen Gillebaart; Jacob C Seidell Journal: Int J Behav Nutr Phys Act Date: 2018-06-18 Impact factor: 6.457
Authors: Andrea Begley; Lucy M Butcher; Vanessa Bobongie; Satvinder S Dhaliwal Journal: Int J Environ Res Public Health Date: 2019-04-09 Impact factor: 3.390