Land, Language, and Food Literacy: Co-Creating a Curriculum at Lach Klan School with Gitxaała Nation

Abstract Background Healthy aging is one of the major challenges currently faced by an aging population. Food literacy (FL) refers to the ability to apply knowledge and practical skills regarding healthy and sustainable nutrition into everyday life. The project “GUSTO” is sponsored by the Bavarian State Ministry of Health and Care and aims to contribute to enjoyable aging by developing the nutritional skills of people aged 65 and over. This community-based program comprises independent working groups of older adults guided by peer moderators. The FL intervention is developed in cooperation with the target group. Methods The nutritional situation of older adults was first established through a literature research. The results of this research were compared to the “self-perceived food literacy scale” by Poelman et al. (2018) and the “nutritional framework for literacy courses” by Johannsen et al. (2019). The resulting data provided a basis for focus group discussions carried out in six municipalities, supported by local practice partners. In six guided focus group discussions, a number of recurring themes were identified and summarized. Results The focus groups consisted of a total of 44 people between 62 and 88 years of age (average age: 73.1 ± 6.1 years). 22.7 % were men. The group discussions revealed resources used and barriers encountered in terms of FL and interests of older adults. It was evident that, due to the high density of information available, the participants found it difficult to identify reliable information and to implement it in their everyday life. At the request of the focus groups, topics such as the best before date and the use of food waste were added to the intervention. Conclusions Older adults find it challenging to identify reliable nutritional information and implement it in their everyday life. With the help of the participatory approach outlined in this study, target group-related issues can be identified and taken into account in the intervention. Key messages Older adults can be involved in the development of an FL intervention. A participatory approach allows target group-related issues and specific needs to be taken into account in the intervention.

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Validity and Internal Consistency of the Preschool-FLAT, a New Tool for the Assessment of Food Literacy in Young Children from the Training-To-Health Project

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17082759 ◽

2020 ◽

Vol 17 (8) ◽

pp. 2759

Author(s):

Garden Tabacchi ◽

Giuseppe Battaglia ◽

Giuseppe Messina ◽

Antonio Paoli ◽

Antonio Palma ◽

...

Keyword(s):

Internal Consistency ◽

Content Validity ◽

Structural Equation ◽

Discriminant Validity ◽

Assessment Tool ◽

Intervention Group ◽

Equation Modeling ◽

Control Group ◽

Food Literacy ◽

Health Project

Background: The importance of assessing “food literacy” since youth has been highlighted and, to this purpose, valid and consistent instruments are needed. This study aimed to assess the validity and internal consistency of the preschool-FLAT (Food Literacy Assessment Tool). Methods. 505 children from 21 kindergartens, recruited within the Training-to-Health Project in Palermo (Italy), underwent oral sessions and activities on food-related aspects. Their knowledge/skills were recorded in the preschool-FLAT. The following scale measures were assessed: Content validity; internal consistency (Chronbach’s alpha coefficients); construct validity (Structural Equation Modeling—SEM); discriminant validity (intervention subgroup of 100 children vs. control group of 27 children). Results. Acceptable content validity of a 16-items scale and overall adequate internal consistency were revealed: Content validity index (CVI) 0.94, content validity ratio (CVR) 0.88, Chronbach’s alpha 0.76. The SEM revealed a 4-factor model fitting the data well (comparative fit index 0.939, root mean square error of approximation 0.033). Discriminant validity was good (intervention group scoring higher than control, p < 0.001, unpaired Student’s t-test). Conclusion. The preschool-FLAT revealed good psychometric properties, adequate validity and internal consistency. This is the only instrument in the literature specifically targeted to 3–6 years old children that could be effectively used to assess food literacy.

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Nutritional considerations of a pediatric gluten free food guide for celiac disease

British Journal Of Nutrition ◽

10.1017/s0007114521000994 ◽

2021 ◽

pp. 1-31

Author(s):

Diana R. Mager ◽

Samantha Cyrkot ◽

Christine Lirette ◽

Herbert Brill ◽

Jenna Dowhaniuk ◽

...

Keyword(s):

Vitamin D ◽

Celiac Disease ◽

Health Care Professionals ◽

Nutrient Intake ◽

Fruits And Vegetables ◽

Free Food ◽

Gluten Free ◽

Cross Sectional ◽

Food Literacy ◽

Nutrition Guidelines

Abstract The gluten free (GF) diet is the only treatment for celiac disease (CD). While the GF diet can be nutritious, increased reliance on processed and packaged GF foods can result in higher fat/sugar and lower micronutrient intake in children with CD. Currently, there are no evidence-based nutrition guidelines that address the GF diet. The objective of this cross-sectional study was to describe the methodological considerations in forming a GF food guide for Canadian children and youth (4-18 years) with CD. Food guide development occurred in three phases: 1) evaluation of nutrient intake and dietary patterns of children on the GF diet, 2) pre-guide stakeholder consultations with 151 health care professionals and 383 community end users, and 3) development of 1260 GF diet simulations that addressed cultural preferences and food traditions, diet patterns and diet quality. Stakeholder feedback identified nutrient intake and food literacy as important topics for guide content. Except for vitamin D, the diet simulations met 100% macro- and micronutrient requirements for age-sex. The pediatric GF plate model recommends intake of >50% fruits and vegetables, <25% grains and 25% protein foods with a stronger emphasis on plant-based sources. Vitamin D fortified fluid milk/unsweetened plant-based alternatives and other rich sources are important to optimize vitamin D intake. The GF food guide can help children consume a nutritiously adequate GF diet and inform policy makers regarding the need for nutrition guidelines in pediatric CD.

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

Nutrients ◽

10.3390/nu13051532 ◽

2021 ◽

Vol 13 (5) ◽

pp. 1532

Author(s):

Lyndsey D. Ruiz ◽

Marcela D. Radtke ◽

Rachel E. Scherr

Keyword(s):

High School ◽

Low Income ◽

Social Cognitive ◽

Cognitive Theory ◽

Expert Committee ◽

Food Groups ◽

Literacy Curriculum ◽

Pilot Testing ◽

Food Literacy ◽

Trained Facilitator

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

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

Nutrients ◽

10.3390/nu13062006 ◽

2021 ◽

Vol 13 (6) ◽

pp. 2006

Author(s):

Courtney Thompson ◽

Jean Adams ◽

Helen Anna Vidgen

Keyword(s):

Scoping Review ◽

International Agency ◽

Original Research ◽

International Consensus ◽

Food Literacy ◽

Academic Literature ◽

Review Articles ◽

Article Type ◽

Definition Of ◽

Over Time

(1) Background: The term ‘food literacy’ has gained momentum globally; however, a lack of clarity around its definition has resulted in inconsistencies in use of the term. Therefore, the objective was to conduct a systematic scoping review to describe the use, reach, application and definitions of the term ‘food literacy’ over time. (2) Methods: A search was conducted using the PRISMA-ScR guidelines in seven research databases without any date limitations up to 31 December 2019, searching simply for use of the term ‘food literacy’. (3) Results: Five hundred and forty-nine studies were included. The term ‘food literacy’ was used once in 243 articles (44%) and mentioned by researchers working in 41 countries. Original research was the most common article type (n = 429, 78%). Food literacy was published across 72 In Cites disciplines, with 456 (83%) articles from the last 5 years. In articles about food literacy (n = 82, 15%), review articles were twice as prevalent compared to the total number of articles (n = 10, 12% vs. n = 32, 6%). Fifty-one different definitions of food literacy were cited. (4) Conclusions: ‘Food literacy’ has been used frequently and broadly across differing article types and disciplines in academic literature internationally. However, agreement on a standardised definition of food literacy endorsed by a peak international agency is needed in order to progress the field.

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